Postvention: responding to death, serious injury and other unexpected events affecting a school
A practical guide for Confirm the Facts Before A Critical Incident Complete Resource Directory Worksheet
Complete Counseling/Support Worksheet Assemble a Crisis Assess the Management Impact of the Team Incident
Choose a Use the Crisis Management Strategy Checklist as a tool Communicate
Delegate Monitor Provide Counseling & Support A publication of the Yavapai County Educational Services Agency Tim Carter, Yavapai County Superintendent of Schools Michael Saint‐Amour, Associate Superintendent, Educational Services Don Ostendorf, LCSW Author and Project Consultant Postvention Handbook: YCESA: 2013 POSTVENTION HANDBOOK: A practical guide for responding to death, serious injuries and other unexpected events affecting a school and its children “Any event with sufficient emotional power to temporarily overwhelm a person or systems usual ability to cope” Pre Incident Worksheets and Checklist: 
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Crisis Management Team Roster Counseling and Support Resource Roster Comprehensive Postvention Checklist Administrative and Counseling Guide: Announcing a Child Death 
Memorials & Social Media Administrative Functions Counseling and Support Functions 
Special Leadership Challenges 
Pre‐Incident Preparation, Skills and Experience 
Commonly Used Counseling Methods Methods of Communication 
Faculty and Staff Support and Debriefing 
o Immediate o First 24 hrs. 
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Classroom Support: Empty Desk Method Incident Specific Items o First Week Resources: 
Links 
Samples 
References 
Documents 
Addendum A publication of the Yavapai County Educational Services Agency, Spring,2013 Tim Carter, Yavapai County Superintendent of Schools Michael Saint‐Amour, Associate Superintendent, Educational Services Don Ostendorf, LCSW Author and Project Consultant http://www.ycesa.com Special Thanks: A very special thanks to Mr. Don Ostendorf for his work in assisting Yavapai County Schools and the communities they serve. His thoughtfulness, integrity, professionalism, and sincere desire to help people have always been at the forefront of his actions. Postvention Handbook: YCESA: 2013 Critical Incident Response: Crisis Management Team Directory Principal: ___________________________________ Key Administrative or
Crisis Team Members
Position/Title
Contact Information
School Resource Officer or Law
Enforcement Official
County Superintendent of
Schools
District Superintendent
Other School and
Community Resources
Behavioral Health Resources, Crisis Intervention Resource, Collegial, Administrative,
External Counseling Resources
Date: ___________________________ Postvention Handbook: Administrative and Counseling Functions: YC‐ESA: 2013 Postvention Handbook: YCESA: 2013 *Crisis Management Team Directory Version II (Version II with option for noting staff/resource *assignments by cross reference to Comprehensive Checklist)  Note: It can be helpful to have Checklist items 1 through 10 and others associated with the “First 24 hrs/First Day” assigned at the time Key Administrative/Crisis Team Members are identified. Principal: ___________________________________ Date: __________________________ Key Administrative or
Crisis Team Members
Position/Title
Principal:
Checklist
#’s *
1 thru 5
School Resource Officer or
Law Enforcement Official
County Superintendent of
Schools
District Superintendent
Other School and
Community Resources
Behavioral Health
Resources, Crisis
Intervention Resource,
Collegial, Administrative,
External Counseling
Resources
Postvention Handbook: YCESA: 2013 Contact Information
Critical Incident Specific Counseling and Support Resource Directory Principal:______________________________ Date_________
Lead Counselor:________________________ Date_________
Critical
Counseling/Support
Functions
Counselors and Related Resources Contact Information
Internal
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Supportive Counseling,
Crisis Intervention
Risk Assessment
Classroom/Group Skills
Second level review
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Supportive Counseling,
Crisis Intervention
Risk Assessment
Classroom/Group Skills
Second level Review
Supportive Counseling,
Crisis Intervention
Risk Assessment
Classroom/Group Skills
Second level Review
Supportive Counseling,
Crisis Intervention
Risk Assessment
Classroom/Group Skills
Second level Review
Supportive Counseling,
Crisis Intervention
Risk Assessment
Classroom/Group Skills
Second level Review
Supportive Counseling,
Crisis Intervention
Risk Assessment
Classroom/Group Skills
Second level Reviews
Specialized
Counseling/
Behavioral Health
Resources
Special training and/or
experience in:
Risk Assessment
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Critical Incident Stress
Debriefing
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Suicide Prevention
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Crisis Management
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Postvention
Postvention Handbook: YCESA: 2013 Critical Incident Comprehensive Postvention Checklist
(Administrative and Counseling Functions)
Immediate Steps
Task / Actions  = Complex and Time sensitive 1.
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Establish and confirm facts relating to the incident and its victims; establish, document and update as needed. Contact members of Crisis Response Team. Schedule an immediate meeting of the Crisis Response Team. Start planning for pre‐1st hour all staff meeting. Begin assigning tasks to Team ASAP  If suicide, address issues of contagion and special precautions If weekend/PM use telephone tree/e‐mail to alert faculty and staff to event and pre‐1st hour staff meeting if scheduled. Inform the school superintendent of the death. Alert mutual aide, neighboring schools, Special Services and specialized resources (crisis intervention, postvention, behavioral health, School Resource Officer) in anticipation of adding resources. Begin preliminary assessment of expected impact on students and school community 
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ASAP Confirm & Update Team Membership and issue roster suitable for circulation. See sample All Staff Agenda item #16 See Handbook page 7 These and other factors will influence the intensity and duration of a school based event. An initial goal is to begin to sort through which students and staff are going to need the highest level of support; those that may need some lesser level of support and those who are likely to be unaffected by the event. See “Factors that Influence Severity…..” Reference Section See Sample Staff Memo and Script Page 6 See Page 9 “Empty Desk” method Previous tragedies affecting the school. How the school has dealt with those losses. How long the victim (adult or student) was at the school. How well‐known and well‐liked the victim was The prevailing opinions about the cause of death How much information about the death has been reported in the media. Begin preparing for method to be used in announcing . event/death to students. Refer to “Sample Staff memo” and “Script” to be read to students 1st hour. Page 9 See page 2 “Using Outside Resources” If “Empty Desk/Follow Student schedule is to considered, alert counseling staff ASAP  9.
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Critical Incidents tend to be high in intensity but short in duration. Prompt, proactive but measured action is recommended Intentionally left blank for additions Communication Methods for use in a critical incident are addressed on Page 5 of Handbook. Postvention Handbook: Checklist YCESA: 2013 Page 1 of 5 See  “Bold Items” below designating complex and time sensitive items First 24 Hours‐First School Day Notifications: (First 24 Hours‐First School Day)  11. Contact family of the deceased to offer condolences, offer assistance, and to set the stage for ongoing cooperation. 12. Confirm or designate a media liaison and prepare public information statement. 13. Alert Behavioral Health local agency; confirm eligibility and referral process 14. If School Resource Officer is available, define special roles that may compliment Postvention effort Close relatives/friends may be contacted to facilitate approaching parents; consider home visit See Reference Section for working with family Use Links in Reference Section for Media Relations support. (SAMHSA School Tool Kit)  Especially if death is believed to be suicide Police Officers tend to convey security and safety by their presence.  If suicide e, remind all staff of contagious Leadership (First 24 Hours‐First School Day)  15. Conduct initial all‐staff meeting as soon as possible (ideally before school starts in the morning). 
