10 th world congress on stress, trauma & coping creating and maintaining a multi school based...
TRANSCRIPT
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10th World Congress on
Stress, Trauma & Coping
Creating and Maintaining a Multi School Based CISM Team: Lessons and Tools
ICISF 10th World Congress on Stress, Trauma and Coping
February 26, 2009
Baltimore, Maryland
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Presenters
• Katy Kramer Lee, LISW
• Leslee Sandberg, Ph.D.
Grant Wood Area Education Agency
Cedar Rapids, Iowa
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Agenda for Today• Welcome and Introductions• Who We Are and Where We’re From• Learning Objectives for Today• Establishing The Need for a School
Based CISM Team• CISM School Based Toolkit• Student Funerals• Emergency Preparedness• Team Maintenance• Closing Activity
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Who We Are
• An 90+ member ICISF trained team composed of school social workers, school psychologists, educational consultants, school counselors, nurses, administrators, clergy and pastoral care staff
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Where We’re From
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6th St Office6th St Office
Photo courtesy KCRG YouNewsTV (http://www.kcrg.com/younews)
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10th World Congress on
Stress, Trauma & Coping
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By the end of our session today, participants will be able to:
1. Describe a process for establishing a multi-school based CISM Team including mission, vision and guiding principles.
2. Identify ways to grow, develop and maintain a multi-school based CISM Team guided by best practice.
3. Develop and access additional resources for use in their own school setting. What does a CISM Tool Kit contain?
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4. Plan for special circumstances: funerals, memorials, the media.
5. Review the SAFER-R model as an intervention in the school setting.
6. Utilize the Critical Incident Stress Debriefing (CISD) in a school setting: children and adults.
7. List ways to be pro-active in school crisis planning
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8. Describe the importance of strategic planning in responding to school crises
9. Understand how faith-based CISM members contribute to the school based CISM team.
10.Develop an action plan to guide next steps in participants own setting.
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Establishing the Need for a School Based CISM Team
“There are two kinds of schools….those that have had a crisis and those that will.”
-Mary Schoenfeldt of Schoenfeldt and Associates
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In the beginning……..
• Prior to 1999: informal response
• 1999 student death at track practice
• Met with hospital, Red Cross, Abbe Center for Community Mental Health
• Formed an Advisory Committee: first task was to define our need and develop guiding principles, mission, and vision.
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Need Statement
• Grant Wood AEA is aware that difficult and critical situations occur in the lives of students and staff.
• Some effects of traumatic stress are: disruption of teaching and learning, deterioration of job performance, relationship problems, depression.
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We chose the ICISF CISM intervention model.
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Traumatic Stress
• Critical incidents are intense events that can rapidly overwhelm the coping skills of students and staff exposed to them.
• Critical incidents can set the stage for both critical incident stress and post-traumatic stress disorder.
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Goals and Outcomes of Interventions
• Reduce stress.
• Stabilize.
• Facilitate returning to a more normal routine.
• Provide access to a more intensive or higher level of care, as indicated.
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Critical Incident Stress Management
• Prevention of critical incident stress.• Mitigation of critical incident stress.• Intervention to assist in recovery from
critical incident stress.• Acceleration of recovery whenever
possible.• Restoration to function.• Maintenance of school personnel and
student health and welfare.
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CISM Interventions• Pre-incident education, preparation
• Assessment
• Strategic Planning
• Large Group Crisis Intervention:– Demobilizations (large groups of rescue/ recovery)– Respite/Rehab Sectors– Crisis Management Briefings (CMB)
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CISM Interventions (cont.)• Small Group Crisis Intervention:
– Defusings (small groups)– Small group CMB– “Debriefing”
• One-on-one crisis intervention, including individual PFA
• Family CISM
• Organizational/ Community intervention, consultation
• Pastoral crisis intervention
• Follow-up and referral for continued care
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And then…….Community organizations funded our
first training: School Crisis Response (Barb Ertl)
• Grant Wood AEA CISM Team formed
• Guiding Principles
• Mission
• Vision
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Grant Wood AEA CISM Guiding Principles
All schools in Grant Wood AEA deserve access, in a timely manner, to critical incident support.
In coping with traumatic events, greater positive impact can best be achieved through equal partnerships between school and local community resources.
Asking for community support is a healthy and productive response to crisis.
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Involving the broader community is an effective way to address issues of cultural diversity.
A written intervention plan and prior practice can assist in easing chaos.
Response plans tailored to each school district or building best meet the needs of the staff and students.
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Consistent training and preparation of local community-wide teams provides the most effective crisis response.
Since students relate best to people they know, it is preferable that local school staff are trained in crisis intervention to facilitate the initial response and provide long – term support.
