1. Psychological Support following a Critical or Major Incident Training PDC 27.11.06 14.12.06

2. Timetable 9.30 – 9.40 Introduction/aims – SJ 9.40 – 10.00 What is a critical/major incident - SJ 10.00 – 10.15 Wigan protocols – SJ 10.15 – 11.45 Reactions to an incident - Case Studies SR/SE (including tea/coffee break) 11.45 – 11.55 Resources - SR/MB/SE 11.55 – 12.00 Questions - All 12.00 Finish Presentation team Maggie BiddlestoneBehaviour Support Team Sue ElliottPSHE and C team Simon JennerEducational Psychology Steve RuleBehaviour Support Team

3. Aims To define what a critical/major incident is To define what is psychological support for critical incidents To highlight resources in terms of materials and support To give the audience strategies for an initial response to an incident To disseminate the Wigan protocols

4. What would you classify as a major incident where psychological support is required? What would you classify as a critical incident where psychological support is required? Feedback

5. Major Incident Within Wigan a major incident is defined at the scene in terms of set criteria, for instance the number of ambulances required. Examples of a major incident would be a major plane, train or road accident or a major explosion with significant casualties. Responses to such incidents will be co-ordinated by a central watch with chief officer involvement.

6. Critical Incident A critical incident is one which is below the level of a major one but still of significance. Examples would include the death of a pupil, or significant fire within a school. Yule and Gold (1993) define a critical incident as "a sudden and unforeseen incident which has a significant and negative impact upon the emotional well-being of pupils and/or adults of a school and/or upon the effective functioning of a school." Within Wigan we would wish to widen this definition to include all settings.

7. Context What is psychological support? it is not counselling it is structured de-briefing a possible group meeting 2 weeks later Dangers of 'well meaning support' If later required referral to counselling services can occur If settings have their own support e.g. counselling /priests/ministers these can be used effectively Is work with settings to support you/initial de- briefing/support/advice The team will not carry out support such as contacting press - you will need protocols for this

8. Major Incident Critical Incident To forward commandTo Director Person nominated to go into setting/situation to senior managers The team member contacts lead officer or replacement to discuss:- a.If immediate support required for young people, staff, parents, carers b.Longer term support – e.g. group meetings Incident to key link officers (PEP) for psychological support if required. They contact the setting to clarify situation/offer telephone support No more support required Monitor Further support required Setting contacts Directors Secretary End

9. Outcomes to Principal Educational Psychologist by email for database Pass onto other agencies if long term support required Support for supporters agreed by key link officer Lessons learned Key link officers contact agreed number in team to provide support Briefing session by Key link officer (if more than 3 people to support are involved Review Input If the Incident is a critical one, the initial call should be made to the Director of Children’s Services Secretary on 01942 486000. They will then contact the appropriate manager to co- ordinate a response. A major incident will go via the forward command to the appropriate Director then to the Director of CYPS

10. Case Studies

11. Case Study 1 You are informed by phone at 8am that a teacher in your school has died suddenly. They are a head of year and have worked in the school for 10 years. 1. How would you feel? 2. What would you say on the phone? 3. What would you do immediately - after the phone call? - the first day? - in the first week?

12. Case Study 2 You have been informed at 4:30pm that a pupil in your school has been knocked down and killed. They were walking home with other pupils who witnessed the event. 1. What would you do immediately? 2. What would you do the next day? 3. What would you do in the first week?

13. Case Study 3 You are informed that a parent of one of your pupils has died suddenly. The child's family wish the child to attend school the next day. 1. What would you say/ask the person making the call? 2. What would you do that day? 3. What would you do the next week?

14. Case study 4 There is a fire in your school whilst the school is in operation, although fire procedures are followed, panic sets in, which results in someone being injured. In the confusion the whereabouts of some pupils are unknown. 1. What would they need to think about doing immediately? 2. What would they need to think about the next day? 3. How would you manage the aftermath - parents, pupils and staff?

15. Information also available on: www.wiganschoolsonline.net under school management and information where it will be updated as required. A useful website is one written by Durham council www.durhamlea.org.uk/cb

16. What should we do as a setting? Immediate If the incident is a major one the local authority procedures will be started (see next page) Critical Incident Have I gathered all the appropriate information –Who involved –What happened - date –Medical needs –Actions already taken

17. Have I (the responsible manager) involved the other appropriate services/people necessary: –Children and Young people's service via Director's secretary (01942 486000) –Police –Medical –Gas/electric –Building services –Carers –Press office for advice

18. During the day Have I decided what information I need to give out, in what format, and to whom? Parents Children and Young People Who is to give out information and in what format? Do I need to take account of religious/cultural needs? How do I pass on information/support to those who are currently absent?

19. Next day What needs to happen : In assemblies Form meetings Classrooms Places for breaks What are staff feeling - do they need support? What are the children and young people's needs - do they need help and support?

20. Later Do I need follow up work? If there is a funeral do I need to arrange post funeral support for pupils and staff? What long term support (stress work, counselling etc is required)? Do lessons e.g. PSHE and C need to be altered to take account of the event?