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Express condolences Identify and Acknowledge Admin/Crisis Team Review facts Discuss funeral arrangements, if known. Give overview of counseling and support activities, Review referral processes for students Confirm protocol for announcing death/offer assistance Review policy relating to media and memorial  If suicide, emphasize staff/faculty role in making referrals or sharing concerns with Counseling staff Encourage staff to request additional assistance if st
needed, including during 1 period announcement Announce end of day staff meeting  16. Arrange for students to be notified of the death in small groups such as homerooms or 1st Period Classes and disseminate a death notification statement for students to homeroom teachers, advisors, or others leading those groups. element. 17. Establish regular Crisis Team meetings, as needed, mid and end of first day 18. Determine whether additional counselors, crisis responders, or other resources may be needed from outside the school. Define authorizations needed. 19. Secure victim’s locker and hold personal effects for later release to parents. Remove/adjust electronic notifications to victim and family (e‐mail, attendance). 20. Select and authorize interventions with students/staff in consultation with Counselors/Behavioral Health  21. Establish “drop in center” See Sample memo and script Handbook Page 6 as well as Reference Section for Samples See Page 2 ”Using Outside Resources“ and Page 4 Counseling Related Skill Sets See page 10 Counseling and Support Methods See page 10 ”Staff Support” This commonly used option can be set up easily and become operational second hour as an effective means of supporting multiple students as other methods are developed during the 1st day. Postvention Handbook: Checklist YCESA: 2013 Page 2 of 5 22. Address whether ethnic or cultural factors that might need to be considered in relations to the a students death, memorials, and customs. 23. Review Absentees for students whose absence maybe related to the incident. 24. Follow up all staff meeting, end of first day 25.
Provide updates, next steps, what is being provided, invite input, and address questions and concerns Intentionally left blank for additions . Assessment and Monitoring ( First 24 Hours‐First School Day)  26. Identify students most likely to be affected by incident, beginning with close friends, members of small groups, special friends. Define outreach 27. Identify siblings of victim and make special accommodations; alert other schools who are know to have siblings of the victim. 28. Identify and mitigate impact on staff, students who may be implicated in the cause of an accident or death. 29. Define process for monitoring and reporting student Social Media sites  30.  Maintain awareness of Memorials, including impromptu memorials established by students, Coordinate and honor family wishes is possible. Prepare a list of students for confidential but “need to know” distribution. Assessment can be formal or informal, it includes using teachers and support staff for observational information. Document outreach to those listed as most heavily affected Event specific: such as bus driver, coach in accidental deaths; Boy/girlfriend in Suicide; surviving driver in car accident. See Admin Section and Page 3 Memorials are often overlooked as possible points of tension and confusion, especially following suicide. . See References Section and Handbook pp 2‐3 Communication and Support ( First 24 Hours‐First School Day) 31. Provide explicit direction to Reception/Front desk regarding calls from parents, community and media. 32. Determine whether additional grief counselors, crisis responders, or other resources may be needed from outside the school. Define authorizations needed. Use “standby” request as option.  33. Prepare to authorize, credential, orient and assign outside resources working in Counseling related areas  34. Deploy counseling or other support to classrooms likely to most highly impacted and to assist faculty requesting or needing additional support.  35. Begin outreach to students most likely to be affected by incident, especially close friends, members of small groups/teams. Confirm Counseling Staff has adequate staff; procedures and are clear and routine matters are postponed. Handbook Page 10, See also YC‐ESA in Reference Section., Typically handled by lead Counselor or principal. Assure assignments, supervision and check out is clearly stated. Not all teachers will be comfortable addressing the acute emotional responses often expressed by children when first notified of a death. Usually handled by Counseling staff . Common Counseling and Support Methods Page 10 Postvention Handbook: Checklist YCESA: 2013 Page 3 of 5 36. Provide informal support to faculty and staff via “walk ‐arounds”, brief supportive visits: snacks, acknowledgments, offers of assistance.  37. Draft and disseminate a death notification statement for parents and distribute by customary method: E‐mail, social media, note home. 38. Review School Events Schedule for rescheduling, accommodations, and potential effects on student and staff participants. 39. Distribute relevant information to teachers regarding classroom activities & management following an incident 40. Prepare to deploy resource officers or designate school staff to assist parents and others who may show up at the school and to keep media off of school grounds 41. Some schools facilitate a “Communication Center” in a commons area which serves to provide focus for the event or loss with tributes, expressions, information. 42. Arrange to monitor impromptu memorials on and near campus for content and as an appropriate avenue of expression. 43. Schedule and arrange means of providing regular updates to staff and faculty. See Sample in Reference Section Generally it is better to continue with scheduled events and include some acknowledgement and show of respect. See Methods of Communication Symbols of Respect. Page 5 Use Links in Reference Section (Star Center, SPRC, These and other methods can provide direction to students for expressions of grief, are easy to monitor, can provide information and assist in rumor control. A newsprint/poster/index card style message board is often used. Flexibility and direct contact with student representatives is advised if the Memorial is not in accordance with policy and must be removed. Usually “All Staff” meetings are not required after first or second day, but communication should continue via postings, e‐mail, or Department announcements Use sponsor to explore options with Council: monitoring, suggestions, rumor control, outreach. 44. Address if/how Student Council or other student organization(s) can contribute to recovery. 45. Consider notification of Parent Organization leadership as courtesy and to request assistance. Rumor control, providing snacks to faculty or assist in Drop In Center.  46. Identify staff and faculty members most likely to affected by the incident. Plan and authorize informal and professional support. Typically group support, such as debriefings, have maximum effect if within 48‐72 hours of event. 47. Intentionally left blank for additions Identified staff should be approached privately and personally. Support options should be offered (See Counseling and Support Section) Administration should explicitly approve methods to be used.  See Handbook Page 11 48.
Intentionally left blank for additions Second Day Until End of First School Week
49. Continue monitoring school emotional climate and continue Crisis Team meetings. 50. Continue regular communications with faculty, staff and Students Brief staff e memos with updates, continued activities and appreciations Postvention Handbook: Checklist YCESA: 2013 Page 4 of 5 51. Continue informal support to faculty and staff 52. If incident precedes long weekend, seasonal break or holiday, consider “send home” communication to parents with suggestions for monitoring welfare of children. 53. Intentionally left blank for additions 54.
Intentionally left blank for additions Demobilizing and Follow Up: when needs have been met and stability has returned 55. Continue Crisis Management Team meetings to wrap up postvention activities 56. Choose time and means of continuing/closing down resources, memorials, recognitions and attention to the incident. 57. Issue statements and appreciations to those who assisted, including faculty and staff.  58. Confirm means of follow up on students considered to be at risk. 59. Make plans for “reentry” of students who were absent as result of the incident and are return to school 60. Confirm process for addressing remaining concerns that may arise The emotional reactions of most students will be expected, normal and temporary. Some will require continued follow up. The anniversaries of suicides and other major incidents can rekindle reactions Follow up and Closure 61. Set timelines and plan for addressing date specific anniversaries relating to the event.  62. Reconvene Crisis Management Team for the critique of Postvention effort. Lessons learned, remaining concerns, necessary updates in training, protocols documents and readiness. 63. Intentionally left blank for additions Intentionally left blank for additions 64.
