Learning from the Past, Preparing for the Future:

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Learning from the Past, Preparing for the Future

• Guidelines for School-Based Crisis Response

Richard J. Erdlen, Jr., Ph.D. Certified School
Psychologist Supervisor of Psychological
Services Ray W. Christner, M.S., NCSP Certified
School Psychologist Licensed Professional
Counselor
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Murder/Suicide

• Thursday, April 24, 2003 - a 14-year-old boy
  walked into the schools cafeteria and shot the
  principal in the chest. The student then took a
  second gun from his book bag and shot himself in
  the head.
• The incident took place in front of nearly 250
  eighth grade students waiting in the cafeteria
  prior to the start of the school day.
• The student died instantly and the principal died
  shortly after his arrival at the hospital.

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Talking Points

• Types of crisis situations
• Crisis reactions and individual responses
• Developmental aspects of crisis response
• Levels of crisis response
• Lessons learned
• Strategies to advance crisis intervention skills

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What types of crisis situations have you or your
school district experienced?
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Types of Crisis Situations

• Accidents involving a student or a staff member
• Suicide or homicide
• Substance overdose
• Death of a classmate or teacher
• Terrorist activities
• Fires or chemical spills
• Natural disasters (e.g., tornado, hurricane)
• Severe violence (e.g., gang fight)
• Assaults on students, teachers, or administrators
• And the list goes on

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Key Facts on School Crises

• During the 1998-1999 school year, 34 school-aged
  children were murdered near school grounds.
• During 1996-1997 school year, 43 of schools
  reported no violent crimes, and only 10 reported
  serious violent crime.
• In 1999, 4.9 of students in grades 9 to 12
  reported carrying a weapon to school.
• Although school violence is decreasing, homicide
  rate for adolescents has tripled.
• In 1999, 35.7 of students in grades 9 to 12
  reported involvement in a physical fight.
• Ten percent of all schools reported at least one
  violent incident (murder, rape, suicide, attack)
  in 1999.

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Key Facts on Juvenile Crime

• In 1999, 1,763 youth under 18 years of age were
  arrested for homicide (This is a decline from
  1993 in which 4,330 were arrested).
• Homicides committed by youth under 18 years of
  age accounted for about 10 of all homicides.
• Ten people are murdered daily by juveniles.
• More than 840,500 gang members were active in
  1999 (an 8 increase from 1998).
• 357 individuals are victims of forcible rape each
  day (130,000 per year).

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Key Facts on Public Health

• In 1998, there were 2,054 suicides among youth
  ages 10 to 19 years (the 3rd leading cause of
  death).
• More than 60 of youth suicides are firearms
  related.
• In 1998, there were 2,570 homicide deaths among
  youth 10 to 19 years (the 2nd leading cause of
  death).
• From 1993 to 1998, homicide for teens dropped by
  43, but is again on the rise.
• Teenagers account for 25 of the victims of
  nonfatal gunshot wounds.
• Recent studies indicate 24 of adolescents report
  having access to firearms at home.
• One out of every four females and one out of
  every ten males report being sexually abused
  before age 18 years.

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Key Facts Bullying

• One out of four children is bullied.
• Eight percent of students miss one day of school
  per month for fear of bullies.
• Forty-three percent of students report fear of
  bullying in the bathroom at school.
• 100,000 students carry a gun to school.
• One-third of students surveyed said they heard
  another student threaten to kill someone.
• Play ground stats Every 7 minutes a child is
  bullied and intervention occurs only 15 of the
  time.
• Teachers are also bullied, assaulted, and robbed.
  There are 84 crimes per 1,000 teachers per year.

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Understanding Crisis Reactions
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Types of Crisis Reactions

• Grief Reaction - an emotional response following
  the loss of a loved object.
• Behavioral/Emotional Dysregulation an abnormal
  behavioral or emotional response (e.g.,
  aggression, etc.) following a stressful
  situation.
• Traumatic Reaction - an emotional or
  psychological response following the potential
  loss of life or limb (involves a biochemical
  change).

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What is a crisis?

• The Chinese symbol for crisis (weiji) is composed
  of two characters signifying Danger and
  Opportunity.
• The English word for crisis is based on the Greek
  word - Krinein - meaning to decide.
• Our definition Crisis is a time of emotional
  upset or turmoil, in which ones stressors
  outweigh his or her adaptive skills or coping
  strategies, and by which a positive or negative
  change will occur.

