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It is the philosophy of Stuart Public Schools that a preplanned and organized approach is more effective in reducing psychological and social difficulties following a crisis in a school. This Safety & Security Manual was developed with suggested guidelines and procedures designed to deal with a number of crises that could occur in the district. Because these procedures do not cover every condition that might develop, it may not always be possible to follow every procedural step. This manual can be used in conjunction with your building emergency plans. ADMINISTRATOR S CHECKLIST FOR RESPONDING TO A CRISIS ___ Call 911/needed professional help ___ Call parent ___ If it is necessary to send anyone to the hospital by ambulance, send a staff member along to serve as a liaison between the hospital and school with instructions to relay in- formation back to the school as soon as possible. ___ Call Superintendent - 924-3302 (W), 924-3257 (H), or 340-0377 (C) ___ Activate Crisis Response Team ___ Patty Hanzlik - 924-3257 (H), 340-3169 (C) ___ Judy Dvorak - 924-3422 ___ Travis Ludwig - 924-3681 (H), 340-4942 (C) ___ Tracy Ludwig - 924-3681 ___ Monty Larsen - 924-2604 (H), 340-1967 (C) ___ Jill Schaaf - 924-3477 ___ Kate Kunz - 924-3272 ___ John Tubbs - 924-3660 (H), 256-571-5328 (C) ___ Lorraine Wallinger - 924-3164 (H), 340-5358 (C) ___ Verify information regarding crisis ___ Activate building calling tree 1 MEDIA PROCEDURES The only means to inform the general public is by the mass media, therefore it is important to ensure that the media receive prompt, accurate information. Isolated quotes from individuals can be incomplete or misleading and should be avoided. After calling appropriate emergency personnel and following safety procedures: Notify Superintendent s office - 924-3302 Determine who the building media contact person will be - Robert Hanzlik. If unavailable, contact Travis Ludwig. Inform office staff of the situation and how to handle phone inquiries Designated Announcement for Person Answering Phone:  Hello. Stuart Public School. (Identify with whom you are talking)  How may I help you? (If call is concerning crisis, refer call to Superintendent)  Questions concerning ___________ are being referred to the Superintendent s office. Stuart Public School thanks you for your concern. Recommend that students and staff not talk to the media Do not allow media personnel in the building TIPS FOR INTERVIEWS Be honest. If you don t know the answer say so. Tell the reporter you will get back to him/her with the answer as soon as you can. If you make a mistake in an interview, say so. There is no such thing as  off the record. If you are in a room with a microphone or a camera, always assume they are turned on. Try to have a goal for the interview. What do you want to accomplish? Prepare for the interview. If you need more time, ask for it. Understand what you are going to say so that you can talk about the topic knowledgeably. Anticipate the  worst questions you may have to answer and plan for that in advance. Bridge a question from where you are in the interview to where you want to be. Never say  no comment. It make it sound like you have something to hide. Don t use jargon. You won t have a translator. 2 CHEMICAL SPILL / TOXIC FUMES If spill/fumes occur outside the building: Keep students inside. Close windows. Don t step in spilled material. Establish contact with police, fire, and health departments. Establish contact with Superintendent s office. Be prepared to evacuate the building. If students are outside, move upwind. If spill/fumes occur outside the building: Refer to Evacuation procedures on page 7. BUS ACCIDENTS At the accident site: Call police. Notify Administration - - Stuart Public Schools - 924-3302 Provide names of the injured students/staff members. Describe extent of injuries, if known. If there are injuries, have the injured students/staff members transported to the nearest hospital. If the driver is uninjured, he/she will stay at the site until directed elsewhere by the police. The activity sponsor will accompany the injured students to the hospital. Plan for phone coverage in the school office. At the school: Superintendent will notify the Crisis Team. Parents of injured students will be contacted. Administration will make arrangements to transport uninjured students back home upon the request of Law Enforcement personnel. Staff will be notified of the accident. Media will be informed of the situation. If necessary, a place will be designated for students and staff to gather. Crisis Team will make arrangements for dealing with the aftermath. 