65. Postvention Handbook: Checklist YCESA: 2013 Page 5 of 5 Administrative and Counseling Guide Administrative and Counseling/Support Functions are Distinct, Overlapping and Interrelated Functions: Management Functions Counseling and Support Functions 
Management Functions are typically handled in house  Counseling/Support Functions are often a combination of in house and Specialized Resources from external resources. Key Administrative Functions: (for Principals, Superintendents and designated leaders) 1. Establish the facts relating to the incident, the victims and their relationship to the school and members of school staff. 2. Contact and assemble a Crisis Management Team or previously identified staff members who are designated to serve as a decision making Team.  Begin an immediate assessment of the expected emotional impact upon students and staff. 3. Coordinate timely information for staff, students, parents, survivors and community. 4. Guide services and scale the response to the emerging and declining levels of stress and disruption. 5. Where possible, protect the normal functions and order of the school, while attending to the expected disruption following an event. Overview & Special Leadership Challenges: What to expect: By definition a critical incident “exceeds the usually capacity of a person’s (or a system’s) ability to cope”. Emotional Upset---Anxiety -- Fear --- Rumor --- Blame
Typically the emotional upset of the students will be most severe among those closest to the deceased student, but will be shared and transmitted to other subgroups of students. Children of any age can expect to be emotionally distraught and will express these feeling in various ways including: anxiety, acting out, depression, panic and fear. Similar reactions can be expected of school staff. Typically rumors emerge involving cause and blame which in turn interfere with normal healing and restoration of order and security. It is common, even expected, that student needs will temporarily exceed the capacity of the Counseling resources to manage without outside assistance. This, along with the intensity of the work and the personal impact it may have on individual counselors will often justify the need for bringing in qualified staff from the District, neighboring schools or community agencies. It is not uncommon for well‐intended professionals or volunteers to offer services. Care must also be taken to assure that Counseling assets (internal or external )are qualified by training, experience and comfort in meeting student needs and taking on special assignments unique to a critical incident. The administration‘s ability to respond proactively, promptly, and with compassion will set the stage for recovery and will lessen the anxiety that typically follows. Postvention Handbook: Counseling and Support Functions: YCESA: 2013 Page 1 of 12
Terms & Definitions: Postvention refers to services provided after a major traumatic and disruptive event has occurred. Postvention is intended to assist the school in returning to the pre‐incident emotional equilibrium. Critical Incident is any event that causes an unusually and unexpected level of emotional distress. The distress people experience during and after a critical incident may temporarily limit their ability to cope; is considered a normal reaction to an abnormal event; and is usually temporary. Crisis Intervention is psychological care aimed at assisting individuals in a crisis situation to restore equilibrium to their bio‐psycho‐social functioning. It refers to special skills, services or professional methods. Crisis management is the process by which an organization deals with a major event that threatens to harm the organization, its stakeholders, or the general public, It refers to managerial methods addressing planning, public relations, and deployment of resources Pre Incident Preparations: (Minimum Recommendations :) 
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Confirm mechanism of reaching staff after hours and on weekends Establish and confirm the decision making process via a Leadership Team (or Crisis Team) Identify and continuously update contact information of available external resources such as neighboring schools, external school counseling resources, external behavioral health resources, and law enforcement. Confirm that referral protocols are clear to address at risk students who are self‐ identified or identified by school staff. Confirm means of providing immediate assistance and safety for students believed to be suicidal or in severe distress. Manage communication within the school and with parents, District and community. Using Outside Resources: There are several reasons to consider using external resources to temporarily augment school resources or to provide specialized skills that may not be familiar with Crisis Management and its protocols.  As noted it would be expected that an incident of modest magnitude can overwhelm regular staff.  Often local staff are compromised because they are related or have strong attachment to victims.  Incidents are administratively challenging and often involve difficult and potentially controversial decisions. Under those circumstances it can be difficult to maintain objectivity and focus.  Referring to outside specialists or consultant can provide additional credibility to administrative decisions and the services provided to staff and students. Memorials: Under the best circumstances, memorials are handled by the parents in coordination with the school. In reality this is often difficult to achieve. It is important for the school to offer condolences and cooperation to the grieving family to set the stage for open communication. Student will often spontaneously take steps on their own as a part of the grieving process. These expressions of grief should be monitored to assure that they are appropriate, realistic and in accordance with school policies. A school sponsored and monitored “wall of honor” with handwritten notes and creative expression can be a means for students to express themselves following a death “Moments of Silence” at athletic and special events are often chosen to strike a balance between acknowledging a loss and allowing the usual routine of school to continue. Postvention Handbook: Counseling and Support Functions: YCESA: 2013
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As a general rule, school based memorials should be in accordance with an existing policy. Memorials should be consistent so as not give more or less attention to different students. Following student suicide, memorial content should avoid glamorizing or martyrdom. Suicide is known to have a contagious element. “Toolkits” available on line are referenced in the Reference Section of this Handbook and should be reviewed when questions arise in reference to memorials. Take note of these related yet unique elements that can arise:  Funerals and Memorials as family and school related functions.  School releases for students and staff  Spontaneous Memorials  School Newspapers and Social Media  Including tributes as part of School Events  Expectations of Parents such as holding a special assembly or having the funeral on campus  Yearbook Tributes  Permanent Memorials and Scholarships.  Graduation  Memorializing and Restoring use of school locations associated with a traumatic event Social Media: Using Facebook, Twitter and an ever changing list of social media, youngsters now use wireless and web options as a primary source of communication. During a Critical Incident students and their parents now expect instant communication as part and parcel to their relationships. While helpful in many ways, Social Media frequently fuels rumors; exponentially expands awareness of the event and has the potential for malicious and insensitive messaging. Implications of Social Media on Postvention are fluid and ever‐changing. These concepts have emerged as a starting point for responding.  Immediately arrange for monitoring of Social Media content.  If possible, give students a role in monitoring and responding to inaccurate and insensitive content.  Post positive and accurate information, including resources, positive actions being taken, and alerts to misinformation that could be misleading and harmful.  Communicate to parents the importance of monitoring the content of their children’s Social Media and urge them to communicate with their children about the incident, including the negative impact of malicious rumors. Team and Peer Support Those providing counseling and direct support to students should be encouraged to work in teams or to have opportunities to access support from peers within or external to the school. This promotes objectivity, shared responsibility and legal protection should questions arise. When counselors are asked to make critical decisions relating to self harm, danger to others or referrals to emergency services, a process of “Second level review” should be used. Parent Involvement: Counselors, whether internal or from outside the school, should review policies regarding the scope of services allowable without special parental permission. If in doubt during a crisis, seek direction and permission of the parent during the assessment and at the time of disposition. Postvention Handbook: Counseling and Support Functions: YCESA: 2013
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Specific Counseling Related Skill Sets for Meeting the Challenges of a School based Critical Incident: When responding to an incident involving loss of life, suicide or violence, there is no substitute for experience, especially experience in school settings. Training and experience can substitute for most of the necessary skills. Proficiency in these skills and experience areas should be confirmed as part of pre‐
incident preparation. Helpful Skills, Experience & Associated Professions. Schoo
l Couns
elor School Psycho‐
logist Clinical Social Worker Licensed Profess‐ional Counselor Clinical or Counseling Psychologist Licensed Marriage and FamilyTherapist Clergy Supportive Counseling   
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Problem specific Screening (danger to self/other; Substance Use, Risk Assessment  ? ? 
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? Crisis Intervention ?  ? ?
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 ? Group and Classroom Skills   ?
