1 alamance-burlington school system crisis team training revised may 2012 1

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Alamance-Burlington School System

Crisis Team TrainingRevised May 2012

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Objectives of the Training

To quickly and accurately assess the severity and impact of a crisis situation

To ensure that a chain of command and duties/roles be followed exactly

To review school procedures and forms to be used in responding to a crisis

To introduce the PREPaRE Model for recovery interventions and support (Psychological First Aid)

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Organization of the Training

Review Section I of Crisis Manual: Planning, Organization and Response

Review of CRP (Crisis Response Protocol) Forms and Procedure sheets

Table top scenarios: Practice with a crisis Presentation of the PREPaRE Model for crisis

intervention: Psychological First Aid

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The Crisis Plan

Goals of the Plan: 1. To prepare and organize the Crisis Team

members to respond effectively in a crisis situation.

2. To help manage the crisis recovery activities and services in an organized, efficient and effective manner

3. Limit the negative emotional and social impact of the crisis situation

To help return to normal functioning as quickly as possible4

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Day 1-Organization, Planning, and Logistics

Organizational Chart Of Recovery Systems

CRP-1

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Crisis Events

What events would require the Crisis Team to come together at your school?

What are some of the first things your crisis team will need to do?

What should have happened in planning before the first crisis meeting?

How do you determine what outside or in school resources you may need?

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Levels of School Crisis Impact/Response

The following is very important to determine accurately and quickly. What reactions and consequences will the crisis have on the persons in the school?

Minimal Impact/Minimal response Building-level Impact/Building Level

Response District-Level Impact/District response Community or regional Level Impact/

Community Level Response*Activity 1-Handout-Identify Impact

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The Consequences of a Less than Adequate Response to a Crisis by a School

Perceptions of parents, staff and students

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Activity

The Positive Consequences of Crisis Events1. In small groups identify some of the positive outcomes (or opportunities) that may result from exposure to a crisis event.

2. Identify potential positive outcomes for both individual students, staff, parents and school or school systems

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Review CRP forms 2, 3, and 4

CRP-2 Organizational Chart CRP-3 System Level Crisis Team CPR-4 Community Support Services

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Disaster/Crisis Response Kit CRP-5

Contents should include:– Copy of Crisis Team Manual– Copies of all forms used by teachers,

administrators, ans support services providers in referring students and in the provision of in school assistance and follow up by support service providers

– Copy of the Family Reunification plan and procedure

– If possible pictures of all students and staff members11

CRP-6 School & System Procedures

Discuss at your school’s initial planning meeting this year

Discuss recommendations Formalize into a plan for your building

– Medication mobility in a crisis– Field Trip or Athletic event crisis– Student dismissal in a crisis

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CRP-7 System & School Level Roles & Responsibilities

Assign roles for your school’s team along with alternates

Consider developing a phone tree or sharing of phone numbers (Connect Ed may not work in a power outage)

Assemble some items ahead of time: copies of forms, blank name tags, etc.

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CRP-8 Dealing with the Media

See form for memo from the ABSS Public Information Office

“Our Public Information Office handles all media calls. Please call 438-4005 or 438-4006 and they will be happy to assist you. Or call 570-6060, and the front desk receptionist will direct your call to the right person.”

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First Day Procedures CRP-9

Review and discuss all items on this form.

Your school’s Crisis Team should be familiar with these procedures

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CRP-10 Checklist for First Day & First Meeting of Crisis Team

Utilize this form at your school’s first Crisis Team meeting following the news of a crisis

Checklist is to be used as a tool to ensure all needed steps and areas are complete

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CRP-11 Checklist for Initial Staff Meeting Agenda

Utilize this checklist during your Crisis Team’s first meeting with the entire school staff

Do not forget to include itinerate staff, and cafeteria & bus staff members. Crisis information is vital to all

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CPR 12 Forms A, B, and C

Sample letter to Parents (English & Spanish Sample letter to staff Sample letter to student body

– Remember the importance of parent permission to release names– Review and adapt these samples to your school prior to a crisis– Plan how to address extremely affected areas of your building (substitutes

needed, support staff to stand –in to read announcement to class, staff with prior conditions) , families with literacy issues, and those students’ families with no phones

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Review CRP Forms 14 & 15

Document ALL students who are seen by a Recovery Responder– Allows for follow-up & monitoring– Allows for parent contact when needed

Be sensitive-do not make students stand in line to “sign-in”

Completed CRP-14 forms must be given to School’s Crisis Team Chair and recorded on CRP-15

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CRP-16 After-Hours or Off-Campus Crisis Response

Your school’s Crisis Team should consult with an administrator

These procedures should be shared with staff involved with field trips, and extra-curricular activities

Each school building should formalize procedures

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CRP-17, 18, & 19

*CRP-17: In the event of a real crisis this form is useful for evaluating your school and team after the event is over.

