School Intervention Following A Critical Incident

Project COPE was a federal funded (FEMA) crisis counseling program activated in Santa Cruz, California, in response to the October 17, 1989 Loma Prieta Earthquake. The project provided individual, family and group counseling, agency debriefing services and a school intervention program. Over the course of 16 months, the project provided services to more than 25,000 individuals.

The model was developed by a group of Project COPE Clinicians during the spring and summer of 1990. Nine classrooms with a total of 300 students from grades two through six were used for the pilot. Some modifications were added in the fall of 1990.

Peter J. Spofford, M.S. Project COPE Director

A special thank you to Principal Paula Simmons and the students and staff of Quail Hollow Elementary School, Ben Lomond, California

School Debriefing Using Art

Materials: Oil pastels and two or four 18" X 24" sheets of paper per student

Introduction: Explanation of how we begin our first art - our first marks, scribbles, doodles, graffiti and cave paintings. Students are encouraged to think in terms of "warming-up" to do art with these exercises.

Scribbles: Students are asked to remember early scribbling experiences; what and where they scribbled. These stories are shared in the total group with an emphasis on humor and a reminder that despite the outcome, their intentions were good and innocent. (3 minutes)

Exercise: On a full sheet of paper, have students scribble. They are encouraged to try each hand. These are shared with an emphasis on showing how each student has a different style.

Lines: Progression to lines is explained, i.e. lines are scribbles with beginning and ends. They have intention and require more control than scribbles. (about 30 seconds per line)

Exercise:

1. Select a color that doesn't want to get out of bed in the morning, and draw a line with that color;
2. Next select a color that has "it together," that does want to get going and draw that;
3. Draw a line that is afraid;
4. Draw a line that wantd to help other lines.

Students may continue selecting colors for different lines such as a line that has giggles, has the hiccups, is angry, afraid, having a bad day, is feeling good, has compassion, loves all the other lines. Have students share their different lines.

Shapes: Explanation of the developed line into a shape in which beginning and end meet. This takes more thought, more meaning and can tell a story or become an image. (About 1 minute per shape)

Exercise: Have students draw four shapes, coloring each one.

1. A shape that has never been in an earthquake/disaster;
2. A shape that has been in an earthquake/disaster;
3. A shape that likes to help following an earthquake/disaster;
4. A shape that's prepared for another earthquake/disaster. (Five minutes)

Exercise: Ask students to get comfortable, close their eyes, relax, pay attention to their breathing and make their minds very quiet. In this quiet state, the instructor says "What comes into your mind when I say earthquake/disaster?" Students are asked to remain quiet. (15 minutes)

Exercise: On a final sheet of paper, each student is asked to draw what he/she remembers about the earthquake/disaster or what came into their minds during the visualization exercise. After a few minutes, they are reminded to include themselves in the drawing if that seems appropriate. (One hour)

Exercise: Students meet in small groups to share drawings and discuss their experiences. After this process, the students and clinicians return to the classroom for the closure.

Final Personal Empowerment Drawing

After students return to the classroom, they are asked to draw themselves more prepared for another earthquake/disaster. These drawings can be displayed in the classroom or brought home to their families.

Note to instructors: Please refer to the Disaster Connection: Kids to Kids button on the FEMA for Kids WEB site for information on how to send such artwork to FEMA for use on the WEB site.

Group Process

The group process begins with the art exercise, then the children are placed in "sharing groups." This is best done with the classroom teacher as he/she knows which combination of children will work best together. Groups should consist of 6 to 10 children and two clinicians. (One therapist acts as a group leader while the other acts as a support person focusing on behavioral management issues of children who leave the group.

The group is limited to one hour session. Each child should feel listened to and validated. Structure, limitations and rules are important so the children feel secure and respected. Each child should be given the opportunity to talk. This is not a traditional group therapy, focus on informational sharing not pathology.

Group rules:

• Encourage the children to talk about themselves and their experiences
• Listen when someone else is talking
• Be respectful of others
• No laughing or teasing
• One person talks at a time.

Confidentiality: Everything that is said in this group session must not leave this group. However, as a clinician, I am required by law to report any cases of child abuse or if you are thinking of hurting yourself or someone else.

Sharing of pictures

• Try to keep the discussion factual. Content responses and/or specific questions are most helpful in encouraging children to tell their stories
  
  
• Ask specific questions about drawings for children who are having difficulty talking
  
  
• You might then ask exploratory question based on content.
  
  
• Don't what why questions, ask what or where questions. (Not Why are you in the picture? But, Where are you in the picture?)
  
  
• Avoid judgments about drawings of situations.
  
  
• Help set limits for children who talk a lot
  
  
• When children are talking about their feelings, the most worthwhile responses are reflections of feelings and validating feelings.
  
  
• Reinforce that everyone has their own unique response.
  
  
• Closure and empowerment are very important.

Identifying At-Risk Children

Signs to look for:

• Withdrawn/quiet - holds head down, lack of eye contact, look of defeat, social isolation
  
  What to do: Respect the child's need to be quiet; try to find "a way in," consider cultural difference around eye contact, tell the child it is difficult to hear when their head id down; ask another child to respond to isolated child.
  
  
• Overly responsible/parental - caretaking everyone, doesn't discuss own feelings, straight A student who worries about F's; latchkey children.
  
  What to do: Give the child permission and encouragement to play; acknowledge caretaking abilities and ask what can be done for him/her; identify feelings in group and own or other's feelings.
  
  
• Hyper - No focus at all, can't sit still; distinction between high energy and hyperactivity.
  
  What to do: Child can leave group briefly to run around the track; give task while in group; child may be removed and worked with individually.
  
  
• Edgy, jumpy - Quick to anger, hypervigilant about others opinions of self, quick to cry
  
  What to do: Reflect child's angry feeling, model verbalizing feelings, notice and acknowledge anxiety of others' reactions to self, reflect these feelings to group, allow tears to complete then ask questions.
  
  
• Vying for attention - Raises hand at every question, constantly interrupts others, have name on blackboard for talking too much.
  
  What to do: Acknowledge child's enthusiasm and your desire to hear from him/her, explain need to hear others, stop interruptions in progress, acknowledge importance of child's input.
  
  
• Flat affect - Attitude of non-caring, little range in voice tone or volume.
  
  What to do: Be animated, but not too excitable, speak in animal voices and ask child to do same, talk about how other people learn to not care
  
  
• Out of control behavior - Little or no respect for authority/limits, lashing out at others
  
  What to do: Set clear limits and realistic consequences, follow through with consequences, give child respect.