KeysToSaferSchools

1. www.KeysToSaferSchools.com We are the internet's most comprehensive site for the Detection and Prevention of School Violence. Help us to say:

2. Keysis a leaderin supplying professional training and materials to schools, youth organizations and law enforcement agencies across the United States and beyond. The methods and techniques presented are unique, yet based on national level research and proven with years of experience in dealing with at-risk, troubled youth. From Japan’s Ministry of Education, to Scandinavian School Safety Professionals, to local public schools large and small, KEYS is acclaimed as providing the highest level of service. Our training approach is practical and field proven, not another classroom theory. Learn what others say aboutKeys. While many avoid violence by locking themselves in, we offer the KEYS that will LockOutViolenceEveryday.

3. Presenters • Frank G. Green, LPC Executive Director • Russ Sherrill, MS Subject Matter Expert, Crisis Recovery

4. Frank G. Green, LPC • Licensed Mental Health Therapist. • Member of: American Counseling Association, Association for Ethical & Religious Values in Counseling, Arkansas Mental Health Counselors Association & Learning Disabilities Asso. • Served as the Assistant Director of the Arkansas Division of Youth Services where he was responsible for incarcerated Juveniles for the state including Serious Offender Programs. • Previous to that, he was the Division’s Chaplain providing counsel and spiritual development opportunities for Arkansas’s incarcerated youth. • Other experience: • Director of Covenant Connections Boys and Girls Club, a pilot project of establishing a club inside the state’s primary Juvenile Incarceration Facility. • Assistant Director and Counselor of Saline County Boys and Girls Club. • Worked closely with public and private schools and with the Juvenile Justice System to develop Alternative Schools and School Based Day Treatment Programs. • Many years of therapy experience includes residential, clinical, and private practice with a concentration on Youth at Risk and their families. • 20 year military services dealing with international and local terrorism and bomb threat techniques. • Specialized training: • Organizational Effectiveness, Explosives, Threat Analysis, Comptroller, Leadership and Management, Cognitive Restructuring for Juveniles, ADD/ADHD, Managing Aggressive Behavior, and Therapeutic Hold Techniques.

5. Russ Sherrill, MS, Certified Crisis Responder • Masters in Counseling • Counselor in Public School Setting for over a Decade • Vice President - A State School Counseling Association (Middle & Junior High) • Certified NOVA Crisis Responder • NIMS Certified by FEMA • Active Crisis Response Team Member • Member of a State Team and 3 Regional Teams • Extensive Crisis Response Experience with; • FBI, • State, • County and • local law enforcement • dealing with bank robberies, fires, suicides, school issues and • fatal auto accidents. • Recipient of US Marine Corps’ Honor, Courage and Commitment Award 2005 • Active involvement with Celebrate Recovery, a faith-based 12 step program for people recovering from life’s hurts, hang-ups and habits.

6. A Comprehensive Model to Emergency Response & Crisis Management Planning A Dynamic Process in developing a Multi-Hazard Emergency Operations Procedure & Crisis Plan Phase VII Crisis Recovery Process Keys – Recovery Team Members (K-RTM) Model

7. Overview Phases of the Emergency Response Management Planning Process Under the National Model NIMS:National Incident Management System ICS:Incident Command System

8. Overview The 7-Phase Emergency Response Management Planning • Evaluate the District Need • Evaluate the School Needs • Assess the Safety and Security of Schools • Develop the Plan • Train Staff and Crisis Team Members • Implement the Plan • Recovery

9. Recovery Begins Before the Crisis with a plan and continues through the Emergency Operations until the school has returned to normal.

10. Keys’RecoverTeamMember Roles and Responsibilities Help those affected by aTraumatic Eventreturn toNormal ! K-RTM

11. First Things First • Meet Their Needs • Food • Water • Shelter

12. Meeting Needs by Priority Remember: Having a deficit in level 1 or 2 will make 3 and 4 almost impossible.

13. K-Recovery Team Members must contend with: • Anger • Stress • Role Ambiguity • Violence • Alcohol/Drug Abuse • Student dealing with Emotional Difficulties • homesickness • suicide, PTSD • eating disorders, depression and others • Relationship issues and many others.

