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ALVORD UNIFIED SCHOOL DISTRICT

PUPIL PERSONNEL SERVICES

CRISIS RESPONSE PLAN

Crisis response is an integral component of the Alvord Unified School District

Emergency Management Plan. The purpose of the Crisis Response Team is to

provide early intervention to staff and students impacted by traumatic events in or

around the school site or by an individual crisis of such magnitude that performance

is severely affected. The variables surrounding each traumatic event or crisis will

determine the level of response or intervention to be provided. Crises affecting one

or two individuals may be appropriately addressed by a single helping professional.

A critical incident involving extreme violence or loss will require the intervention of a

Crisis Response Team.

The Alvord Crisis Response Plan will incorporate responses to the varying levels of

crisis presented. The level of response to a Crisis team member will depend on the

nature and urgency of the specific situation.

This plan identifies Alvord professionals who will be called upon to respond to crisis

involving students or staff in the district. Several of these professionals have specific

training and background in School Crisis Prevention and Interventions; these

persons will be called to respond to the most severe and urgent critical incidents.

Professionals from this group are outlined in this plan.

Crisis Manual Updated 9/16Crisis Team Members – J.Kohler-Mount, Nathan Michel, Patricia Ike, Trisha Sherman, Victoria Anderson

Table of Contents

1 Introduction ...................................................................................1

2 Principal/Site Administrator ....................................................... 2

3 Administration/Crisis Team Meeting............................................3

4 Before School Staff Meeting ....................................................... 4

5 After School Staff Meeting .......................................................... 5

6 Crisis Co-Managers .......................................................................6

7 Crisis CO-Manager Response Team Check-List.........................7

8 Crisis Team CO-Manager Report Form .......................................8

9 Crisis Team Member..................................................................... 9

10 School Crisis Coverage Map .......................................................10

11 Crisis Team Members Phone numbers.......................................11

12 Employee Assistance Program ................................................. 12

13 Psychological Triage Checklist ................................................. 13

14 Psychological Trauma Risk Checklist....................................... 14

15 Individual/Small Group response Guide .................................. 15

16 Student Sign in Sheet ................................................................ 16

17 Things to Remember – Do’s and Don’ts................................... 17

Crisis Manual Updated 9/16Crisis Team Members – J.Kohler-Mount, Nathan Michel, Patricia Ike, Trisha Sherman, Victoria Anderson

INTRODUCTION

We can help others cope and adjust to crisis/change by offering psychological first aid. The goal of crisis management in AUSD is to provide emotional support to an individual during a vulnerable crisis period that will enable a person to make a healthy adjustment and to function on their own again as soon as possible.

CRISIS TEAM ORGANIZATION The School Counselors, School Psychologists, and Mental Health Psychologists in the Alvord Unified School District are members of the crisis teams. Under the direction of the principal, the crisis team members assist in classrooms and provide small group counseling. These teams are organized by elementary, middle and high school levels. The School Counselors, School Psychologists, and Mental Health Psychologists on the crisis teams have received training through professional development. The team members work with the school principal in implementing a school plan to follow.

UTILIZING THE CRISIS RESPONSE TEAM The Crisis Response Team provides a supportive service that can help schools assess, plan and intervene in crises affecting staff and students. A pre-planned, organized approach has been shown to be effective in reducing the emotional and social impact of a crisis. The AUSD Crisis Response Teams have had specialized training to assist building administrators in directing crisis resolution activities. Procedure to activate the Crisis Team:

1. Effected principals will contact the AUSD district office. 2. The Crisis Team Coordinators (District) will call the Crisis Team Co-Managers. 3. The Crisis Team Co-Managers will work with the principal, discuss the crisis, and decide on the

plan to follow. 4. The Crisis Team Coordinators (District) will contact the other members of the team to give them

directions for the crisis.

Crisis Response Team Services • Meet with building administrators and key staff to formulate an action plan. • Facilitate staff meeting to provide information related to the crisis. • Support school staff. • Help teacher’s process information with students. • Work with students individually or in groups. • Be available for contact with parents. • Provide helpful, factual information to parents.

Page | 1Crisis Manual Updated 9/16Crisis Team Members – J.Kohler-Mount, Nathan Michel, Patricia Ike, Trisha Sherman, Victoria Anderson

Principal/Site Administrator Role: The role of the Site Administrator is to take all action that ensures the health and safety of the school site population and school community. It is the Site Administrator's responsibility to insure that all legal issues, Board Policies, and Administrative Regulations are addressed and followed to protect the health, safety, and educational integrity of the school community.