CRP-18: Reunification Site Concepts Logistic Schematic

*CRP-18: This form is to be used when your team practices table-top exercises of a crisis.

*Both forms should be submitted to the System Level Crisis Team Chair

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Importance of Debriefing and Practice with table top scenarios

Caring for the Caregivers/Responders Caring for the staff Strongly recommended that two table top

scenarios be held with entire crisis team present each school year. Scenarios are included in the crisis manual appendices.

School Crisis Teams should meet quarterly.

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BEGIN CRISIS SCENARIOS

HANDOUT TO COMPLETE AND OR TAKE NOTES ON AS YOU DO A SCENARIO

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Dealing with effects on students, staff and parents

Psychological effects on students Interventions/Psychological first aid

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Key Questions and Topics

• What “crisis events” may require a crisis intervention?

• What “crisis reactions” are the focus of crisis intervention?

• What is school “crisis intervention?” Psychological first aid to what groups and individuals?

• How does school crisis intervention fit into the larger school crisis response?

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The crisis state is…

“… a temporary state of upset and disorganization,

characterized chiefly by an individual’s inability to

cope with a particular situation using customarymethods of problem solving, and by the

potential fora radically positive or negative outcome”

(Slaikeu, More than simple stress Not necessarily mental illness*Defenses are down, suggestibility is high, not

coping-suppression and denial operating.

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Crisis Event Characteristics

According to the DSM IV-TR, events that may generate traumatic stress and require crisis intervention include

a) Experiencingb) Witnessing, and/orc) Learning about an event that involves

actual death or physical injury, and/or threatened death or physical injury” (APA, 2000, p. 463)

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• Extremely negative• Uncontrollable• Unpredictable

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Crisis Classifications

Severe illness and/or injury Violent and/or unexpected death Threatened death and/or injury Acts of war and/or terrorism Natural disasters Man-made/industrial disasters

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• Variables that affect an events traumatic potentialType of disaster

– Natural vs. human causeSource of physical threat and/or injury

– Human aggression vs. accidental (not human caused)Presence of fatalities, injuries

– The greater the number the greater the traumatic potential

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Crisis Event Reactions/Consequences

According to DSM IV-TR, crisis event consequences signaling that an event has generated traumatic stress include responses that “involve intense fear, helplessness, or horror (or in children, the response must involve disorganized or agitated behavior)” (APA, 2000, p. 463).

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Typical or expected reactions to a crisis by children

Normal reactions to an abnormal event. Fear, anxiety, sadness, anger, confusion,

agitation Other? Handout 4 from PREPARE workbook.

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Levels of School Crisis Impact/Response

The following is very important to determine accurately and quickly. What reactions and consequences will the crisis have on the school?

Minimal Impact/Minimal response Building-level Impact/Building Level

Response District-Level Impact/District response Community or regional Level Impact/

Community Level Response

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Possible Consequences

Psychopathological Consequences– Anxiety Disorders– Substance – Related Disorders– Dissociative Disorders– Mood Disorders– Disorders of Infancy, Childhood, or Adolescence– Sleep Disorders– Adjustment Disorders

School Functioning Consequences– School behavior problems (i.e., aggressive, delinquent, and criminal

behavior) and school absenteeism– Academic decline– Exacerbation of pre-existing educational problems and/or behavioral

problems

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RECOVERY RESPONSE-INDIVIDUAL INTERVENTIONS

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Evaluate Psychological Trauma

Definition of, and Rationale for, Psychological Triage

-Psychological Trauma Risk Factors and Warning Signs

1. Crisis Exposure2. Personal Vulnerabilities3. Threat Perceptions4. Crisis Reactions-

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Psychological Triage Defined“The process of evaluating and sorting victims by immediacy of treatment needed and directing them to immediate or delayed treatment. The goal of triage is to do the greatest good for the greatest number of victims” (NIMH, 2002, p. 27).

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Rationale for Psychological Triage1) Not all individuals will be equally affected by a crisis.

