Critical Incident Response Student Service Competencies MANUAL FOR STUDENT SERVICES PERSONNEL

Critical Incident Response Student Service Competencies MANUAL FOR STUDENT SERVICES PERSONNEL WorkingDraft January, 2000 (EDWA & Tunnecliffe & Associates)

. Contents Page 1.0 Introduction 3 2.0 Role of Student Services Personnel 3 ~.0 Critical Incident Response Competencies 4 4,0~~w B~mvents ofconnpetency 5 54 r ~' -$tic'c~mpet~,cies - Performance Criteria 5 6.0 - A~d~r~od Comp~ncies - Performance Criteria 6 pb. Basic Competmcies - Performance Criteria 10 Element 1 10 Element 2 14 Element 3 21 Advanced Competencies - Performance Criteria 25 Element 1-25 Element 2 27 Element 3 29 List ofappendices 32 Appendices CIR Competencies 2 Student Services Manual

Introduction The aim of this manual is to provide Student Services personnel wilt a consistent point of reference for responding to critical incidents in schools:r his m covers the following areas : 1. 2. 3. 4. Role of student services personnel. Critical Incident Response competencies. Educational materials for Critical Incident Response. Competency assessment methodology 2.0 Role of Student Services Personnel Student Services personnel have accepted a range of responsibilities for schools in their preparation for, and management of, critical incidents. Student Services operate at four levels of support : 1. Prevention (minimising risk) 2. Planning (training and education) 3. Response (effective action) 4. Recovery (ongoing support and reviewing of procedures) The role undertaken may cover the following areas : Training: Student Services team members. Training : School staff - Planning (management / response and recovery) - Pastoral care. Assessment of needs. assisting Support : - Practical / technical / legal - Emotional -----> range o~ supports -----> individual and group Developing awareness of the various levels of intervention. Assisting in the development of Quality Assurance. Collegial coaching and leadership. Collegial support. Critical incident evaluation at the organisational level. Inter-agency liaison. CIR Competencies 3 Student Services Manual

Intra-agency liaison. The role ofthe Manager / Co-o~dinator Student Services to to ensure that Student Services personnel have the skills to respond appropriately to critical incidents. All Managers / Co-ordinators of Student Services will need to be able to work at the Advanced level of competency in this domain. 3.0 Critical Incident Response Competencies Level I - " Competency is not established. Staffmember is under supervision and has little or no knowledge or skills in critical incident response. Learning Outcomes - is able to identify that a co-ordinated response to an incident is required - is able to access appropriate support 0 Level II " Basic competency... Staff member has demonstrated some knowledge and skills relating to b Critical Incident Response. Provides some consultancy assistance to schools and is supervised by a colleague or senior staff member. Learning Outcomes - is able to demonstrate understanding ofknowledge base incorporating theoretical concepts. - is able to evaluate information and commence planning. Level III " Advanced competency. Staff member has demonstrated extensive knowledge and skills relating to Critical Incident Response. Trains, supervises and assesses other staff. Provides on-going consultancy to schools and colleagues. Learning Outcomes - is able to demonstrate accountability for personal and group outcomes within broad parameters. - is able to demonstrate a high command of level and wide-ranging skills in the area of Crisis Management. - is able to analyse, diagnose, design and execute judgments to facilitate appropriate responses to critical events, access a broad range of situations. CIR Competencies 4 Student Services Manual

4.0 Elements of Competency The Critical Incident Response competencies for Student Services personnel have three elements of competency. Element 1 - Student Services personnel providing Critical Incident Response schools would be able to demonstrate laiowledge and understandi of stress reasons. Element 2 - Student Services personnel providing Critical Incident Response to Schools would be able to demonstrate knowledge, understanding and skill in Critical Incident support and intervention strategies. Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 5.0 Basic Competencies - Performance Criteria Element 1 would be demonstrated by being able to... 5.1.1 Use appropriate terminology. Differentiate between stress and critical incident stress. Differentiate between typical stress reactions and trauma. 5.1.2 Explain the process of recovery and the range of individual reactions over time. 5.1.3 Outline the range of typical stress reactions of members of the local school community following a critical incident. 5.1.4 Recognise indicators which may suggest a member of the school community requires further assistance following a critical incident. 5.1.5 Outline appropriate documentation, pernussion and confidentiality to be used during critical incident response initiatives. Eleme~zt 2 would be demonstrated by being able to... 5.2.1 Describe a range of levels and types of interventions which could be provided to a school community following a critical incident. 5.2.2 Outline methodologies for specific interventions which could be used in critical incident response. These include : CIR Competencies Student Services Manual