Focus:

Administer, direct, and supervise the school's student population, parents, personnel, community, facilities, and operations.

Tasks:

1. Obtain accurate information related to crisis.

2. Follow AUSD Emergency/Crisis Procedures, Administrative Regulations & Board Policies.

3. Contact Administrative Supervisor, Coordinator of School Safety and Security, AUSD Crisis Team Coordinators and Risk Management and determine level of crisis.

4. Meet and orient Crisis Manager(s) and Team Members.

5. Coordinate contact with law enforcement.

6. Determine and deal with legal issues, as well as Administrative Regulations and Board Policy.

7. Make contact with family.

8. Update crisis co-manager(s) and team members.

9. Conduct mandatory staff meeting.

10. Identify "high risk" individual(s) and group(s).

11. Meet with crisis co-manager(s) and team members for follow-up activities, resources, and support.

If further support is needed from Health Services, contact Nurse on Call at 951-295-1637.


Administration/Crisis Team Meeting

(A) Verify facts of what has occurred.

(B) Develop a plan for the day. • Announcement to the student body -How - written for teachers to read in classrooms. -When – all at the same time (example: beginning of 1st period) -Wording (draft announcement.)

(C) Discuss and assign personnel to draft letter to be sent home.

(D) Brief office staff, especially attendance clerk. • Insure no phone calls are made to family regarding the student not being in school. • Request list of absent students. • Have a standardized response for any calls concerning crisis event.

(E) Identify and discuss the following: • High-risk groups, staff and students. • Person who will be in contact with any authorities involved – police, county attorney, hospital. • Liaison with family. • How to offer support. • Information about funeral arrangements. • Person to handle personal belongings (locker, desk, gym locker, etc.) • Space for crisis counseling.

(F) Delegate responsibilities. • Office, phones, parent contacts. • Classroom coverage. • Crisis Center coverage. • Special times and areas – playground, cafeteria, gym, etc.

(G) Review staff meeting outline and plan staff meeting.

(H) Subs. • Obtain as necessary. • Brief subs.

(I) Plan for a meeting at the end of the day.

(J) Notify related schools.

(K) Obtain staff/room list and building map for crisis team members.


Before School Staff Meeting (A) Make sure all building personnel are invited, including: office staff, custodians, paraprofessionals, crossing guards, monitors, bus drivers, etc.

(B) Announcement of current facts (share the basic details – who, how, when, where.) Dispel rumors.

(C) Introduce crisis team members and discuss the team’s role.

(D) Outline the day; share an overview of the plan. • How crisis is announced to students – team can be available to help teachers process with their class, or to read the announcement in their class for them. • Letter to parents. • Substitute teachers will be available if needed. • Where and how team members will be available, i.e. in the classroom, in the office, in the counseling center. • Guidelines for sending students to crisis team members (hall passes, etc.)

(E) Provide ideas for dealing with students during crisis. • Ask staff to process with their class after the announcement to the student body. -use direct language i.e. dead, died, not passed away or went to sleep, etc. -know if you feel able to answer questions that students might ask. - younger children often can’t grasp the finality of death, but will need information about the details – be honest, but not brutally honest. -limit discussion of crisis. • All feelings are OK. Expect a wide range of emotions. -some students may honestly have no reaction. -anger is often a way kids will express strong feelings. -inappropriate remarks, illness, jokes, laughing can be ways of handling strong or scary feelings (especially boys). -some students may feel guilty about things they said, did or did not do to the person who died. - some students will have a delayed reaction – the next day or later. -fear of losing a parent, relative, or dying themselves may develop. • Crisis events can trigger the surfacing of feelings around unresolved losses. • Students whose families are under stress may have an especially hard time. • Provide some form of activity students can use to express their feelings, i.e. artwork, cards or letters for the family.

(F) Support for Staff • Reiterate messages about feelings from the previous discussion, i.e. triggering of their emotions about their own losses, difficulties or guilt. • Subs will be available if needed. • Let us know after the meeting or throughout the day if you need extra support.

(G) Maintain normal routine as closely as possible.

(H) Arrange to meet with staff directly involved.

(I) Announce plans for after school staff meeting.


AFTER SCHOOL STAFF MEETING (A) Review day’s events and any new information.