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Providing post-vention support for crisis response teams is a critical part of a traumatic event response plan.
The social / emotional development and learning that occurs when coping with a traumatic event are important elements in the education of our students.
Providing proactive crisis prevention is a critical part of a traumatic event response plan.
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• Why is it important to identify guiding principles?
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The Team’s Mission
Defines the scope of the work
And
How it will be done
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Mission Statement
• To support schools within the Grant Wood Area Education Agency in coping with traumatic events by providing trained, local community response teams.
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Mission Fulfillment
• Create & facilitate effective community partnerships.
• Promote safety & security in schools by linking with other crisis prevention & management efforts.
• Provide training & follow-up for the local community response teams.
• Provide schools access to crisis intervention response teams that use the ICISF model.
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After that……
Developed GWAEA CISM Operations Manual with team membership application
• Became a registered ICISF team
• Individual members took additional ICISF training
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Spreading the Word!
• Created a brochure
• Spoke to School Superintendents
• Informational “ How to Contact the Team” flyers sent to all schools
• Internal communications within our agency
• Word of mouth from schools receiving our services
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Vision
the preferred future of the team
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Vision Statement
• Schools within Grant Wood AEA will have an effective, integrated community-wide response to a school crisis, based on a plan that provides access to local resources.
• There will be a systematic, consistent approach utilized by response teams.
• Community resources will be organized and easily accessed by school personnel.
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What is Your Team’s Mission?
A mission statement defines the scope of your work and how it will be done:
The mission of____________ is to
_________________ by________.
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Team Organization
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Coordinating Agency
• Grant Wood AEA serves as the coordinating agency for the Grant Wood AEA CISM team.
• Grant Wood AEA CISM team serves schools and districts in the Grant Wood AEA service area.
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Comprehensive CISM Team
• Voluntary partnership between area schools and GWAEA, with linkages to local team and community groups.
• Comprised of trained individuals – peer support – mental health professional as defined by
the ICISF model.• Additional support provided by community
spiritual caregivers trained in the CISM model.
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Team Membership
• Team Coordinator
• Clinical Consultant
• Mental Health Team Member
• Peer Support Team Member
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Team Coordinator
• General management of the team• Receipt of service request• Assessment of the need and type of service to be
offered• Notification of all involved personnel• Representation at community meetings• Assistance with continuing education opportunities for
team members• Assistance with development of policies and
procedures• Facilitation of periodic team meetings, co-leading
meetings with clinical consultant
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Clinical Consultant
• Provides clinical expertise and consultation to the CISM Team
• Strategic planning with team coordinator• Monitors services provided, offers
suggestions for improvements and the need for follow-up services
• Facilitates continuing education for team members
• Completes periodic reviews of team records and services
• Chairs membership committee
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Mental Health Team Members
• Assistance with education of the team• Psychological leadership during the debriefing• Assistance with follow-up and referral services
after any intervention• Clinical consultation with peer support team
members who have intervened in traumatic events
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Peer Support Team Members
• On-scene support services to individuals who are showing signs of distress during an incident
• Assist with assessment of the need for defusings, debriefings, individual consults, family support services, referrals, etc.
• Provide full range of CISM services under the guidance of mental health team members
• Report interventions and observations to mental health team members
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Peer Support Members from the Faith Based Community
• How did you become interested in being a member of the CISM team?
• What are the roles of peer support members from the faith based community?
• What are the benefits of including faith based team members on school CISM teams?
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On-Site Team Leader
• Coordinates the activities of the team at the incident site
• Collaborates with school administration, emergency providers and other personnel responding to the incident
• Maintains contact with team coordinator and clinical consultant regarding the on-site team intervention and the need for additional resources
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CISM Website Resource
Handout:
GWAEA CISM Response Checklist
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Initiating GWAEA CISM Team Intervention
• Telephone contact is made to Team Coordinator at GWAEA.
• Team Coordinator designates On-site Team Leader to manage interventions.
• Team Coordinator consults with On-site Team Leader, as needed, about intervention plan.
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Initiating Intervention (Continued)
• On-site Team Leader, with other CISM team members, are deployed and intervention is implemented.
• End of day review of interventions conducted and future planning by on-site CISM Team members with school personnel.
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Strategies and Tips on working with the media
• Who meets with the media?
• Preparing a statement
• Holding a press briefing off campus
• What have your experiences been?
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Summary
• Critical situations occur in the lives of students and staff.
• The mission of the GWAEA CISM Team is to provide support to schools in coping with traumatic events by providing trained, local community response teams.
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Summary Continued
• There will be a systematic, consistent approach utilized by response teams that is easily accessed by school personnel.
