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.
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
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.
