DENTON
INDEPENDENT
SCHOOL DISTRICT
CAMPUS CRISIS & FLIGHT TEAM
PROCEDURES
Revised for
2012 – 2013
1
TABLE OF
CONTENTS
Page
3)
Crisis Response Chart
4)
A Counselor’s Response
Crisis Team Purpose
Procedure
Assessment of Impact
Student Impact
5)
Staff Impact
Assessment of building resources
Development and implementation of an intervention plan
For staff
For students
6)
Addressing “Off Campus” Groups
Support for the family
Other affected students
Media
Police and Community Agencies
Evaluating your plan
7)
Follow-up Activities
For students
For staff
8-10)
How to make contact with your Crisis Counselor
Emergency contact numbers
Attachments (right click on hyperlink and select “open hyperlink” to be taken to these attachments)
 On Grief

Grief in the Classroom

Death Notification Letter

Suggestions for Teachers and School Counselors
 Death of Parents or Siblings of Students
 Opening Comments to Staff
 Coping With the Death of a Colleague
 When a Co-Worker is Sick or Dying
 Psychological First Aid Tips for First Responders

Suggested Agenda: Faculty Meeting
 Debriefing your Grief Counselors
 Talking to Children About Violence: Tips for Parents and Teachers
2
COUNSELOR RESPONSE TO CRISIS
CRISIS RESPONSE CHART
Police Department
Contact school if action
occurs outside school hours
911
Building Principals
(See Attachment)
911 if needed
Jamie Wilson
Superintendent,
(817)337-9009 c
Robert Bostic
Asst. Superintendent
(214) 356-7144 c
Larry Mankoff
Supervisor
Activates Team Phone Tree
Sends needed members to campus
(940) 391-4133 c
Sharon Cox
Public Information
Officer
(940) 391-3539 c
Vicky Sargent / Elementary
(940) 391-9676 c
David Hicks / Secondary
(817) 846-2620 c (817) 858-0056 h
Amy Lawrence
Director, Counseling & Guidance
Activates Team Phone Tree
Sends needed members to campus
940-300-9913 c
Barb Haflich
Coordinator, Support Programs
Activates Team Phone Tree
Sends needed members to campus
(940) 595-7021 c
DISTRICT CRISIS RESPONSE TEAM
The District Crisis Response Team is co-facilitated by Larry Mankoff, Amy Lawrence and Barb Haflich.
Grade level co-coordinators (The Counseling Departments “Flight Team”) are Rhonda Banks (Providence),
and Angela Gorton (Wilson) for all elementary campuses, Mario de la Garza (Harpool) and Kati Willis
(Crownover) for middle school campuses, and Anne Scaggs (Ryan H.S.) and Nicole Dampman (RHS) for the
high school campuses. In the event of a crisis and the absence of Larry, Amy, or Barb, please contact the
appropriate grade level coordinators above. For any given “event”, the “Team” will consist of the impacted
campus’ designated “Flight Team” and if necessary, additional counselors will be recruited and mobilized at the
request of the campus leadership. It is important to alert the Department of Counseling Services at the earliest
opportunity whether mobilization is requested or not. Central Administration needs to anticipate calls from
concerned parents or other community members
3
The Counselor’s Response to Crisis
Few events in the life of a school are more painful or potentially more disruptive than a crisis event either on or off the
campus. From the death or serious injury of a schoolmate or prominent adult to a hostage situation or natural disaster, all
can have a major impact upon individual students and the school as a whole. Such traumatic events affect everyone to
some degree. It is recognized that many students will be emotionally distressed over the event and may be unable to
function as they normally do in the classroom. Events, which have an emotional impact, demand a supportive response
from the family and community including the school.
Denton ISD has developed a proactive plan that prepares the school to respond crisis events. While this plan was
originally designed in the 1980’s to address catastrophic weather events, it has been expanded to address a wide variety of
traumatic experiences, which can impact a student group. Once established, the district crisis team can be utilized to
address a variety of traumatic events.
Being familiar with this plan can help reduce the impact of the traumatic event and accelerate the normal recovery
process. The primary goal of the intervention is to maximize the student’s ability to return to an educational focus.