• The GWAEA CISM Team is a voluntary partnership between area schools and GWAEA, with linkages to local team and community groups.
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And when the call comes in……
Our experience with a critical incident involving a murder, attempted murder and attempted suicide.
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The Intake Process
• Description of the Sunday evening phone call….
• Using the intake form in your packet what additional information would you want?
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Tools
• Availability Template
• Coverage Template
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Availability Template
Monday Tuesday Wed. Thursday Friday
Morning
7:30-12
Sally
Karin
Sally
Karin
Beth
Karin
Afternoon
12-5:00
Sally
Karin
Sally
Karin
Kris
Evening Cheryl
Teresa
Bob
Teresa
Cheryl Cheryl
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The Interventions
• Setting up the school response
• Strategic planning with administrators
Using the CISM Response Checklist, What would you anticipate as possible needs?
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Overview of Interventions
• Individual interventions/SAFER-R model
• CMB-s (School and Day Care)
• Strategic Planning
• CISD (School Personnel)
• PASS (CISM Team members)
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Accountability
• Student Contact Sheet– Individual tracking form– Keep in accordion file– May be used for other individual contacts as needed, such as
staff
• Student Follow Up Sheet– Complete at the end of each day– Lists all individuals seen – Date seen, by whom, outcome, need for follow up– Highlight individuals as they no longer need follow up
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Example Student Contact Sheet
Student: Curt Kay Date: 2/22/09
Seen by: K. Lee
Outcome: Curt weepy, hesitant to talk, identified several supportive adults, not sure how he will be able to talk with friend when he returns to school, recommend follow up
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Example Student Follow Up Sheet
Student Date by whom Follow up? Date by whom Follow up?
Curt Kay 2.22.09 KLee Yes
Sam Jay 2.22.09 KLee No
Sara Pai 2.22.09 Klee No
Lisa Day 2.22.09 Klee Yes
Tim Olay 2.22.09 SSmith Yes 2.23.09 Klee yes
Jim Pay 2.22.09 SSmith Yes 2.23.09 SSmith No
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Parent Meetings/CMB-s
• District spokesperson
• Expert
• Handouts/Resources
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Strategic planning
• Student transition back to school.
• Intervention with day care and elementary school.
• Utilizing child mental health expert.
• Media management.
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Overview of PASS
• Please refer to your handout
– Review
– Response
– Remind
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• Staff CISD
• GWAEA team PASS
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10th World Congress on
Stress, Trauma & Coping
Taking care of your team members
Maintaining and honing skills, building resistance to burn out
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Team Maintenance
• Table top exercises
• Lessons learned
• Writing grants
• Register a team
• Annual updates
• SWOT analysis
• PASS
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10th World Congress on
Stress, Trauma & Coping
CISM Quarterly Meetings
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Four high school boys all juniors and seniors were driving to a basketball game in a neighboring town for a big play-off game. On the way the driver swerved to avoid a bale of hay, lost control of his car and landed in the ditch. Two boys in the back seat were not wearing seatbelts and were thrown from the vehicle. One boy died instantly, the other boy was in critical condition, the driver and the front seat passenger survived.
The high school science teacher and his wife were the first on the scene of the accident. The teacher recognized all the victims and used his cell phone to dial 9-1-1. The critically injured boy was airlifted to the hospital.
One of the first responders that assisted at the accident was the school custodian and neighbor of the critically injured boy.
The driver of the car was on his cell phone talking with his girlfriend when the accident occurred. She heard him scream and the crash before they were disconnected. The girlfriend was a cheerleader who was already at the game and she immediately called her boyfriend’s parents.
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Barriers Exercise
• Barriers to Responding to CISM Events
• What is in place now that enables members to respond to CISM events?
• What are some things that we can do to ensure people are available to respond?
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Barriers to Responding to CISM Events
What is in place now that enables members to respond to CISM events?
What are some things that we can do to ensure people are available to respond?
Distance Districts are supportive of CISM members leaving
Identification of role when incident happens
Lack of confidence experience
GWAEA voicemail and e-mail
Awareness of number of people trained in each region
People don’t check email/vm regularly
Ability to schedule n for half day if unable to do more
Someone from GWAEA would call or e-mail directly – make it a request
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SWOT
• Strengths
• Weaknesses
• Opportunities
• Threats
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Strengths• Member skills, training, background,
experience• Number of responses we’ve done• Diversity and size of team• E-mail notices• Working relationship• Our protocols• Same language• Affiliation with ICISF• Understand school culture• Local school support
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Weaknesses / Stretches• Follow up after we’ve left• Don’t always know on site team leader (blue
button)• Command center• Additional on line resources??• Pre-incident training for districts• Communicating with so many schools• Location of schools (directions/maps for team)• More systematic way to train new members:
observe, mentor• Not all districts are on board yet
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Opportunities
• To learn from experienced people• To learn from our experience• We serve a broader community (i.e.Boy Scouts)• Standardized procedure• Could tap more school staff to be our allies• To increase our knowledge of grief resources• To do more strategic planning• More grants?
