1. Verify and update the details of the crisis incident
2. Conduct an initial impact assessment and identify at-risk students and staff (Annex 4) 3. Assess if external support or community resources are needed
4. Determine the scale, scope and target groups of support, and arrange the division of labour
Handle enquiries from the media (refer to p.44-46)
Handle enquiries from the police
Handle enquiries from parents and the general public
Prepare scripts for information dissemination (Annex 8-9)
for the school principal or class teachers to make announcement to students
for staff to respond to enquiries
Discuss the support format for students
Decide on the targets of announcement (e.g. informing all students or only the affected classes)
Decide on the format of announcement (e.g. announcement made by class teachers in each class)
Arrange Brief Class Meeting or Special Class Period for students according to the assessed needs
Arrange counselling services for students who are identified to be more affected by the incident
Arrange venues
Discuss support formats for staff or parents;
Prepare for the Staff Meeting (Annex 5)
60 Annex 4
Initial Impact Assessment for Students and Staff
(A) Basic information of the crisis incident
Date/Time/Location of the incident: ________________________________________
Brief Description of the incident: ________________________________________
Significant incident(s) preceding the incident:
________________________________________
________________________________________
Media coverage of the incident: ________________________________________
School’s experience in handling similar incident:
________________________________________
________________________________________
(B)Background information of the victim (if applicable):
Name of victim: ________________________________________
Sex: M / F (Please delete where appropriate)
Age: ________________________________________
Class: ________________________________________
Date of birth: ________________________________________
Home address: ________________________________________
Family background: ________________________________________
School performance:
- Academic: ________________________________________
- Social relationship: ________________________________________
- Extra-curricular activities: ________________________________________
Support services received: ________________________________________
(C) Identification of at-risk students and staff
The following questions can be used as reference to help identify at-risk students and staff.
The impact of a crisis incident is determined by the interaction effects of various factors.
Schools should consider the unique nature of each crisis incident when assessing the possible psychological and emotional disturbances incurred on students and staff and determining the corresponding intervention.
V. Physical Proximity
Who witnessed the incident (e.g. witnessing the moment when the victim falling from height)?
Who was/were present at the scene (e.g. witnessing the victim receiving first aid after the incident)?
61 Tips: The closer a person stays at the scene of the incident, the higher the risk of psychological trauma is. For instance, if a student saw a person falling from height or the student was present at the scene, the incident might have a greater impact on him/her.
(List out the at-risk class(es)/ group(s)/ students/ staff)
______________________________________________________________________
______________________________________________________________________
VI. Emotional Proximity
Who had a close/special relationship with the victim?
Who participated in the same activity or organisation as the victim did?
Tips: The closer the relationship the person has with the victim, e.g. best friends or family members, or having an unsatisfactory relationship with the victim, the higher the risk of psychological trauma he/she may have. For instance, if a beloved student died, the incident might have a greater impact on students/staff.
(List out the at-risk class(es)/ group(s)/ students/ staff)
______________________________________________________________________
______________________________________________________________________
VII. Personal Vulnerabilities
Who experienced/ have been affected by a similar critical incident in recent years?
Who experienced the loss of a significant person or other traumatic incidents in recent years?
Who used to adopt a more positive (vs. negative) attitude to cope with critical incidents?
Who could regulate their emotions more properly (vs. easily lose their emotional control)?
Who could obtain more adequate (vs. less adequate) social and/ or family support?
Tips: The more the vulnerability factors a person has (e.g. having mental health problems, lacking social/ family support or having serious family problems), the higher the risk of psychological trauma he/she may have.
(List out the at-risk students/ staff)
______________________________________________________________________
______________________________________________________________________
62 VIII. Crisis Reactions (Reference 1A, 1B, 1C & 1D)
Who exhibited excessive and intense emotional reactions (e.g. excessive fear, anxiety) or even displayed warning signs of psychiatric problems (e.g. severe depression, hallucination and delusion)?