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 ? Critical Incident Stress Debriefing + exper
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+ exper Supportive Counseling refers to counseling that provides unconditional
emotional support in the form of empathy, active listening, reflection and the building of trust, as an opportunity to safely disclose private concerns and formulate solutions. Problem Specific Screening refers to a specific but basic inquiry relating to potential risk of self harm or other risk behaviors. It can consist of direct questions, a short checklists or self‐administered questionnaire that when combined with observation, is used to determine whether a higher level of assessment is indicated. It is sometimes referred to as “Level 1” Screening. Risk Assessment is a more extensive assessment of risk including suicidal risk, risk of harm to other or level of substance use/abuse. Risk assessment is ordinarily provided by or directly supervised by a Licensed Behavioral Health Professional. Crisis Intervention is usually brief, solution oriented and intended to stabilize a person in crisis and provide concrete steps towards resolution of factors contributing to the emotional crisis. Group and Classroom Skills refers to experience in facilitating group interaction, education and problem solving with a basic understanding of group dynamics and leadership. Critical Incident Stress Debriefing refers to methods directed a normalizing acute stress following a traumatic experience. Individual and groups create a safe environment to assess the emotional, cognitive and behavioral impact of an event as well as stress management techniques. This process includes education and is not considered counseling or therapy. Postvention Consultation between an experienced Behavioral Health or Professional Educator and the School Administration regarding the handling a critical incident. The consultant provides technical assistance, problem solving, staff education following a significant traumatic event, typically suicide or the sudden death of a student or employee. Postvention Handbook: Counseling and Support Functions: YCESA: 2013
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Methods of Communication during a School Based Critical Incident Pre 1st bell Staff meetings Recommended when major incident occurs on weekends Recommended after 1st school day and as needed thereafter Especially for to prep staff for 1st hour /1st day post incident Use for regular announcements; not for PA announcements discussing incident If already used as routine and expected e‐mails to staff means of communication. Recommended if used as primary means of e‐mail to parents contact with parents; do not send to surviving parents. Are not recommended post crisis Assemblies Open Access Public & Caution should be used with clear parameters on content, purpose and protocol Parent Meetings Social Media (parents) Use if established means of communication. Recommend parents monitor student social media. Monitor and report content/ tone to Social Media management; Post information such as (students) resources, cautions, links, After school Staff meeting Staff memos Information Centers School Newspaper Closed Circuit Television Community Newspapers and other media “Symbols of Respect” Are used to allow students to post messages relating victim and to provide information relating to memorials and condition of accident victims. Content should be closely monitor and limited to resources available. Sensationalizing or glorifying should be avoided Use for routine announcements and for brief updates of actions and resources Administration should proactively communicate with media; media will often run constructive public announcements Information; expectations, words of support, resources assignments, Information; expectations, support, resources See related information on announcements to students Announcement relating to the death of a student should be made using the most means possible. Information updates, alerts, remainders, words of support and thx, Provide single point of contact for questions or concerns Offer suggestions on how to facilitate discussion with children at home. Anger, blame, allegations, demands can be difficult to manage in such settings. There Is no definitive guide for use of social media at this time. Suggest parents monitor Check References for suggested links Provide regular monitoring of content. Review concerns with adult advisor regarding risks of sensationalizing Scripting is critical Monitor “blogs” hosted by newspaper. Arm/wrist bands and moments of silence prior to Symbolic gestures can promote a balance between respect for loss and return to normal school events can be effective. Craft the message carefully activities. Postvention Handbook: Counseling and Support Functions: YCESA: 2013
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Internal Memos and Announcements of Student Death: Note: The approach provided in the sample below is preferred by most authoritative resources. However, time and circumstance do not always allow this method. Alternative methods should be designed to be as personal as possible, be factual and avoid sensational content and express compassion for a family and victim. PA announcements of death should be avoided. A “script” should be provided in a memo or distributed to each classroom teacher. SPECIAL ANNOUNCEMENT: To be read at beginning of first period to all students immediately following the Pledge of Allegiance. Teachers and Staff: Please read the Announcement below and set aside time after the announcement to allow questions from the students and to gage their response. If you are concerned about any specific students, please contact Ms._______in the Counseling Department for consultation and assistance for the student. A “Drop in Center” has been established in the School Library. At your discretion you may issue passes to the Center for students in distress. Further information will be forthcoming as additional information is available. A brief, mandatory after school All Staff Meeting has scheduled for today at 3:15 Thank you for your help in assisting our students through this difficult time: Our Principal ___________has asked me to read a statement to you. Please listen carefully. Last night, about 8 PM, our school received word that one of our students, Billy Smith was killed in an auto accident while he and his family were returning home from the mall. Billy’s sister, Sally Smith, is in the hospital. Her condition is unknown at this time. Mr. and Mr. Smith were also injured. This is a terrible loss for Billy’s family and to our school and we will want to keep them in our thoughts and prayers. We know that many of you knew Billy as a friend and understand how upsetting this may be. Our school has already reached out to Billy’s family and we will be letting your parents know through e‐mail as more information is available. If you would like to visit with one of our Counseling Staff, you may do so throughout the day at the Library. Please request a Permission Slip from your classroom teacher. Finally, I would ask you to be especially supportive to one another during this difficult time. Even as we mourn the loss of Billy, we can take some comfort in knowing that our students care for one another and will support each other in this time of loss., Postvention Handbook: Counseling and Support Functions: YCESA: 2013
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Incident Specific and Special Challenges: The suicide of a teen should be treated as potentially contagious. About 2% of teen suicides are associated with a previous suicide Suicide: The suicidal death of one student can be expected to stimulate suicidal thoughts among others. An estimated 2% of teen suicides are directly related to the suicidal death of a peer. An entire body of knowledge is available for reference regarding methods to use an avoid after suicide. It is especially important to avoid dramatizing a suicidal death. Discussion of details of the event and the method of suicide should be avoided. Extra measures should be taken to assure that students considered at risk are promptly referred to qualified professionals. See also “Memorials”. Acts of Violence: Injuries and deaths resulting from violence can lead to real or threatened retaliation against actual or imagined perpetrators. Rumor control measures, administrative actions to defuse these reactions as well as a strong police presence are often warranted. Staff Relief, Support and Debriefing: There should be a frank discussion and assessment to identify those faculty and staff members who may be temporarily unable to assume their normal duties because of direct identification with one or more of the victims or an acute grief response. Substitutes or team teaching may necessary. A variety of support methods have been used to address the personal needs of staff. Debriefings, individual outreach, referrals to outside counseling are among other methods that can be helpful. It is important that leadership reach out informally to those staff most likely to be affected and to keep all staff informed regarding the event and the schools efforts to mitigate to negative impact of the event. This includes support staff, including reception and front desk staff, bus drivers, teacher aides, custodians and others who are often could otherwise be bypassed. Some Additional Observations:
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Critical Incidents tend to be short in duration but high in intensity 
Critical Incidents tend to bring out the best and worst of human nature. 
Disasters and Critical Incidents are political. 
Disasters and Critical Incidents are followed by widespread grief. The normal process of grieving includes anger and blame. 
Parents will forgive us for failing to educate their children. But will not forgive us for failing to protect their children. 
Young children tend to be comforted by the presence of Firefighters. Older children are comforted by the presence of Police Officers. 
During a Critical Incident, if leadership fails to communicate what is being done, others will feel compelled to do it themselves. 
In the wake of a “man made” disaster there is a natural need to find a cause. If a cause cannot be determined or is not reported, causes will be invented to fill the void. Postvention Handbook: Counseling and Support Functions: YCESA: 2013
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COUNSELING (& SUPPORTIVE) Services: KEY Counseling Functions: 
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Most schools do not have the counseling resources needed during a major incident.
Counseling resources will be available to assess the emotional needs of students as well as to assess risk and make appropriate referrals to parents and to community agencies. Counseling resources are expected to be an advocate for addressing the needs of staff and faculty during and following an incident. School Counseling staff are often a first line of support for classroom teachers in sharing and discussing sensitive information with children. Counseling staff are a key resource in providing group and drop in support resources for children. Counseling staff are in a unique position to provide valuable information to administrative staff as to how a particular incident is playing out across the student community. Assist in identifying and promoting the use of informal support to enhance the healing process. 