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Threats• Emotional wear & tear• Negative opinions or research on the model:
does it work?• Continuity in team coordination• Large scale disasters• Liability?• Managing a large team
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Our next steps based on our SWOT
• Consider regional and/or school district based teams
• Clear identification of on-site team leader
• Formal mentoring for new team members
• Continue skill building through quarterly meetings
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Team Maintenance:The SAFE-R Model
• Stabilize• Acknowledge
– The crisis– Help is available
• Facilitate– Discussion, problem solving, plan
• Encourage– Acceptance/use of resources
• Recovery/Referral
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10th World Congress on
Stress, Trauma & Coping
SAFE-R ModelRole Play
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10th World Congress on
Stress, Trauma & Coping
Critical Incidence Stress Debriefing
Video taped role play of a school based CISD
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GWAEA CISM School-based Toolkit
Incident Organization, Consents andStudent Tracking Tools
-Consent for debriefing-Debriefing Process Map-Incident Report Template-School Feedback Survey-Sample letters and announcements
Counseling Resources-Guiding Elementary Students through Stress/Trauma
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Student Funerals in Schools
• How did it come about in our schools?• What are some potential problems or
issues that might arise?• What do you need to consider before
making a decision to hold a funeral in the school?
• When might holding a funeral in the school be contraindicated?
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Visitations and Funerals
Teachable moments
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Suggested guidelines for memorial service at school
• Hold after school hours• Voluntary attendance• Students involved in planning• Music, student performance, soothing music to set
tone• Preview student planned readings, service• Time limited (30 minutes for secondary students)• Several speakers, include student tributes• Symbols of life and hope• Provide quiet, supervised place for those not
attending or allow to go home with parents• Limit media coverage
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Memorials
http://rems.ed.gov/views/documents/ERCMNewsletter_Memorials.pdf
“Paying Tribute to Deceased School Community Members”
The US Dept. of Education Readiness and Emergency Management for Schools
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Permanent School Memorial Structures
• Consider the long term relevance/impact
• Contagion effect
• Re-traumatization
• Design
• Maintenance resources
• Benefits of a community vs school memorial
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10th World Congress on
Stress, Trauma & Coping
A memorial policy should be included as part of a school district’s Emergency Management Plan
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Alternatives to Permanent Memorial Structures
• Scholarship fund• Gifts of library books, equipment• Planting a tree or shrub with plaque and funds
for upkeep/care• Cards, letters, memory books, blogs for family• Moment of silence• Temporary display• Fund to charity (i.e. Cancer Society, MADD,
Crisis Line)
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Other considerations
• Cultural norms• Tributes should honor the person and
not the cause of death, especially in the case of suicide or death caused by risky behavior
• Spontaneous memorials, monitor messages, remove with careful consideration/input from students/staff
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Emergency Preparedness
What potential emergencies might schools face in your area ?
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Our Need for Emergency Preparedness
• Numerous highways and train tracks serve as routes for hazardous materials
• GWAEA is in the middle of “tornado alley”
• Methamphetamine labs• Commercial and general aviation
airports• Power plants and natural gas
pipelines• Research laboratories• Prison facilities• Farm chemical spills• Threats of flooding• Student traffic accidents• Student firearms • School bomb threats• Student suicides
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PREP Grant/Project Purpose:
To assist all school buildings within GWAEA to strengthen and improve their Emergency Response/Crisis Management (ERCM) plans
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PREP Project Goal:
All 176 schools within GWAEA are prepared to respond to and recover from crisis, including domestic or international acts of terror, technological, or natural disasters
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4 measurable objectives:
1. Mitigation/Prevention-NIMS training, review of emergency/crisis plans
2. Preparedness-Incorporation of NIMS training in plans, request for safety
equipment/supplies
3. Response-table top drills
4. Recovery
-GWAEA CISM trained trainers in individual and group
interventions
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NIMS
National Incident Management System
www.fema.gov/emergency/nims
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10th World Congress on
Stress, Trauma & Coping
Emergency Response Crisis Management Response Plan Review Matrix
Handout
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Your Next Steps
Action Planning: Make a list of your next steps when you go home.
• What will you do?
• Who else will you involve?
• What is your timeline?
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Thank You for Your Participation Today!
• Please provide us with your feedback on today’s session.
• Best wishes in creating, maintaining, growing your CISM team!