Who exhibited excessive and intense behavioural reactions (e.g. using brutal ways to ventilate anger or hurt oneself/others)?
(List out the at-risk students/ staff)
______________________________________________________________________
______________________________________________________________________
Remarks:
1. A person who (1) is closer to the scene of the critical incident, (2) has a closer relationship with the victim, (3) has more personal vulnerability factors or (4) exhibits excessive and intense reactions may be at a higher risk of being affected by the incident. They may require additional support.
2. When a student/staff has some very vulnerable factors (e.g. suffering from mental illness) and/or exhibits excessive and intense emotional or behavioural reactions, even though he/she may not have witnessed the incident or have close relationship with the victim, schools should seek immediate advice from professionals (e.g. social workers, psychologists) to assess the impact and determine appropriate support measures.
3. The emotional, cognitive, physiological, social, and behavioural reactions of the at-risk students or staff may change over time. The school needs to observe and assess their needs continuously so that appropriate support can be offered.
63 Annex 5
Agenda for Staff Meeting
1. Inform staff of the crisis and the school’s stance.
2. Clarify facts and answer queries.
3. Provide emotional support to staff
Explain the possible emotional reactions they may exhibit and show understanding on their reactions;
Identify staff who are severely affected;
Inform staff of the follow-up support available (e.g. Emotional Support Group for Staff).
4. Revise and finalise the support plan:
Discuss the support plan drawn up by the SCMT
Finalise the implementation schedule, venues and persons-in-charge.
5. Explain the support work for students (e.g. Brief Class Meeting, Special Class Period)
Explain the content and key points
Distribute relevant documents, e.g. “Reminders for Teachers” (Annex 6) and “How Should Teachers Respond to Students’ Possible Reactions towards a Crisis Incident”
(Reference 2)
Provide assistance to teachers in need
64 Annex 6
Reminders for Teachers
1. Obtain all relevant information as far as possible and take care of your own emotions before rendering support to students.
2. If you need additional support to assist you manage the students’ emotions, please inform the SCMT to make the arrangement.
3. Listen to students with patience and understanding. Accept different emotions and observe students’ emotions continuously.
4. Refer all media enquiries to the spokesperson of the school.
5. Make special arrangements and allow flexibility in the school routines if necessary, e.g. allow breaks for students during lessons or postpone tests.
6. Attend staff meetings and evaluation meetings to report and receive updated information.
65 Annex 7
Content of Emotional Support Group for Staff 1. Introduce the content
Self-introduction by the guidance personnel
Briefly introduce the purposes and ground rules (including the principles of confidentiality and mutual respect, etc.) of the group.
2. Provide concise information about the incident
Report the verified facts gathered by the school;
Clarify news that are untrue, e.g. information from newspapers and internet/social media;
If the incident involves suicide, the guidance personnel should explain that the incident is under police investigation, and it is inappropriate to make any speculation. The guidance personnel should also point out that suicide is a complex phenomenon influenced by multiple interacting factors and causal pathways. No single cause or stressor is sufficient to explain a suicidal act in most circumstances. At the same time, the guidance personnel should emphasise that life is precious and encourage the staff to seek help when needed.
3. Answer staff’s queries
Let staff ask questions. Avoid describing unnecessary or disturbing details when answering the questions;
Only provide verified basic information and facts;
Respond to staff’s queries as far as possible. If the answers are uncertain, get back to the staff when the answers are confirmed.
4. Encourage staff to talk about their emotional, cognitive, physiological, social and behavioural reactions
Understand their reactions by asking the following (sample) questions:
“How is your sleep quality recently? How is your appetite?”
“Can you focus on your work recently?”
“What are your thoughts and feelings now?”
Encourage staff to talk about their views and feelings at the present moment.
66 Do not ask them to narrate or recall the process of the incident that they personally experienced. If they start to talk about disturbing details, the guidance personnel should guide them to focus on sharing their reactions at the present moment.