4 INTRUDER IN THE BUILDING First person to notice intruder (person with a weapon or person who is upset or acting out of control) will notify administration. Superintendent or his/her representative will sound a preplanned alarm, for example:  Lock Down Alarm sounded means: lock the classroom door, do not allow students to leave the classroom, be seated on the floor next to an interior wall away from windows and doors until further notice, and turn off the lights. Teachers take an accurate count of students and use the green card if all students are present or a red card if any students are missing. If a red card is used, teachers will need to indicate how many students are absent from their classrooms that initially started in their room that hour. One card per room should be placed in the window of the door. If there is not a window present the card should be slid under the door. Staff communicates to office any information regarding intruder. Administrator will determine need to notify police of any emergency situation. HOSTAGE SITUATION Call 911. Notify Superintendent s office. Don t do anything to escalate the situation before the police arrive. Chain of Command & Assign a staff member to liaison with police. Inform office staff of appropriate information to give callers. Administrator or his/her representative will sound a preplanned alarm, for example:  Lock Down Teachers should not allow students to leave the classroom and should direct them to be seated on the floor next to an interior wall away from the windows and doors. Students should only be allowed to leave the classroom when notified by the Administration or law enforcement personnel. Make a list of those being held hostage - Guidance Staff. Keep the media informed of the situation so that parents will have accurate information. Plan how to inform families of students and staff directly affected - Guidance Staff. Contact the crisis team to assist students and staff in dealing with the aftermath. 3 BOMB THREAT PROCEDURES Upon receipt of a bomb threat, the person receiving the call will make every attempt to: Prolong the conversation. DO NOT HANG UP THE PHONE. (Use another phone to call authorities.) Identify background noises and any distinguished voice characteristics. Ask the caller for a description of the bomb, where it is, and when it is due to explode. The person receiving the threat will notify the Superintendent. No one shall use the telephone. Call 911. The Administration and sheriff will decide whether to make a preliminary search or to evacuate the building. Administration will inform staff and students of the bomb threat and any immediate directions, for example: Remain in their rooms until an all-clear is given or directions to evacuate. Ask staff to make a visual observation of their classrooms/work areas and inform them not to open cabinets, doors, or move objects. If anything suspicious is found. DO NOT TOUCH IT! The bomb can be almost anything from a bundle of dynamite to concealed or ordinary objects (briefcase, tool box, pieces of pipe, etc.) They will be searching for something that doesn t belong in the classrooms/work areas. Ask for volunteer to participate in the search with the police/fire departments. Meet with the police/fire departments and search team to decide on the procedure for checking the building. If at any time the threat is determined to be valid, use standard fire drill procedures with any necessary modifications to evacuate the building. Evacuate at least 300 feet from the building. Plan for an alternate location if needed due to a prolonged search or inclement weather. When building is reported to be safe, resume whatever schedule is needed for the rest of the day and debrief staff and students. If a written threat is received, copy the contents and protect the original message (plastic or other covering) to preserve fingerprints and other identifying marks. Use the Bomb Threat Checklist to gather helpful information. 5 BOMB THREAT CHECKLIST Date ___________________ Time call received __________ Time caller hung up __________ Do not hang up. Use another phone to call police. Record the exact words used by the caller. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Questions to ask: What time is the bomb set to explode? __________________________________________ Where is the bomb right now? _________________________________________________ What kind of bomb is it? _____________________________________________________ What does the bomb look like? ________________________________________________ Why are you doing this? _____________________________________________________ Evaluate the voice of the caller: ___ Male ___ Accent ___ Is voice familiar? ___ Female ___ Speech impediment ___ If so, who did it sound like? ___ Age ___ Intoxicated _____________________________ ___ Child ___ Tone of voice ___ Teen-ager ___ Calm ___ Other ___ Young adult ___ Hysterical _____________________________ ___ Middle aged ___ Angry _____________________________ ___ Elderly ___ Muffled _____________________________ Background noise: ___ Music ___ Conversation ___ Traffic ___ Children ___ Typing ___ Other ___ Airplanes ___ Machine Noise _____________________________ Person receiving threat will immediately notify the Superintendent. Call received by _____________________________. REMEMBER: Try to keep the person talking as long as possible. EVACUATION/ALTERNATE LOCATIONS Although it is highly unlikely, some crisis situations may require that school be evacuated and the students be relocated. If emergency personnel determine that the building will be unsafe for some time: Notify the Administration - 924-3302 Make arrangements for the transportation of special needs students. Keep the media informed of evacuation/relocation plans so parents will have accurate information. Select and notify the nearest appropriate building as an alternate site. Arrange for school transportation to relocate students to the City Auditorium. 