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Protective Factors (Resources)

• Individual Factors
• Physical and emotional health
• Education and experience
• Self-esteem or self-concept
• Cognitive abilities
• Personality characteristics
• Environmental Factors
• Support system (family/friends)
• Home-school relationship
• Systemic Factors
• Spiritual connection
• Quality schools

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Risk Factors (Vulnerabilities)

• Family Circumstances
• Low SES
• Family conflict
• Family disorganization
• Mental health issues
• Emotional Difficulties
• Abuse issues
• Apathy
• Immaturity
• Stressful life events
• School Problems
• Academic Failure

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Risk Factors (Vulnerabilities)

• Ecological Context
• Neighborhood disorganization
• Extreme poverty
• Constitutional Handicaps
• Subnormal intellect
• Organic conditions
• Interpersonal Problems
• Peer rejection
• Alienation and isolation
• Skill Development Delays
• Skill-based disorders (e.g., LD, AD/HD, etc.)
• Social incompetence

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Formula for Stress Reaction

• Risks gt Resources Stress Reaction

(This is based on the persons perception of
risks and resources)
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Maslows Hierarchy of Human Needs
Adapted and modified from Coon, D. (1989).
Introduction to psychology exploration and
application, fifth edition. (Fig. 11-14,
pp.299). St. Paul West publishing Company.
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Well Functioning
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Effects of Extreme Stress
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Cognitive Responses

• Loss of orientation
• Disorganized thoughts
• Destructive thinking
• Inability to concentrate and inattention
• Reoccurring thoughts
• Denial and disbelief
• Poor decision making
• Memory difficulties
• Cognitive distortions (e.g., minimizing,
  catastrophizing, etc.)

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Behavioral Responses

• Change in activities
• Lack of sleep and loss of appetite
• Withdrawal
• Anger outbursts
• Delinquent acts
• Substance abuse
• Seeking help
• Easily startled
• Difficulty trusting
• Risk taking

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Emotive Responses

• Roller Coaster of emotions
• Shock
• Fear, terror, or panic
• Anger or outrage
• Frustration
• Guilt
• Shame
• Grief
• Depression or sadness
• Irritability
• Mood swings

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Physical Responses

• Physical Shock
• (numbness, disorientation, etc.)
• Fight, Flight, or Freeze
• Body prepares itself
• Adrenaline rush
• Increased sensory perceptions
• Exhaustion
• Somatic Complaints

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Sensory Inputs

• Visual (Sight)
• Auditory (Sound)
• Gustatory (Taste)
• Tactile (Touch)
• Olfactory (Smell)

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Victims Perception of the Event
Media
Family
Health Care
Friends
Trials
Notification
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Commonalities of Individual Reponses

• Loss of control
• Loss of stability
• Self-centered reaction

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Developmental Perspective of Crisis

• Infancy and toddlerhood (birth to 3 years)
• Preschool Period (3 to 6 years)
• Middle Childhood (6 to 12 years)
• Adolescence (12 to 18 years)
• Early Adolescence
• Older Adolescence
• Adulthood (18 years and older)

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Providing Crisis Response
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Levels of Crisis Response

• Physical Intervention
• Stabilize the environment
• Provide medical care, as needed
• Meet the physiological needs those involved
• Increase sense of safety and security
• Supportive Intervention
• Assess the need for sustained treatment
• Provide education about trauma
• Offer information about treatment resources

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Levels of Crisis Response (cont.)

• Early Psychological Intervention
• Provide an opportunity to tell their story
• Validate responses and reactions
• Educate and empower the participants
• Normalize
• Brief or Extended Psychological Intervention
• Process the event beyond the basic facts
• Construct or reconstruct cognitive processes
• Interpret the event
• Desensitize through exposure
• Derive and create meaning from the experience

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Steps of Crisis Response

• Activating the team
• Gathering facts
• Developing a response
• Assess the impact (e.g., triage)
• Prepare notification (students, staff, parents,
  community, media, etc.)
• Plan out various interventions (at all levels)
• Develop a plan for rumors, media issues,
  funerals, and memorials
• Offer consultation

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Steps of Crisis Response (cont.)

• Providing intervention
• Supportive intervention
• Early intervention
• Brief psychological intervention
• Referrals for extended psychological intervention
• Meeting the needs of caregivers
• Breaks, refreshments, etc.
• Daily debriefings

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Factors of Successful Response

• Leadership and coordination of activities
• Collaboration of various resources
• Mental Health Providers
• Police and Fire Departments
• District Attorneys Office
• Faith Community
• Other agencies (e.g., Red Cross, Victims
  Assistance, etc.)
• Ongoing planning and assessment
• Communication

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Communication is Critical

• Internal groups
• Faculty, staff, and students
• Other schools
• External groups
• Parents and families
• Community
• Media
• Press conferences
• Interviews

People will receive some kind of message, no
matter what you do. It is impossible to withhold
information.
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Lessons Learned

• Understand the culture of the school/district
• Prepare for the convergence of others (positive,
  negative, media)
• Identify a person to check for credentials
• Need for technical resources (e.g., two-way cell
  phones, laptop, database format, etc.)
• Need for crisis resource kit (e.g., handouts,
  etc.)
• Consider short-term issues (rumors, returning to
  school, and memorials)
• Plan for long-term issues (trials, etc.)

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Lessons Learned (cont.)

• Maintain a phone chain for all crisis team
  members
• Have proper identification for crisis team
  members
• Set up and maintain a command center
• Implement a telephone hotline for parents
• Delegate responsibilities (One person cannot do
  it all.)
• Take care of the teams needs (e.g., breaks,
  food, etc.)
• Involve the community (This is key!!)

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Providing Group Crisis Intervention

• (1) Achieve contact with group
• (2) Recount the event
• (3) Share reactions since the event
• (4) Explore resources and coping strategies
• (5) Summarize and close

(Christner, 2001)
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Question and Answer