(B) Process and validate staff’s feelings about the crisis.

(C) Discuss student’s reactions.

(D) Ask staff to identify students they have concerns about – provide characteristics of high-risk students.

(E) Discuss funeral arrangements • When and where. • Time out of building for staff who wish to attend. • Procedures for students – they should be accompanied by an adult, preferably a family member.

(F) Discuss staff concerns regarding support for the family.

(G) Future plans – crisis team’s role.

(H) Encourage staff to acknowledge and address their own emotional needs this evening and in the days ahead.

(I) Provide Employee Assistance Program (EAP) information for staff.

(J) Acknowledge the staff’s efforts and thank them.


CRISIS CO - MANAGERS (Designated Site Counselor)

Role: The role of the Crisis Co-Managers is to work closely with the Principal/Site Administrator and to direct the Crisis Team's response to all persons involved and impacted by the crisis event.

Focus: Plan with the Principal/Site Administrator to meet the school community needs through the Crisis Team and other resources (District and out-of-District).

Tasks: 1. Upon contact from the principal, ask this question first: "How can I help you?"

2. Establish the facts of the crisis as clearly as possible.

3. Determine the groups impacted by the event and what type of response and support is needed.

4. Establish a central location to be maintained throughout the day to serve as a clearinghouse where:

The Crisis Team checks in. Phone calls are received. (Clerical support to be provided script delineating information

to the public.) Information is updated and disseminated to staff. Students and staff can seek help. Current list of team members, locations, and phone numbers are maintained. Sign-in Sheet Supplies

o Crisis bagso Tissueso Watero (Elementary) Paper, Crayons, ect.

5. Identify “high risk” students, staff and groups. 6. Monitor and keep the Crisis Team informed through:

Orientation Updated information Debriefing before they leave Follow-up plan and information

7. Complete the Crisis Team Manager Report Form (.)


Crisis CO-Manager Response Team Check-List

Verification of crisis (verify death, problem, issue, etc.)

Copies of the following: • School maps/schedules for crisis team members.

Logistics: • Crisis room for students (library, etc.) • Crisis room for faculty/staff. • Method for students to move from classroom to crisis room (passes, etc.) • Sign-in sheet for crisis room. • Method to keep track of students needing follow-up care/interventions. .

Materials for crisis room: • Tissue. • Water. • Writing/drawing materials. • Sign-in sheet.

Placement of crisis team members: • Counselors in student and staff crisis room. • One counselor in the immediately affected classroom or follow student schedule. • Counselors going room-to-room for any needed support. • Counselor in front office if necessary.


CRISIS TEAM CO-MANAGER REPORT FORM

CRISIS DATE_______________ CRISIS SITE__________________________

Nature of crisis _________________________________________________________

Team members or other counselors who responded to the crisis

Follow up

Please attach copies of letters and other information that was sent to teachers, parents or students regarding this crisis. Please send to site principal as soon as possible after crisis date. Thank you!


CRISIS TEAM MEMBER Role: The role of the Crisis Team Member is to assist people in crisis, to build their defenses to the point where they are able to cope and adjust to change brought about by a crisis event.

Focus: The focus is upon those individuals directly impacted by a crisis event. Individuals will be assisted in the most supportive structure (one-on-one, small group, classroom, etc.)

Tasks:

1. Attend briefing and debriefing meetings.

2. Know all facts surrounding the crisis.

3. Know the day's schedule.

4. Know location of own assignment.

5. Know and follow referral procedures and follow-up responsibilities.

6. Know legal responsibilities that may include confidentiality and privacy issues.

7. Know and follow an appropriate strategy of crisis intervention for the particular group assigned.

8. Distribute and review any handouts given to groups.

9. Practice the following methods:

• Present a sharp contrast to person's panic; be warm, firm, grounded and reassuring. • Reassure persons that the need for help is legitimate and normal. • Assess person's support system. • Help plan for future. • Encourage self-reliance.


