Special Education
Considerations in Developing a Critical Incidents Response PlanDeveloping a Critical Incidents Response Plan is the first task the team needs to take on in order to be prepared for responding after a traumatic event. There are many things to consider in the process of developing the plan, from practical questions of telephone lists to the very difficult tasks of diplomacy and ensuring sensitivity to the emotional needs of those affected. While each school community is different and has unique needs, it is worth taking a moment to consider the following areas of concern when developing a plan. Cultural diversityGiven the diversity that exists in school and the community, staff members will need to give consideration to developing plans whose strategies are flexible to meet this diversity. These strategies will need to be appropriate for individuals and groups who may respond differently than staff would expect from their own cultural perspective. There are some important ideas to consider when developing and implementing a critical incidents response plan in a school with cultural diversity:
Individuals at riskSome individuals in the school community are particularly at risk following a critical incident. Children or adults who have a close relationship with a person who dies suddenly will be vulnerable and may need support. Staff or students who have recently suffered a personal loss may be strongly affected by a death or other crisis affecting the school. Children who have emotional or behavioural disorders are particularly sensitive to the turmoil of emotions and changes in routine that take place following a critical incident. District and school protocols for managing a crisis should include plans to deal with the needs of such individuals at risk. Students who are already at risk for suicide, especially those who have made previous suicide attempts, will be at an increased risk in the aftermath of a crisis situation, particularly if the critical incident is a student suicide. Appropriate plans and responses will decrease the likelihood of imitation, sometimes referred to as "copy cat suicides." Staff and students who are close to a person who commits suicide will usually feel both anger and guilt that they were unable to prevent the death. They may require reassurance and assistance in understanding their own feelings and help finding counselling. Young people may feel isolated and alone with their pain after a loss or tragedy. The school must respond with support to assure students that they are not alone, that their feelings and responses are normal, and that help is available. Advance planning can assist school staff members in recognizing students who need help dealing with a crisis. Critical incident training can provide school staff with the skills to initiate effective action. Vulnerable studentsSome students are more vulnerable following exposure to a critical incident because of Some students are more susceptible to depression, self-destructive behaviours, and at greater risk for suicide. This may be due, in part, to the fact that they have difficulty understanding and expressing their feelings or because they suffer from feelings of isolation. Critical Incident Teams should take particular care in planning support for these individual students. Parents may need to be involved in planning for some children; for example, the plan might include a student being removed temporarily from the school environment. Whenever possible, however, the Team should implement school-based interventions for most students. Staff needsSchool staff may be surprised at their own responses to a tragedy in the school community. Staff who are close to the deceased or directly affected by the traumatic event may require extra support to carry out their roles in the school plan. Some may experience anxiety or sadness that seem out of proportion to their relationship to the person involved in the critical incident. This can be due in part to the existence of unresolved losses. All staff should be kept well informed and given an opportunity to discuss their own feelings. The nature of the critical incident and the level of personal involvement in helping students to cope may bring up issues in their own lives which require counselling support. Because critical incidents can be traumatic, the normal coping mechanisms of even experienced teachers and other staff members can break down. Adults can feel severe distress symptoms which make it difficult for them to work effectively. Staff may need help in dealing with this stress. Even if they believe that they are coping well with the crisis, staff may feel symptoms of stress such as fatigue, upset stomach, headaches, chest pains, poor concentration, numbing, a feeling of being overwhelmed, or other reactions. District protocols for critical incidents should include plans for providing stress debriefing for staff. Even if staff or administrators do not initially see the need for stress debriefing, research indicates that employees who have experienced traumatic events say that this process is crucial for the well being of the staff. Facilitators carrying out the debriefing should have training in Critical Incident Stress Debriefing. The district protocol should include plans for obtaining formal training for staff in the district who can carry out staff debriefing sessions. See Appendix 3, Critical Incident Stress Debriefing, on page 56 of this Resource Guide. |
 |
|
their circumstances. Students with special needs, students from minority cultural backgrounds, students who have English as a second language, and students on Visas who may lack parental guidance while residing in Canada, illustrate a just a few circumstances that may warrant extra attention. For example, students with behaviour disorders and frequently accompanying low self esteem may react disproportionately to a crisis or trauma, even if the event does not directly affect them. Students who have difficulties such as poor communication skills or intellectual disabilities may need additional support to understand and deal with the incident. Some students are disturbed by changes in their normal routine and the response to a critical incident may even further disturb their coping ability. 