Levels of intervention are presented on a continuum. In some cases students can cope with the situation with minimal
intervention. In other situations a major mobilization of all school resources may be required. It is at the discretion of the
campus leaders to request the mobilization of the campus designated district Flight Teams. In any event, this plan
provides a way to assess the needs of staff and students at all grade levels, and to assist in organizing building, district,
family and community resources should they be needed.
II.
CRISIS FLIGHT TEAM PROCEDURES
When there has been a tragic event such as a student death, the principal should obtain relevant information and
immediately convene the campus and/or district crisis team. The campus/district crisis team will help assess the
situation and develop a response plan.
A. Assess the anticipated impact on your campus
After reviewing the reported facts the crisis team determines the impact of this event on the campus/community
in order to recommend the level of school intervention needed.
Student Impact
Consider the following factors to assess campus impact.
This list does not preclude other factors, nor are events equally weighted. Therefore, each
situation or combination of factors may require a different level of intervention.
Greater impact:
-Several students died
-Several student witnesses
-Several students injured
-Violent death
-sudden/unexpected
-Some mystery attached
to the event cause
-High identification
with student(s) with student(s)
-In school or during
Lesser impact:
-one student died
-no witnesses
-no students injured
-natural causes
-event anticipated
-clear, unambiguous
-low identification
-out of school
Staff Impact
4
Some of the factors addressed in the student impact may be relevant to staff as well. For example, consider the
number of students involved, how well known the students were to staff and whether the event happened in
school or during a school-sponsored activity. Staff that was more directly involved is more likely to be in crisis
themselves. In view of this, consider which staff may be in need of support and which staff may be able to offer
support. Grief and Work
B. Assessment of building resources
It is recognized that each building will have a different level of staff performance in emotionally
charged situations. Encourage a discussion about this and acknowledge concerns. The following
are some questions to consider:
 Determine location of “Safe Rooms”
 To what extent have the crisis team members been impacted by the event?
 Would it be appropriate to involve other staff from the school on the team?
 Considering student and staff impact;
 Are there enough trained personnel on campus to implement an agreed-upon intervention plan?
 Is it appropriate to request the assistance of additional counselors/social workers to provide
support services and to participate with the school building crisis team in performing other supportive
tasks? Is it time to access the Flight Team?
C. Development and implementation of an intervention plan
1. Staff
a. Determine if notification to parents of students is necessary – class-wide or campus-wide?
b. Written notification about the death/event. Death Notifications & Emergency Notification
c. Written notification about the event including a request for the classroom teacher to
make an announcement to students.
d. Distribution of additional written materials to staff regarding dealing with a crisis from the classroom perspective. .
How Building Staff Can Be Helpful During a Crisis
e. Emergency staff meeting with all staff before or after school for update & clarification of events.
f. Small group discussion for information sharing, special directives and support.
2. Students
Consider anticipated impact and resources within the building. Each situation should be
individually considered, however, be aware that how the school handles the current situation may be seen as setting a
precedent for the future. Select a plan of action from the following:
a. No school response to the death/event.
b. Notify faculty of the death/event encouraging them to maintain their normal routine
and refer distressed students to a support area.
c. Limit the announcement/intervention to a specific target group, e.g., the deceased’s peer
group, team, club, etc.
d. Notify faculty to announce and discuss the death/event to their classes. Emergency Notification
e. Select a team member to attend the deceased student’s classes and assist the teacher in a
classroom discussion.
f. Select a staff member to assist with a classroom discussion, upon any teacher’s request.
g. Identify staff to manage a support area for distressed students
3. Community
Plan the most appropriate responses.
a. Identify a representative to the family of the deceased to:
(1) Express condolences or concern.
(2) Obtain information such as hospital updates, funeral arrangements, memorial donations etc.
5
(3) Inquire about siblings or friends and any special concerns the family may have
about them.
(4) Return student belongings and class work to the family.
(5) Provide follow up contact to identify any other concerns or address special
requests.
b. With parents of other affected students:
(1) Designate a person to respond to incoming phone calls, and or school office inquires. (Provide a script
if necessary.)