Counseling Roles and Protocols: The content of this Section is intended to be used in conjunction with Administrative Functions addressed in other parts of this handbook. Explicit administrative approval should be obtained before counseling and related services are provided. It is critical that the Counseling resources and the information collected during an incident be regularly communicated through the crisis management process. This information is critical to assuring that resources are being deployed appropriately, unmet needs are identified and services are having the desired effect. It is important to establish a means of documenting, controlling and assigning Counselors and resources during a crisis, especially those drawn from outside of the school. “Counseling” has been widely accepted as a necessary resource in the aftermath of a critical incident in a school. But “Counseling” is a broad concept that is subject to varying definitions and expressions. A critical incident involving the death of a student or other traumatic events will bring a widespread expression of behaviors and emotions within the student body as well as among staff. As a result it is important to anticipate more specifically what needs are best addressed via “counseling” and what specific skills and experience will assure the best outcomes. It is also useful to emphasize the value of general, informal support in the aftermath of a crisis. What to Expect: Typically the emotional upset of the students will be most severe among those closest to the deceased student, but will be shared and transmitted to other subgroups of students. It is common, even expected, that student needs will temporarily exceed the capacity of the Counseling resources to manage without outside assistance. This, along with the intensity of the work and the personal impact it may have on individual counselors will often justify the need for bringing in qualified staff from the District, neighboring schools or community agencies. It is not uncommon for well‐intended professionals or volunteers to offer services. Care must also be taken to assure that Counseling assets (internal or external) are qualified by training, experience and comfort in meeting student needs and taking on the special assignment unique to a critical incident. Postvention Handbook: Counseling and Support Functions: YCESA: 2013
Page 8 of 12
Additional Considerations for Counseling and Related Services: Documentation: Counseling services provided to students, including referrals to parents and risk assessments should be documented in accordance with professional standards. During a crisis it is often prudent to ask the parent of a distraught or at risk child to take the child home. These “warm handoffs” should be documented noting specific concerns and recommendations, if any. A summary should be provided to and signed by the parent with a copy kept by the school.  “Consent to Treat” is a concept that applies to most behavioral health professionals. In many states it is a legal requirement intended to assure that a patient or client has given informed consent before treatment is provided. When providing counseling services to children care should be taken to assure that services falling under this category are parent authorized. During a major incident, usual caseload based academic advising of the counseling office may need to be suspended or delegated in order to address more critical needs. 
Self‐Care: Counselors should arrange and accept means by which they can debrief and find support during and following the intense activities relating to an incident.  Following the Classroom Schedule: The “Empty Desk”: A widely used method of announcing the death of a child to their fellow students involves having counseling staff follow the schedule of the deceased student throughout the students daily schedule. This is done in concert with the scripted announcement made at the first class of the day as described in Section A of this Guide. This has the effect of putting counseling staff with the students most likely to be directly affected by the loss of a peer. It is best handled by a “team” consisting of the classroom teacher and a counselor working together as they support one another as well as the students. Typically the team will: 
Address any questions the students may have. 
Normalize any reactions or feelings reported by the students. 
Remind them of the importance of looking out for one another 
Providing information about resources within the school and reinforce asking someone for help. Remind children to express their concerns to their parents. The “Empty Desk” is sometimes used as a symbol of the death and a means to show respect for the loss of a student as well as for their possessions. There can be discussions about how to and when to remove the desk or to bring it back to use. There can be a symbolic transfer of the students artwork or projects to the parents through the teacher or counselor. This method also assures that the classroom teachers are supported throughout the day and that classroom observations of students are incorporated in the special outreach and resources of the Counseling staff
Postvention Handbook: Counseling and Support Functions: YCESA: 2013
Page 9 of 12
Commonly Used Counseling and Support Methods In addition to the traditional roles filled by School Counselors the follow methods are commonly reported as being suited for use after a critical incident.  Drop In Center: This commonly used method provides a space (library, cafeteria) where students can gather to support one another and take advantage of peer and adult support. Counseling staff are assigned to provide reassurance, information, casual observation and assessment. Typically a center is highly used, but for a short period of time (a day or two). 
 Specialized Risk Assessment: Especially following suicide there must be a high degree of vigilance for “copy cat” behaviors and overall elevation in the risk for subsequent suicidal activities among peers. Risk assessment should be standardized, follow a written protocol and be overseen behavioral professions. 
Classroom Support: Several of the “Administrative Functions” especially communicating a death to students in the classroom will be enhanced by the presence of Counseling staff. Psycho educational Programs: Counseling staff can be effective in providing basic concepts designed to mitigate the effects of a critical incident and help defuse acts of violence and self‐harm. These programs should be carefully selected and caution used to be assure that programs are age appropriate and have demonstrated preventive value. Informal Monitoring: Counselors play a key role in providing feed back to the administration regarding the hour to hour, day to status of the school environment. Feedback to administration on numbers and kinds of referrals, assessment findings and informal indicators of student well being and its impact upon the educational environment. Group Discussions and Support: Interventions that might be considered psychotherapy or may suggest the need for parent authorization should be avoided under most circumstances. When properly selected and authorized discussions of health, welfare and safety topics can have value. Teacher Consultation: During a critical incident, teachers can benefit from a professional and objective discussion of the student behaviors and climate they are dealing with in the classroom. This process has the effect of reassuring teachers, providing another perspective, determining which students need additional support and introducing alternative means of defusing some of the behaviors often observed. Assisting a teacher In discussing sensitive topics in the classroom can be a valuable. Postvention Handbook: Comprehensive Check List: YCESA: 2013 Page 10 of 12 Organizing & Deploying Counseling and Support Services: During a critical incident it is imperative that Counseling Services be adapted to the temporary, but unanticipated demands on Counselors and others attending to student needs: The need for addressing the following issues will vary according to the emotional intensity of the event 
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 Coordination of resources is job one. Without clear leadership, services cannot be prioritized, directed to those most in need and adapted to the special demands. Typical roles often need to be set aside with resources deployed to areas of greatest urgency and need. If additional resources are needed, they should be requested. If necessary, less qualified staff or teachers can be deployed to provide support until professional services are available. A centralized triage system is often required, allowing a quick assessment followed by referral to an appropriate level of care or timeframe Counseling staff from outside of the school must be “credentialed”, given specific assignments and a means of regular check ins with the assigned point of contact. The Counseling staff must meet at frequent intervals to assure information sharing and mutual support. “Dual Relationships” can interfere with objective judgment and should be avoided. Working with the child of a personal friend is ill advised. “Second Level Review” should be used when any student is deemed in need of urgent referral to outside care, suicide risk and other special concerns. Methods of documenting counseling related services must be defined and reviewed. Support For Faculty and Staff Faculty and Staff Counseling & Debriefings: Formal processes to help teachers and other staff come to terms with a major incident are now in common use. Their value in preventing longer term benefits to participants has not be substantiated. On the other hand, when properly conducted, and offered personally as an option to staff, they tend to be well attended and received. Discussion of the stressful nature of the event can help to normalize the reactions to an event; provide helpful information, signal genuine support for effected staff and represent a symbolic permission move on. Ordinarily staff support such as debriefings should be conducted by outside facilitators who have experience dealing with critical incident stress. It is generally thought that maximum benefit declines if this service is provided more than 72 hours after the event.  School Administration as well as the lead Counselor should have a clear understanding of professional services before making it available to staff. Misrepresented services can lead to staff dissention and upset. While these services are considered confidential, it is helpful to have the Principal introduce the outside facilitator; note the purpose of the service and express appreciation to the staff before exiting. 
Postvention Handbook: Comprehensive Check List: YCESA: 2013 Page 11 of 12 Ordinarily services in the wake of a crisis should be considered as a “debriefing” or, in some cases, “Grief Counseling”. The services are NOT THERAPY OR COUNSELING. Staff are best served by a guided group process that focuses on the normal, temporary emotional and physical reactions to a critical incident or sudden loss. Stress Management methods and other educational information should be provided. Services should first be offered to those who had a direct relationship with the victim or had direct involvement in the incident. These staff can be encouraged to attend but are typically not required to attend. Additional group debriefings can be offered on an elective basis. Employee Assistance Services: Those most directly impacted should also be referred to Employee Assistance Counseling if available. Outside Professional Counseling can also be provided as part of staff support but should be brief, solution focused and focused on the normal responses to loss. These services should be offered to those whose role or relationship with a victim or the event is direct or the employee had direct exposure to trauma Use the language similar to that in this Sample Announcement to guide your decision and your announcement of staff support opportunities. Members of the School Staff:
that the loss of one of our students can have a strong emotional impact on our staff who naturally care deeply about
We know
their health and safety.