14. Section 1 Crisis or Emergency? • Under the • Department of Homeland Security(DHS), the • Federal Emergency Management Agency(FEMA) has instituted the; • National Incident Management System (NIMS) • Incident Command System (ICS)

15. Crisis or Emergency? • Types of Crisis That Produce Trauma • Anytime people feel traumatized • When First Responders are involved, • School Shooting, • Natural Disasters, • Bus Accidents, • Bomb Threats, • Terrorism • and so on…

16. Reaction to Trauma by: Developmental Stage

17. Physical and mental changes Cognitive and emotional processing Attitudes toward change Methods of communication Primary relationships Attributes of status and power Trauma

18. Development stages affect traumatic reactions Children’s brains function differently Neurodevelopment may change “Traumatic Memory” as “Traumatic Expectation” Reactions tend to mirror growth stages Children process trauma more slowly Children

19. Physical memory vs. cognitive and verbal expression Primary caregivers are extensions of self “Leaving” is seen as “abandonment” Trauma impedes the growth of autonomy and independence Preschool

20. Increasingly verbal, but lack understanding of intangible concepts Limited understanding of time and space Focus on the present and the immediate Age of discovery Play as primary mode of communication Fantasy and magical thinking Egocentric causation Preschool

21. Rapid cognitive and competency development Less egocentric Spatial and temporal concepts more central to their lives Inability to tolerate time for long periods Conscious of right and wrong Communicate via words but also play accompanied by explanation Elementary School

22. Physiological and emotional change Solid concepts of death Mood swings Ambivalent preoccupation with peers Emotional interpretation of events Ideals and commits viewed as sacred trust Words and symbols important Middle & Junior High

23. Increased emotional upheaval Need for privacy Risk-taking activities Creation of their own worlds High School

24. Impact of parent loss may be worse than trauma • Actual loss (separation, abandonment, death) • Perceived loss • Grief exacerbated by violent loss • Intensity of emotion may increase • Duration of grief may extend for years Reaction to Trauma

25. Child grief not the same as adult grief Reactions are often relived through developmental stages Trauma may be accompanied by ongoing crises and challenges in life Communication styles different than adults Spiritual beliefs not well-formed Reaction to Trauma

26. Inability to deny death, but may not understand concept of permanence Inability to deny death Regression to earlier development stages Fear is dominant, followed by anger Confusion due to * explanations about death * change in routine * changes in caregivers * change of favorite activities * relocation of home or school * sense of disorientation and * exclusion from activities * abandonment Children & Grief

27. Egocentrism increases guilt & shame Physical manifestations: sleep and appetite Children & Grief

28. Fantasy to escape from reality Playing out event to deal with reactions Imaginary playmates Spasmodic crisis reactions Denial of the future Common Coping Skills

29. Help children develop their story of the trauma Let children lead in defining the parameters of the discussion Answer children factually and simply Be non-judgmental in response to reactions and behaviors Tips for Helping Children

30. Safety and Security Positive human physicalcontact Physical rest Safety planning Physical symbols of nurturing Intervention w/ Children

31. Ventilation and Validation Allow children to communicate about the events and their reactions Help children understand differences between life and death Reassure them that sadness is necessary Talk with them about their observations of other people’s trauma reactions Don’t minimize their losses Intervention w/ Children

32. Prediction and Preparation Predict what will happen Encourage comforting routines Provide them with tangible comfort items Educate them about trauma, death, loss Help them develop reasons for living Intervention w/ Children

33. Intervention w/ Children • Prediction and Preparation (Continued) • Help them develop reasons for living • Help them think about their future • Support their adult caregivers • Help children solve their problems • Give them concrete aid and factual information • Obtain parental permissions

34. * Oral Storytelling * Guided Free Play * Encourage Discussion * Creative Writing * Creative Art * Dramatic Enactments * Music * Prayer, Meditation, Chants * Pet Interventions Intervention w/ Children