(2) Provide supportive assistance on a one to one or small group basis with parents
who have come to the school. See Helping a Child Deal With The Sudden Death of a Friend
(3) Send a letter, email or call parents of targeted student groups. Resource materials may
need to be enclosed.
(4) Send a letter home to all parents and, if indicated, enclose relevant resource
materials.
(5) Make referrals to community agencies for individuals, families or parent groups.
c. Media Contacts:
Sharon Cox, Public Information Officer work (369-0006) cell (940) 391-3539 or in her absence, a district
designee will be responsive to media communications. Confusion is minimized when staff and students know
they should deflect media inquiries to a designated person. Personal information about a student may NEVER
be released to the public without parent permission.
d. Police and Community Agencies:
If the event involves a crime on school grounds, e.g., a shooting incident, the police
have complete jurisdiction over the school as it becomes a crime scene.
D. Evaluation of the intervention plan (After Action Review)
The crisis team should convene at the end of the day to share observations, get feedback, and evaluate:
1. The effectiveness of the building plan for the students, staff and community.
2. The continuation or modification of the plan for the next day.
3. The degree of support needed for crisis team members and other staff involved.
4. Debrief
 What did we set out to do?
 What actually happened?
 Why did it happen?
 What are we going to do differently next time?
E. Plan for follow-up activities
6
Students
Consider continued support to affected individuals and small groups - those identified during the initial crisis as
“highly impacted”. Although the crisis itself may have subsided, it is important to keep in mind that significant
dates and participation in events associated with the deceased may continue to be difficult for some students.
(See District Policy regarding memorials)
Staff
It is acknowledged that the crisis intervention process is very stressful to the crisis team
members. A “debriefing” or planned time for the sharing of thoughts and feelings has been
shown to be beneficial in providing those involved with the necessary support and closure.
Assess the dimension of the crisis and determine if additional support is needed on the campus.
1) Assess, identify, and prepare self and support staff to respond to the needs of both the students and staff.
2) Determine locations for “safe rooms”, counseling sites or retreats for students and staff – assign support
counselors to these sites
3) Priority is given to those who exhibit atypical behavior or emotions and are identified as “High Risk”.
This may include siblings, friends, family members, AND staff. This may include students/staff on other
campuses.
4) Make referrals for those students or staff members who the Team deems need extra attention and have
not been identified previously.
5) Assist the School Crisis Team as needed, i.e., preparing letters and announcements, talking with classes
or parents. * Materials on hand for Crisis
6) Debrief support staff at end of day/event (see attachment)
7) Enabling staff and students to return to day-to-day learning activities as soon as possible.
HOW TO MAKE CONTACT
7
Important Telephone Numbers:
Larry Mankoff (940) 391-4133
Amy Lawrence (940) 300-9913
Barb Haflich
(940) 595-7021
Sharon Cox
Jamie Wilson
Rhonda Banks & Angela Gorton (Elementary)
Mario de la Garza (Middle School))
Anne Scaggs & Nicole Dampman (High School)
DISD Crisis Team 2012-2013
(See attached page for phone numbers)
Anne Scaggs & Nicole Dampman – High School Coordinators
Kati Willis & Mario de la Garza - Middle School Coordinators
Extension
Christina Dorton
Lisa Tsakonas
David Christian
Andrea Wyatt
Kathleen Ashton
Mary Rivers
Dottie McEuin
Jeanie Bragg
Jennifer Mize
Christopher Lydia
1019
1023
1021
1022
1020
1029
2018
1033
2136
2012
Jari Peltier
2019
Kimberly Keith
Vickie Reid
Martha Puga
Lori Herbst
Nicole Dampman
Anne Scaggs
Patsy Chilcote
Erica Chupp
Rebecca Coley
Erin Coulter
Teresa Finch
Trevina Willis
Audra Williams
2020
2261
2027
3021
3022
3028
3025
3023
3018
3020
4053
4003
4006
Extension
Bobbie Roberts
Mary Arndt
Brian Adams
Pat Schanz
Dean Phillips
Ginger Ester
Amy Matthews
Jennifer Carter
Kati Willis
Annette Price
Darlene Kent
Mario De La Garza
Gary Wood
Sabrina Polk
Pam Ammons
Heather Hathaway
Dianne Baskin
Amy Clark
3311
3312
3310
7507
7509
7508
4707
4706
4708
1711
1712
1710
2360
2359
2353
4292
4291
4292
Angela Gorton & Rhonda Banks Elementary School Coordinators
Extension
Angela Gorton
4546
Marti Couch
2577
Anne Ivy
7105
Carmen Bray
2804
Deanne Harrup
3604
Debbie Cantrell
2705
Melanie Stolfus
4104
Holly McCuller
4453
Jennifer Payne
4453
Jane Smith
2605
Jessica Dean
2946
Leslie Johnson
1404
Beth Avery
1804
Amy Liesveld
7404
Each campus has designed back up
Yolanda Horsch
3703
Obie Esquivel
3531
counselors who they would like to have as
Rene
Shelton
3863
back up responders to a crisis should the
Rhonda Banks
1905
dimension of the event on your campus
Shannon Raikes
4610
warrant additional support or if your
Stacey Gow
0704
counselor/s are not immediately available.