One size does not fit all.Some will need intensive intervention.Others will need very little, if any

intervention.

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Rationale for Psychological Triage2) Recovery from crisis exposure is the norm.

Crisis intervention should be offered in response to demonstrated need.

“Not everyone exposed to trauma either needs or wants professional help” (McNally

et al., 2003, p. 73).

EXCEPTION: Students with pre-existing psychopathology.

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Rationale for Psychological Triage3) There is a need to identify those who will recover relatively independently.

Crisis intervention may cause harm if not truly needed.

a. It may increase crisis exposure. b. It may reduce perceptions of independent problem solving. c. It may generate self-fulfilling

prophecies.

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Variable 1: Crisis Exposure* a) Physical proximity b) Emotional proximity

*Risk factors that increase the probability of psychological trauma and, as such, should result in increased vigilance for psychological trauma warning signs.

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Variable 1a: Physical ProximityWhere were students when the crisis occurred

(i.e., how close were they to the traumatic event)?a. The closer they were (i.e., the more direct their exposure) the greater the risk of psychological trauma.

b. The more physically distant they were, the lower the risk of psychological trauma.49

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Variable 1b: Emotional Proximity Individuals who have/had close relationships

with crisis victims should be made crisis

intervention treatment priorities. May include having a friend who knew

someone killed or injured

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Variable 2: Personal Vulnerabilities* Internal vulnerability factors External vulnerability factors

*Risk factors that increase the probability of psychological trauma and, as such, should result in increased vigilance for psychological trauma warning signs.

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Variable 2a: Internal Vulnerability Factors

• Avoidance coping style• Pre-existing mental illness• Poor self regulation of emotion• Low developmental level and poor problem

solving• History of prior psychological trauma• Self-efficacy and external locus of control

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Variable 2b: External Vulnerability Factors• Family resources

-Not living with nuclear family-Ineffective & uncaring parenting-Family dysfunction (e.g., alcoholism, violence, child maltreatment, mental illness)-Parental PTSD/maladaptive coping with the stressor-Poverty/financial Stress

• Social resources-Social isolation-Lack of perceived social support

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Variable 3: Threat Perceptions* Subjective impressions can be more important

thatactual crisis exposure. Adult reactions are important influences on

studentthreat perceptions.* Risk factor that increase the probability of

psychological trauma and, as such, should result in increased vigilance for psychological trauma warning signs.54

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Variable 4: Crisis Reactions (Acute Stress Disorder and PTSD)

• Exposure to a traumatic event• Involved actual or threatened death or serious

injury, or threat to physical integrity.• Response involves fear, helplessness, or horror

(disorganized or agitated behavior in children).

• Acute Stress Disorder (duration of symptoms more than 2 days but less than four weeks)

• PTSD (duration of symptoms more than 4 weeks)

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Variable 4: Crisis Reactions• Reactions suggesting the need for an immediate

mental health referralMaladaptive coping– Suicidal and/or homicidal ideation– Abuse of others or self (e.g., self-injury).– Extreme substance abuse and/or self medication– Extreme rumination and/or avoidance behavior– Taking excessive precautions

Source: Brock & Jimerson (2004a)

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Variable 4: Crisis Reactions Developmental considerations: Preschoolers

-Reactions not as clearly connected to the crisis event as observed among older students.-Reactions tend to be expressed nonverbally.-Given equal levels of distress and impairment, may not display as many PTSD symptoms as older children.-Temporary loss of recently achieved developmental milestones.-Trauma related play.

Sources: American Psychiatric Association, 2000; Berkowitz, 2003; Cook-Cottone, 2004; Dulmus, 2003; Joshi &

Lewin, 2004; National Institute of Mental Health, 2001; Yorbik et al., 2004

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Variable 4: Crisis Reactions• Developmental considerations: School-age

children-Reactions tend to be more directly connected to crisis event.-Event specific fears may be displayed.-Reactions are often expressed behaviorally.-Feelings associated with the traumatic stress are often expressed via physical symptoms.-Trauma related play (becomes more complex and elaborate).-Repetitive verbal descriptions of the event.-Problems paying attention.


