Considerations and Techniques for Virtual Crisis Intervention · TOP 20 QUESTIONS TO ASK...
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Transcript of Considerations and Techniques for Virtual Crisis Intervention · TOP 20 QUESTIONS TO ASK...
INTENDED OUTCOMES• Participants will understand how social distancing guidelines are impacting
the nature of social support systems during the grieving process.
• Participants will receive guidance on how to triage for students who need
virtual crisis support
• Participants will understand different techniques for providing virtual crisis
intervention in schools
• Participants will receive recommendations to help students grieve in a
virtual environment
PREPaRE MODELP Prevent and prepare for crises
R Reaffirm physical health & welfare, and perceptions of
safety & security
E Evaluate psychological trauma risk
P
a
R
Provide crisis interventions
and
Respond to mental health needs
E Examine the effectiveness of crisis preparedness
CRISIS INTERVENTION DURING COVID-19
•ONE OF THE FIRST STEPS IN ANY CRISIS INTERVENTION ACTIVITY ACROSS
HUMANKIND IS TO…
• Re-establish social supports
• How does that work during COVID-19 during social distancing?
• How do you address feelings of isolation and perceptions of security and safety if
someone from your building dies from COVID-19?
• Can’t we just reopen the building, sit in a conference room, and wait for kids to
come down like we used to?????
IT’S 7PM…
YOUR BUILDING PRINCIPAL CALLS YOU TO SAY THAT SOMEONE
IN YOUR BUILDING HAS DIED FROM COVID-19 THIS AFTERNOON.
WHAT DO YOU DO NEXT?
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ASSESSING FOR STUDENT/STAFF NEEDS AFTER A CRISIS EVENT
• RISK FACTORS
• PHYSICAL PROXIMITY
• EMOTIONAL PROXIMITY
• VULNERABILITY FACTORS
• PRE-EXISTING CONDITIONS
• CULTURAL VARIATIONS
•WARNING SIGNS
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Not everyone needs
mental health support
after a crisis!
Source: Brock et al (2016)
TOP 20 QUESTIONS TO ASK
BASIC INFORMATION
1. What Happened?
2. Was anyone injured (and who are they)? Was anyone killed (and who died)?
3. How many were injured and which hospital(s) did they go to? How many
died?
4. When did the event occur?
5. Where did the crisis event occur?
6. Is law enforcement involved due to a crime taking place?
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Source: Conolly-Wilson (2009)
TOP 20 QUESTIONS TO ASK
PHYSICAL PROXIMITY
7. Who witnessed the event?
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Source: Conolly-Wilson (2009)
TOP 20 QUESTIONS TO ASK
EMOTIONAL PROXIMITY
8. Who knew the student(s)/staff member(s)? Was/Were the student(s)/staff member(s) popular?
9. Which population in the school do you believe will be the most affected by the crisis?
10. What grade(s) was/were the student(s) in?
11. Who are the friends of the injured/deceased student(s)/staff member(s)?
12. What activities did the student(s)/staff member(s) participate in?
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Source: Conolly-Wilson (2009)
TOP 20 QUESTIONS TO ASK VULNERABILITY FACTORS
13. Have there been any other crisis events that have affected student(s) in the past year?
14. Who has been informed of the crisis event?
15. When were they informed of the crisis event?
16. Has the information of the crisis event been confirmed by the family, police, coroner, and/or district administration?
17. Have any students or staff members already received mental health crisis intervention support?
18. What mental health crisis intervention support do you believe students and staff in your building require?
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Source: Conolly-Wilson (2009)
TOP 20 QUESTIONS TO ASK
LOGISTICS
19. Where can we provide mental health support at?
20. Do you have a school mental health response team? If not, who in the building
can assist with the mental health crisis intervention efforts?
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Source: Conolly-Wilson (2009)
HOW TO PROVIDE ASSISTANCE TO STUDENTS AND STAFF IN NEED
•CAREGIVER TRAINING
•CLASSROOM MEETING
•CLASSROOM PSYCHOEDUCATIONAL GROUPS
•INDIVIDUAL PSYCHOLOGICAL INTERVENTIONS
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Source: Brock et al (2016)
VIRTUAL SERVICE DELIVERY: REMINDERS
• CAREGIVER TRAINING IS KEY!
• What virtual resources, like EAP, are available in your community
• Check up on staff members with concerns
•DEVELOP THE SCRIPT IN ADVANCE FOR CLASSROOM MEETINGS
• Have crisis team members in the virtual classroom in case there are questions.
•WORK WITH THE TEACHERS TO SCHEDULE PSYCHOEDUCATIONAL LESSONS.
MAKE SURE THE TEACHER STAYS DURING THE LESSON.
• Know in advance which resources are available to students in the community.
VIRTUAL SERVICE DELIVERY: REMINDERS
• INDIVIDUAL PSYCHOLOGICAL INTERVENTIONS
• Provide Individual sessions on a secure platform.
• Verify the identity of the student that you are working with.
• Discuss confidentiality in the virtual setting.
• Follow-up with parent/guardian.
• Student Safety Procedures
•DOCUMENT ALL STUDENTS THAT ARE SEEN INDIVIDUALLY AND FOLLOW-
UP 24-48 HOURS LATER.
•MEMORIALS
CONTACT INFORMATION
DR. CHRISTINA CONOLLY
DIRECTOR, DIVISION OF PSYCHOLOGICAL SERVICES
MONTGOMERY COUNTY PUBLIC SCHOOLS
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REFERENCES
• Brock, S. E., Nickerson, A. B., Louvar Reeves, M. A., Conolly, C. N., Jimerson, S. R., Pesce, R. C., &
Lazzaro, B. R. (2016). School crisis prevention and intervention: The PREPaRE model (2nd ed.).
Bethesda, MD: National Association of School Psychologists.
• Conolly-Wilson, C. N. (2009). Crisis management: Evaluating psychological trauma in the
aftermath of a suicide cluster, Communiqué: Newspaper of the National Association of School
Psychologists, 38(3), 12.