Tina Taylor
3520
Audrey Bryant
3861
Stephani Short
0804
\EMERGENCY CONTACTS
Dana Juden
7309
FLIGHT TEAM
8
CAMPUS
NAME
AREA HANDLED
OFFICE
HIGH SCHOOLS
CELL PHONE
HOME PHONE
PHONE
Denton High School
Doretha Hudspeth
Lead 10-12 S-Z
2017
940 465-4322
940-382-7044
Denton High School
Christopher Lydia
9th
2012
817-773-4163
817-847-4542
Denton High School
Vickie Reid
10-12 E-K
2261
940-445-0204
Denton High School
Jari Peltier
10th – 12th A-D
2019
817-239-6311
Denton High School
Amber Young
CIS
2080
940-312-9332
Denton High School
Dottie McEuin
10th – 12th L-R
2018
940-391-8939
Denton High School
Jennifer Mize
2136
940-453-5986
Denton High School
Martha Puga
Student Assistance
Teen Parent Social
Worker
2027
940-206-8593
Denton High School
Kimberly Keith
Career & Tech
2020
817-800-1546
Ryan High School
Rebecca Coley
9th Grade
3018
940-597-1507
Ryan High School
Erin Coulter
10-12 Le – Ri
3020
317-847-1370
214-842-4056
Ryan High School
Lori Herbst
Lead 10-12 Ro – Z
3021
214-403-4620
972-317-1391
Ryan High School
Erica Chupp
9-12 A-D
3020
940-390-9106
940-458-7248
Ryan High School
Nicole Dampman
10-12 E-La
3022
817-915-5470
N/A
Ryan High School
Anne Scaggs
Student Assistance
3028
940-453-8328
940-383-0671
Ryan High School
Jackie Martin
3026
Ryan High School
Audra Williams
Counseling Assistant
Teen Parent Social
Worker
3035
940-597-4164
Ryan High School
Patsy Chilcote
Career & Tech
3025
940-391-7736
Guyer High School
Christina Dorton
9th grade
1019
214-923-1166
Guyer High School
David Christian
10-12 M-R
1021
214-316-3274
Guyer High School
Lisa Tsakonas
10-12 A-E
1023
817-966-8754
N/A
Guyer High School
Andrea Wyatt
10-12 F-L
1022
972-998-6657
N/A
Guyer High School
Jeanie Bragg
Career & Tech
1033
940-591-6574
N/A
Guyer High School
Mary Rivers
Student Assistance
1029
940-391-4530
N/A
Guyer High School
Kathleen Ashton
Lead 10-12 S-Z
1020
940-391-1393
940-384-0298
Davis School
Teresa Finch
Counselor
4053
940-206-6592
940-482-3298
Fred Moore High School
Trevina Willis
Counselor
4003
940-206-5406
McMath Middle School
Brian Adams
6th grade 7-1
3310
903-815-7011
972-369-7111
McMath Middle School
Mary Arndt
8thgrade – 7-2
3312
940-206-7604
940-565-8002
McMath Middle School
Bobbie Roberts
Student Assistance
3311
817-713-0204
940-382-9892
Strickland Middle School
Amy Clark
Student Assistance
4292
Strickland Middle School
Dianne Baskin
7th – 8th A-K
4291
972-839-9805
940-239-7460
Strickland Middle School
Heather Hathaway
6th – 8th L-Z
4289
972-824-9106
N/A
Crownover Middle School
Jennifer Carter
6-1/7-1/8-1
4706
940-206-2885
940-321-0040
Crownover Middle School
Amy Matthews
6-2/7-2/8-2
4707
940-206-2885
940-321-0040
Kati Willis
Student Assistance
4708
972-800-8814
Calhoun Middle School
Sabrina Polk
7th and 8th A-L
2359
214-762-4714
Calhoun Middle School
Pam Ammons
6th and 7th M-Z
2361
940-736-4275
(940)637-2319