As part of our attempt to promote healing after this tragedy we have arranged for _____________, a (e.g. Licensed
Professional Counselor, Licensed Clinical Social Worker) who has worked with many organizations dealing with sudden
loss. _______ will facilitate a discussion of the expected and normal reactions that people have after similar events. She will
provide information on ways to begin to find closure as well as how you may want to discuss your reactions with members of
your family. This is not counseling or therapy but a way for our staff to support one another through this difficult time. It is
confidential and, of course, at no cost to you.
This Staff Debriefing will be held at 3:45 in the back conference room of the Library and will last about 1 hour.
We hope you can attend. And thank you for the great work you did this week.
Principal Postvention Handbook: Comprehensive Check List: YCESA: 2013 Page 12 of 12 References, Links, Forms, and Addendum Author’s Note: Websites and Links may change. If so, use keywords and website directories to locate items Primary Sources Used in the Development of the YCESA Postvention Handbook 
Preventing Suicide: A Toolkit for High Schools| SAMHSA (Substance Abuse and Mental Health Services Administration, A comprehensive single source. Sample Correspondence examples were drawn from this site (Index is included for reference) http://store.samhsa.gov/product/Preventing‐Suicide‐A‐Toolkit‐for‐High‐Schools/SMA12‐4669 http://www.ready.gov/sites/default/files/documents/files/PFA_SchoolCrisis.pdf 
Star Center (University of Pittsburgh) is a comprehensive research, treatment, and training center. Funded by the State of Pennsylvania’s General Assembly. www.starcenter.pitt.edu/files/document/postvention.pdf 
Headspace (Australian Government Department o Health and Ageing under the Youth Mental Health Initiative Program) 40 pp http://www.headspace.org.au/schoolsupport Try: Google: Key word : Headspace…An excellent guide with checklists and sample documents. http://www.slideshare.net/i4ppis/suicide‐postvention‐toolkit http://www.decd.sa.gov.au/docs/documents/1/SuicidePostventionGuide‐1.pdf 
Suicide Prevention Resource Center. A comprehensive organization with link to school based prevention, intervention and postvention resources. http://www.sprc.org/ ************************************************
Yavapai County Educational Services Agency (YCESA) The YCESA is prepared to assist any County School in the event of a critical incident that is beyond the capacity of an individual school to manage internally. YCESA within the limits of its staffing capacity can deploy Licensed Behavioral Health Professions to augment school services and to assume responsibility for defined counseling related services. If requested, YCESA will provide services in accordance with the following general principles: 
YCESA employees and the consultants it retains for this purpose are expected to follow the guidelines supplied in this handbook. 
Will work under the direction of the school Principal or Superintendent 
Provide Services as requested and identified in a written agreement issued at the time of request. 
YCESA will issue, no less than annually, an update of service capacity and Postvention resources. 
YCESA Contact information and Postvention resources on its Website at ycesa.com Postvention Handbook: References: YCESA: 2013 Factors That Influence the Severity and Duration of Critical Incident Stress Like grief, stress responses to a critical incident are unique to each person. However, the type of incident as well as the physical and social context of the event will influence the intensity and duration of an event. It is important to evaluate these factors as they are perceived. Perceptions, whether or not based on facts, will drive the early stage of a crisis. Death of a Child Suicide of a Child Multiple suicides or cluster Human Caused Events Catastrophic Injury Direct exposure High profile/popularity Sudden vs. Expected Perceived as Preventable Social Connectivity Media attention Recent, similar losses Prolonged and chaotic events “line of duty” Ambiguity re: cause & outcome Considered as one of the most stressful events Perceived as being preventable, often induces guilt, fear and shame. Stimulates identification with victim and “copycat” self‐harm. Compounding, perception of being “out of control” Are perceived as being preventable and stimulate anger and blame. If child survives, stress is mitigated. Prolonged recover is emotionally exhausting The more direct, the more stressful: sights, sounds, smells. Adults and children who witness or have first hand involvement should be addressed separately. Provide more opportunities for identifying with or relating to the victim An expected loss (chronic disease/disability) allows time for preparation. Sudden loss results in temporary confusion and helplessness. Even the presumption that an event could have been prevented increases stress Stress often is transmitted across social networks, including Social Media which can escalate emotional reactions. Compounds stress and often sensationalizes event. Especially relevant to suicide. Compounding effect and perception of being “out of control” Creates longer exposure, increased anxiety Magnifies loss when victim is perceived to be doing their job. Can delay healing; prolong impact, increase rumors and angst. Antidotes to Critical Incident Stress: Time Social Support Information about what has happened and what is being done Opportunity to tell your story Opportunities to make a difference Opportunities to reach loved ones Acknowledgement and Empathy Usually acute stress reactions dissipate rapidly within a few days Family, friends, peers, classmates, especially natural and familiar supports. Information provided should be factual and sensitive to the emotional maturity of the audience. Young children need to know they are safe and protected. Drop in centers, art and writing, discussions, debriefings Helping others, supporting the recovery, contributions to the greater good Phone calls, brief visits, checking in helps to relieve fear and anxiety. Informal “thank you’s”,“how are you doing”, pats on the back, hugs where permitted Affirmation that reactions are normal and expected, via printed information and discussion. Debriefings and group discussions. Information that normalizes emotional reactions Structured activities and normal routines Maintain schedules and routines when possible, allowing flexibility with Religious and spiritual expressions Diet and nutrition Exercise assignments, homework and other expectations. Familiar events and activities. In accordance with policies and customs. Tributes, rituals, prayer and meditation Hydrate, sensible eating and drinking Physical exercise has both physical and emotional benefits Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Topic: Internal Communications for Students and Staff Source: SAMHA.gov Sample Announcement for When a Suicide has Occurred, Morning, Day 1
This morning we heard the extremely sad news that _________________________ took his/her life
last night. I know we are all saddened by his/her death and send our condolences to his/her family
and friends. Crisis stations will be located throughout the school today for students who wish to talk
to a counselor. Information about the funeral will be provided when it is available, and students may
attend with parental permission.
Sample Announcement for a Suspicious Death Not Declared Suicide: Morning, Day 1
This morning we heard the extremely sad news that _________________________ died last night
from a gunshot wound. This is the only information we have officially received on the circumstances
surrounding the event. I know we are all saddened by __________________________________’s
death and send our condolences to his/her family and friends. Crisis stations will be located
throughout the school today for students who wish to talk to a counselor. Information about the
funeral will be provided when it is available; students may attend with parental permission.
Sample Announcement, End of Day 1
At the end of the first day, another announcement to the whole school prior to dismissal can serve to
join the whole school in their grieving in a simple, non-sensationalized way. In this case, it is
appropriate for the building administrator to make an announcement similar to the following over the
loud speaker:
Today has been a sad day for all of us. We encourage you to talk about ___________________________ ________’s death with your friends, your family, and whoever else gives you support. We will have special staff here for you tomorrow to help in dealing with our loss. Let us end the day by having the whole school offer a moment of silence for ____________________________________________. Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Topic: Internal Communications for Students and Staff Source: SAMHA.gov Sample Announcement, Day 2
On the second day following the death, many schools have found it helpful to start the day with
another homeroom announcement. This announcement can include additional verified information,
re-emphasize the continuing availability of in-school resources, and provide information to facilitate
grief. Here’s a sample of how this announcement might be handled:
We know that ________________________________’s death has been declared a suicide. Even
though we might try to understand the reasons for his/her doing this, we can never really know what
was going on that made him/her take his/her life. One thing that’s important to remember is that
there is never just one reason for a suicide. There are always many reasons or causes, and we will
never be able to figure them all out.
Today we begin the process of returning to a normal schedule in school. This may be hard for some
of us to do. Counselors are still available in school to help us deal with our feelings. If you feel the
need to speak to a counselor, either alone or with a friend, tell a teacher, the principal, or the school
nurse, and they will help make the arrangements.
We also have information about the visitation and funeral. The visitation will be held tomorrow
evening at the ______________________________ Funeral Home from 7 to 9 p.m. There will be a
funeral Mass Friday morning at 10:00 a.m. at ____________________________________ Church.