5. Help the staff understand common reactions after a crisis incident and the warning signs that warrant additional support (Reference 1C, 1D)
Help them understand that disturbing emotions such as sadness, guilt, anger are common reactions;
Help them realise that other people might also have similar experiences and reactions. They are not alone and they can offer mutual support (if applicable);
Remind them to seek help when they have enduring or intense reactions.
6. Share appropriate coping strategies after crisis
Encourage staff to share appropriate coping strategies (Reference 3)
“What would you do to comfort yourself when you feel emotionally disturbed?”
Practice relaxation techniques or other related coping strategies (Reference 4) if needed;
If the crisis incident involves suicidal behaviours, emphasise that committing suicide is not an appropriate strategy to solve problems.
7. Learn about staff’s social support network and ensure they receive appropriate support
Understand their social support network by asking the following (sample) questions:
“How did your family react to this incident?”
“How did they talk about it with you?”
“If your negative emotions persist, whom would you talk to? How would you seek help?”
Ensure that they will receive appropriate support
Tell them that you are willing to render support;
Help them identify their social support network, e.g. family, friends, the school social worker/guidance teachers at school, so that they know where they can get help;
Encourage them to support each other and seek help from colleagues, related staff or social workers when they encounter emotional disturbance or great difficulties. If they notice colleagues who are experiencing emotional distress, they should discuss with the SCMT
67 leader so that appropriate support and work arrangement can be offered for them;
Introduce community counselling resources (e.g. mental health information and counseling services, etc.)
Identify staff who are lack of social support for future follow-up.
8. Understand and observe staff’s reactions, identify staff in need of additional follow-up and support
Identify staff who show excessively intense emotional or behavioural reactions (e.g. depressed mood, anger, blaming of self or others);
If the incident involves suicide, be aware if there are staff who identify with the suicidal behaviour of the deceased;
Refer those staff with intense emotional reactions to social workers or seek mental health/counseling services in the community if needed.
68 Annex 8 Announcement to Students (Sample 1)
We received a call from the police at 7:30 this morning and were notified that three of our S2 students were injured in a traffic accident while they were on the way to school. They have been sent to the hospital and are now in stable condition. We have expressed our concerns and offered our assistance to their families. The police are investigating the incident at the moment. We should not make any speculation or draw any conclusion on the incident at this stage.
The principal and teachers are deeply shocked and saddened by this unexpected incident.
We understand that you may have different feelings after being informed about this. Some of you may feel very sad, some may feel disturbed or panicky, and some of you may not have any special feelings; these are all commonly seen reactions. You may recall this incident from time to time or may be unable to concentrate on your learning temporarily. All of these are common reactions.
The principal and teachers are very concerned about all of you. If you feel like talking about this incident with us, you can come to Room . Our school social workers or teachers are all ready to listen to your thoughts and feelings
At last, I would like to take this opportunity to express our greatest sympathy for the students injured and their families and wish them speedy recovery.
69 Annex 9 Announcement to Students (Sample 2)
This morning we heard the extremely sad news that a boy was found lying unconscious on the podium of his residential building. He was sent to a hospital and was subsequently certified dead.
After verification, he is Mr. Chan, a student from class 5A of our school. We are all saddened by his death. The police are conducting an investigation at the moment. We should not make any speculation or draw any conclusion on the incident at this stage.
We understand that you may have different feelings after being informed about this.
Some of you may feel very sad, some may feel disturbed or panicky, and some of you may not have any special feelings. You may recall this incident from time to time or may be unable to concentrate on your learning temporarily. All of these are common reactions.
We may encounter adversity in our life. When you feel stressed, we hope you adopt a positive attitude and seek help from others. You may also talk with your parents, social workers or teachers. If you want to talk to the school social workers or teachers regarding the incident, you may go to ________ (the venue). We are willing to listen to all your thoughts and feelings.
At last, I would like to take this opportunity to express our deepest sorrow and hope that his family members could settle their emotion soon. Let us close our eyes and offer a moment of silence for him.