Calhoun Middle School
Gary Wood
Student Assistance
2360
940-594-3659
(940) 387-5682
Harpool Middle School
Annette Price
6th + 7th A-L
1711
214-755–2788
940-320-0531
Harpool Middle School
Darlene Kent
6th and 7th M-Z
1712
940-382-4252
972-679-0420
Mario de la Garza
Student Assistance
1710
214-532-1327
Navo Middle School
Pat Schanz
7th/6-1
972-347-7507
940-453-8700
940-365-2410
Navo Middle School
Ginger Ester
6-1 and 8th
972-347-7508
940-453-7472
940-243-2851
Navo Middle School
Dean Phillips
Student Assistance
972-347-7509
940-497-2534
940-365-9434
MIDDLE SCHOOLS
Crownover Middle School
Harpool Middle School
847-693-9073
940-367-6475
ELEMENTARY EMERGENCY CONTACTS
9
(940)320-7784
N/A
940-535-1306
Campus
Name
Office #
Home #
Cell #
Blanton
Stacey Gow
Counselor
0741
N/A
214-500-3201
Borman
Marti Couch
Counselor
2518
N/A
972-890-2520
Cross Oaks
Anne Ivy
Counselor
7105
EP Rayzor
Melanie Stolfus
Counselor
4104
940-387-9399
940-367-3042
Evers
Jane Smith
Counselor
2605
972-221-4868
214-277-9878
Ginnings
Debbie Cantrell
Counselor
2705
214-277-9878
Hawk
Beth Avery
Counselor
1804
214-763-1581
Hodge
Carmen Bray
Counselor
2804
940-387-3471
214-232-4272
940-597-6805
Houston
Jessica Dean
Counselor
2946
940-382-1419
940-300-2915
LA Nelson
Leslie Johnson
Counselor
1404
N/A
972-978-7969
Lee
Obie Esquivel
Counselor
3510
214-538-4580
972-539-1713
Lee
Tina Taylor
Counselor
3520
940-387-1869
972-342-2827
McNair
Deanne Harrup
Counselor
3604
940-382-9892
940-367-7434
N. Rayzor
Yolanda Horsch
Counselor
3703
940-565-1937
940-597-5475
Paloma Creek
Dana Juden
Counselor
7309
940-594-2011
Pecan Creek
Holly McCuller
Counselor
4451
N/A
214-507-2149
Providence
Rhonda Banks
Counselor
1905
940-382-9290
940-300-9766
Rivera
Rene Shelton
Intervention
3812
940- 898-0060
940-206-4262
Rivera
Audrey Bryant
Counselor
3861
214-232-4282
Savannah
Amy Liesveld
Counselor
7404
832-671-8568
Stephens
Stephanie Short
Counselor
3804
N/A
Wilson
Angela Gorton
Counselor
4546
940-387-3691
WS Ryan
Shannon Raikes
Counselor
4610
940-727-8634
940-231-1266
214-551-5365
DISTRICT-WIDE CONTACTS
Amy Lawrence
Larry Mankoff
Barb Haflich
Director of Counseling
Supervisor Student & Employee
Assistance
Coordinator of Social Services
Attachments Follow
10
0065
0595
0599
940-300-9913
940-391-4133
940-595-7021
940-382-9535
____________________
Your Name
_____________________
Campus Name
Flight Team
As you know, the dimension of a crisis event is entirely unpredictable. From the death of a child or staff person, to the
witness of a traumatic scene, the infrastructure of a single campus can be shaken. Whether your building needs support as
a result of the impact of the crisis or perhaps because you and/or your administration are too close to feel effective and
need support yourself, it is important that you anticipate the need for depth to your response and support capabilities.
