Reaching out to our schools in their time of Need October 11, 2011 Presentation to AMDSB Trustees Betty Beer Vanrooy, Dist...
<ul><li>to provide support to AMDSB students and staff during times of tragedy or crisis in their schools </li></ul>
<ul><li>Juli Alvarado “Emotional Regulatory Healing” </li></ul><ul><ul><li>Just because the system is in crisis, does not ...
 
<ul><li>The District TERST is a group of AMDSB employees who remain prepared to respond to tragic or critical events in an...
 
<ul><li>Relationships are key to supporting those in crisis, trauma or grief </li></ul><ul><li>Each school in AMDSB has an...
 
<ul><li>A two-tiered approach that responds </li></ul><ul><ul><ul><li>In the rush , with immediate support and services to...
<ul><li>When the district team is activated, the Lead Principal, in conjunction with the school principal and/or regional ...
 
<ul><li>Resources: </li></ul><ul><li>✧  TERST support manual (in schools) </li></ul><ul><li>✧  contact information and pam...
<ul><li>Our Partners: </li></ul><ul><li>The District TERST recognizes and values our community partners who provide ongoin...
<ul><li>Ontario Ministry of Education </li></ul><ul><li>“Reach every student” </li></ul><ul><li>Ontario’s Equity and Inclu...
<ul><li>Caring and Safe Schools in Ontario  (2010) says: </li></ul><ul><li>Students who experience a positive school cultu...
<ul><li>AMDSB’s Strategic Plan  2009—2012  says: </li></ul><ul><li>Service Leadership: We will engage, identify the needs ...
 
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Terst presentation to trustees 2011

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Tragic Events Response Support Team

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  • AP 182 is the governing admin procedure that directs staffs as to the process for accessing support, and the conditions under which the District TERST team must be consulted and involved in various tragic events in schools.
  • Juli Alvarado -- Trauma Informed Care 2008 Emotional Regulatory Healing 2010 Brain research that proves the power of detachment and emotional disregulation on the ability to think, act and function normal. Her body of work is largely with traumatized children in a foster care setting, and practical study of this is as a caregiver of emotionally detached foster kids in her own home. She has key messages which are relevant to our work in Education, and specifically, our work with children and adults in crisis, trauma or grief, during and following tragic events in schools.
  • The key purpose of the district TERST team is to provide a calm influence and emotionally neutral perspective to what is a very emotional, out-of-balance situation, so that the school day can flow and children and adults can find the emotional support they need to function and cope .
  • Range of skills, competencies and training No two events are the same – range from staff, student or key community member death, crisis in the community (Goderich tornado, OPP Officer Pham’s death, Listowel firefighters’ deaths), suicide attempt or completed event, world events such as 9-1-1 or major Tsunami
  • In times of emotional disregulation, we need to feel connected and close to those who care about us, are familiar with us, and those who can provide the calm reassurance needed. When we feel out of control, we take security from a sense of control that is provided for us by someone we feel we can trust.
  • Relationships are key. However… Sometimes, a trusted, impartial adult can become a confidante to a grieving child or youth who doesn’t want to add upset to people they care about who are grieving themselves.
  • The TERST team are not occasional teachers, doctors or therapists. We assess, support and refer. We assist the school in managing their event, in providing “in the rush” support, and in laying the ground work for longer term support solutions.
  • We understand the impact of grief on the ability to think clearly, function normally, and react appropriately. Over time, once the “rush” or crisis is past, the emotional disregulation and ongoing disorganized thinking caused by grief can continue to impact learning and mental health.
  • The TERST team can provide some additional support for long-term solutions.
  • TERST recognizes our community partners who do the real work in assisting children, staff members and families in their healing, following a tragic event.
  • Terst presentation to trustees 2011