School Crisis Coverage

High School Counselors: Middles School Counselors:

Alvord HS: Will Respond to Alvord Alter Cont. HS & Hillcrest HS Arizona MS: Will Respond to Wells MSAlvord Alter Cont. HS: Will Respond to Alvord HS & Hillcrest HS Loma Vista MS: Will Respond to Villegas MSHillcrest HS: Will Respond to Alvord HS & Alvord Alter Cont. HS Villegas MS: Will Respond to Loma Vista MSLa Sierra HS: Will Respond to Norte Vista HS Wells MS: Will Respond to Arizona MSNorte Vista HS: Will Respond to La Sierra HS

Mental Health Psychologist Middle & High School Responsibilities: School Psychologists Middle & High School Responsibilities:

Trisha Sherman: Wells MS, Loma MS, Norte Vista HS Campbell McGowan: La Sierra HS & Arizona MSPatty Ike: Wells MS, Loma MS, Norte Vista HS Kara Ambrus: Norte Vista HS & Loma Vista MSJune Kim: Arizona MS, Villegas MS, La Sierra HS Aida Mejia: Hillcrest HS & Villegas MSJim Christianson: Arizona MS, Villegas MS, La Sierra HS Gilda Dixon: Alvord HS, Alvord Alter Cont. HS, & Wells MSLinda Gutierrez: Alvord HS, Alvord Alter Cont. HS, & Hillcrest HSGlynda Roberson: Alvord HS, Alvord Alter Cont. HS, & Hillcrest HS

Elementary School Onsite Elementary Counselor Alt Responders First Responders Alt. Responders

Arlanza E.S. Norma Rodarte Jaclyn Trish, Jonathan Gilda, Dorresh, Campbell Collett E.S. Kristen Galvan Georgina Kisha, Kara Jim, Aida, Ted Foothill E.S. Craig Rozdilsky Sandra Veronica, Gilda Richard, Campbell, Sara La Granada E.S. Sandra Ruiz Craig Gilda, Kisha Veronica, Trish, Jonathan Lake Hills E.S. Tricia McDougall Yesenia Jim, Aida Kara, Kisha, Ralford McAuliffe E.S. Georgina Garzon Susan Campbell, Kara Gilda, Dorresh, Richard Myra Linn E.S. Rosio Toledo Hernandez Tricia Jo-Anne, Patty Giannette, Linda, Ralford Orrenmaa E.S. Michelle Morales Rosio Jim, Ted June, Kisha, Jo-Anne Phillip M. Stokoe E.S. Susan Perez Kristen Ralford, June Campbell, Gilda Promenade E.S. Yesenia Lopez Michelle Dorresh, Richard Jim, Kara, Ted Rosemary Kennedy E.S. Erika Zamora Janea Dorresh, Jo-Anne Linda, Aida Terrace E.S. Jaclyn Vander Veen Norma Sara, Richard Veronica, Jonathan Twinhill E.S. Erika Marquez Erika Z. Giannette, Linda Campbell, Ralford, Patty Valley View E.S. Janea Martinez Erika M. Jo-Anne, Patty Giannette, Linda, Ralford


http://www.alvord.k12.ca.us/schools-elementary.html














ALVORD UNIFIED SCHOOL DISTRICT

CRISIS TEAM MEMBERS2016-2017

Counselors Psychologists

NAME SITE EXTENSION NAME SITE EXTENSIONAngelina Ugalde AZ & Villegas Kara Ambrus 331108 LGMaureen Snyder 501108 AZ Christianson, Jim 511204 LVLaura Roy Arizona Sarah Sommers 383109 STKIna Alexandre 511111 LV Gilda Dixon 381645 Valecia Rife Loma Vista & Wells Jonathan Foster 611125 LSGabby Plascencia Loma Vista Linda Gutierrez 371206 ORRBelinda Bettis 521111 Villegas Jo-Anne Healey 500001 AZDon Nichols 521109 Villegas Patricia Ike 611220 LSNathan Michel 521108 Villegas Ralford Jones 631160 HCAngelina Ugalde Arizona and Villegas Jooyoung “June” Kim 390207 PRMVirginia Sapien-Marquez 531108 Wells Giannette Makboul 311109 COLMario Villanueva 531111 Wells Campbell McGowan 621131 NVLisa Pynn 601108 AHS Aida Mejia 531112 WELLSTeresa Bierbaum 631120 HC Dorresh Neff 401210 RMKPam Prescott 631121 HC Veronica Santiago 361104 MLArt Avina 631122 HC Trisha Sherman 521113 VILVictoria Anderson 611115 LS Richard Shillabeer 321203 FHLeticia Llamas 611123 LS Ted Springer 431111 VV/TERLori Minamyer 611118 LSLuis Velazquez 611121 LSJuan Chavez 621128 NV NursesTony Gaspirini 621126 NV NAME SITE EXTENSIONPriscilla Grijalva 621130 NV Sarah Mann 951-509-5145Ignacio Pelayo 621125 NV Melody Mendiola 951-509-5149Enedilia (Eny) Medina 621128 NV Cheryl Naguit 951-509-5146Shirley Marcott-Clazie 225058 Alt Ed Donna Perricone 951-509-5147Tricia McDougall 341000 LH Barbara Spaulding 951-509-5148Norma Rodarte Moreno 301000 Arl Kim Strebel-Rector 951-509-5152Kristine Galvan 311000 Col Nurse on Call AUSD Use Only 951-295-1637Craig Rozdilsky 321000 FHYesenia Lopez Baker 391000 Prm District Office Sandra Ruiz 331000 La Gra Julie Kohler-Mount (Primary Contact) 215064Jacklyn Vander Veen 411000 Ter Angela Gallardo-Hopkins 216041Suzannah (Janea) Martinez 431000 VV Paulina Nwuba 215159Rosio Toledo Hernandez 361000 ML Anh Nguyen 215165Erika Marquez 421000 TH Charles Cummins 215139Georgina Garzon 351000 McAErika Zamora 401000 RMKSusan Perez 381000 StkMichelle Morales 370000 Orr