Is there a counselor in the district who might have worked with your campus in the past and knows your staff and
students? Is there a “buddy” or “mentor” whom you would trust to step in for you when needed? Is there a counselor at a
nearby campus able to be your backup person? If not, do you feel comfortable with the district assigning someone to
handle emergencies in your absence?
Please discuss this with your colleagues and complete the list below. Who do you want in the wings should you need
someone to fall back on? Include a backup to that person as well. Complete this list with the emergency phone numbers
for all of the folks identified.
The Counseling Department will keep a record of this on file in the event the “Flight Team” needs to be called during off
hours. Consider as many names as possible and include all contact information.
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Counselor Back-Up Form
Counselor Name/Campus
Campus Extension/Home/Cell Phone #
1. __________________________________
__________________________________
2. __________________________________
__________________________________
3. __________________________________
__________________________________
4. __________________________________
__________________________________
 Check here if you have no preference. I am comfortable with any of the district crisis team assisting in my
absence.
Additional notes/comments:
___________________________
Counselor Signature
Please forward a copy of this document to the Counseling Department.
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CHECKLIST OF ROLES
CHECKLIST OF ROLES AND RESPONSIBILITIES AS NEEDED
ADMINISTRATOR(S): _______________________________
_____ Obtain, verify and disseminate facts related to the incident
_____ Convene Crisis Team meetings as needed
_____ Prepare all written statements
_____ Notify faculty of their appropriate roles
_____ If needed convene faculty meeting (see page 2 for more information)
_____ Assign locations for student support
_____ Arrange for support of emotionally impacted staff
_____ Arrange for additional staff and substitutes as needed
_____ Notify school(s) that have siblings or other impacted students
MEDIA SPOKESPERSON: __________This is the Denton ISD Public Information Officer or designee___________________
_____ Statement about the event and the school interventions planned and/or implemented
_____ Establish parameters for media on school property
_____ Establish time and location for press conference, if needed
_____ Respond to any inquiries from media
STUDENT SUPPORT PERSONNEL:_____________________________________________
_____ Follow involved student’s class schedule and lead class discussion as appropriate
_____ Facilitate crisis bereavement groups
_____ Provide individual counseling as needed
_____ Assess students wanting to leave school and access appropriate release procedures
_____ Notify and engage parents of selected students
_____ Determine and implement a follow-up plan with individuals and groups as needed
ANCILLARY STAFF: _______________________________________________________
_____ Maintain an orderly atmosphere (This may need to be specified)
_____ Provide individual support to students as appropriate with a plan to refer such students to support staff as soon as possible
_____ Escort distraught students to support personnel
_____ Record names of students seeking assistance
_____ Contact parents of students permitted to leave school and arrange for pick up
_____ Record student’s names who have left the building
_____ Report concerns to the crisis team
LIAISON TO STUDENT’S FAMILY: _______________________________
_____ Parent contact to offer condolences and support
_____ Address concerns and needs of siblings
_____ Obtain and disseminate visitation and funeral information, updated medical information, etc.
_____ Obtain and return student’s belongings
_____ Respond to special requests
LIAISON(S) TO OTHER CONCERNED PARENTS: _______________________________
_____ Answer incoming calls (with a script if needed)
_____ Document names of callers
_____ Arrange for follow-up contact to callers as needed
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Suggested agenda items for a faculty meeting*




Present information about the death event.
Give suggestions of what teachers could discuss with their class.
Present information about behaviors that might be expected in students who are distraught by the news.
Review the plan for the school day. Stress the need for as routine a day as possible; allowing for
opportunities for students to talk about the death and its impact. Allow a free-flowing discussion of the
plan for the day and address questions about the plan.
