1 C.O.P.E.S. Consulting AFTER THE CRISIS Protocols For A Proactive Building Response TECIP is a...

1C.O.P.E.S. Consulting

AFTER THE CRISISProtocols For A Proactive Building Response

TECIP is a copyrighted program ofCrisis Oriented Planning And Educational Services, LLC.

Dublin, Ohio

It is highly recommended that the use of this training powerpoint be provided by a person who has completed the 2-day TECIP training


45-minute (to an hour) Time Manager

1. What is TECIP?

2. Our Reality

3. The Traumatic Event

4. Intervention Goals (SMARF)

5. Basic Student Needs (Needs Driven Assumptions)

6. Four Stage Management Plan

7. Traumatic Event Briefing

8. Classroom Discussion Guides

9. Teacher Go Packet

10. Our Next Steps


Traumatic Event Defined

A critical incident (traumatic event) can be described as a sudden unexpected (sometimes

expected) event

that has an emotional impactsufficient to overwhelm the usual

effective coping skills of an individual or a group

Caine, Randy M. & Ter-Bagdasarian, L.(2003)

and

that causes significant psychological stress in usually

healthy persons.


What is TECIP?

TECIP is a field tested school-based framework for the AFTERMATH of a traumatic event.

Initiated upon awareness of the event to support the first day back to school

Two main systems• The Management Protocol & • The Embedded Intervention

Strategies.


Our Reality…

Note to presenter: change slide accordingly

Identify as a group some of the events that may have taken place in your building or in your district.

How did we meet the needs that first day back after knowledge of the event?

Make the comparison to the measures we take every school year in preparing ourselves in the event of a fire, a tornado or need for lock down.

Ask those in the group, with all these practice trials in place, why don’t we practice or prepare for what

to do for incidents that have a much higher probability of occurring.


The Expectation

1) Standard of care requirement is coming to the schools as it relates to crisis intervention.

2) Standard of care is defined as “a generally recognized and accepted procedure, intervention, or pattern of practice”.

3) Key to the standard of care definition is the issue of expectancy which includes three components.

a) plan

b) team

c) response (teams know what they are doing)


Are we prepared?

Tonight, a student,

her infant brother and mother

are killed

in a tragic house fire.

How will our building respond?


1. Stabilize/Clarify situation.

2. Mobilize resources.

3. Accelerate normalization of routine.

4. Restore adaptive functioning.

5. Facilitate access to more help.

Intervention Goals – S.M.A.R.F.


A. To effectively process a student’s grief, he or she will need a safe and secure environment.

B. Coming to grips with one’s own vulnerability and mortality often heightens the need to belong.

C. A controlled and predictable environment facilitates the healing process.

D. Each student must be free to choose how they wish to deal with their emotional needs.

Needs Driven Assumptions


TECIP Management Protocol

1. Awareness (Information / Notification)

2. Planning (Personalizing protocol for a specific incident)

3. Implementation (Activating the response)

4. Closure (Advising staff of current status / Day 2 agenda/Team debriefing)


Establish

Awareness

DevelopPlan

ImplementPlan

Bring about

Closure

Traumatic Event Crisis Intervention Traumatic Event Crisis Intervention PlanPlan

“The Official TECIP 4 by 5 Deployment Flowchart”

Inform building contact person

Contact districtcommunications office

Apprise building crisis response team

Verify details a. ID Scope b. ID Support Notify & inform staff

Develop TECIP building implementation flow chart (rooms and areas)

Identify direct intervention and management support team members

Assign specific duties

Prepare student announcement / Parent Letter

Plan & Conduct Traumatic Event Briefing

Secure intervention room and areas

Dispatch team members to designated locations

Deliver student Announcement

Formally implement plan

Monitor and communicate, as necessary, additional support needs

Establish and outline staff meeting agenda items

Conduct staff meeting

Distribute staff assessment

Develop plan for day 2

Debrief crisis management team


Intervention Safety Net

Large Gathering (TEB)

Classroom Discussion

Small Group Processing

One-on-One (Peer Support)

Outside Referral


Intervention Strategies

Strategy

Large Group/Traumatic Event Briefing

Classroom Presentation

To inform, consult and allow for psychological decompression, as well as stress management.

To provide information, minimize unwanted student responses, normalize grief & trauma reactions, suggest appropriate behavior.

Primary Goal

Small Group Discussion

To gather information, provide support to students, initiate mitigation of adverse reactions, and identify individuals who may need further support.


Large Group/Traumatic Event Briefing

1. Assemble participants.

2. Provide facts regarding traumatic event.

3. Highlight and normalize common reactions.

4. Introduce building intervention focus/priorities.

5. Provide direction for stress management.


William Steele recommends that classroom presentations should be conducted by your own staff …because…

Children in crisis look to their counselors, teachers, administrators for protection and help.

Using outside sources frequently angers students, distances them from staff, “and chips away” at their trust in staff.

Point of Emphasis

“A Handbook of Interventions Following Suicide or Trauma in Schools’

2001


Classroom Presentation Guide

1. Introduce Presentation

2. Clarify the facts

3. Normalize common reactions

4. Identify appropriate behavior

5. Conclude Presentation


Required

• At Risk List

• Sign In/Sign Out Sheet

• Classroom Presentation Guide

• Hall Passes

• Deployment Flow Chart Graphic

• Provide an Incident Fact Sheet

Teacher “Go” Pack Contents

Support

• List of Normal Reactions

• Handling Initial Reactions

• Strategies for Significant Others

• Referral Sources (Sample)

• Crisis Intervention Assumptions And Specific Actions


Keep the momentum in developing your TECIP team

and plan

1) Identify the team’s short term goals, facilitators (what will help us with our goal) and inhibitors (what barriers can we anticipate)

2) Where do we see our plan in 3 months, 6 months, start and end of the school year

3) What factors will help us meet our goals

4) What factors might inhibit us from meeting our goals and how do we prepare for this.

5) Next meeting will be scheduled on (date) ________ at (time) ______.


What the next meeting will look like

Review “Bringing TECIP back to your building: A Recommended Checklist ” for recommendations for follow-up meetings

This TECIP Team meeting is entitled “Adding flesh to the skeleton”.

Review each of the four components and add (where deemed appropriate by your team) any additional action steps

In many cases, this meeting might be broken down into two separate sessions with the first session focusing on “Establishing Awareness” & “Developing Plan”, where the second session focuses on any additional action steps for “Implementing Plan” & Bringing about closure”.

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