Employee Assistance Program

What is an EAP? An EAP is an Employee Assistance Program that assists employees and dependents live healthier, happier lives. What is the cost? EAP is a confidential benefit provided by AUSD for benefit eligible employees and their eligible dependents and household members at no cost. What kinds of issues can I get help with through my EAP?

• Depression or Anxiety • Stress Management • Relationship or Family Conflicts • Caring for an Elderly Parent • Workplace Conflicts • Domestic Violence • Grief; Death and Dying • Financial Difficulties• Alcohol Abuse/Drug Abuse• Legal Difficulties

For information please visit:

http://www.ausdriskmanagement.com/wellness-employee-assistance-programs-eap/

Will anyone find out that I used EAP services? EAP visits are completely confidential. Meetings with a EAP counselor remain private unless you sign a consent form for a release of information.


http://www.ausdriskmanagement.com/wellness-employee-assistance-programs-eap/

PSYCHOLOGICAL TRIAGE CHECKLIST

PRIMARY TRIAGE:

_____Primary Triage begins as soon as possible/appropriate before any school crisis intervention is offered

_____Identify/Assess students on the following variables:

Crisis Exposure (physical & emotional proximity)Personal Vulnerabilities

SECONDARY TRIAGE:

_____Secondary Triage begins as soon as school crisis intervention begin to be provided

_____Identify those who are demonstrating warning signs of psychological trauma and assess for the following risk factors and warning signs:

Crisis Exposure (physical & emotional proximity)Personal VulnerabilitiesCrisis reactionsDangerous coping efforts (behaviors that involve a high degree of lethality)

TERTIARY TRIAGE:

_____Careful monitoring of crisis reactions/student adjustment as ongoing school crisis intervention assistance is provided

_____Identify students who require mental health treatment referrals


Student Name: ____________________________

Psychological Trauma Risk Checklist

Low risk Moderate risk High risk Physical proximity o Out of vicinity of crisis site

Physical proximity o Present on crisis site

Physical proximity o Crisis victim or eye witness

Emotional proximity o Did not know victim(s)

Emotional proximity o Friend of victim(s) o Acquaintance of victim(s)

Emotional proximity o Relative of victim(s) o Best friend of victim(s)

Internal vulnerabilities o Active coping style o Mentally healthy o Good self-regulation of emotion o High developmental level o No trauma history

Internal vulnerabilities o No clear coping style o Questions exist about pre-crisis mental

health o Some difficulties with self-regulation of

emotion o At times appears immature o Trauma history

Internal vulnerabilities o Avoidance coping style o Preexisting mental illness o Poor self-regulation of emotion o Low developmental level o Significant trauma history

External vulnerabilities o Living with intact nuclear family members o Good parent/child relationship o Good family functioning o No parental traumatic stress o Adequate financial resources o Good social resources

External vulnerabilities o Living with some nuclear family memberso Parent/child relationship at times stressedo Family functioning at times challenged o Some parental traumatic stress o Financial resources at times challenged o Social resources/relations at times

challenged

External vulnerabilities o Not living with any nuclear family members o Poor parent/child relationship o Poor family functioning o Significant parental traumatic stress o Inadequate financial resources o Poor or absent social resources

