Local District Central School Site Crisis Team Training October 19, 2013
Meeting Objectives • Build capacity of school site crisis teams • Build common language and practices when responding to crises as outlined in the new LAUSD Bul-5800.0 Crisis Preparedness, Response and Recovery • Increase knowledge on school site responsibilities pertaining to suicide assessment and threat assessment and management
HOW DO YOU HELP STUDENTS FEEL SAFE AT YOUR SCHOOL?
What is iStar • Incident System Tracking Accountability Report BULLETIN -5269. 2 • The District-wide electronic tool to report and document incidents involving: • Students, employees or the school community • Incidents that occur on or near District schools and sites • Submit incidents of a critical or serious nature as soon as possible the same day. • Submit less serious incidents within 24 hours.
Documenting an Incident in ISTAR Incident # Issue Type Persons Involved Incident Summary- Thorough and concise Injury/Illness (conditional tab) Risk Assessment Referral Data-RARD (conditional tab) Updates and Notifications
Mandatory Reporting of Child Abuse • The IST STAR AR reporting system does not substitute or replace other specific forms required to comply with legal requirements or other District mandates, including but not limited to filing suspected child abuse and neglect reports, or notifying law enforcement of criminal activity or filing police reports. • An ISTAR AR relating to the incident only and not the details of suspected child abuse information must be completed and submitted.
Submit iSTAR or CALL! • Submit the report immediately! – Or call ESC Operations Coordinator immediately! • You can always update the information. • Call your Operations Coordinator if you have any questions. We are here to help!
Name that Issue… Three girls are found behind an emergency bin consuming alcohol from a Gatorade bottle. All are incoherent. Paramedics are called. All are transported to the hospital.
A student reports that he is done with his life. Nothing matters and states “ what ’ s the point…last night, I took some pills. ” (suicidal behavior/ideation injury).
A student lunges towards a teacher and shouts “ I ’ m going to kill you! ”
A male student is pushed up against a wall by a female student. She gropes him and kisses him on the lips.
Girl A passes by Girl B and calls her a bad name. Girl B turns around and punches her in the face. They get into a fight.
A girl sends nude pictures of herself to her boyfriend via text. He then shares the pictures with his closest friends via text. The pictures go viral. Many students begin to tease and make fun of the girl. They also call very inappropriate names.
Reminders Remember to contact your Operations Coordinator if you need assistance completing iStars. Your LD Mental Health Team is available to answer mental health related questions: Joel Cisneros, LCSW (213) 241-2612 Veronica Real, LCSW (213) 241-3906 Gustavo Sagredo, LCSW (213) 241-8689
What is a school crisis • A sudden, unexpected, or unanticipated critical incident that disrupts the school day • May interfere with teaching, learning, attendance, and/or behavior • Students, parents/guardians, staff, or other community members may experience crisis differently • Can affect a single school site or an entire district
Why respond to school crises Providing effective crisis management and interventions can: mitigate negative social-emotional consequences reduce the period of school disruption restore safety and security to the school community to promote attendance, academic achievement, and wellness
District Employee Responsibilities All District employees are expected to: Adhere to the CPRR policy Respond to crisis incidents
Crisis Preparedness, Response and Recovery • Attachment A: Multi-tiered Crisis Response Flow Chart • Attachment B: School Site Crisis Team Chart • Attachment C: School Site Crisis Response Action Plan Checklist • Attachment D: Communication with Staff, Students, Parents/Guardians • Attachment E: Collaboration with Law Enforcement When a School Becomes a Crime Scene or Closed Area • Attachment F: Collaboration with Office of Communications • Attachment G: Crisis Counseling Referral Form • Attachment H: Student Sign-in Sheet • Attachment I: Confidential Crisis Counseling Log • Attachment J: Crisis Team Members/Responders Sign-in Sheet • Attachment K: Parent Authorization for Release/Exchange of Information • Attachment L: Crisis Management Spreadsheet Template (excel spreadsheet template on http://ccis.lausd.net • Attachment M: Local District Crisis Team List Template
Case Scenario Upon return to work Monday morning you receive a call from your LD Operations Administrator. You learn that Edward, one of your students and his mother, a clerical assistant at your school, died in a car accident that occurred over the weekend.
Let’s Practice • Edward was driving with his mother and two younger siblings Friday night when another vehicle ran a red light and crashed into their car • Edward’s two younger siblings survived the accident and are in stable condition • Edward’s aunt notified the school Principal about the accident • Edward has two cousins that attend a nearby middle school • Edward’s mother was a clerical assistant at the school for the past 15 years
Let’s Practice 1. What are your first steps upon arriving to the school? 2. What variables should you pay attention to? 3. What are your thoughts about short and long term recovery? Reference Attachment D to formulate your response
General Informatio n on Suicide • It is the 2nd leading cause of death for youth aged 10-24 in the US • Males are 4x’s as likely to die by suicide as females • Females attempt suicide 3x’s as often as males • For every young person who dies by suicide, between 100-200 attempt suicide • Suicide is preventable
Addressing Suicide In Our Schools BUL-2637.1 Suicide Prevention, Intervention & Postvention (Students)
Protocol for Responding to Students at Risk for Suicide/Self-Injury (Attachment A)
Suicide Risk Assessment (Attachment B)
Asking The Question • Do you want to kill yourself? • Do you have a plan? • Do you know when you would be carrying out that plan? • Do you have access to that plan?
No-Harm vs Contract Safety Plan
Recognizing the Warning Signs Internal Means Safety Coping Restrictions Strategies Planning Steps Professional Social Contacts Contacts
Recognizing the Warning Signs Thoughts Images Thinking style Mood Behavior
Means Restriction ✔ Safety storing or discarding ✔ Firearm safety ✔ Designating a responsible person to restrict access to means
Internal Coping Strategies Identify coping strategies Asses likelihood of using strategies Identify barriers and problem solving
Social Contacts • Sources of support • Assistance in coping with the crisis • Serve as distractions • Someone close to the student • The safety plan will be shared with the identified social contact
Professional and Agency Contacts • Identifying help • Seeking help • If in treatment, therapist is included • Suicide Prevention Lifeline: 800. 279. 8255 (TALK)
Increasing Students Motivation • Have student identify the most helpful part of the plan • Role play • Give copy to student • Discuss how the safety plan will be retrieved
Threat Assessment Threat Assessment has been referred to as the “missing link” in violence prevention. It is the process of deliberately trying to connect the dots or data that paints the picture that someone is moving on a pathway towards serious violence before the violent act occurs.
No one just snaps… • “Serious violence is an evolutionary process: no one just snaps!” • Even though some rare acts of serious school violence are not pre-planned, arriving at the point of committing the act is still an evolutionary process.
Overreaction vs. Under Reaction “The biggest problem in the aftermath of high - profile school violence was originally thought to be overreacting but experience dictates that the biggest problem is actually under reaction to often blatant indicators that a student is moving on a pathway to serious violence”.
“The pathway to serious violence is not a straight line. Instead, it is met with peaks and valleys.”
“Empty Vessels” In many cases of serious youth violence the student did not have a “healthy connection” with a “mature adult”. When this is the case, the question we ask in Threat Assessment is: “What are they filling themselves with?”
“Empty Vessels” Have eyes to see things we do not see. We often find evidence of planning in three key areas: 1) Locker at school (as well as, backpack, desk, car) 2) Bedroom at home (referred to as the “bedroom dynamic”). 3) Technology (cell phone, computer).
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