6 TABLE OF CONTENTS Overview& & & & & & & & & & & & & & & & & & .& & & & & & & & & .& Administrator s Checklist for Responding to a Crisis& & & & & & & & & & & . Media Procedures& & & & & & & & & & & & & & & & & & & & & & & & & . Tips for Interviews& & & ...& & & & & & & & & & & & & & & & & & & & & Intruder in the Building& & & & & & & & & & & & & & & & & & & & & & & Hostage Situation& & & & & & & & & & & & & & & & & & & & & & & & & . Chemical Spills/Toxic Fumes& & & & & & & & & & & & & & & & & & & & .. Bus Accidents& & & & & & & & & & & & & & & & & & & & & & & & & & .. Bomb Threat Procedures& & & & & & & & & & & & & & & & & & & & & & .. Bomb Threat Checklist& & & & & & & & & & & & & & & & & & & & & & & Evacuation/Alternate School Procedures& & & & & & & & & & & & & & & & . Sample Letter to Parents& & & & & & & & & & & & & & & & & & & & & & .. Utilizing the Crisis Response Team& & & & & & & & & & & & & & & & & & . Student/Staff Death& & & & & & & & & & & & & & & & & & & & & & & & .. Potential Suicide Checklist& & & & & & & & & & & & & & & & & & & & & .. Report of Suicide Risk& & & & & & & & & & & & & & & & & & & & & & & . Checklist for the Death of a Student s Parent/Guardian& & & & & & & & & & .. Memorials& & & & & & & & & & & & & & & & & & & & & & & & & & & & Crisis Team Calling Tree& & & & & & & & & & & & & & & & & & & & & & . Plans Specific to the Building& & & & & & & & & & & & & & & & & & & & .. Crisis Response Team Summary Sheet& & & & & & & & & & & & & & & & ... Appendix A: Draft Letter for High School Parents/Guardians& & & & & & & & Appendix B: Draft Letter for Elementary School Parents/Guardians& & & & & .. Appendix C: Handout for Parents and Staff (Young People & Grief)& & & & & Appendix D: Guidelines for Faculty/Staff (Helping Students Deal With Grief)& . Appendix E: Faculty/Staff Handout (How to Assist Grieving Students)& & & & Appendix F: Levels of Loss& & & & & & & & & & & & & & & & & & & & & . Appendix G: Understanding Long Term Crisis Reaction& & & & & & & & & & Appendix H: Grieving Follows a 10-Step Process& & & & & & & & & & & & .. Appendix I: Dos & Don ts& & & & & & & & & & & & & & & & & & & & & ... Appendix J: Outline for Assessment of Bereaved Child& & & & & & & & & & . Appendix K: Open-ended Questions for Classroom Discussion& & & & & & & . Appendix L: Dimensions of Childhood Grief& & & & & & & & & & & & & & . Appendix M: Sudden Death& & & & & & & & & & & & & & & & & & & & & . Appendix N: Sentence Completion Inventory Regarding children & Death& & ... Appendix O: Children & Death& & & & & & & & & & & & & & & & & & & ... Appendix P: Counseling, Treatment, Rehabilitation & Hotline Facilities& & & .. K-12 Phone Tree& & & & & & & & & & & & & & & & & & & & & & & & & .. SAMPLE LETTER TO PARENTS Stuart Public Schools TO: Parents and/or Guardians of Stuart Public School Students FROM: Robert Hanzlik, Superintendent of Stuart Public Schools RE: Emergency Procedures for Stuart Public Schools Stuart Public School District has developed a Crisis Response Plan that is designed to minimize danger to anyone occupying a school should an emergency occur. Our main objective is to attend to the health and welfare of your child/children in the event of a crisis. In most emergencies your child/children will remain and be cared for at the school he/she attends. In the rare event of an emergency affecting the school your child attends that prohibits re-entry to the building (such as a broken gas or water main, a fire, or a toxic chemical spill), students will be escorted to the nearest appropriate building that will serve as an alternate site. We ask that you follow this procedure if you hear of any school emergency: TURN ON YOUR RADIO TO O NEILL KBRX. We will keep the media informed of any emergency. PLEASE DO NOT TELEPHONE THE SCHOOL. We have limited phone lines. These MUST be used to respond to the emergency. PLEASE DO NOT COME TO THE SCHOOL UNLESS REQUESTED TO PICK UP YOUR CHILD AT SCHOOL. Any emergency involving your child s school may mean emergency vehicles and workers must be able to get to the building. If the emergency necessitates relocation of staff and students you will be informed via the media. PLEASE GLUE THIS INFORMATION INSIDE THE COVER OF YOUR PHONE BOOK. 7 UTILIZING THE CRISIS RESPONSE TEAM The Crisis Response Team is a supportive service which can help schools assess, plan and intervene in crisis affecting staff and students. A preplanned, organized approach has been shown to be effective in reducing the emotional and social impact of a crisis. The Stuart Public Schools Crisis Response Team has had specialized training to assist the building administrator in directing crisis resolution activities. To contact the Crisis Response Team call: Weekdays (7:45-4:15) Stuart Public Schools 924-3302 After hours, week-ends, holidays Robert Hanzlik 924-3257 (H), 340-0377 (C) Patty Hanzlik 924-3257 (H), 340-3169 (C) Travis Ludwig 924-3681 (H), 340-4942 (C) Judy Dvorak 924-3422 Tracy Ludwig 924-3681 Monty Larsen 924-2604 (H), 340-1967 (C) Jill Schaaf 924-3477 Kate Kunz 924-3272 John Tubbs 924-3660 (H), 216-571-5328 (C) Lorraine Wallinger 924-3164 (H), 340-5358 (C) Crisis Response Team Services: Meet with administrators and key staff to formulate an action plan. Assist in handling media coverage. Facilitate staff meeting to provide information related to the crisis. Support school staff. Help teachers process information with students. Work with students individually or in groups. Be available for contact with parents. Provide helpful, factual information to parents. 