70 Annex 10 Content of Brief Class Meeting
1. Provide concise information about the incident
Report the verified facts gathered by the school;
Clarify news that are untrue, e.g. information from newspapers
If the incident involves suicide, teachers should explain that the incident is under police investigation and it is inappropriate to make any speculation. Teachers should also point out that suicide is a complex phenomenon influenced by multiple interacting factors and causal pathways. No single cause or stressor is sufficient to explain a suicidal act in most circumstances. At the same time, teachers should emphasise that life is precious and students should actively seek help when they encounter difficulties
2. Answer students’ questions
Let students ask questions. Avoid describing unnecessary or disturbing details when answering the questions;
Only provide verified basic information and facts;
Answer students' questions as far as possible. If teachers are uncertain or do not know the answers of the questions instantly, clarify and get back to the students later;
Do not ask students to recall/share their crisis experiences.
3. Introduce channels to seek help, for example, they can seek help from the school guidance personnel, teachers or parents.
4. Understand and observe students’ reactions, identify students in need of additional follow-up and support
Identify students who show excessively intense emotional or behavioural reactions (e.g. depressed mood, anger, guilt or blaming of self or others);
Observe reactions of students who have close relationship with the victim (good friends, boyfriend/girlfriend, siblings or peers with unsatisfactory relationship with the victim);
Refer students in need of additional support to school guidance personnel.
71 Annex 11 Content of Special Class Period
1. Provide concise information about the incident
Report the verified facts gathered by the school;
Clarify news that are untrue, e.g. information from newspapers;
If the incident involves suicide, teachers should point out that the incident is under police investigation and it is inappropriate to make any speculation. Teachers should also point out that suicide is a complex phenomenon influenced by multiple interacting factors and causal pathways. No single cause or stressor is sufficient to explain a suicidal act in most circumstances. At the same time, teachers should emphasise that life is precious and students should actively seek help when they encounter difficulties
2. Answer students’ queries
Let students ask questions. Avoid describing unnecessary or disturbing details when answering the questions;
Only provide verified basic information and facts;
Answer students' questions as far as possible. If teachers are uncertain or do not know the answers of the questions instantly, clarify and get back to the students later;
Do not ask students to recall/share their crisis experiences.
3. Prepare students for the common reactions after crisis incident
Emphasise shock, sadness, self-blaming, anger and unsettling reactions, etc. are common responses; (References 1A and 1B);
State that different people react to the same incident in different ways; students should respect the different crisis reactions of peers;
Remind students the importance to seek help when they display enduring warning signs or excessively intense reactions (Reference 1D).
4. Share proper coping strategies and channels to seek help with students (References 3 and 4)
Teach adaptive coping strategies (e.g. relaxation techniques and seeking social support);
If the incident involves suicidal behaviours, emphasise that committing suicide is not an appropriate coping strategy;
Learn about students’ social support network to ensure that they are able to receive appropriate support;
Share channels to seek help with students, for example, they can seek help from the school guidance personnel, teachers or parents;
Encourage students to seek help from their family or teachers as soon as possible when they experience emotional disturbance or encounter difficulties.
72 5. Understand and observe students’ reactions, identify students in need of additional
follow-up and support
Identify students who show excessively intense emotional or behavioural reactions (e.g. depressed mood, anger, blaming of self or others);
Observe reactions of students who have close relationship with the victim (good friends, boyfriend/girlfriend, siblings or peers with unsatisfactory relationship with the victim);
If the crisis incident involves suicide, be aware if there are students who identify with the suicidal behaviour of the deceased;
Refer students in need of additional support to school social worker or guidance teachers
Teachers can refer to Reference 2 for suggestions for responding to students’
emotional reactions towards a crisis incident.
73 Annex 12 Brief Class Meeting/ Special Class Period *: Teachers’ Feedback Form
(* Delete whichever is inappropriate)
Please complete the following and pass the completed form to _____________.