a. information briefings b. one-to-one support c. group support strategies for the school community. 5.2.3 Select appropriate strategies to address critical incidents in schools. 5.2.4 Implement appropriate strategies to address critical incidents in schools. 5.2.5 Outline the factors relating to support time-frames and follow up initiatives for those involved in a critical incident. Element 3 would be demonstrated by being able to... 5.3.1 Engage key leaders in the consultancy process. 5.3.2 Use a basic C1R framework to explain to school personnel a rationale for CIR. 5.3.3 Identify and describe the possible roles and needs of key personnel in the short, medium and long terms. 5.3.4 Present information to school personnel on the following topics : a. Critical incident stress reactions at various developmental levels. b. Suggestions to assist school staff to respond appropriately to critical incident stress shown by students. c. Suggestions to assist parents to respond appropriately to critical incident stress shown by their children. d. Signs and symptoms which may indicate a need for further professional intervention. e. Support services available to the school community. 6.0 Advanced Competencies - Performance Criteria Element 1 would be demonstrated by being able to... 6.1.1.Outline the range of typical stress reactions of members of the school community following a critical incident, with reference to cultural diversity, age, developmental levels and special needs. 6.1.2 Describe and assess the indicators which suggest a member of the school community requires further professional assistance following a critical incident. CIR Competencies 6 Student Services Manual

Element 2 would be demonstrated by being able to... 6.2.1 Apply methodologies for specific interventions. Element 3 would be demonstrated by being able to... 6.3.1 Negotiate with key responders in the consultative process. 6.3.2 Identify, describe and allocate the roles and responsibilities of key critical incident response personnel in the short, medium and long terms. 6.3.3 Conduct a post-incident operational debriefing. CIIZ Competencies 7 Student Services Manual

Critical Incident Response Overview Basic Competency Advanced Competency Element 1 Student Services personnel providing Critical Response to schools would be able to demonstrate lrnowledge and understanding of stress reactions. Performance Criteria " Use appropriate terminology. Differentiate between stress and critical incident stress. Differentiate between typical stress reactions and trauma. " Explain the process ofrecovery and the range ofindividual reactions over time " Outline the range of typical stress reactions -ofmembers of the local school community following a critical incident. Recognise indicators which may suggest a member of the school community requires further assistance following a critical incident. Outline appropriate documentation, percussion and confidentiality to be used during critical incident response initiatives. Element 2 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident support and intervention strategies. Performance Criteria " Describe a range of levels and types of interventions which could be provided to a school community following a critical incident. " Outline methodologies for specific interventions which could be used in critical incident response. These include : Element 1 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge and understanding of stress reactions. Performance Criteria Outline the range of typical stress reactions of members ofthe school community following a critical incident, with reference to cultural diversity, age, developmental levels and special needs. Describe and assess the indicators which suggest a member of the school community requires further professional assistance following a critical incident. Element 2 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and sk in critical incident support and intervention strategies. Performance Criteria " Apply methodologies for specific interventions. CIR Competencies g Student Services Manual

.~.r a. information briefings b. one-to-one support c. group support strategies for the k~+.. school community " Select appropriate strategies to address critical incidents in schools. " Select appropriate strategies to address critical incidents in schools. " Outline the factors relating to support time-frames and follow up initiatives for those involved in a critical incident. Element 3 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident implementation and consultancy to schools. Performance Criteria " Engage key leaders in the consultancy process. " Use a basic CIR framework to explain to school personnel a rationale for CIR " Identify and describe the possible roles and needs of key personnel in the short, medium and long terms. " Present information to school personnel on the following topics : a. Critical incident stress reactions at various developmental levels. b. Suggestions to assist school staff to respond appropriately to critical incident stress shown by students. c. ' d. e. Suggestions to assist parents to respond appropriately to critical incident stress shown by their children. Signs and symptoms which may indicate a need for further professional intervention. Support services available to the school community. Element 3 Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident implementation and consultancy to schools. Performance Criteria " Negotiate with key responders in the consultative process. " Identify, describe and allocate the roles and responsibilities of key critical incident response personnel in the short, medium and long terms. " Conduct a post-incident operational debriefing. CIR Competencies 9 Student Services Manual