In order to be excused from school to attend the funeral, you will need to be accompanied by a
parent or relative, or have your parent’s permission to attend. We also encourage you to ask your
parents to go with you to the funeral home.
[Reprinted from Underwood, M., & Dunne‐Maxim, K. (1997). Managing sudden traumatic loss in the schools. Piscataway, N.J.: University of Medicine and Dentistry of New Jersey.] Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Topic: Communications For Parents Source: Headspace: Government of South Australia Dear Parent/Caregiver
I am writing to you with some sad news about a member of our school community.
One of our Year ... students, took his/her own life yesterday/today/Saturday/during the holidays. We
remember especially, and pray for, his/her family and friends.
Today and over the coming weeks, you may be concerned about your child’s reaction, or expressions of
feelings about this unexpected loss. These reactions and feelings may be part of the grieving process.
Your child’s behavior may be different from normal. They may find it hard to concentrate and complete
their school work. They may be unusually quiet, or show displays of anger, or they may show very few
reactions at all, particularly if they did not know him/her. Following the suicide of a friend, the normal
grief reactions can be very intense, for children/ adolescents. Each person experiences and copes with
grief and trauma in different ways and with different intensities.
Your child may want to share his/her feelings with you. If your child shares his/her emotions and feelings
with you, try to listen and to positively support them, even though this may be uncomfortable for you. If
your child prefers to talk about this situation with friends, this is normal and is more likely to occur with
young people.
Additional professional counselling has been made available at the school, through ACCESS
Counselling from the Centacare Office in Adelaide. The school routine will continue as normally as
possible. Your child may like to talk with a Counsellor, or class Teacher or Priest.
Such a loss can heighten a young person’s emotions. The length of grieving can vary for each person. If
you have any concerns, please contact your child’s class teacher or myself and we will arrange support.
In dealing with death, we need to remember the value and dignity of life. Please pray for him/her who is
now at peace with God. I also ask you to remember his/her family that they will be comforted and
strengthened by the love of God and the whole school/parish community.
Please feel free to contact the following staff for information about the school’s support plan or if you
have any concerns about your son/daughter. Contacting the nominated staff is an important way of
ensuring you receive consistent and accurate information and for us to be aware of all parent concerns.
If visiting the school, please remember to follow our signing in process.
Ms ..................................................... on ........................
Mr ..................................................... on ........................
Yours sincerely
Principal Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Topic: Internal Communications for Students and Staff Source: SAMHA.gov Tool 3.A.6: Sample Letter to Families
(USE WITH TOOL 3.A)
Dear Parents,
I am writing this letter with great sadness to inform you that one of our sophomore students took his
life last evening. Our thoughts and sympathies go out to his family and friends.
All of the students were given the news of the death by their teacher in homeroom this morning. I
have included a copy of the announcement that was read to them. Members of our crisis team met
with students individually and in groups today and will be available to the students over the next
days and weeks to help them cope with the death of their peer.
Information about funeral services will be given to the students once it has been made available to
us. Students will be released to attend services only with parental permission and pick up, and we
strongly encourage you to accompany your child to any services.
I am including information about suicide and some talking points that can be helpful to you in
discussing this issue with your teen. I am also including a list of school and community resources
should you feel your child is in need of additional assistance. If you need immediate assistance, call
the National Suicide Prevention Lifeline at 1-800-273-TALK (8255).
Please do not hesitate to call me or one of the counselors if you have questions or concerns.
Sincerely,
(Principal)
[Adapted from AFSP]. After a suicide: A toolkit for schools. Newton, MA: Education Development Center, Inc. Available
online at http://www.sprc.org/sites/sprc.org/files/library/AfteraSuicideToolkitforSchools.pdf and
http://www.afsp.org/files/Surviving/toolkit.pdf]
Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Topic: Memorials Source: SAMHA.gov Tool 3.A.8: Guidelines for Memorialization
(USE WITH TOOL 3.A)
Memorializing a student who has died by suicide can be a difficult process. Faculty, students, and
the family of the deceased may have different ideas of what is appropriate, inappropriate, or useful.
It is important to be prepared to respond to and channel the need of people to grieve into activities
that will not raise the suicide risk of vulnerable students or escalate the emotional crisis. The
following guidelines will help you prepare to face these challenges:
1. Establish a policy on memorialization for all deaths (including suicide). This policy should
address the issues below. The family should be consulted in each case.
••Flags: Flags should not be flown at half-staff. Only the President or a governor has the
authority to order flags to be flown at half-staff.
••Memorials: Spontaneous memorials (such as collections of objects and notes) should not
be encouraged and should be respectfully removed within a very short time. A memorial
can be an upsetting reminder of a suicide and/or romanticize the deceased in a way that
increases risk for suicide imitation or contagion.
••Assemblies: Large memorial assemblies should not be convened as the emotions
generated at such a gathering can be difficult to control.
••Graduations: Acknowledge a death at graduation but do not glamorize the death or let the
acknowledgement overwhelm the event. Acknowledge a death toward the beginning of
an event and then move on.
••Funerals: Do not hold funerals at the school. This can forever associate the room in which
services are held with the death.
2. Consult with the family about memorials. The person designated as the liaison with the
family needs to be prepared to explain the memorialization policy to the family while
respecting their wishes as well as the grieving traditions associated with their culture and
religion.
3. Solicit ideas to memorialize the deceased in positive ways that do not put other students at
risk or contribute to the emotional crisis that occurs after a death. Consult with the family
before implementing any of the following ideas:
••Invite students to write personal and lasting remembrances in a memory book located in
the guidance office, which will ultimately be given to the family.
••Encourage students to engage in service projects, such as organizing a community service
day, sponsoring behavioral health awareness programs, or becoming involved in a peer
counseling program.
Postvention Handbook: References: YCESA: 2013 ••Invite students to make donations to the library or to a scholarship fund in memory of the
deceased.106 | PREVENTING SUICIDE: A HIGH SCHOOL TOOLKIT 4. Be prepared to address the
unique aspects of a suicide death:
••Use the opportunity to educate students, families, and the community about suicide.
••Monitor social media sites for signs of risk to other students.
SOURCES:
Adapted from AFSP. After a suicide: A toolkit for schools. Newton, MA: Education Development
Center, Inc. Available online at
http://www.sprc.org/sites/sprc.org/files/library/AfteraSuicideToolkitforSchools. pdf and
http://www.afsp.org/files/Surviving/toolkit.pdf
Kerr, M., Brent, D., McKain, B., & McCommons, P. (2003). Postvention standards manual: A guide
for a school’s response in the aftermath of sudden death (4th ed.). Pittsburgh: University of
Pittsburgh/Western Psychiatric Institute and Clinic.
Underwood, M., Fell, F. T., & Spinazzola, N. A. (2010). Lifelines postvention: Responding to
suicide and other traumatic death. Center City, MN: Hazelden Publishing.
Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Tool 3.A.9: Guidelines for Working with
the Media
Topic: Media Relations Source: SAMHA.gov (USE WITH TOOL 3.A)
The staff person responsible for working with the media should prepare a written statement for
release to those media representatives who request it. The statement should include the following:
••A very brief statement acknowledging the death of the student that does not include details
about the death
••An expression of the school’s sympathy to the survivors of the deceased
••Information about the school’s postvention policy and program
All other staff (including school board members) should:
••Refrain from making any comments to or responding to requests from the media
••Refer all requests from the media to the person responsible for working with the media
Media representatives should:
••Not be permitted to conduct interviews on the school grounds
••Not be allowed to attend parent and student group meetings in order to protect information
shared by parents who are concerned about their children
••Be provided with a copy of SPRC’s information sheet “At-a-Glance: Safe Reporting on
Suicide,” which can be found at http://www.sprc.org/library/at_a_glance.pdf
[Adapted from Kerr, M., Brent, D., McKain, B., & McCommons, P. (2003). Postvention standards manual: A guide for a
school’s response in the aftermath of sudden death (4th ed.). Pittsburgh: University of Pittsburgh/Western Psychiatric
Institute and Clinic.]
