1. Bereavement in theBereavement in the
School SettingSchool Setting
What are the roles and responsibilitiesWhat are the roles and responsibilities
of educators?of educators?
PresentersPresenters
Jessica Yamnitzky, Graduate Student; University ofJessica Yamnitzky, Graduate Student; University of
PittsburghPittsburgh
Gail Yamnitzky, School Administrator and DoctoralGail Yamnitzky, School Administrator and Doctoral
Student, University of PittsburghStudent, University of Pittsburgh
April 2006April 2006

2. Goals for todayGoals for today
Examine beliefs about educators’ roles inExamine beliefs about educators’ roles in
the bereavement processthe bereavement process
Define research-based bereavementDefine research-based bereavement
protocolsprotocols
Analyze crisis plans to identify strengthsAnalyze crisis plans to identify strengths
and weaknessesand weaknesses

3. What do you know, think, feelWhat do you know, think, feel
or believe about the role ofor believe about the role of
educators when a student oreducators when a student or
staff member dies?staff member dies?

4. Based on your school’s orBased on your school’s or
district’s individual plan, identifydistrict’s individual plan, identify
the first 5-7 steps you will takethe first 5-7 steps you will take
should a student or staff membershould a student or staff member
die.die.

5. Why have a plan or protocols forWhy have a plan or protocols for
bereavement in your schools?bereavement in your schools?
• DEATH IS A MAJOR LIFE EVENT and occurs on aDEATH IS A MAJOR LIFE EVENT and occurs on a
regular basis.regular basis.
• Bereavement is a psychological and physiological processBereavement is a psychological and physiological process
that occurs over time.that occurs over time.
• Bereavement manifests itself differently in differentBereavement manifests itself differently in different
individuals and in different settings.individuals and in different settings.
• With the exception of nurses and counselors, educatorsWith the exception of nurses and counselors, educators
are rarely trained in how to facilitate or support theare rarely trained in how to facilitate or support the
bereavement process.bereavement process.

6. • The three major causes of death in youths are accidents,The three major causes of death in youths are accidents,
homicides and suicides.homicides and suicides.
• Of children ages 5 to 14, about 2% die unexpectedlyOf children ages 5 to 14, about 2% die unexpectedly
each year.each year.
• Of individuals ages 15 to 24, suicide is the third leadingOf individuals ages 15 to 24, suicide is the third leading
cause of death.cause of death.
• ““In spite of a generally low rate of completions, given aIn spite of a generally low rate of completions, given a
high school population of 2000 children, it is predictedhigh school population of 2000 children, it is predicted
[that] a school psychologist could expect suicidal[that] a school psychologist could expect suicidal
ideation in perhaps as high as 25 to 30% of the studentideation in perhaps as high as 25 to 30% of the student
body, suicide attempts by as many [as] 50 students eachbody, suicide attempts by as many [as] 50 students each
year, and about one successful suicide every four years.”year, and about one successful suicide every four years.”

7. A Good Plan Will:A Good Plan Will:
• Identify Crisis Response teamIdentify Crisis Response team
• Include step-by-step directionsInclude step-by-step directions
• Identify ResourcesIdentify Resources

8. Crisis Response TeamCrisis Response Team
– SuperintendentSuperintendent
– Director of Special EducationDirector of Special Education
– School PsychologistSchool Psychologist
– Mental Health Personnel (Nurse, counselors)Mental Health Personnel (Nurse, counselors)
– District StaffDistrict Staff
– Community-based ProfessionalsCommunity-based Professionals
– School level AdministratorSchool level Administrator
– TeachersTeachers

9. Written PlanWritten Plan
Step-by-step directionsStep-by-step directions
– Is clear and conciseIs clear and concise
– Includes timeline for actionIncludes timeline for action
– Is familiar to all staffIs familiar to all staff
(two copies for each)(two copies for each)
– Includes names and phone numbers ofIncludes names and phone numbers of
all Crisis Response Team membersall Crisis Response Team members
– Identifies the role of each CrisisIdentifies the role of each Crisis
Response Team memberResponse Team member
– Acts as a guide for educators, parentsActs as a guide for educators, parents
and studentsand students

10. ResourcesResources
– Names of school district health professionalsNames of school district health professionals
– Names of community-based health professionalsNames of community-based health professionals
– Names of mental health organizationsNames of mental health organizations
– BrochuresBrochures
– ArticlesArticles
– Books for educators, parents and studentsBooks for educators, parents and students
– DVDs and/or videosDVDs and/or videos
– WebsitesWebsites

11. Analysis of Crisis PlansAnalysis of Crisis Plans
• Review plansReview plans
• Identify key componentsIdentify key components
• List strengths of planList strengths of plan
• List weaknesses of planList weaknesses of plan

12. What’s not in the plan?What’s not in the plan?
Important protocols to think about and beImportant protocols to think about and be
prepared for….prepared for….
•Notifying members of the school community
(who and how?)
•Attendance at memorial services (who and when?)
•Media coverage (who’s responsible?)
•Screening for students at-risk
•Memorializing or honoring the deceased
•The role that the internet plays

13. “…“…the changed thinking of educators needs to includethe changed thinking of educators needs to include
‘the proud awareness’ that their work in classrooms and‘the proud awareness’ that their work in classrooms and
schools is ‘the most worthy of societal enterprises—theschools is ‘the most worthy of societal enterprises—the
enhancement of competence in their children and theirenhancement of competence in their children and their
tailoring, in part, of a protective shield to help childrentailoring, in part, of a protective shield to help children
withstand the multiple vicissitudes that they can expectwithstand the multiple vicissitudes that they can expect
of a stressful world’…”of a stressful world’…”
(Garmezy, 1991)(Garmezy, 1991)