Crisis Response Handbook

Transcription

1 Crisis Response Handbook Socorro ISD Guidance and Counseling Department Guide to Crisis Intervention in the Schools

2 Acknowledgements The Socorro Independent School District, Department of Guidance and Counseling gratefully acknowledges the work of the Austin Independent School District, Tyler Independent School District, the Institute for Trauma and Loss in Children (TLC) and the Montana Office of Public Instruction in the development of the Counselor s Crisis Response Handbook. We also would like to acknowledge Hermes T. Cervantes, Ph.D., Mark Parra, M.Ed., Amanda Chavez, Annette Alarcon, and Adriana Dominguez, for their contributions to the preparation of this Resource Guide. This Resource Guide is intended to provide guidance by helping campuses develop effective crisis management and crisis response plans. Hilda Lopez, M.Ed. Director Dept. of Guidance and Counseling Socorro ISD El Paso, TX June Crisis Response Handbook i

3 Crisis Response Handbook Table of Contents Introduction... ii Organizing to Deal with Crisis... I Sample Communications to Staff and Parents...II Helping Students Deal with Death... III Activities for the Resolution of Trauma and Grief... IV Working with Suicidal Children...V Working with Abused Children...VI Trauma Debriefing...VII Youth Help Line Directory...VIII SISD District Crisis Plan... IX Training and Maintaining Preparedness...X Texas Prevention Resource Guide: Drug and Violence Education... XI Early Warning, Timely Response: A Guide to Safe-Schools...XII Crisis Response Handbook ii

4 Introduction Schools today are faced with an almost incredible array of attitudes, cultural differences and emotional and racial disturbances. Day-to-day experiences often present challenges. When crises occur, even the most capable staff can quickly become overwhelmed. Rationale Crisis intervention in the schools requires a team effort. While it is true that all school personnel should be prepared to deal with crises, there are many types of crisis situations, like working with suicidal students and children who have been abused, for which the school counselor is the best trained and most appropriate person to intervene. This manual has been created by counselors utilizing various resources and some of the latest research in the field. It is designed to support the counselor s role and responsibilities as well as to consolidate resources for intervening during a crisis and responding in the aftermath of tragedy. What is a Crisis? A crisis is an event that is highly unpredictable and extraordinary in its makeup. However, the way individuals behave in a traumatic situation is very predictable and consistent. Being aware and having an understanding of how people will react during an event makes it possible to take action that can assist and defuse those reactions. Proper and appropriate action will prevent a secondary, potentially more severe traumatic event. Philosophy Certain steps of crisis management can be used by school counselors in most situations to reduce chaos and provide support following a crisis. Some steps need to be carried out simultaneously, others will fall into sequence. Each school should follow the District Crisis Plan to fit the needs of the crisis. Counselors need to function as part of the team to return the school to its normal stability, and to help the students and faculty deal with the emotional impact. Coordination and communication are important, as well as having access to appropriate resources in order to assure that all those who need help are offered crisis intervention services. The Socorro ISD Crisis Kit is a comprehensive resource that will help counselors with this task. Adapted from: School Crisis Response Plan. (1993). Austin, TX: Austin Independent School District Crisis Response Handbook iii

5 Yearly Campus Crisis Management Checklist The following is a checklist of events that must be completed annually in order for each campus to be adequately prepared for any crisis situations. Safety Committee selected, trained, ID badges obtained, specific duties assigned, mock drills, etc. Phone contact list update Insert updated school map All staff members trained and issued copy of campus crisis plan (Ongoing training for new staff members/students and updates as necessary) Community resources evaluated for need Staff and students trained in emergency procedures (including mock drills) Emergency communication lines clarified and understood by all Conduct quarterly meetings of the safety committee to review and plan actions for emergency scenarios Crisis Response Handbook iv

6 References Dwyer, K., Osher, D., and Wager, C. (1998). Early warning, timely response: A guide to safe schools. Washington D.C. U.S. Department of education. Hill, S. (1997). Davis County School District intervention plan. Farmington, UT: Davis County School District. Ingle, D., Nelson, M. & Porter, P. (1999). Trauma Response Manual. Tyler, TX: Tyler Independent School District. Johnson, K. (1993). School Crisis Management. Alameda, CA: Hunter House, Inc., Publishers. Kemper, R. (1987). A developmental approach to the treatment of the abused child. In R. Helfer & R. Kempe (Eds.), The Battered Child (4 th ed.) (pp ). Chicago, University of Chicago. Mura J.J. and Kottman, T. (1995). Guidance and Counseling in the Elementary and Middle Schools. Madison, WI: Brown & Benchmark Publishers. Peterson, S. and Straub, R. L. (1992). School crisis survival guide. West Nyack, N.Y.: The Center for Applied Research in Education. Porter, F. Blick, L. & Sgroi. (1982). Treatment of the sexually abused child. In Sgroi (Ed.), Handbook of clinical intervention in child abuse (pp ). Lexington, MA: D.C. Heath. School Response Guide. (2005). Resource Guide for Crisis Management. Helena, MN: Montana Office of Public Instruction. School Safety Committee. (1993). School safety and emergency resource manual. Austin, TX: Austin Independent School District. Steele, W. (1998). Trauma Debriefing for Schools and Agencies. Grosse Pointe Woods, Michigan: The National Institute for Trauma and Loss in Children. Steele, W. and Raider, M. (1991). Working with families in crisis: School-based intervention. New York: Guilford. Szur, R. (1980). Emotional abused and neglected. In P Maher (Ed.), Child abuse: The education perspective. Oxford, England: Basil Blackwell Crisis Response Handbook v