8 POTENTIAL SUICIDE CHECKLIST Suicide threats must always be taken seriously and intervention should be immediate. If a situation is potentially life-threatening, students and staff need to recognize that the issue of confidentiality does not apply. What to do: Do not leave the individual alone. Refer the individual to appropriate staff (administrator, counselor, family specialist) who will do the following: Assess the degree of risk: Ask student directly if he/she is thinking of suicide. Is there a plan, how specified is it? How lethal is the method? How available is the means? Has there been a previous attempt? Ask about feelings of anger and depression (crying, sleeplessness, loss of appetite, hopelessness). Ask about losses (deaths, family changes, peer relationships). Ask about history of chemical use. Ask whether the student has made final arrangements (giving away possessions, saying good-bye). Intervention plan: Contact student s parent(s) and guardian(s) and plan with them how to help the student. Family specialists, police and/or the Department of Health and Human Services may need to be involved if parents are unable or unwilling to help. Refer parent(s) or guardian(s) to appropriate services available from physicians, mental health professionals and/or community agencies. Police involvement may be required in situations where the student is assessed to be in immediate danger and parent(s) and guardian(s) cannot be located or are unable to help. Follow up: Complete the  Report of Suicide Risk form on page 12. Check to be sure that the student has received (is receiving) appropriate services. Plan for student s transition back to school. Ongoing contact with counselor or family specialist. Briefing appropriate staff on student s status. 10 REPORT OF SUICIDE RISK School ________________________________ Date ______________________________ Student s Name _________________________ D.O.B. ____________________________ Address _______________________________ Parent/Guardian Notified: Yes ___ No ___ Parent s/Guardian s Name ________________ Date of Notification __________________ Telephone Number ______________________ Time ______________________________ Staff Members Involved __________________ Report Prepared By __________________ ______________________________________ Other _____________________________ ______________________________________ ___________________________________ ______________________________________ ___________________________________ Presenting Problem: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Recommendations: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Action Taken: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Results of Parental Contact: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 11 CHECKLIST FOR THE DEATH OF A STUDENT S PARENT/GUARDIAN ___ Verification of death (spouse, parent, hospital, police, mortuary). * ___ Inform the child s/children s teacher(s). ___ Inform the child s/children s peers (classmates). * ___ A visit to the family by appropriate school personnel. ___ Arrange for a remembrance from the school (food, card, flowers). ___ Arrange for appropriate staff to attend funeral service. ___ Identify people available to help the teacher(s) talk with the students(s) classmates about the death and how to welcome the student back. ___ Assess counseling needs for the child/children when he/she/they return to school (counselor/family specialist). ___ Plan and provide follow-up visit(s) with the family. ___ Provide students(s)/family with information about community resources if needed. ___ Record the death date for future reference as the child/children may experience emo- tional difficulties on the anniversary dates. * Coordinate with other administration/buildings that may be involved. MEMORIALS Following the death of a student, student s parent/guardian, or staff member, it is recommended that any or all of the following remembrances be encouraged: Flowers and/or cards to the family. Monetary contributions to memorials of the family s choice. Scholarships or scholarship donations. The following should be discouraged: Awards named after the deceased. Plaques, statues, pictures, or any other tangible items donated in the deceased s name. Yearbook or newspaper dedications. 