OSPA Crisis Response OSPA Crisis Response TeamTeam

OSPA’s Crisis Response Team

Debbie Liddy, School Psychologist, Mid-Ohio Educational Service Center

Joan Ann Hoskinson, Coordinator, Special Education Eastland-Fairfield Career & Technical Schools

Debra K. Buck, Educational Assessment Project Coordinator and School Psychologist Southeastern Ohio Special Education Regional Resource Center

Brian Hill, School Psychologist, Akron Public Schools

Bill Stencil, Lead Manager, Office of Psychological Services Cleveland Municipal School District, Committee Chair

Agenda• Welcome• Introduction of Committee Members• History• Purpose

– Mission– Response Team Structure

• Crisis Levels

• Referral Process• Resource and Training• Role of the Regional Representatives• Summary• Questions and Comments• Closing

OPSA Crisis Committee Mission Statement

To facilitate student and staff psychological well being, in order to enable schools to resume normal activities after a crisis, which would maximize educational performance.

The OSPA Statewide Crisis Response Team would like to assist school psychologists in their response to

students and families in crisis situations by:

1. Gathering information about crisis prevention, intervention, and postvention and making this information available to OSPA members.

2. Providing a supportive network of professionals to increase knowledge and skills in crisis situations.

3. Increasing collaborative involvement in regional / state teams in preparation for possible response to a region / state crisis.

4. To provide on-site crisis assistance.

School District“In Crisis”

Contact Internal Resources(Level 1, 2, or 3)

Contact District Buddy

Contact OSPA Regional Rep(Level 4 or 5)

Regional Rep.“As A Resource

OSPA CRT“Will Respond”(On-Site Visit

Levels of CrisisLevels of Crisis

Levels of Crisis• Level 1• Level 2• Level 3• Level 4• Level 5

Level 1The situation is confined to an individual or a small group. Building and support staff can comfortably manage the needed intervention (E.g. potential suicide, death in a student’s family, significant medical condition)

Level 2A class or grade level has been impacted. Long-term care may be required for selected individuals. Building staff can manage the needed interventions. Referral to outside agencies is possible. (E.g. nonviolent death of a student or staff member, violence in the neighborhood, outbreak of infectious disease)

Level 3An entire building requires immediate, intensive action. Other buildings may experience a lesser impact. Long-term internal support and the help of outside agencies will be necessary. (E.g. completed suicide, homicide/violence on school grounds, violent death of student / staff, accident of school bus, natural catastrophe impacting the community, outbreak of infectious disease)

Level 4There is an impact on multiple buildings

and/or a sizable portion of the district. Immediate and long-term, intensive intervention is needed. (E.g. Multiple suicides, violent attack on a school or schools, multiple deaths/accident involving several buildings, major catastrophe to a school, such as a fire or explosion)

Level 5There is an impact on more than one

school district and/or community. Local crisis personnel are personally impacted. Immediate and long-term, intensive interventions are needed. (E.g. Natural disasters, attacks of terrorism, major catastrophe to an entire community)

ResourcesResources

OSPA Crisis Response Team Resources

• Handouts• Books• Articles

Background of the Background of the Team’s TrainingTeam’s Training

Training for Schools - Districts – Regions – State

• What it will include• How it can be delivered• Who will be team members doing the

training• Who should be on the teams to be trained• How trainings can be arranged• When will the trainings be available

OSPA Crisis TeamOSPA Crisis Team

•Team MembersTeam Members•Team RolesTeam Roles

•Types of InterventionsTypes of Interventions

OSPA Crisis Team Organization

• District Level Interventions handled within that District.

• When resources within the district are exhausted, the State Crisis Team along with the District Buddy should be contacted.

Regional Crisis Response Representative

• Acts as a consultant • Direct access to local and state

provided resources• Access volunteers• Assist with coordination of Buddy

Districts

Regional Rep. Con’t• Contact Crisis area:

– Directions– Determine on-site contact person– Gather facts– Secure meeting space– Make lodging and food arrangements

Regional Rep. Con’t • Acts as Contact for Regional and

State Team:– Share in yearly updates from State

Team– Share regional and state-wide training

opportunities

On-Site Team Leader• First on-site• Gather information

– Background– Preliminary Decisions– Meet with Support Personnel

Crisis Team Members• Sort the issues• Take on needed roles for

interventions and assignments• Walk through crisis site

Types of Interventions• Crisis Consultation

– Share Materials– Connect with Area Resources– Consultation by phone, email, etc.

• On-Site Interventions– Family Community Meeting– Large Scale Crisis Management Briefings– Small Group Crisis Debriefings