5.0 Basic Competencies - Performance Criteria Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge and understanding of stress reactions. 5.1.1 Use appropriate terminology. Differentiate between stress and critical incident stress. Differentiate between typical stress reactions and trauma. 1. Definition of stress terms : Casey, Dan'School Crisis Response Workbook' pp14-16 (See Appendix 1) Tunnecliffe, Michael (1997)'How To Facilitate A Stress Debriefing' pp5-6 (See Appendix II) 2. Suicide is a'sudden Death' until the coroner makes his report. 3. Differentiating between stress and critical incident stress Tunnecliffe, Michael (1997)'How To Facilitate A Stress Debriefing' p5 (See Appendix II) 4. Range of Stress Symptoms : From Low impact to Psychological Trauma Indicators : a. Physical Reactions : Normal functioning Headaches, rashes, illness, muscle tension Add others based on your observations : b. Mental Reactions : Normal functioning Concentration problems, character changes Add others based on your observations : c. Emotional Reactions : Normal functioning Anger, worry, sadness, fluctuations Add others based on your observations : d. Behavioural Reactions Normal functionng Agitation, sleep disturbance, work absence Add others based on your observations : Tunnecliffe, Michael (1997)'How To Facilitate A Stress Debriefing' p6 (See Appendix III) CTR Competencies 10 Student Services Manual

Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge and understanding of stress reactions. 5.1.2 Explain the process of recovery and the range of individual reactions over time. 1. Recovery Cycle : Guidance & Gounseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix IV} 2. Stress Symptoms in Children : Guidance & Counseling Service, Department of Education, Queensland ' Traumatic Incidents Affecting Schools' pp12-31 See Appendix V) 3. Individual Responses to Critical Incident Stress : a. Individuals react differently in different contexts. The childladult who copes in one situation may not cope in another. For example, the teacher who copes at school but may show stress signs at home ; or the student who helps their companions and then becomes withdrawn or distressed when adult assistance arrives or who is distressed until asked to 'look after' some other children or a sibling. b. Changes over time in Stress Reactions : Changes in time cover two broad areas. 1. Delayed reactions : This may occur to the person who has been coping at the scene of the crisis, performing the appropriate duties assigned to them or responsibility they take for themselves. When they leave the event, the negative emotional reactions which have been 'blocked' out while they were busy, catch up with them. 2. Natural changes : These occur over time, as the individual tries to deal with the emotional consequences of the crisis. At times, the individual may appear to regress, but this is usually related to the processing of another aspect of the crisis or having to deal another crisis. Tunnecliffe, Michael (1997) 'How To Facilitate A Stress Debriefing' p6 (See Appendix III) 4. ' Resilience and Vulnerability : Certain factors can predispose an individual to be more likely to have difficulty coping with the emotional consequences of a crisis : Tunnecliffe, Lesley (1997) 'Assisting the Traumatised Child' pp24-25 (See Appendix VI) Other factors may strengthen an individual's resilience : Summary from Stoltz, Paul (1997) 'Adversity Quotient', Wiley Press C1R Competencies 1 1 Student Services Manual

(See Appendix VII) Element 1 - Student Services personnel providing Critical Incident Response to Schools would be able to demonstrate knowledge and understanding ofstress reactions. 5.1.3 Outline the range of typical stress reactions of members of the local school community (staff, students and parents) following a critical incident, with reference to the cultural diversity, age, developmental level and special needs which may need to be considered. 1. Stress Symptoms Across the Age Span : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' pp12-31 (See Appendix V) Tunnecliffe, L (1996) 'Children Affected By Trauma' Ch6-8 (See Appendix VIII) Directora~e of School Education, Victoria, 'Responding to Critical Incidents in Schools' (See Appendix IX) American Academy of Experts in Traumatic Stress (1999) 'Teacher Guidelines for Crisis Response' (See Appendix X) 2. Cross-cultural Issues : Stress and trauma are mediated by a number of factors, one of which is the cultural background of those involved. (See Appendix XI) 3. Special-needs Issues : Developmental delay and disability can influence the judgement of age-appropriate behaviour. Consider this in relation to the needs of students at an Education Support Unit or attending the local school. A prior history of trauma, either through crisis events or a background of abuse (mental, physical, and/or sexual) may also create special demands in their management. CIR Competencies 1 2 Student Services Manual

Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lmowledge and understanding of stress reactions., 5.1.4 Recognise indicators which may suggest a member of the school community requires further assistance following a critical incident. 1. Critical Incident Recovery Time-line : Tunnecliffe, M (1999) 'Critical Incident Response In Schools' p4 (See Appendix XII) 2. Referral of Students for Further Professional Assistance: Tunnecliffe, L (1996) 'Children Affected By Trauma' Chl6 (See Appendix XIII) Recognising Symptoms of Burn-out : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix XIV) Johnson, K (1999) 'School Crisis Management' p148 (See Appendix XV) CIR Competencies 1 3 Student Services Manual

Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill ui critical incident support and intervention strategies. 5.2.1 Describe a range of levels and types of interventions which could be provided to a school community following a critical incident. 1. Levels and Types ofinterventions : Critical Incident Stress Management (CISM) : Seven Core Components From Casey, D 'School Crisis Response Workbook' (See Appendix XVI) CIR Competencies 1 4 Student Services Manual

5. Documentation Record keeping is an important procedure. Appropriate records must be decided upon, maintained and reviewed. Records may cover a range of activities. Examples are shown in : Northern Territory Department of Education'Critical Incidents Policy' (See Appendix XXIII} Johnson, K 'School Crisis Management' p172 (See Appendix XXIV) With due regard for confidentiality, records on issues in contacts with students, staff and parents must be considered. CIR Competencies 16 Student Services Manual

Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident support and intervention strategies. 5.2.3 Select appropriate strategies to address critical incidents in the schools. 1. Information Briefings : These might given at different tunes and with different audiences for different reasons. They must be scheduled into the crisis response plan. a. giving information to support staff prior to their work, or at the end of the day to close it off. b. giving information to relatives and friends of the victims to give them accurate information about the crisis and the steps taken to manage it (and help dispel rumours), and to encourage useful support strategies at home. c. giving information to other students and staff not directly involved in the crisis about the crisis and the steps taken to manage it (and help dispel rumours. d. giving information to media. Casey, D et al, 'School Crisis Response Workbook' p26 (See Appendix XVII) 2. Group support strategies : These should all be run a trained supporter, who has not been directly involved in the crisis. At least one co-facilitator is essential. Appropriate language skills and cultural acceptance is needed for group strategies. Size and composition will depend on : i. age ofthe participants, ii. amount of emotional disturbance iii. do not mix witnesses to the event with non-witnesses, as this usually invalidates the witnesses reactions iv. gender issues may be important in adolescence, and like gender groups are encouraged at this age range a. Defusing Defusing can be used across all ages and most developmental levels. implemented even before the crisis is completed, ifneeded. They can be used repeatedly on the same people, if needed. Casey, D et al, 'School Crisis Response Workbook' p27 (See Appendix XVIII) They can be b. Debriefing Debriefing cannot be used on children under the developmental level of ten years of age (concentration and language skills). CIR Competencies 17 Student Services Manual

These must not be used until at least 24 hours after the conclusion of the crisis, used only once, and used within one week of the crisis (up to 3-4 weeks after a mass disaster. Tunnecliffe, M 'How To Facilitate A Stress Debriefing' (See Appendix XIX) Debriefing of the crisis response team is an important and essential step to be undertaken each day. It helps these personnel to lessen the impact o~ the vicarious trauma on themselves, enables the team coordinator to monitor the effectiveness of each person, and enables collaborative group problem-solving for any difficulties which arisen during the day. 3. Individual Crisis Intervention : There are many factors to consider in working one on one. In the client, these include : a. Developmental factors (See Appendix XII) b. Cultural factors (See Appendix IX) c. Gender factors (See Appendix XIII) d. Special needs (See section 4.1.3). In the provider, these include : a. Appropriateness of qualification and relevant training in post-trauma intervention b. Role in the crisis response plan. Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' p12 (See Appendix XXV) 4. Intea- and Inter-agency Consultation and Referral : Each agency and section has criteria and procedures for referral. Education Department personnel suggesting their help may need to advise their client on how to access them. There are families who will wish to use their own resources and not the EDWA services, at least for the short-term and follow-up stages. (See Section 5.3.4) CIR Competencies 1 8 Student Services Manual