Postvention Handbook: References: YCESA: 2013 Postvention Sample Document Tool 3.A.7: Talking Points for Students
and Staff after a Suicide
Topic: Instructional Aides for Students, Parents and Staff Source: SAMHA.gov (USE WITH TOOL 3.A)
Talking Points
What to Say
Give accurate information about suicide.
“Suicide is not caused by a single event such as
fighting with parents, or a bad grade, or the
breakup of a relationship.”
Suicide is a complicated behavior. Help students
understand the complexities.
“In most cases, suicide is caused by mental
health disorders like depression or substance
abuse problems. Mental health disorders affect
the way people feel and prevent them from
thinking clearly and rationally. Having a mental
health disorder is nothing to be ashamed of.”
“There are effective treatments to help people
who have mental health disorders or substance
abuse problems. Suicide is never an answer.”
Address blaming and scapegoating.
It is common to try to answer the question “why”
by blaming others for the suicide.
Do not talk about the method.
Talking about the method can create images
that are upsetting, and it may increase the risk of
imitative behavior by vulnerable youth.
Address anger.
Accept expressions of anger at the deceased.
Help students know these feelings are normal.
Address feelings of responsibility.
Help students understand that the only person
responsible for the suicide is the deceased.
Reassure those who have exaggerated feelings
of responsibility, such as thinking they should
have done something to save the deceased or
seen the signs.
Encourage help-seeking.
Encourage students to seek help from a trusted
adult if they or a friend are feeling depressed or
suicidal.
“Blaming others for the suicide is wrong, and it’s
not fair. Doing that can hurt another person
deeply.”
“Let’s focus on talking about the feelings we are
left with after _______________’s death and
figure out the best way to manage them.”
“It is okay to feel angry. These feelings are
normal, and it doesn’t mean that you didn’t care
about_____. You can be angry at someone’s
behavior and still care deeply about that person.”
“This death is not your fault. We cannot always
see the signs because a suicidal person may
hide them well.”
“We cannot always predict someone’s behavior.”
“We are always here to help you through any
problem, no matter what. Who are the people
you would go to if you or a friend were feeling
worried, depressed, or had thoughts of suicide?”
Postvention Handbook: References: YCESA: 2013 POSTVENTION SAMPLES DOCUMENTS: Parent letter attachment
Each child’s or adolescent’s response will be unique
and a wide range of reactions are possible.
: Communication Topic
With Parents Their reaction will be influenced by their personality, their
Source: Headspace: Government of South past relationship with the deceased or injured person,
what is happening in their life now and their ability to
Australia adjust to change. Your child, whatever age, needs to find
safe ways to express their feelings. They may feel confusion, anger, aggression, withdrawal, fear, guilt,
denial, blame, betrayal, abandonment, hurt and sadness. Parental understanding, reassurance and
attention is very important at this time. Be guided by your child’s need to talk but make it clear to them
that you will be available whenever they need you.
Children and adolescents who have experienced other concerns or losses in their lives may find
it harder to cope.
Children and adolescents who have experienced other concerns or losses (eg separation/divorce of
parents, death of a relative or pet, moving house/school) may find it harder to cope. They may become
upset and need to express their feelings about these other concerns, even though they may have
appeared to be coping before the event. If your son/ daughter is already using the services of a
psychologist or psychiatrist for wellbeing concerns, you should ensure they are made aware of this
event.
Children and adolescents may have many questions. They may want to know exactly what
happened.
The school will have provided your son/daughter with consistent information about the incident. Details
about the way a suicide or attempted suicide occurred aren’t provided to students as this information is
generally considered to be potentially harmful to students’ wellbeing. As parents, it is important to steer
discussion towards the positive “help seeking” actions young people can take, such as talking to a
trusted adult (eg parent, counselor, teacher, relative or friend), or using the agencies or websites listed
in another attachment.
“Tell an adult if you are worried about a friend.”
This is an important message to share with your son/daughter in any discussion about suicide.
Adolescents sometimes share their feelings about death with friends—in conversations, letters, emails,
text messages, on the internet, etc. If young people are aware of friends who they fear may hurt
themselves they should tell an adult immediately. Nothing is more important than protecting a life.
Be aware that you or your child may be affected by possible media responses to the event.
You may decide to protect against certain coverage or watch television news coverage together so that
you can discuss any reactions or concerns and ensure your son/daughter feels supported. Hopefully,
media reporting of specific youth suicides will not occur. However, if it does, be aware that it can
contribute to young people’s vulnerability.
Some adolescents may show reactions weeks/months/a year after an event.
If you are concerned about your child’s reactions—for example, if there are changes to their behavior
such as their socializing or school work patterns—it is important to speak to the principal or student
counselor at the school. This may result in a referral to one of the agencies listed in the other
attachment.
Be aware that school staff will also be affected.
While everyone will be working towards normalizing school routines, some staff will be managing difficult
emotions. Adult counseling support is provided to all our school staff through a process outside the
school.
Respond to community concern with respect.
If speaking with other members in the community, try to reinforce that the approach is to respect the bereaved/affected
family, to avoid romanticizing or sensationalizing suicide and to encourage help seeking actions in young people—for their
own wellbeing and when they have concerns about their friends.
Postvention Handbook: References: YCESA: 2013 POSTVENTION SAMPLES DOCUMENTS: : Communication With Parents Topic
GUIDELINES FOR TALKING WITH
STUDENTS
IN THE AFTERMATH OF A SUDDEN DEATH
Source: Star Center: U of Pittsburgh
Note to staff: Make sure you take care of yourself! Be aware of your own stress reactions. Younger
students will likely follow the reactions of the adults around them. As soon as possible, allow
private/adult time for your own reactions so you can be composed for your students. You may feel
there isn’t much you can say or do. Yet, coming to school and experiencing the tragedy with your
students shows that you care and that individuals supporting one another can survive a tragedy.
Explain that it is normal to feel emotions such as shock, fear, sadness, guilt, or anger.
Encourage students to talk about these feelings with parents, friends, and counselors. Identify
additional natural supports such as extended family, clergy, coaches, and, youth leaders
Let students know that there is no "right way" to feel after a tragedy. Remind them that people
deal with grief differently, and they need to be patient and tolerant with each other
Do not expect students to "resolve their grief" after talking with someone about it. Grief is a
process, and students need to work through that process in order to reconcile themselves with
their loss.
Do not try to "cheer students up." They need to experience the grief process, even though it is
often painful. You may want to offer your condolences to students.
Help to clarify facts about the death. Correct errors and rumors, if necessary.
(If the death was self-inflicted and your school has decided to refer to it as a suicide,
follow the guidelines offered in this handbook.) Stress that no one is to blame for the suicide.
No one "caused" the victim to take his or her own life. The victim’s decision-making ability may
have been impaired
Do not glamorize a suicide in any way. In discussing it, focus on recovery of the survivors and
alternative methods of dealing with problems.
Encourage students to describe their memories of better times spent with the deceased.
Talk candidly with students about what they can expect at the funeral home and funeral service
and how they should dress and conduct themselves. Emphasize that the family’s wishes should
be respected
Rehearse possible condolence messages to the family. This is a new experience for most students
and they don't know what to say.
Emphasize that help is available to all students, not just those students who were friends or
family members (or students of a teacher who has died.). Make sure students know where to
go to get help for themselves or for a friend who is depressed or suicidal.
Postvention Handbook: References: YCESA: 2013 Who is affected by a School Based Critical Incident? 
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Relationships: real and imagined Personal Identification with victim Group Identification Proximity to incident Considered at risk, pre incident Previous history with loss  Social contagion Postvention Handbook: References: YCESA: 2013