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Scenario. You are in your office on a quiet Monday It's early morning. School has just begun for the day.One school bus is late arriving due to ice on the roads.. Details of the Incident. The bus has 26 students from the middle and high schools on board (ages 10 - 17).As the bus arrives, the dr
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1. Responding to Critical Incidents in Schools A Behavioral Health Plan
October 22, 2010
Paul Deignan
Department of Health and Human Services
2. Scenario You are in your office on a quiet Monday
It's early morning.
School has just begun for the day.
One school bus is late arriving due to ice on the roads.
3. Details of the Incident The bus has 26 students from the middle and high schools on board (ages 10 - 17).
As the bus arrives, the driver is unable to stop the bus. The bus skids and then crashes through the wall of the music room. There are 25 students in the music room.
Two students are killed and 19 students are injured - four of them severely.
4. What steps would your school would take to activate your emergency response plan?
Which students & staff are most at risk?
What types of services would facilitate the recovery process?
How would they be delivered?
5. Purpose of the Plan To enhance existing school emergency response plans
To expedite the assessment and response to a critical incident
To clarify roles of responders/helpers
To enhance a school`s capacity to respond to critical incidents in an effective and compassionate manner.
6. “Critical Incident” “Any incident that might impact the emotional functioning of members of the school community:”
Students
Faculty
Parents
7.
“There cannot be a crisis this
week…
My schedule is already full.”
-Henry Kissinger
8. Types of School Events Student deaths
Staff deaths
Accidents
Suicides
Violence in schools or community (assaults, murders, drive-by shooting)
Natural disasters (tornado, earthquake, hurricane, ice storm, etc.)
School shootings 1. Note that events are loosely ranked and may vary by community. For example, in some urban settings, there may be more community violence.
2. Suicides: 3rd leading cause of death among 15-24 year olds1. Note that events are loosely ranked and may vary by community. For example, in some urban settings, there may be more community violence.
2. Suicides: 3rd leading cause of death among 15-24 year olds
9. Goals for Managing a Critical Incident Planning Phase: Have a school or district-wide behavioral health response team in place
Identify external community behavioral health resources and build relationships
Provide staff training on ………………………..
Include behavioral health issues in school based exercises and drills
Update contact information regularly
10. Goals for Managing a Critical IncidentResponse Phase: Ensure safety of staff and students
Maintain stability of school operations
Maintain consistency of information
Address the emotional needs of students, parents, faculty and staff
Collaborate with external resources
11. Recovery: Key Components Physical/Structural Recovery
Business/Fiscal Recovery
Academic Recovery
Psychological/Emotional Recovery
12. Academic Recovery Youth exposed to violence and trauma have been shown to have:
Lower grade point averages (Hurt et al., 2001)
Decreased reading ability (Delaney-Black et al., 2003)*
More negative remarks in their cumulative records
More reported absences from school (Hurt et al., 2001)
Increased expulsions and suspensions (LAUSD survey)
Decreased rates of H.S. graduation (Grogger,1997)
Rand corp: Exposure to violence (trauma) lower gpa, more absences
Trauma disrupts schools.
Impacts academics, Rand corp: Exposure to violence (trauma) lower gpa, more absences
Trauma disrupts schools.
Impacts academics,
13. Restore the Learning Environment Act to re-establish a sense of safety
Return school to routines & schedules
Support the emotional stabilization of students, faculty and parents
14. Psychological/Emotional Recovery: Internal and External Resources Consider local mental health resources
Develop a structure for support
"Outside" vs. "Inside" help
Schools should research in advance what community resources exist to provide assistance in case of a school-based crisis.
Whenever possible develop MOUs with local MH partners or even nearby school districts to help develop your structure for MH support.
Some schools will be leery of bringing in "outside" MH support
One option is to bring in external counselors to provide additional training for school/district MH staff.Schools should research in advance what community resources exist to provide assistance in case of a school-based crisis.
Whenever possible develop MOUs with local MH partners or even nearby school districts to help develop your structure for MH support.
Some schools will be leery of bringing in "outside" MH support
One option is to bring in external counselors to provide additional training for school/district MH staff.
15. Needs of Various Groups Administrators
Faculty
Students
Parents
Community
16. Strategic Assessment Assessment Tool (Appendix A)
Assess damage
Assess internal and external resources
Create a strategic plan of response
17. Responding to the Critical Incident Day One
Day Two
Day of the Funeral
Post-Memorial Services
Anniversary
18. Memorialization Policy for memorials
Temporary memorials
Living memorials
Scholarship funds
Candlelight vigils
On-line memorials
Pictures/plagues
Memory books
19. Checklists Superintendent
Principal
School based response team
Public Information Officer
20. Sample Letters/Phone Calls Letter to Faculty – death of student
Letter to Faculty – student suicide
Phone call to Parents – suicide or murder
Phone call to Parents – suspected suicide
Phone call to Parents – sudden student death
21. Other Issues Addressed In Plan Sample After Action Report
Working with the Media
Military Kids
Suicide considerations
Resources
Community resources
Handouts
Web sites
22. First we have the test
and
then we have the lesson
23. CONTACT INFORMATION Paul Deignan, DBH Coordinator
Paul.Deignan@dhhs.state.nh.us
Cell: 419-0074, Work 271-4462
Mark Lindberg, DBH Liaison
Cell: 991-3366, Work 444-5358
Joan Haskell, DBH Liaison
Cell: 566-3523, Work 889-6147