 Address questions and concerns about high risk students. Identify the location and use of a room for
students who need additional support throughout the day.
 Allow time for teachers to talk about their own feelings related to the death event.
 Discuss the need for substitute teachers for those teachers who need to be away from students for a time
because of their own reactions.
 If applicable, inform teachers of the designated media spokesperson and how they should respond if
approached by the media.
*Adapted from: www.dougy.org “When Death Impacts Your School”
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Allowing student’s time to talk as a class about this is event is recommended. (It may be helpful
to refer to the “General Classroom Discussion Guide For Teachers.”) Please note unusual or extreme student reactions
and refer those students to the support staff as soon as possible.
GENERAL CLASSROOM DISCUSSION GUIDE FOR TEACHERS
Experience has shown that it is desirable to minimize any disruption to the usual class routine.
However, if the event was highly tragic and seems to have impacted most students it may be necessary to have a
class discussion
about it. The following are some thoughts to keep in mind when choosing to discuss the event with your class:
1. Remain relaxed and calm. Be confident about your role as the discussion leader.
Present the facts given out by administration about the event. (If you feel unable to do this consider a request to
have a member
of the support staff attend and lead the discussion.)
2. If disturbed feelings are expressed after your announcements maintain an atmosphere of control and
reassurance.
Be authoritative and genuine in your efforts to offer reassurance to your students. A teacher who is unable to
remain composed can
unintentionally cause students to feel more anxious, sad or angry.
3. Allow students to express concerns and feelings but do not probe for thoughts and feelings from individual
students.
Keep the discussion general. Acknowledge that a wide variety of feelings are normal and that their intensity
may vary among students.
Refer students showing excessively negative, distraught or dramatic behavior to the support staff.
4. Based on the known facts try, as much as possible, to provide a credible or reasonable explanation for the
event without being moralistic or judgmental. Within this context, it is important for students to be able to
maintain a positive view of the world and a positive view of themselves.
5. When it appears that most of the students seem ready to return to an academic focus either direct them to
what was already planned for the day or consider guiding the class toward a positive and appropriate
activity associated with the event. When returning to the academic tasks planned before the event consider
modifying or differentiating the academic tasks and avoid giving homework for a reasonable period of time.
If one or two students do not seem able or willing to return to the normal routine at this point refer them to
the support staff or support area.
You may see overt signs of normal grief for the next few days. For example, concentration difficulties,
difficulty getting started with class assignments, or a minor level of sadness, anxiety, negative preoccupation,
apathy, or social withdrawal, etc. Other general indicators of adjustment are attendance, academic performance
and behavior. If you become concerned about a student’s short-term and long-term adjustment to the event
consult with your building support staff.
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GUIDELINES for FACILITATING A PARENT GROUP
1. Report the facts. This information should be consistent with information released by the administration, police or other
authoritative source.
2. Give an interpretation of the cause of the event.
3. Address emotional and cognitive reactions to the information.
4. Provide information about the intervention activities planned or implemented by the school. This would include a
statement about the purpose of the student intervention. The following examples may be stated depending on the situation:
Defusing (A session to defuse thoughts and feelings will, in most cases, have already taken place by the time a parent
meeting has occurred.) “We had the students meet in a group so that they could talk about the event. We followed a
twelve-step intervention procedure. When a tragedy like this occurs it is important for children to talk about the event, if
possible, before they might begin to form an unhealthy attitude about it. We know that when they are encouraged to
discuss the event, understand what it all means and obtain support, they are able to recover from the event sooner and may
be less likely to develop symptoms of depression or excessive anxiety later on.” (Then give a general impression of how
the session went.)
Debriefing (A debriefing session may still be in the planning stage when parents are brought together for a meeting.)
“When a tragedy like this occurs children will draw certain conclusions about the world and about themselves in relation
to the event. In the absence of a healthy discussion some children may develop an unhealthy opinion about themselves
and the world. We are planning to follow a ten-step intervention procedure. We are doing this to help the students to
process the event.