12 CRISIS TEAM CALLING TREE Robert & Patty Hanzlik 924-3257 (H), 340-3169 (Cell), 340-0377 (Cell) Travis & Tracy Ludwig 924-3681 (h); 340-4942 (c) John Tubbs 256-571-5328 Lorrie Wallinger 924-3164 (h) Monty Larsen 924-2604 (h) 340-5358 (c) 340-1967 (c) Judy Dvorak 924-3422 Jill Schaaf 924-3477 Kate Kunz 924-3272 PLANS SPECIFIC TO BUILDING __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 13 CRISIS RESPONSE TEAM SUMMARY SHEET Date ____________________________ School ___________________________________ Administrator _______________________ Responding team members ______________________________________________________ _____________________________________________________________________________ Type of incident _______________________________________________________________ SEQUENCE OF EVENTS Who notified the Crisis Response Team ____________________________________________ Time of notification ________________________ Total days __________________________ Time team school arrived at school _____________ Total hours _________________________ Time team left school ______________________ Team Activities: Staff meeting before school ___ Yes ___ No Announcement ___ Yes ___ No Letter to parents ___ Yes ___ No Materials to parents ___ Yes ___ No Classroom visits (number) __________________ Approximate number of student contacts _______________ Approximate number of staff contacts ________________ Staff meeting after school ___ Yes ___ No Media contacts _____ Media interviews _____ Team critique session _____ Critical Incident Stress Debriefing _____ Summary ____________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 14 APPENDIX A: Draft Letter for Jr.-Sr. High School Parents/Guardians Dear Parents/Guardians: Our school has received notice that a ______ grade student has died. The school s Crisis Response Team is assisting in responding to the needs of our students and staff as they cope with this loss. Funeral arrangements are pending. Watch local newspapers or listen to local radio stations for this information. Should your child wish to attend, we encourage parents to attend with him or her. If a school absence is involved, routine student check-out and absence procedures must be followed. Students reactions will vary depending on their developmental level, their relationship with the deceased, their previous experiences with loss and their personal perceptions of death. We offer the following information to assist you in understanding the reactions of your student. Adolescents View of Death: Most adolescents have reached a more realistic perception of death than younger children. Many adolescents have very intense emotions about death and do spend time thinking about death. Ways Students Express Grief: Boys often direct anger outward while girls often direct it inward with withdrawal or silence. Other expressions of grief include the following: Anger Silence Increased dependency upon significant adults Guilt Withdrawal Lack of interest in previously engaging activities Emptiness Bodily Distress Feelings of abandonment, searching, emptiness Temper outbursts Joking-Silliness Behavior changes  Model behavior Drop in grades Over active Regression Depression Panic Denial Crying What Can I Do As A Parent: 1) Presence of a trusted, understanding adult and reassurance are necessary; 2) Be available, willing to discuss the death, and honestly share feelings; 3) Allow child to express fears, feelings, and let him/her question without being judgmental; 4) Maintain continuity in daily routines as it offers children a sense of security; and 5) Watch for the gradual signs of  getting on with life -- returning to stable patterns, renewed sense of energy and well being, sense of relief, capacity to enjoy life, recognize reality (accept the loss), establishment of new and healthy relationships. If extended grieving occurs, outside medical attention and/or private counseling may be considered. If you have questions or need additional information, please contact the school at 924-3302. Sincerely, (Administrator s Name) 15 APPENDIX B: Draft Letter for Elementary School Parents/Guardians Dear Parents/Guardians: Our school has received notice that a ______ grade student has died. The school s Crisis Response Team is assisting in responding to the needs of our students and staff as they cope with this loss. Students reactions will vary depending on their developmental level, their relationship with the deceased, their previous experiences with loss and their personal perceptions of death. We offer the following information to assist you in understanding the reactions of your student. Children s View of Death: Preschool children do not accept death as a permanent process. Death is not seen as an ending. They often ask questions such as &  When will Grandma come back? They fear separation more than death. Children, ages five to nine, are beginning to understand the finality of death. Death is seen as an accident rather than the inevitable. One dies under certain circumstances; if those circumstances do not occur, then one cannot die. Death is also seen as something that will happen to others, not to ourselves. Finally, for this age group, there is a tendency to view death as a person. Children, ages nine to twelve, view death as permanent, personal, and universal. They understand that they, too, will die & SOMEDAY. They may be fascinated with the details of death. Most adolescents have reached a more realistic perception of death than younger children. Many adolescents have very intense emotions about death and do spend time thinking about death. What Can I Do As A Parent?: The most important thing that you can do as a parent is to be understanding of your child s initial expression of emotion whether that be sadness, confusion, silence, withdrawal, anger, or denial, because of all these are normal reactions to grief. It s healthy for children to talk about their feelings with others, whether that be you as a parent, the clergy, a counselor, or peers. While most children make a satisfactory