35. Impact of trauma is affected by developmental stages Physiological changes affect physical, psychological and emotional reactions “Season of losses” Shattered beliefs or concepts of a safe world Intervention w/ Adults

36. Intervention w/ Adults • Mourning for losses • Giving meaning to past and present experiences • Accepting one’s past and present states • Re-establishing self-coherence and self-continuity • Achieving “ego integration”

37. Life’s losses Health, job, financial independence Physical ability, memory, loved ones Environment or home Trauma’s losses Peers, loved ones, “descendants” Connection, role or identity Values, physical ailments Intervention

38. Section 2 • Emotional Fallout • Types of Fallout • Post Traumatic Stress Disorder • Anger • Violence • Depression • Suicidal Tendencies • Anxiety Disorders • Stress Issues

39. PTSD:Post Traumatic Stress Disorder • Fear • Nightmares or Flashbacks • Drug or alcohol use • Extreme Physical or Emotional Reaction • Difficulty Sleeping • Suicidal thoughts and/or gestures • Survivor Guilt

40. The Huan Ju System of Managing Anger What is the Huan Ju System? Huan Ju is a discipline, which emphasizes blending. That is, rather than oppose the other’s force and match strength against strength, volume against volume, you must align and blend your force with him to redirect him.

41. The Huan Ju System of Managing Anger • Anger – How to Manage & De-escalate it Be In Control of Yourself • If you are angry, exhausted or stressed out, you will probably make matters worse. Make sure that you are in the right frame of mind to be in control. Control The Situation • Remove the audience. Separate residents involved in angry dispute.

42. The Huan Ju System of Managing Anger • Anger – How to Manage & De-escalate it “Continuation” C. Control The Person • Use Huan Ju, the Art of Blending. • Avoid Power Struggles • Do not take it Personally • Speak Softly, but authoritatively. • Forced choices vs. Guided choices • Remain Goal Oriented • Defer to Rules • Use “I” Statements • Humor

43. Violence Getting Help Increase in possible violence Increase in warning indicators How to Identify Warning Signs of Violence? • Violence - What are Early and ImminentWarning Signs? Workers TheseSigns are just that, signs. Road signs are posted - providing information about the way we are going. They tell us if a student is traveling the same road that someone else traveled and that the end of that road was disaster. Early Warning Signs • Early mean we have some time Imminent Warning Signs • Imminent means we must act immediately

44. How to Identify Warning Signs of Violence? • Violence - Warning Signs of Violence? A. Social Characteristics • Withdrawn/Isolated from others. • Rejected by others • Made fun of • Having been victimized. • Drug or alcohol involvement • Negative affiliation, found delinquent • Involvement in Court System

45. How to Identify Warning Signs of Violence? • Violence - Warning Signs of Violence? B. Academic Characteristics • Drop in performance • Lack of interest • Disciplinary issues • School probation

46. How to Identify Warning Signs of Violence? • Violence - Warning Signs of Violence? C. Violent Characteristics • Expressed violence in writings/drawings • Intolerance • Impulsive • Aggressive • Uncontrolled Anger • Serious Threats

47. WorkersDo not attempt to search, ask for, disarm, or in any way handle a weapon nor approach a student who is suspected of having a weapon. That is a job for an expert, that is, Law Enforcement Personnel. How to Identify Warning Signs of Violence? • Violence - Warning Signs of Violence? D. Weapons Characteristics  • Possession of aweapon on campus • Threatens to get weapon • Threatens to use weapon

48. Violence Coping Depressed Getting Help Anger How to Identify Warning Signs of Violence? • Intervention Practices A. Addressing problems quickly • Confront issues before they can escalate (anger, drug issues, etc.) B. Specialized Assessment Team • Having a referral process with individuals trained to assess.

49. Depression: • Social withdrawal • Feelings of hopelessness & worthlessness, • Lack of energy • Sleeplessness or Hypersomnia • Suicidal thoughts and/or gestures • Drop in scholastic or academic performance • Drug or alcohol use: is a symptom &/or can cause

50. Suicidal Tendencies: