ATTACHMENT 3 COMMUNICATION GUIDELINES (also include template set of standard comms messages to be used for different situations – to be prepared by Marketing & Communications Manager) Response for the Staff….In General
A meeting for all staff should be held at the earliest opportunity. The details of the crisis are given and the management plan outlined.
An opportunity is given for questions / comments.
It is important to talk about the grief reaction with staff. It should be reaffirmed that each person’s response to the situation will be different. Whoever is delivering the details of the crisis may feel comfortable enough to disclose their feelings.
Inform staff of the importance of not asking students for information relating to the event but passing on what they are told or observe
Staff need to be advised that if they feel unable to continue with their duties at any stage during the day, they should report to their Head of Faculty so that arrangements can be made to have classes, yard duty and other activities supervised.
Explain that a Retreat Room has been established for staff to use and that counselling support will be available.
Suggest that staff use their support networks to express their feelings about what has happened.
Finally, let staff know that they will be updated when more information is available (if possible the next staff meeting time could be announced).
Response for Staff ……More Affected As mentioned previously, the nature and extent of a grief reaction differs for each person according to several factors. It may happen that some staff members experience some intense emotional response. These staff members will need extra support.
The Retreat Room may provide the opportunity for them to feel more comfortable, consider what has happened, talk with others and gain reassurance.
Some staff may prefer to go home. In this case, consideration should be given as to whether they can safely drive, if someone will be with them or if someone needs to be contacted on their behalf. Their direct manager should contact them later at home to check on their welfare. Other relevant staff members should be notified if a staff member leaves School and goes home.
Referral to professionals outside the School could be considered, i.e. Employee Assistance Program.
Response for the Students……..In General Conducting a Year Level Meeting / Muster / House Meeting / Mentor Group Meeting after a critical incident In the case of completed suicide (or attempted suicide where there has been a decision made to provide information to the school community) students should be spoken to individually (for close friends) or in small groups (No larger than house muster) in order for staff to be able to observe responses and identify at-risk students. It is imperative that statements do not provide details regarding method of suicide including in case where suicide is suspected but death may appear accidental. Once the students have been told the details of the critical incident (either by whole School muster, Year Level, House or Mentor Group announcement) the following format could be a useful guide for a discussion.
Explain that the purpose of the meeting is to allow the opportunity to discuss what has happened.
Some Year Level Teachers / Heads of House / Mentors may find seating arrangements need consideration e.g. sitting in a circle may be workable in a class setting. House staff could ensure that the boys are not too spread out in whatever room is used, or may choose to divide the House into smaller groups with Mentors.
Allow the boys to ask questions or to express concerns about what has happened. If teachers do not know the answers to questions, they should tell the students that they will try to find out.
If boys add other bits of information, be very careful about accepting these, as rumours can spread quickly. Reaffirm that rumours can be destructive. (It would be valuable to check on any contradictory information). A clear understanding of what happened is important in the grieving process. Try to ensure that each boy has had an opportunity to ask questions.
It is important to say that everyone will react differently to what has happened. Some people may feel sad, others angry or upset, scared, confused, shocked or seemingly have no reaction. It is OK to feel as they do. Let them know that their feelings may change over the next few days and for some people they will feel the same way. Everyone’s reaction will be unique.
Teachers’ reactions to an event can be a valuable role model for the boys. If teachers feel comfortable, they could share their feelings about what has happened. (It is important however to try and not lose control because the boys will also be looking to their teachers for the reassurance of leadership).
The boys can be given an opportunity to share their feelings. They should not be made to respond, more invited to share the feelings that they may have.
Discuss the importance of expressing feelings, particularly in talking to someone they trust.
Ask the boys to think about their own support network. Ask them to think to themselves about the people to whom they could talk if they needed support. (It may be useful to give examples such as parents, grandparents, other relatives, friends, teachers, neighbours, coaches, members of the church, and other members of school staff). Encourage the boys to use their support network to talk about what has happened.
Explain the other ways of expressing feelings include crying (emphasise the physiological value of this response), writing, safe physical activity (e.g. jogging, going for a walk), praying or listening to music.
Let the boys know that a room has been organised if they feel a need to withdraw for a time in order to deal with the situation.
Remind the boys that they can also speak with the School Counsellor or Chaplain, on a one on one basis.
Finally, let the boys know that they will be updated when appropriate.
Establish which boys are missing and will need follow-up.
Response for the Students………….More affected While some boys may be noticeably more affected, all students will need to be monitored over time.
It is possible that some boys may wish to go home. In this case, the parents need to be contacted and to have the situation explained. If it is decided that the boy will go home, consideration needs to be given as to the boy’s welfare. Who will pick him up? Who will be with him? The Head of Junior School or Head of Senior School needs to be informed. Someone needs to contact the family at a later stage to discuss the situation.
Some boys may accept the use of the Retreat Room for part of the day. Boys may need to be directed to the room instead of milling around the yard or not coping in a class.
Boys directly involved with the crisis or close friends of a victim should be invited to join a group where they are provided with an opportunity to talk about what has happened. Such a group could be organised for lunchtime or after school. (It is important that boys are not forced into a group).
Conducting lessons after a crisis situation.
A regular routine is essential in helping grieving people to cope and in avoiding mass hysteria. It is important that teachers are at lessons on time and have planned lessons that will occupy the students but not necessarily be too demanding.
Teachers should resist being side-tracked into talking about the incident as this will not suit the needs of all students. Politely say that “It has been a sad day but this is not the time to discuss it further.”
If the students are not coping, ask them to go to the designated Retreat Room.
Do not allow students to go out of the classroom and mill around. This encourages hysteria to spread.
Be consistent with rules and expectations of behaviour. Some students will test these out to see if things have changed.
Monitor students over time and pass on any concerns to the appropriate Mentor or Head of House.
Response for the Parents directly affected by the crisis event.
The Headmaster contacts that family to:
Give (or receive) information
Express feelings about what has happened
Establish how the School may be of help (e.g. counselling)
Discuss the School’s response, including information to be given out to the rest of the School community.
Contact will need to be made at some early stage to establish the family’s wishes with respect to funeral arrangements / student attendance.
As part of the on-going contact with the family, it is important to gain an understanding of their wishes concerning a memorial service, as well as an understanding of their support structures and needs.
At a later stage, consideration could be given to other memorial options such as a plaque, tree planting, magazine tribute etc.
Special support may be needed as the first anniversary of the crisis event draws near. (Perhaps such a time could be the focus for the memorial options mentioned above.)
Response Planned for Parents in the School
A special newsletter needs to be sent home to parents, preferably on the day that the students have been informed.
The details of the incident are provided.
The School’s management plan is outlined.
Some information about the nature of grief is included to provide some reassurance about what is happening. It should be explained that some possible reactions could include crying, laughing, not sleeping well, becoming angry, fearful, upset and anxious. Some students may not be affected. It is important for parents to reassure their children about any of these reactions and to express their care for their children. For some children, crying and talking will be helpful ways in dealing with their grief.
Parents need to be prompted that they may also be affected by the crisis because unexpected events or losses can sometimes trigger memories and reactions from the past. Talking to someone they trust may help.
Suggestions of further support should be given.
Let Parents know that they will be updated on the situation.
A meeting of parents could be convened 3 – 4 weeks after the incident if a School fire has occurred or in incidents where a number of students have been affected. Counselling professionals could be involved to encourage parents to express and share their feelings and concerns about their children’s welfare and to help them understand their reactions to the crisis.
Parents can be updated in future newsletters.
Parents may wish to attend a School memorial services.
Dealing with the Media after a Critical Incident The media will argue the public’s right to know gives it the right to enter School premises for the purpose of news gathering. No-one has automatic right of access to School property but the ramifications of being seen to be unco-operative should access or interview be refused must be carefully assessed.
The Headmaster will assume responsibility as spokesperson for the School community. In his absence it will be the Chair of Council, Head of Senior School, Head of Junior School or the Director of Finance & Administration. The School spokesperson is the only person approved to make comment to the media.
The media and media interviews are to be coordinated by the Marketing and Communications Manager who will assume responsibility as Media Liaison.
No other person either on the CIMT or member of staff are to make comment to the media. All Press Releases must be approved by the School spokesperson prior to release to the media. Should a staff member or student be approached by the media, the media is to be directed to the Marketing and Communications Manager. A suitable statement may be “All media enquiries are being handled by the Marketing and Communications Manager as the Media Liaison person. He/She can be contacted on #######” (this number will probably be 0411 446 924 however it MUST be confirmed before release).
Comments should not be made before all relevant people have been notified of the full circumstances. Interviews and press releases should not provide names of those people involved in the incident.
Time should be taken to reflect on the facts relating to the incident and to have them clear before an interview is granted. Every endeavour should be made to restrict answers to facts. Do not allow media to elicit details of which you are unsure.
It is likely that an enquiry will follow a traumatic event (school inquiry, coronial enquiry, police enquiry). Any comments should be made judiciously and if possible, should be free of emotional reactions.
Record all details of interviews granted as soon as they have been completed.
During media interviews, be on the alert for the question relating to “how the incident occurred”. Speculative comments should be avoided at all times as there could be significant legal implications.
Seek to protect students from unwarranted interviews by members of the media.
Communicate reliable information at regular intervals.
Reporters should be ushered firmly and courteously away from other areas of the School property and directed to the Headmaster’s Reception Area or out of the centre of action.
Reporters should be assured that:
The Headmaster or School spokesperson will speak with them and give briefings.
Statements will be issues.
St Peter’s College wishes to co-operate with them.