adjustment, children who demonstrate extreme reactions or fail to show improvement over a period of time may be in the need of professional support. If you have questions or need additional information, please contact the school at 924-3302. Sincerely, (Administrator s Name) 16 APPENDIX C: Handout for Parents and Staff YOUNG PEOPLE AND GRIEF The grieving process is a normal, natural, and healing result of loss; and pain is to be expected. Young people of all ages exhibit grief reactions. Guilt, anxiety, anger, fears and sadness may be universal, and the expressions of these emotions may vary from day to day. Helping a young person and yourself through this difficult time may often feel overwhelming; however, knowledge of some reactions to loss may help you recognize behavior for what it is - grieving. Possible Grief Reactions: Anger Aggression/acting out - starting fights, outbursts of temper, drop in grades, change of peer affiliation Explosive emotions - gentle tears, wrenching sobs, extremes in behavior Physiological changes - fatigue, trouble sleeping, lack of appetite, headaches, stomach pains Idealization of the deceased Sadness/emptiness/withdrawal - overwhelmed by feelings of loss when they realize the person is not coming back; feels extremely vulnerable Guilt/self-blame -  If only....,  Why didn t I...., feels responsible for the loss; self-punishment Disorganization - restless, unable to concentrate, uncontrollable tears, difficulty focusing Relief - natural feeling after long illness; can be difficult to admit; may think they are the only one who feels guilty Lack of feelings - Protection from pain; can be a form of numbness; may be difficult to admit and may generate guilt How To Help A Young Person Experiencing Grief: Use the terms  died/dead/death rather than phrases like  passed away or  taken from us. Give an honest explanation for the person s death, avoiding clichs or easy answers. Straightforward, gentle use of the words helps a person confront the reality of the death. Explain and accept that everyone has different reactions to death at different times. The reaction might not hit until the funeral or weeks later. Reassure the young person that his/her grief feelings are normal. There is no  right way to react to a loss. Give permission to cry, or let them know it s okay not to cry if the young person does not typically react in that way. Permit or encourage the young person to talk about the person who has died. Both at the moment of loss, but especially after the funeral, this is a vital part of the healing process. Often we want to protect the person from the pain of the memories, but experiencing the pain is the first step of acceptance and of healing. Listen with your heart. Listening to the feelings of the young person is most important. Listen through the silences. Your just being there, showing you care by your listening, is more important than knowing what to say or even saying anything at all. Help the young person decide about attending the funeral. The funeral can be a way to say good-bye, but abide by the young person s wish and express understanding if he/she chooses not to go. 17 A Grieving Person Needs: To cry. To be held. To talk. To be listened to. To feel caring around them, to be with people they care about. To understand how others may react. To have all questions answered truthfully. 18 APPENDIX D: Guidelines for Faculty/Staff HELPING STUDENTS DEAL WITH GRIEF Enclosed is a copy of  Young People and Grief which is recommended to also be sent home to parents. This information may be helpful to you as well as you work with students in helping them deal with their feelings. The purpose for having a Crisis Center at this time is to have a place set up for those students and staff who needed to talk with someone about their feelings. Members of the Crisis Response Team will be available for individual and group support. PLEASE LET STUDENTS KNOW WHERE THEY CAN GO FOR HELP. Please be especially observant for those students who experience a high level of distress and/or whose behavior indicates a strong grief reaction (see description of possible grief reactions in  Young People and Grief ). Bring or have those students escorted by another student to the Crisis Center. Names of students who should be monitored or seen for follow-up support should be given to the counselor. Members of the Crisis Response Team are available to come to classes to talk about common reactions to loss, to prevent support, to answer questions -- whatever you might need. If students ask questions or want to talk about their feelings, it us usually a good thing to let that happen for an appropriate period of time. During this discussion some things you might include are: Reinforce the idea that people grieve in different ways. All responses are okay -- there is no  normal way to feel. Talk about what they can do with their feelings: Talk with people they trust Encourage talking with parent/guardian Encourage talking to school staff Inform them of the Response Center and give permission to seek out help Discuss what they can do to help each other Reach out to each other/listen to each other Accompany an upset friend to talk to someone Let an adult know if a friend is very upset and might need to be sought out Students could be enco