Reaching out to our schoolsin their time of Need

October 11, 2011Presentation to AMDSB Trustees

Betty Beer Vanrooy, District Lead Principal

to provide support to AMDSB students and staff during times of tragedy or crisis in their schools

Juli Alvarado “Emotional Regulatory Healing” Just because the system is in crisis, does not mean

that you have to be Healing does not happen in the rush Staying connected makes us feel better overall The brain becomes the boss of our emotions,

socialization and our behaviour. If the brain is disorganized then we become emotionally disregulated

We must re-engage in relationship and the world around us

(source: www.coaching-forlife.com)

The District TERST is a group of AMDSB employees who remain prepared to respond to tragic or critical events in any elementary or secondary school within the Avon Maitland District School Board.

Currently, the team is comprised of about twelve people, with a wide range of skills, competencies and training, including but not limited to:

✧ guidance specialist, grief counselling, suicide intervention ✧ CPI de-escalation and restraint training ✧ first aid, registered nursing ✧ special education specialist ✧ communications and media ✧ trauma and loss management, and ✧ school administration.

The district team is supervised by the Superintendent with responsibility for Emergency Measures, and is managed by the Lead Principal for TERST.

Relationships are key to supporting those in crisis, trauma or grief

Each school in AMDSB has an identified team of school community members who are ready and willing to provide support during a tragic event

Members may include key staff, clergy, social workers, nurses, police officers and other members of the school community

This team leads the response, and is supported by the District team as needed

A two-tiered approach that respondsIn the rush, with immediate support and

services to the school community in crisis, trauma or grief

In healing, with ongoing supports, resources and community connections that re-establish emotional regulation and assist with the healing process

When the district team is activated, the Lead Principal, in conjunction with the school principal and/or regional superintendent, assess the situation and determine the services to be provided. These include, but are not limited to:

✧ administrative support ✧ staff meeting and debriefing ✧ notification letter, media interview ✧ classroom support and information sharing with

children, commemoration ✧ individual/group counselling ✧ triage for shock and grief ✧ contact with families, care givers ✧ support and liaison for children with special needs

Each situation is unique, so the services and support team members change in response to identified needs.

 

Resources: ✧ TERST support manual (in schools) ✧ contact information and pamphlets for

support services, community partners ✧ Grief Kits: containing developmentally

appropriate children’s books, activities, videos, and professional resources to use with individuals and classrooms

Consultation:  ✧ ongoing TERST consultation and support

Our Partners: The District TERST recognizes and values our community partners

who provide ongoing direct service, crisis intervention, consultation and ongoing medical or counselling services. Some of our partners include:

✧ local hospitals/health care providers ✧ mental health services, consulting psychologist ✧ Huron Perth Centre for Children and Youth ✧ Public Health Units ✧ OPP and local police liaison officers ✧ Victims Services (Huron, Perth) ✧ H-P Crisis Intervention Program ✧ Children’s Aid Society

✧ EAP (Employee Assistance) Team members provide contact information to schools and families for

these and other partners and support services. At times, we work together with family and special needs service providers as well.

Ontario Ministry of Education“Reach every student”

Ontario’s Equity and Inclusive Education Strategy (2009) says:“a culture of continuous improvement to our students’ well-being is the driving force behind everything we do in education.” (p.24)

Caring and Safe Schools in Ontario (2010) says:Students who experience a positive school culture feel supported and accepted… Feelings of belonging enhance students’ self-esteem and can contribute both directly and indirectly to improvements in academic and behavioural functioning and overall mental health. (p.4)

AMDSB’s Strategic Plan 2009—2012 says:

Service Leadership: We will engage, identify the needs of, and provide support for our students, staff and school communities.

AMDSB’s commitment to a TERST is valued and appreciated by the team, by schools, families and communities.