    1. 1. Reaching out to our schools in their time of Need October 11, 2011 Presentation to AMDSB Trustees Betty Beer Vanrooy, District Lead Principal
    2. 2. <ul><li>to provide support to AMDSB students and staff during times of tragedy or crisis in their schools </li></ul>
    3. 3. <ul><li>Juli Alvarado “Emotional Regulatory Healing” </li></ul><ul><ul><li>Just because the system is in crisis, does not mean that you have to be </li></ul></ul><ul><ul><li>Healing does not happen in the rush </li></ul></ul><ul><ul><li>Staying connected makes us feel better overall </li></ul></ul><ul><ul><li>The brain becomes the boss of our emotions, socialization and our behaviour. If the brain is disorganized then we become emotionally disregulated </li></ul></ul><ul><ul><li>We must re-engage in relationship and the world around us </li></ul></ul><ul><ul><li>(source: www.coaching-forlife.com) </li></ul></ul>
    4. 5. <ul><li>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. </li></ul><ul><li>Currently, the team is comprised of about twelve people, with a wide range of skills, competencies and training, including but not limited to: </li></ul><ul><li>✧ guidance specialist, grief counselling, suicide intervention </li></ul><ul><li>✧ CPI de-escalation and restraint training </li></ul><ul><li>✧ first aid, registered nursing </li></ul><ul><li>✧ special education specialist </li></ul><ul><li>✧ communications and media </li></ul><ul><li>✧ trauma and loss management, and </li></ul><ul><li>✧ school administration. </li></ul><ul><li>The district team is supervised by the Superintendent with responsibility for Emergency Measures, and is managed by the Lead Principal for TERST. </li></ul>
    5. 7. <ul><li>Relationships are key to supporting those in crisis, trauma or grief </li></ul><ul><li>Each school in AMDSB has an identified team of school community members who are ready and willing to provide support during a tragic event </li></ul><ul><li>Members may include key staff, clergy, social workers, nurses, police officers and other members of the school community </li></ul><ul><li>This team leads the response, and is supported by the District team as needed </li></ul>
    6. 9. <ul><li>A two-tiered approach that responds </li></ul><ul><ul><ul><li>In the rush , with immediate support and services to the school community in crisis, trauma or grief </li></ul></ul></ul><ul><ul><ul><li>In healing , with ongoing supports, resources and community connections that re-establish emotional regulation and assist with the healing process </li></ul></ul></ul>
    7. 10. <ul><li>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: </li></ul><ul><li>✧ administrative support </li></ul><ul><li>✧ staff meeting and debriefing </li></ul><ul><li>✧ notification letter, media interview </li></ul><ul><li>✧ classroom support and information sharing with children, commemoration </li></ul><ul><li>✧ individual/group counselling </li></ul><ul><li>✧ triage for shock and grief </li></ul><ul><li>✧ contact with families, care givers </li></ul><ul><li>✧ support and liaison for children with special needs </li></ul><ul><li>Each situation is unique, so the services and support team members change in response to identified needs. </li></ul><ul><li>  </li></ul>
    8. 12. <ul><li>Resources: </li></ul><ul><li>✧ TERST support manual (in schools) </li></ul><ul><li>✧ contact information and pamphlets for support services, community partners </li></ul><ul><li>✧ Grief Kits: containing developmentally appropriate children’s books, activities, videos, and professional resources to use with individuals and classrooms </li></ul><ul><li>Consultation:  </li></ul><ul><ul><ul><li>✧ ongoing TERST consultation and support </li></ul></ul></ul>
    9. 13. <ul><li>Our Partners: </li></ul><ul><li>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: </li></ul><ul><li>✧ local hospitals/health care providers </li></ul><ul><li>✧ mental health services, consulting psychologist </li></ul><ul><li>✧ Huron Perth Centre for Children and Youth </li></ul><ul><li>✧ Public Health Units </li></ul><ul><li>✧ OPP and local police liaison officers </li></ul><ul><li>✧ Victims Services (Huron, Perth) </li></ul><ul><li>✧ H-P Crisis Intervention Program </li></ul><ul><li>✧ Children’s Aid Society </li></ul><ul><li>✧ EAP (Employee Assistance) </li></ul><ul><li>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. </li></ul>
    10. 14. <ul><li>Ontario Ministry of Education </li></ul><ul><li>“Reach every student” </li></ul><ul><li>Ontario’s Equity and Inclusive Education Strategy (2009) says: </li></ul><ul><li>“a culture of continuous improvement to our students’ well-being is the driving force behind everything we do in education.” (p.24) </li></ul>
    11. 15. <ul><li>Caring and Safe Schools in Ontario (2010) says: </li></ul><ul><li>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) </li></ul>
    12. 16. <ul><li>AMDSB’s Strategic Plan 2009—2012 says: </li></ul><ul><li>Service Leadership: We will engage, identify the needs of, and provide support for our students, staff and school communities. </li></ul><ul><li>AMDSB’s commitment to a TERST is valued and appreciated by the team, by schools, families and communities. </li></ul>

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