Element Z - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skills in critical incident support and intervention strategies. 5.2.4 Implement appropriate strategies to address critical incidents in the schools. Student Services personnel need to have the appropriate training in the various intervention strategies they may be asked to perform, and to only perform those strategies they have training or supervision for. They need to perform these in a competent and ethical manner with their clients. CIR Competencies 19 Student Services Manual

Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident support and intervention strategies. 5.2.5 Outline the factors relating to support time-frames and follow-up initiatives for t those involved in a critical incident. 1. Student Services personnel have a large number of support roles and activities, which must be allocated and complementary to a school or district crisis response plan. When intervening, remember these questions : a. Who will be performing the intervention (personnel)? b. What will they be doing (See Section 4.2.2)? c. When will they be doing it (time-frame)? d. Who will they be doing it with (define the clients)? e. Where will they do it (location)? 2. Intervention time-frames are based on the response and recovery cycle from trauma exhibited by most people. Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' p12 (See Appendix XXV) There are a number of activities suggested in Appendix XXVI, many of which will not fall within the jurisdiction of Student Services personnel. However, some activities may be appropriate for them and / or to share with other personnel. Catholic Education Office of WA'Crisis Management Planning' (See Appendix XXVI) More specific activities are suggested in the following appendix. Catholic Education Office of WA'Crisis Management Planning' (See Appendix XXVII) 3. Anniversary or Memorial Planning An anniversary or memorial can be a stressful reminder of the crisis incident, but can also be used as an important part of the healing process. ' (See Appendix XXVIII) CIIt Competencies 20 Student Services Manual

Element 3 - Student Services personnel providing Critical Indicent Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 5.3.1 Engage key leaders in the consultancy process 1. Establish who the key leaders are in the school or district. 2. Identify your support and line management at the District Office. CIR Competencies 21 Student Services Manual

Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 5.3.2 Use the basic CIR framework to explain to school personnel a rationale for CIR. 1. Rationale for Critical Incident Response (See Appendix XXIX) CIR Competencies 22 Student Services Manual

Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 5.3.3 Identify and describe the possible roles and needs of key personnel in the short, medium and long terms., 1. Key personnel in the Crisis Response Team. There are number of personnel who would be on the CRT. These would include school personnel, student services personnel and members of the District Office. The skills each member could bring to the team needs to be evaluated against the skills needed to make a functional and coordinated team. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) 2. Key personnel and duties in the short, medium and long term of crisis and crisis recovery. There is a range of duties to be performed during the crisis and for following through during crisis recovery. The needs will determine the appropriate personnel to manage that role and liaise with other team members on their activities. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) An example of personnel roles over time from : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix XX~~i) Matrix ofpersonnel roles over time (See Appendix X~~XII) CIR Competencies 23 Student Services Manual

Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understand and skills in critical incident consultancy to schools. 5.3.4 Present information to school personnel on various topics : a. Critical incident stress reactions at various developmental levels ' (See Appendix N, V, VIII, IX) b. Suggestions to assist school staff to respond appropriately to critical incident stress shown by students. (See Appendix V, IX, X) c. Suggestions to assist parents to respond appropriately to critical incident stress shown by their children. American Academy of Experts in Traumatic Stress (1999) 'Parent Guidelines for Crisis Response' (See Appendix III) Tunnecliffe, L (adapted from) 'Assisting the Traumatised Child' (See Appendix XX~~V) d. Signs and symptoms which may indicate a need for further professional intervention. l. For children : (See Appendix XIII) 2. For adults : (See Appendix XXXV) e. Support services available to the school community. It is appropriate to list these with their contact numbers, and to indicate how to obtain referral to them (self, doctor, EDWA personnel, etc), and if any costs are involved. 1. Within the Education Department : a. District personnel b. Employee Assistance Provider (E.A.P.) 2. Informal networks : a. family b. friends c. colleagues d. peer supporters 3. Other agencies : a. Medical eg GP, hospital, community health centre, P.M.H b. F.A.C.S. c. Child and adolescent mental health services d. Support groups (which are all listed at Western Institute of Self Help) such as Compassionate Friends. e. Crisis Care f. Youth Support g. Local church / minister CIR Competencies 24 Student Services Manual

