Psychological Support following a Critical or Major Incident Training

PDC

27.11.0614.12.06

Timetable

9.30 – 9.40 Introduction/aims – SJ9.40 – 10.00 What is a critical/major incident - SJ10.00 – 10.15 Wigan protocols – SJ10.15 – 11.45 Reactions to an incident - Case

Studies SR/SE (including tea/coffee break)11.45 – 11.55 Resources - SR/MB/SE11.55 – 12.00 Questions - All12.00 Finish

Presentation team

Maggie Biddlestone Behaviour Support TeamSue Elliott PSHE and C teamSimon Jenner Educational PsychologySteve Rule Behaviour Support Team

Aims• To define what a critical/major incident is

• To define what is psychological support for critical incidents

• To highlight resources in terms of materials and support

• To give the audience strategies for an initial response to an incident

• To disseminate the Wigan protocols

• What would you classify as a major incident where psychological support is required?

• What would you classify as a critical incident where psychological support is required?

•Feedback

Major Incident

Within Wigan a major incident is defined at the scene in terms of set criteria, for instance the number of ambulances required. Examples of a major incident would be a major plane, train or road accident or a major explosion with significant casualties. Responses to such incidents will be co-ordinated by a central watch with chief officer involvement.

Critical Incident

A critical incident is one which is below the level of a major one but still of significance. Examples would include the death of a pupil, or significant fire within a school. Yule and Gold (1993) define a critical incident as "a sudden and unforeseen incident which has a significant and negative impact upon the emotional well-being of pupils and/or adults of a school and/or upon the effective functioning of a school." Within Wigan we would wish to widen this definition to include all settings.

ContextWhat is psychological support?it is not counsellingit is structured de-briefinga possible group meeting 2 weeks laterDangers of 'well meaning support'If later required referral to counselling services can occurIf settings have their own support e.g. counselling /priests/ministers these can be used effectivelyIs work with settings to support you/initial de-briefing/support/adviceThe team will not carry out support such as contacting press - you will need protocols for this

Major Incident

Critical Incident

To forward command To Director

Person nominated to go into setting/situation to senior managers

The team member contacts lead officer or replacement to discuss:-

a. If immediate support required for young people, staff, parents, carers

b. Longer term support – e.g. group meetings

Incident to key link officers (PEP) for psychological support if required. They contact the setting to clarify situation/offer telephone support

No more support required

Monitor

Further support required

Setting contacts Directors Secretary

End

Outcomes to Principal Educational Psychologist by email for database

Pass onto other agencies if long term support required

Support for supporters agreed by key link officer

Lessons learned

Key link officers contact agreed number in team to provide support

Briefing session by Key link officer (if more than 3 people to support are involved

Review

Input

If the Incident is a critical one, the initial call should be made to the Director of Children’s Services Secretary on 01942 486000. They will then contact the appropriate manager to co-ordinate a response.

A major incident will go via the forward command to the appropriate Director then to the Director of CYPS

Case Studies

Case Study 1 You are informed by phone at 8am that a

teacher in your school has died suddenly. They are a head of year and have worked in the school for 10 years.

• 1. How would you feel?• 2. What would you say on the phone?• 3. What would you do immediately - after

the phone call?- the first day?- in the first week?

Case Study 2

You have been informed at 4:30pm that a pupil in your school has been knocked down and killed. They were walking home with other pupils who witnessed the event.

• 1. What would you do immediately?

• 2. What would you do the next day?

• 3. What would you do in the first week?

Case Study 3

You are informed that a parent of one of your pupils has died suddenly. The child's family wish the child to attend school the next day.

• 1. What would you say/ask the person making the call?

• 2. What would you do that day?

• 3. What would you do the next week?

Case study 4

There is a fire in your school whilst the school is in operation, although fire procedures are followed, panic sets in, which results in someone being injured. In the confusion the whereabouts of some pupils are unknown.

• 1. What would they need to think about doing immediately?

• 2. What would they need to think about the next day?

• 3. How would you manage the aftermath - parents, pupils and staff?

Information also available on:

www.wiganschoolsonline.net

under school management and information where it will be updated as required.

A useful website is one written by Durham council www.durhamlea.org.uk/cb

What should we do as a setting?ImmediateIf the incident is a major one the local authority procedures will be started (see next page)

Critical Incident Have I gathered all the appropriate information

– Who involved– What happened - date – Medical needs– Actions already taken

• Have I (the responsible manager) involved the other appropriate services/people necessary:

– Children and Young people's service

via Director's secretary (01942 486000)– Police – Medical – Gas/electric

– Building services – Carers – Press office for advice

During the day

Have I decided what information I need to give out, in what format, and to whom?

• Parents• Children and Young People• Who is to give out information and in what

format?• Do I need to take account of religious/cultural

needs?• How do I pass on information/support to those

who are currently absent?

Next day

What needs to happen :• In assemblies• Form meetings• Classrooms• Places for breaks• What are staff feeling - do they need support?• What are the children and young people's needs

- do they need help and support?

Later

• Do I need follow up work?• If there is a funeral do I need to arrange post

funeral support for pupils and staff?• What long term support (stress work, counselling

etc is required)?• Do lessons e.g. PSHE and C need to be altered

to take account of the event?