Date: ________________________
Class: ________________________
Class Teacher/Person-in-charge: ________________________
1. Did any student show strong emotional reactions or unusual behaviours in class periods?
□ Yes Please specify:
□ No
2. Is/Are there any student(s) in need of referral for follow-up support?
□ Yes Name of Student(s):
□ No
3. What are students’ views or reactions towards this crisis incident?
________________________________________________________________
4. What are your opinion on leading the class periods?*:
Length of time was appropriate: Agree Disagree Documents & reference materials provided are useful: Agree Disagree Did you encounter any difficulties?
Yes, please specify:______________________________________________
No
5. Other suggestions/ observations:
________________________________________________________________
74 Annex 13
Content of Group Counselling for Students
1. Introduce content of the group counselling
Self-introduction by the guidance personnel
Briefly introduce the purposes and ground rules (including the principles of confidentiality and mutual respect) of the group.
2. Provide concise information about the incident
Report the verified facts gathered by the school;
Clarify news that are untrue, e.g. information from newspapers;
If the crisis involves suicide, the guidance personnel should explain that the incident is under police investigation, and it is inappropriate to make any speculation. The guidance personnel should also point out that suicide is a complex phenomenon influenced by multiple interacting factors and causal pathways. No single cause or stressor is sufficient to explain a suicidal act in most circumstances. At the same time, the guidance personnel should emphasise that life is precious and encourage the students to seek help when needed.
3. Answer students’ queries
Let students ask questions. Avoid describing unnecessary or disturbing details when answering the questions;
Only provide verified basic information and facts;
Answer students' questions as far as possible. If teachers are uncertain or do not know the answers of the questions instantly, clarify and get back to the students later.
4. Encourage students to talk about their emotional, cognitive, physiological, social and behavioural reactions
Understand their reactions by asking the following (sample) questions:
“How is your sleep quality recently? How is your appetite?”
“Can you focus on your work recently?”
“What are your thoughts and feelings now?”
“How are you feeling now?”
Encourage students to talk about their thoughts and feelings at the present moment.
Do not ask them to narrate or recall the process of the incident that they personally experienced;
If the students start to talk about disturbing details, the guidance personnel should guide them to focus on sharing their reactions at the present moment;
Help them to understand that unsettling emotions such as sadness, guilt, anger are
75 common reactions;
Help them realise that other people might also have similar experiences and reactions.
They are not alone and they can offer mutual support (if applicable);
Remind students to seek help when they have enduring or excessively intense reactions (Reference 1D)
5. Share appropriate coping strategies after crisis
Share appropriate coping strategies (Reference 3);
Practise relaxation techniques (Reference 4) and other adaptive coping strategies if appropriate;
If the crisis incident involves suicidal behaviours, emphasise that committing suicide is not an appropriate coping strategy to solve problems.
6. Learn about students’ social support network and ensure that they receive appropriate support
Understand their social support network by asking the following (sample) questions:
a. “How did your family react to this incident?”
b. “How did they talk about it with you?”
c. “What do you usually do to help yourself when you feel disturbed?”
d. “If your negative emotions persist, whom would you talk to? How would you seek help?”
Ensure that they can receive appropriate support
Tell students that you are willing to render support
Help students identify their social support network, e.g. family members, friends, school social worker/ guidance personnel, etc. so that they know where they can get help;
Encourage students to support each other and seek help from teachers or school social workers when they encounter difficulties or experience emotional disturbance. If their peers are experiencing emotional distress, students should also inform the teachers and school social workers;
Introduce community resources (e.g. mental health information and counseling services, etc.);
Identify students who are lack of social support for further follow-up
7. Understand and observe students’ reactions, identify students in need of additional follow-up and sfollow-upport
Identify students who show excessively intense emotional or behavioural reactions (e.g. depressed mood, anger, blaming of self or others);
If the crisis incident involves suicide, be aware if there are students who identify with the suicidal behaviour of the deceased;