Lewin, 2004; National Institute of Mental Health, 2001; Yorbik et al., 2004

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Variable 4: Crisis Reactions•Developmental considerations: Preadolescents and

adolescents- More adult like reactions-Sense of foreshortened future-Oppositional/aggressive behaviors to regain a sense of control-School avoidance-Self-injurious behavior and thinking-Revenge fantasies-Substance abuse-Learning problems


Lewin, 2004; National Institute of Mental Health, 2001; Yorbik et al., 2004 59

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Conducting Psychological Triage

A Dynamic ProcessLevels of triage1) Primary evaluation of psychological trauma2) Secondary evaluation of psychological trauma3) Tertiary evaluation of psychological trauma

Source: Brock (2002d)

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Primary Evaluation of Psychological Trauma Begins as soon as possible/appropriate and before

individual students and/or staff are offered any school crisis intervention.

Designed to identify those who are considered at risk for becoming psychological trauma victims and to help making initial school crisis intervention treatment decisions.

Typically includes assessment of the following variables.

-crisis exposure (physical and emotional proximity)

-personal vulnerabilities61

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Secondary Evaluation of Psychological Trauma

• Begins as soon as school crisis interventions begin to be provided.

• Designed to identify those who are actually demonstrating warning signs of psychological trauma and to make more informed school crisis intervention treatment decisions.

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Conducting Psychologial Triage

Secondary Evaluation of Psychological Trauma

• Typically includes assessment of the following risk factors and warning signs-Crisis exposure (physical and emotional proximity)-Personal vulnerabilities-Crisis reactions

• Typically involves the following strategies-Use of parent, teacher, peer, and self-referral procedures/forms-Administering individual and/or group screening measures

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Tertiary Evaluation of Psychological Trauma

• Screening for psychiatric disturbances (e.g., PTSD) typically begins weeks after a crisis event has ended. It is designed to identify that minority of students and/or staff who will require mental health treatment referrals.

• Typically includes the careful monitoring of crisis reactions/student and staff adjustment as ongoing school crisis intervention assistance is provided.64

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Tertiary Evaluation of Psychological Trauma

• NOTE: “Survivors of traumatic events who do not manifest symptoms after approximately two months generally do not require follow-up” (NIMH, 2002, p. 9).

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Practice Activity• Break into small groups. Answer the questions

regarding the level of crisis intervention response and the primary assessment of psychological risk. Record & Share.

1. Level of Response Required:2. Which students or staff need to be seen

immediately and why?3. Which students/staff will need to be seen ASAP but

not immediately and why?4. Which students/staff may not need crisis

intervention at all and why

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Choose a Crisis Situation:#1-A very popular sixth-grade teacher at an elementary

school was supervising his students on a field trip to a local lake. He tragically drowns after hitting his head on a rock while trying to rescue a student who had fallen into the lake.

#2-An irate father comes to your elementary school at 8:30 a.m.; a half hour after school has started. He heads to his kindergarten-age daughter's classroom without checking in with the office. The father enters the classroom and begins to hit his daughter. As the astounded class and the teacher watch, he severely beats her. Leaving the girl unconscious, he storms out the door and drives off in his pickup truck. The event took place in less than 5 minutes.

Source: Brock et al. (2001)

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Provide Interventions and Respond to Student Psychological Needs

1.Re-Establish Social Support Systems2. Psycho-education: Empower Survivors and Their Caregivers3. Psychological Intervention

a) Immediate Interventionsi. Group Psychological First Aidii. Individual Psychological First Aid

b) Long Term Interventions

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Insert Handout 12

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Preparing to Deliver Crisis Intervention Services

Be sensitive to culture and diversity. Recognize signs of students in need of more

direct crisis intervention. Be aware of populations predisposed to risk

for psychological trauma. Maintain a calm presence when providing any

crisis intervention.

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Re-Establish Social Support Systems

Primary School Crisis Intervention• Being with and sharing crisis experiences with

positive social supports facilitates recovery from trauma.

• Lower levels of such support is a strong predictor of PTSD.

• This support is especially important to the recovery of children.

Sources: Litz et al. (2002), Caffo and Belaise (2003), Ozer et al. (2003) Barenbuam et al. (2004)

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Limitations• Extremely violent and life-threatening crisis

events(e.g., mass violence)• Chronic crisis exposure• Caregivers significantly affected by the crisis• Presence of psychopathology

Source: Brock & Jimerson (2004b)

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Specific Techniques Reunite students with their caregivers. Reunite students with their close friends,

teachers, and classmates. Return to familiar school environments and

routines. Facilitate community connections. Empower with caregiving/recovery knowledge.

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Reunite Students With Primary Caregivers

Priority should be given to reuniting younger children with their parents.

Preschool and kindergarten age children show their strongest reactions when separated from their parents during a stressful event.

Source: Brock & Jimerson (2004b)75

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Reunite Students With Peers and Teachers

• Children report friends as primary providers of emotional processing coping.

• Consider the importance of peer relations during adolescence.

Provide structured/supervised opportunities for students to support each other.

• Teachers are also reported to be important social supports.

Sources: Klingman (2001), Vernberg et al. (1996)

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Return Students to Familiar Environments and Routines

• Children’s self-reports reveal an association between more severe traumatic stress symptoms and relative lack of a return to pre-disaster roles and routines.

• Significantly higher disaster related fear and school problems are found among children who were evacuated and unable to return to their community (as compared to those were either not evacuated or who were evacuated but had returned to the community).

Source: Barenbaum et al. (2004)77

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Facilitate Community Connections• Support a return to normal community

routines and environments (including the re-establishment of customs, traditions, rituals, and social bonds).

Reduced community disruption is associated with less traumatic stress.

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Empower With Caregiving/Recovery Knowledge

• Empower parents, teachers, and students with the information needed to be a productive social support provider (i.e., provide psycho-education).

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Psycho-Education

Empowering Crisis Survivors and Caregivers

Psycho-education is designed to provide students, staff and caregivers with knowledge that will assist in understanding, preparing for, and responding to the crisis event, and the problems and reactions it generates (both in oneself and among others).

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Psycho-Education

Rationale• Children often have incorrect beliefs about the crisis

event.• Children are more likely than adults to use avoidance

coping.• Facilitates a sense of control over the recovery process.• Capitalizes on strengths and promotes self confidence.• Provides connections to mental health resources

(without stigma).

Source: Brock & Jimerson (2004b)

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Psycho-Education

Limitations Not sufficient for the more severely

traumatized Must be paired with other psychological

interventions and professional mental health treatment

Limited research

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Psychological Interventions

Immediate Individual Psychological First Aid

• Goal-Re-establish immediate coping.

• Subgoals-Ensure safety.-Provide support (physical and emotional comfort) and reduce distress.-Identify crisis related problems.-Support adaptive coping and begin the problem solving process.-Assess trauma risk and link to helping resources.

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Elementsa) Establish Rapport: Make psychological contact with the person in crisis.b) Identify and Prioritize Crisis Problems: Identifythe most immediate concerns.c) Address Crisis Problems: Identify possiblesolutions and take some action.d) Review Progress: Ensure the individual is movingtoward adaptive crisis resolution.

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Handout 16: Professional Behavior, DeliveryGuidelines, and Things to Avoid When ConductingPsychological First Aid (The National Center forChild Traumatic Stress, 2005, pp. 5-6).

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Identify and prioritize crisis problems: Identify the most immediate concerns.– Inquire about what happened: The crisis story.– Inquire about the problems generated by the crisis event.– Rank order problems.– Handout 17 provides a list of possible questions toask.86

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Address crisis problems: Identify possible solutions and take some action.– Ask about coping attempts already made.– Facilitate exploration of additional coping strategies.– Propose other alternative coping strategies.

• If lethality is low and student is capable of action, thentake a facilitative stance.• If lethality is high or student is not capable of acting,

thentake a directive stance.Note: Survivors do as much as they can by themselves.87

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Review progress: Ensure the individual is moving toward adaptive crisis resolution.– Secure identifying information including, if not already known, primary social support providers (e.g., parents, teachers).– Agree on a time for re-contact/follow-up.– Assess if immediate coping has been restored, support has been obtained, and lethality reduced. If so, the immediate first aid intervention is concluded. If not, recycle the process.88

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Importance of Debriefing and Practice with table top scenarios

Caring for the Caregivers/Responders Caring for the staff Strongly recommended that two table top

scenarios be held with entire crisis team present. Scenarios are included in the crisis manual appendices.

School Crisis Teams should meet quarterly.

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Evaluating and Concluding the School Crisis Intervention

The school crisis response can be concluded when all individuals have obtained the knowledge and/or support they need to cope with crisis generated problems.

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Evaluating and Concluding the School Crisis Intervention

Outcomes that reflect crisis intervention effectiveness

1. Crisis interventions indicated by psychological triage have been provided.

2. Individuals with psychopathology have been provided appropriate treatment.

3. Individuals with maladaptive coping behaviors (e.g.,suicide, homicide) have been referred to the appropriate professional(s) and lethality has been reduced.

4. School Crisis Team Evaluation and Debriefing was conducted and documented.92

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Questions and Comments

About the PREPaRE model or this workshopStephen E. Brock, PhD, NCSP, PREPaRE primary [email protected]

About the Crisis Prevention & Intervention (CPI) Workgroup:Richard Lieberman, NCSP, CPI [email protected] Reeves, PhD, NCSP, CPI [email protected]

RESOURCES: Immediate Crisis Intervention ConsultationNational Emergency Assistance Team (NEAT) Scott Poland, EdD, NCSP, NEAT

[email protected]

Online Crisis Intervention Resourceshttp://www.nasponline.org/resources/crisis_safety/index.aspx

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mailto:[email protected]



http://www.nasponline.org/resources/crisis_safety/index.aspx

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Authorship

Author: Stephen E. Brock, California State University Sacramento, CA Adapted from the California Association of School Psychologists’ Crisis Intervention Specialty Group’s School Crisis Intervention Workshop, authored by Stephen E. Brock, CSU Sacramento, CA; Shane R. Jimerson, University of California Santa Barbara, CA; Richard Lieberman, Los Angeles Unified School District, CA; Ross Zatlin, Sweetwater Union High School District, CA; and Lee Huff, Huntington Beach Unified School District, CA. A product of the National Association of School Psychologists Crisis Prevention & Intervention Workgroup. Richard Lieberman, Chair, Los Angeles Unified School District, CA; Melissa Reeves, Cherry Creek School District, CO, Co-chair; Stephen E. Brock, CSU, Sacramento, CA; Shane R. Jimerson, University of California Santa Barbara, CA; Ted Feinberg, National Association of School Psychologists, MD; and Amanda Nickerson, University of Albany, SUNY, NY.

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Acknowledgments

With assistance from the following Crisis Intervention Topic Group members: Melissa Allen Heath Brigham Young Univeristy, UT: Servio A. Carroll, Sheridan County School Dist. #2, WY; Ray W. Christner, Philadelphia College of Osteopathic Medicine, PA; Alan Cohen, Tel Hai College, Kiryat Shmona, Israel; Sylvia Cohen, Scottsdale Unified School District, AZ; Rose DuMond, Campbell Union School District, CA; Lillie Haynes, Dallas Independent School District, TX; Ellen Krumm, Gallup-McKinley School District, NM; Michael Pines, Los Angeles County Office of Education, CA; Doug Siembieda, Long Beach Unified School District, CA and Philip Saigh, Columbia University, NY. Other Crisis Intervention Topic Group members who participated in this project included: Wendy Carria, Arlington Public Schools, VA; Deborah Crockett, Fayette County Board of Education, GA; Elliot Davis, Brandywine School District, DE; Michelle Demaray, Northern Illinois University, IL; Kimberly Knesting, University of Northern Iowa, IA; Stephanie Livesay, Montgomery County Public Schools, MD; Christine Malecki, Northern Illinois University, IL; Joe Nail, Clayton County Public Schools, GA; Kris Rodriguez, San Joaquin County Office of Education, CA; Denise Snow, Woodinville High School, WA and Rosemary Virtuoso, Clark County School District, NV.95

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List of Handouts: Updated August 2012

Power Point Slides Handouts used in presentation CRP Forms Master List and CPR-1-19 Slide 7- Handout 1: Determining Levels of Impact and

Levels of Response required Slide 23- Crisis Scenarios & Exercise Form Slide 33- Handout 4: Crisis Reactions Slide 37- Handout 2 :The Relationship Between Phases of

a Crisis, the PREPaRE Model, and the Levels of Crisis Prevention/Intervention

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List of Handouts (continued)

Slide 38- Handout 5: Checklist for Determining Levels of Risk for Psychological Trauma

Slide 39- Handout 11: The Relationships Between Psychological Triage and Crisis Interventions

Slide-85- Handout 16: Professional Behavior, Delivery Guidelines and Things to Avoid When Conducting Psychological First Aid

Slide 86- Handout 17: Possible Questions to Ask When Identifying and Prioritizing Crisis Problems

1 alamance-burlington school system crisis team training revised may 2012 1

Documents

crisis situation

crisis manual

crisis meeting

crisis presentation

crisis intervention

crisis team members

crisis plan goals

crisis recovery activities