6.0 Advanced Competencies - Performance Criteria Element 1 - Student Services personnel providing Critical Incident Response to Schools would be able to demonstrate knowledge and understanding Of stress reactions. 6.1.1 Outline the range of typical stress reactions of members of the school community following a critical incident, with reference to cultural diversity, age, developmental levels and special needs. 1. Stress Symptoms Across the Age Span : Guidance & Counseling Service, Department of Education, Queensland ' Traumatic Incidents Affecting Schools' pp12-31 (See Appendix V) Tunnecliffe, L (1996) 'Children Affected By Trauma' Ch6-8 (See Appendix VIII) Directorate of School Education, Victoria, 'Responding to Critical Incidents in Schools' (See Appendix IX) American Academy of Experts in Traumatic Stress (1999) 'Teacher Guidelines for Crisis Response' (See Appendix X) 2. Cross-cultural Issues : Stress and trauma are mediated by a number of factors, one of which is the cultural background of those involved. (See Appendix XI) 3. Special-needs Issues : Developmental delay and disability can influence the judgement of age-appropriate behaviour. Consider this in relation to the needs of students at an Education Support Unit or attending the local school. A prior history of trauma, either through crisis events or a background of abuse (mental, physical, and/or sexual) may also create special demands in their management. CIR Competencies 25 Student Services Manual

Element 1 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lrnowledge and understanding of stress reactions. 6.1.2 Describe and assess the indicators which suggest a member of the school community requires further professional assistance following a critical incident. 1. Assessment of needs : a. Referral of Students for Further Professional Assistance : Tunnecliffe, L (1996) 'Children Affected By Trauma' Ch16 (See Appendix XII) b. Referral of staff further professional assistance : Tunnecliffe, M 'Peer Support' p35 (See Appendix ~~~XV) c. Recognising Symptoms of Burn-out: Guidance & Counseling Service, Department of Education, Queensland Incidents Affecting Schools' (See Appendix XIV) 'Traumatic Cnt Competencies 26 Student Services Manual

Element 2 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lmowledge, understanding and skill in critical incident support and intervention strategies. 6.2.1 Apply methodologies for specific interventions. 1. Information Briefings : These might given at different times and with different audiences for different reasons. They must be scheduled into the crisis response plan. a. giving information to support staffprior to their work, or at the end of the day to close it off. b. giving information to relatives and friends of the victims to give them accurate information about the crisis and the steps taken to manage it (and c. help dispel rumours), and to encourage useful support strategies at home. giving information to other students and staff not directly involved in the crisis about the crisis and the steps taken to manage 'it (and help dispel rumours. d. giving information to media. Casey, D et al, 'School Crisis Response Workbook' p26 (See Appendix XVII) 2. Group support strategies : These should all be run a trained supporter, who has not been directly involved in the crisis. At least one co-facilitator is essential. Appropriate language skills and cultural acceptance is needed for group strategies. Size and composition will depend on : i. age of the participants, ii. amount of emotional disturbance iii. do not mix witnesses to the event with non-witnesses, as this usually invalidates witnesses reactions iv. gender issues may be important in adolescence, and like gender groups are encouraged at this age range. a. Defusing Defusing can be used across all ages and most developmental levels. They can be implemented even before the crisis is completed, if needed. They can be used repeatedly on the same people, if needed. Casey, D et al, 'School Crisis Response Workbook' p27 (See Appendix XVIII) b. Debriefing Debriefing cannot be used on children under the developmental level of ten years of age (concentration and language skills). CIIt Competencies 27 Student Services Manual

Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 6.3.1 Negotiate with key responders in the consultative process. 1. Establish who the key leaders are in the school or district. 2. Identify your support and line management at the District Office. CIR Competencies 29 Student Services Manual

Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate lrnowledge, understanding and skill in critical incident consultancy to schools. 6.3.2 Identify, describe and allocate the roles and responsibilities of key critical incident response personnel in the short, medium and long terms. l. Key personnel in the Crisis Response Team. There are number of personnel who would be on the CRT. These would include school personnel, student services personnel and members of the District Office. The skills each member could bring to the team needs to be evaluated against the skills needed to make a functional and coordinated team. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) 2. Key personnel and duties in the short, medium and long term of crisis and crisis recovery. There is a range of duties to be performed during the crisis and for following through during crisis recovery. The needs will determine the appropriate personnel to manage that role and liaise with other team members on their activities. American Academy of Experts in Traumatic Stress 'Crisis Response in Our Schools' p8 (See Appendix XXX) An example of personnel roles over time from : Guidance & Counseling Service, Department of Education, Queensland 'Traumatic Incidents Affecting Schools' (See Appendix X~CXI) Matrix of personnel roles over time (See Appendix ~I) CIR Competencies 30 Student Services Manual

Element 3 - Student Services personnel providing Critical Incident Response to schools would be able to demonstrate knowledge, understanding and skill in critical incident consultancy to schools. 6.3.3 Conduct a post-incident operational debriefing. Post-incident operational debriefing of personnel involved in the support process is an essential part of the review and monitoring of the functioning and effectiveness ofthe crisis response plans. The goal of this process is to : 1. review the usefulness of the plans 2. identify any difficulties in its implementation. CIR Competencies 3 1 Student Services Manual

LIST OF APPENDICES Appendix Title Section I Definition of Stress Terms 5.1.1 II Definition of Stress Terms 5.1.1 III Range of Stress Symptoms 5.1.1 IV Recovery Cycle 5.1.2, 5.3.4 V Stress Symptoms in Children 5.1.2, 5.1.3, 5.3.4 6.1.1 VI Vulnerability Factors 5.1.2 VII Resilience Factors 5.1.2 VIII Stress Symptoms Across the Age Span 5.1.3, 5.3.4, 5.1.1 IX Stress Symptoms Across the Age Span 5.1.3, 5.3.4, 6.1.1 X Stress Symptoms Across the Age Span 5.1.3, 5.3.4, 6.1.1 XI Cross-Cultural Factors 5.1.3, 5.2.2, 6. l. l XII Critical Incident Recovery Time-Line 5.1.4, 6.1.2 XIII Referral of Students for Further Professional Assistance 5.1.4, 5.3.4 XIV Recognising Symptoms of Burn-Out 5.1.4, 6.1.2 XV Recognising Symptoms of Burn-Out 5.1.4 XVI Levels and Types of Intervention in CISM 5.2.1, 6.2.1 XVII Information Briefings 5.2.2, 6.2.1 XVIII Group Support Strategies : Defusing 5.2.2, 6.2.1 XIX Group Support Strategies : Debriefing 5.2.2, 6.2.1 XX Individual Crisis Intervention 5.2.2, 6.2.1 XXI Developmental Factors in Crisis Intervention 5.2.2, 6.2.1 XXII Gender Factors in Crisis Intervention 5.2.2, 6.2.1 XXIII Documentation : Critical Incidents Checklist 5.2.2 X~V Documentation : Crisis Consultants Checklist 5.2.2 XXV Role in Intervention Time-Frames 5.2.3, 5.2.5 XXVI Role in Intervention Time-Frames 5.2.5 XXVII Counseling Role in Intervention Time-Frames 5.2.5 XXVIII Anniversary or Memorial Planning 5.2.5 XXIX Rationale for Critical Incident Response 5.3.2 XXX School Crisis Response Team : Personnel 5.3.3, 6.3.2 XXXI School Crisis Response Team : Personnel and Duties 5.3.3, 6.3.2 XXXII School Crisis Response Team: Matrix of Personnel and 5.3.3, 6.3.2 Duties Over Time XXXIII Crisis Response : Suggestions to Parents 5.3.4 XXXIV Crisis Response : Suggestions to Parents 5.3.4 XXXV Referral of Staff for Further Professional Assistance 5.3.4, 6.1.2 CIR Competencies Student Services Manual