Crisis reactions and coping behaviorso Only a few common crisis reactions

displayed o Coping is adaptive (i.e., it allows facilitates

daily functioning at pre-crisis levels)

Crisis reactions and coping behaviors o Many common crisis reactions displayed o Coping is tentative (e.g., the individual is

unsure about how to cope with the crisis)

Crisis reactions and coping behaviorso Mental health referral indicators displayed (e.g.,

acute dissociation, hyper arousal, and re-experiencing of the crisis; depression; psychosis)

o Coping is absent or maladaptive (e.g., suicidal/homicidal ideation, extreme rumination, excessive avoidance/precautions, substance abuse)

Comments:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________


_______________________________________________________________________________________________

_______________________________________________________________________________________________

Individual/Small Group Response Guide

I. IntroductionGood (morning/afternoon.) My name is ________ and this is my colleague _________.We are here today to help you get through this difficult situation.We know that the news you have just received was very difficult to hear and that you may be feeling pretty overwhelmed right now. Please know that this is OK, and we are just hoping to give you a little time to think about it, possibly answer some questions, and let you tell us how you are feeling.

What is your name? How did you know the person?

II. FactsThis is what we know so far (Give information about incident). Have you heard anything different about what happened? (Correct wrong information and discourage them from spreading false information).

III. ReactionWhat were your thoughts/feelings when you heard the news? What are you thinking/feeling now? Allow students to feel their sadness and comfort each other. Correct rumors that may surface. All students should participate—go around the circle if need be. Reiterate that their reactions are NORMAL.Allow time to share.

IV. TeachingTell us where your body holds stress in times like this that are really sad (upset, scary, etc.). Are you unable to eat or sleep? Or maybe you get headaches or stomach aches? Or maybe you just get really cranky with anyone around you?

(All students need to share where they hold stress in their body.)

So now tell us what makes you feel better when you experience this stress. Do you like to talk about it, listen to music, play a game of basketball, or what makes YOU feel better? (All students need to share.)I want you to give yourself permission to do something nice for yourself tonight to reduce the stress. However, you also need to know that it would be perfectly normal if you have a hard time going to sleep for a few nights or you can’t eat or get this out of your mind. Know that within a week or two that will slowly go away. If you have some reactions that do not go away, be sure that you talk to someone. Who can you talk to about this today?

(Encourage talking to their parents.)

V. ClosureDoes anyone have a question or anything else you would like to add? If not, you might like to ______ (sign a poster, card, etc.) The rest of the school day will be as normal as we can make it. Please understand that everyone handles grief differently, and we need to do our best and help where we can. Please be sure to take these handouts home, read them, and go over them with your parents. (Pass out handouts and go over briefly.)

Transition back to classroom.

Note to Facilitators

Students should be encouraged to “try” to attend class after they have shared their thoughts/feelings on a card or poster. [For students who are unable to return to class within a reasonable time frame (45-60 minutes), parents may need to be contacted to determine the appropriateness of remaining in school. Please consider the availability of parental supervision when making this decision.]


STUDENT SIGN-IN SHEET FORIndividual/Small Group Response

Student’s Name Teacher’s Name Time_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

_________________________ ________________________ _________

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_________________________ ________________________ _________

Please follow-up with these students in a timely manner.

Things to Remember

DO

…allow the new loss issue to take precedence with classmates

…trust your instincts

…stick to the facts – remember privacy issues and laws

…initiate discussion of the loss issue if students do not bring it up

…whatever a student decides about the funeral is okay

…realize that not talking about loss doesn’t make it go away

…encourage classmates to be a support system for the grieving student and family …communicate the knowledge that all feelings are okay and need to be expressed …recognize that laughter and play don’t mean the student did not love or care about the person who died …allow students to discuss spiritual matters …be careful about enflaming a situation through allowing focus on gossip, alternative views, etc.

DON’T …give advice, be judgmental, criticize, blame

…do most of the talking

…lie or tell half-truths

…use euphemisms like gone away, resting, asleep; do say died and dead

…be afraid to admit to a student that you don’t know all the answers

…avoid the student/s

…change the subject

…use clichés such as “Oh well, we all have to die sometime.”

…say, “I know how you feel.”

…believe a young person thinks the same as an adult


…think that a student’s busy activity level means he/she is being


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