EXHIBIT 11.1. SAMPLE CRISIS INTERVENTION HANDOUT

State the Facts

Say, “As you may or may not know, [state the incident]. We do not have all the facts at this time. What we do know is . . .” Then describe the following:

● When incident occurred ● Where incident occurred ● What happened (omitting unnecessary detail) ● What is going to happen (for example, funeral, memorial service)

Tips: Keep to the facts. If you don’t know a fact, say you don’t know. Do not speculate about motives or the other people involved. Address rumors (for example, if a student says, “I heard that he was shot in the head,” you can respond, “I do not know if that is true. What I know is that he was brought to the hospital and passed away last night”).

Acknowledge Feelings and Reactions

Say, “It is normal for students to feel many different things when hearing about news like this. Students often react differently, and we all have different ways of dealing with our feelings. What are some of the feelings you have about hearing about this?”

Tips: Acknowledge feelings without judgment (for example, “Yes, some students feel sad”). At times, the feeling may seem odd to you, but acknowledge it anyway (“Some people do feel grossed out”). Let students know that if they aren’t feeling anything, that is okay too (for example, “Some people feel sad right away, and some people aren’t sure how they feel yet”).

Teach About Self-Care

Say, “As we just discussed, feeling [insert feelings students mentioned] are normal feelings. It is also important to take care of our feelings and ourselves.” Ask the students the following questions:

● What are some things you all do when you are feeling [insert feelings students mentioned]?

● Who can help you when you are feeling [insert feelings students mentioned]?

Throughout the discussion of self-care, remind students that feelings change over time. They usually start out strong and become less strong over time. Tell them that if they continue to have strong feelings, they need to tell someone they trust.

Tips: As students identify coping skills, write them on the board. If a student comes up with a coping skill that may not be adaptive (for example, “I hit my brother when I’m mad”), talk about an alternative coping skill (“It’s okay to be mad, but hitting your brother is not okay. What is another way to get your ‘mad’ out that doesn’t hurt anyone?”). If when identifying people they can turn to a student says “Nobody,” provide him or her with some options (for example, “Sometimes it is hard to fi nd the right person to talk to. You can always come to me or the principal if you need support”).

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Conduct an Activity (If Appropriate)

Say, “When something tragic happens, we not only need to be kind to ourselves by taking care of our feelings and asking adults for support, but also be kind to others. What are some ideas for ways to support the friends and family members of [victim or victims of incident]?”

Take notes on the board of the ideas the students generated. If students are having diffi culty coming up with activities, you can suggest some of the following:

● Making individual condolence cards for the family ● Making a group condolence card for the family ● Raising money for the family to take care of funeral expenses (in the event of a

death) ● Making a memorial for the student (not appropriate in the case of suicide, however)

Tips: If the class members don’t know the family or child, cue them to look out for friends who were close to the victim(s) who may be grieving, and to speak kindly about the victim and his or her family.

Other Tips

● Model calmness and empathy. Your students will follow your lead. ● Watch for students having strong emotional or behavioral reactions. Both may be

signs that they need additional support. Call the offi ce or crisis room if you need support.

● Check in privately with students, perhaps during the activity. Do not offer counseling to the class in a public setting. If you feel that a student needs more support, then send him or her to the offi ce with the crisis counseling pass. This will prevent students from wandering around campus in search of a counselor.

● In the weeks that follow, be on the lookout for delayed reactions, such as acting out, being “unmotivated,” acting silly, or withdrawing from the group. Consult with your school psychologist if you are concerned about a delayed reaction.

● Take time to care for yourself too. School staff need support as much as students do in a time of crisis. Follow your own advice for your students and identify coping strategies and supports for yourself.

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