Putnam/Northern Westchester Regional Crisis Team (RCT)

1. Putnam/Northern Westchester Regional Crisis Team (RCT) Who You Gonna Call? The Crisis Busters!(aka School Psychologists as driving forces behind crisis teams) NYASP Conference October 24, 2009

2. Introductions • Presenters: • Lynn Allen, EdD, Assistant Director of Special Education & the Guidance and Child Study Center – Putnam/Northern Westchester BOCES • Barbara Bernstein, PhD, Director, Education & Training, The Mental Health Association of Westchester, Inc. • Karin Brenner, PhD, Social Worker, Carmel High School • Ruth Commercio, LCSW, Consultant specializing in trauma, transition, and loss) • Kevin Crowley, Psy.D., Bedford Central Psychologist • Jill Greenstein, School Psychologist, M.Ed., ABSNP, Putnam Valley Middle School • Jason Kane, School Psychologist, M.Ed. Putnam Valley High School • Hank Linden, M.S. Ed, LMSW, Vice President Account Management, Longview Associates, LLC • Marianne Walsh, Caring Circle Bereavement Program Coordinator & Art Therapist

3. Presentation Agenda • Crisis model & theoretical framework • History of the Regional Crisis Team (RCT) • Roles & expectations of RCT members • How does the RCT work? • Role of school psychologists • How do school psychologists help implement the functioning of a crisis team? • Benefits of the RCT • Examples of RCT work • Red Cross Heroes Award

4. Crisis Model & Theoretical Framework The Crisis Intervention Model deals with: “ Healthy people falling apart and restoring equilibrium for the client” Theoretical Framework: 1. Military response (1940) 2. Coconut Grove fire - Boston (1943) 3. Caplan - Core Theory of Intervention (1950) 4. Rapoport “upset of a steady state” (1967) “A little help, rationally directed and purposefully focused at a strategic time, is more effective than more extensive help given at a period of less emotional accessibility”

5. Crisis Model & Theoretical Framework Core Stages of Crisis (Roberts 1991) 1. Crisis Assessment 2. Establish Rapport 3. Identify Major Problems 4. Deal with Feelings and Emotions 5. Generate and Explore Alternatives 6. Develop and Formulate an Action Plan 7. Establish Follow Up Plan

6. Crisis Model & Theoretical Framework What does the RCT take from Crisis Intervention Theory: • Focused on the “here and now” • Time limited intervention • Goals related to crisis • Re-build hope and expectations • Foster support • Focus on resolution • Restore self-image and self-confidence • Focus on strengths • Build self-reliance

7. Crisis Model & Theoretical Framework TEAM WORK! The crisis model is a great example of interdisciplinary intervention where health professionals from all disciplines come together! • Roberts, A. R. (2005) Crisis Intervention Handbook: Assessment, treatment and research. New York: Oxford University Press.

8. History of the RCT • Types of Crisis: 1. Life events 2. Unexpected, traumatic events • Columbine High School tragedy - 1999 • Team members • Regional outreach, support, and resources

9. Roles & Expectations of RCT Members • Apply best practices in crisis prevention and intervention • Adhere to a professional code of ethics • Participate in monthly meetings • Promote the RCT • Remain current on crisis prevention and intervention strategies • Share materials, resources, and suggestions

10. How does the RCT Work? • School representative contacts the RCT coordinator who: • Collects information • Contacts RCT members • Participates through closure • Debriefing

11. Role of the School Psychologist • Testing students • Counseling students • Facilitating committee meetings • Consulting with teachers, parents, and administrators • Crisis management and intervention planning

12. Role of School Psychologist • Pre-crisis preparation • Developmental stages of grief and understanding of death • Assess need for interventions • Crisis intervention Counseling students, teachers, parents, staff Information Outside support agencies

13. How Do School Psychologists Help Implement the Functioning of a Crisis Team? • School/district crisis response procedures • Systems functioning • Individual functioning/human behavior • Professional judgment and knowledge

14. How Do School Psychologists Help Implement the Functioning of a Crisis Team? • Scope of Crisis • People Power • Room/ Space Needs • Outside Resources • Local building team has the lead role and gives direction to the RCT

15. 1999 ……Why RCT Remains Strong • Satisfies a need to network and problem solve • Leadership and members are dedicated, committed, smart people • Core group has been active and consistent over time

16. 1999 ……Why RCT Remains Strong • Opportunities to share other districts’ policies & procedures • Reliably responsive: • In times of crisis it provides a network of support as well as tangible assistance of trusted, similarly trained individuals to respond to district’s needs • Provides support for own staff who are impacted secondarily by responding to crises or primarily by the event

17. Top Ten Reasons My District will want to be part of a Regional Crisis Team 1. Study/support group for school personnel dealing with minor and major crises 2. Identifying best practices to prevent crises and to respond when they occur 3. Identifying trends and issues in schools 4. Brainstorming solutions to common problems and dealing with obstacles to program implementation 5. Cross training in best practices: • Shared language • Develop trust • “Help the Helper”

18. Top Ten Reasons My District will want to be part of a Regional Crisis Team 6. Develop guidelines for predictable crises 7. Share resources 8. Expand crisis teams 9. Speakers 10. Shared Grant Support

19. Preparing for RCT Work • Importance of interfacing with schools without being regarded as intrusive or over reactive • Imperative to acknowledge that school staff are experts in their own communities • Responding to the stated needs of the school • Knowing when to make additional recommendations

20. Examples of RCT Work • One of the troublesome aspects of grief is that it can be cumulative • Review response to Westorchard Elementary School crisis • Outline strategies used at JFK Elementary School • Assess need for follow-up to address residual fear or anxiety in those who require further support

21. Red Cross Presentation to RCT, May 2009

22. Next Steps • Assess and identify availability of community resources (school districts, BOCES, public agencies, private agencies, specialized groups, consultants) • Poll interest of schools and agencies • District commitment – Superintendent, Building Principal, Director of Special Education • Be prepared – make them an offer they can’t refuse!!

23. Contact Information • Jill Greenstein, M.Ed.,ABSNP, School Psychologist, Putnam Valley Middle School jgreenstein@pvcsd.org • Lynn Allen, EdD, Assistant Director of Special Education & the Guidance and Child Study Center – Putnam/Northern Westchester BOCES lallen@pnwboces.org • Karin Brenner, PhD, Social Worker, Carmel High School kbrenner@ccsd.k12.ny.us • Kevin Crowley, Psy.D., Bedford Central Psychologist Kcrowley0245@bcsdny.org • Hank Linden, M.S. Ed, LMSW, Vice President Account Management, Longview Associates, LLC hlinden@problemshavesolutions.com

24. Contact Information • Ruth Commercio, LCSW, Consultant specializing in trauma, transition, and loss) Sw2052@aol.com • Jason Kane, M.Ed., School Psychologist, Putnam Valley High School jkane@pvcsd.org • Marianne Walsh, Caring Circle Bereavement Program Coordinator & Art Therapist mwalch@vnahv.org • Barbara Bernstein, PhD, Director, Education & Training, The Mental Health Association of Westchester, Inc. BernsteB@MhaWestchester.org