This will also give us the opportunity to correct distorted conclusions that they may have already
formed about themselves and their view of the world. We know that when children are encouraged to thoroughly talk
about the event and obtain support they are able to recover from the event sooner and may be less likely to develop
symptoms of depression or excessive anxiety later on.” (Be prepared to state some of the messages you plan to the
students.)
Highlight information from the “Crisis Bereavement Group Intervention Guidelines Facilitator Outline” showing the
sequential format of the intervention used or planned for their child.
5. Although student participation in a group session is voluntary it is important to obtain parental consent if it is
practicable to do so.
6. Review the handouts given (or to be given) to their child. This may include information about symptoms of depression
and posttraumatic stress disorder.
7. If it is judged that some of the students may experience depression or a stress disorder review “Helping a Child Cope
with the Sudden Death of a Friend: A Message to Parents.”
8. Respond to all questions as thoroughly as possible. If the tragedy is the result of a suicide or homicide parents will
probably want information in relation to risk factors and warning signs.
(This information could be developed in advance and in a generic form. When an event occurs this information could
easily be modified for the situation at hand.)
9. Provide information about mental health counseling and other forms of support within the community.
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If indicated, establish a date and time for a follow up meeting or provide a phone number for parents to call for
additional information as it becomes available.
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Suggested Format for Debriefing Crisis Counselors
Introduction – define the process, goals and rules
Facts Go Round – (This gets at the cognitive level and clues you in to the level of trauma. This should include…)
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Make sure you provide the factual information that you have!
How did you find out?
What did you see? Hear? (If they were at the scene go through all five senses.)
What were your first thoughts?
What are you thinking now?
Feelings Go Round – Allow venting!
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What were your first feelings?
What are your feelings now?
What was the worst part for you?
Life Review if Death Occurred –
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Access positive memories
Share “Remember when?” stories.
How do you want to remember the person who died?
Redirect any talk about bad behavior – drugs, drinking, speeding, etc.
If students start to moralize, bring it back to the positive.
Reactions: Transition from Emotions –
Learning –
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What physical, cognitive, behavioral, emotional, and spiritual reactions are you having to what happened?
What distress signals or symptoms are you having?
How do you know this is effecting you? (e.g., can’t sleep, nauseous, can’t think, can’t eat, withdrawing,
etc.)
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Talk and teach about normal stress reactions…especially those specific reactions the group has expressed.
Help the students normalize their thoughts about symptoms and recovery.
Questions & Answer Time –
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Closure –
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Solicit questions!
Answer the answerable.
Redirect or reframe the unanswerable. (e.g., someone might ask “Why did God allow this to happen?”
Redirecting or reframing might be “I can’t answer that, and maybe you’ll never be able to answer that but a
more pertinent question for now might be how can we make sure his/her life was meaningful?”
Recommend that the individuals in the group take time on their own to think about the meaning of what
happened, and to do something physical to work out their stress and tension.
Prescribe no alcohol and no drugs. These will definitely get in the way and limit one’s ability to work
through the issues they still need to work through. Alcohol and/or drugs may ease the pain temporarily, but
they will ultimately cause more pain, lengthen the time needed to deal with issues, and cause some very
poor decisions while trying to cope.
Restate and summarize what has happened in the group.
Reassure members that what they are going through is natural and normal.
Let them know where to get further help.
Watch for signs that certain individuals may need further attention.
Don’t be afraid to ask if anyone is having thoughts of suicide. Don’t let them leave if they
are.
Reinforce the need for self care at this time.
Reinforce the need for routine in one’s life, especially now.
If other issues arise, you’re not yet at closure.
* It should be noted that the campus community impacted by crisis is not restricted to the student body. In all cases with the above plan, please note
that the word “student” can be replaced with “staff”. The process may be implemented in much the same manner.
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The above process and procedure has been developed by the Office of Student and Employee Assistance Programs
and has also been in part, adapted from the work of
Jerry Ciffone
April 11, 2007
-2007, School District U-46
First edition
Written by Jerry Ciffone, Linda Wallon, Ruth Bauman and Carmen Samples
Revised by Denton ISD Department of Counseling Services Fall 2012
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