Crisis Response Packet

Crisis Response Packet Children First Network CFN 402 & CFN 541

This crisis response packet has been complied as a ready reference to support schools in building capacity and responding to crises.

As information is updated or revised, you will receive an updated packet.

If you have any questions, please contact Tracey Collins, Director of Student Support Services, for CFN 402 & CFN 541, [email protected] 347 407 4559 or 718 612 2004. Please use either number at anytime. We are here to support you.

Thank you kindly and be well always.

Key Contact Information:

 Jackie Gonzalez, Network Leader, CFN 402, [email protected]

 John Sullivan (PSO), Network Leader CFN 541, [email protected]

 Darwin Smith, Deputy Network Leader, CFN 402, [email protected]

 Lorraine Haynes, Deputy Network Leader Operations, CFN 402 & CFN 541 – [email protected]

 Tracey Collins, Director of Student Support Services, for CFN 402 & CFN 541, [email protected] 347 407 4559 or 718 612 2004. Please use either number anytime .  Diane Costagliola, Office of School and Youth Development, Director of Youth Development Policy and Interventions, (212) 374-5501, [email protected]

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 Table of Contents

Title Page School Readiness Checklist - Before there is a crisis 3 When there is a crisis – Checklist 4-5 Some Issues to Think About 5 School Crisis Response Protocol 6-11 Sample Notification Letter for Parents 12-13 Sample Notification Letter to Staff 14-15 Sample Script for Staff Speaking to Students 16-17 If A School Does Not Want to Use a Script 18-19 Crisis Resources for Students & Staff 20 Victim Support UFT, CSA, DC37 21-26

Please note contents may shift when emailed.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 School Readiness Checklist Before there is a Crisis – Being Proactive

Yes/No Activity Person Responsible Establish clear protocols regarding crisis response within school community Designate and train crisis intervention team members as to roles/procedures/expectations Create a notification tree (email and phone) with contact information Prepare a crisis intervention plan as part of the School’s Consolidated Plan

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 When there is a crisis - Checklist yes/no Activity Person Responsible Confirm facts about the crisis Also, confirm with family facts and permission for release of information Notify Network Leader, Community Superintendent, School Safety etc.

Assemble School Crisis Team - Initial planning meeting to: - Assess crisis - Identify victims - Develop a crisis action plan - Plan/Packet Closure Activities for classrooms and SAFE Rooms (age appropriate) - Determine needs of students/identify high-risk students - Determine needs of staff-call CSA, UFT, DC 37 etc to support -Contact appropriate divisions: EMS,EIC, Press Office, OORS Report - Contact Mental Health Agency (outside agency on site)

Consider legal guidance Communicate with designated Network Crisis Pt Staff to provide information on the crisis and maintain the flow of information; request additional support if needed etc. Begin staff notification/dialogue Plan meeting with school administration when building is shared with other schools Set up Crisis Intervention School Meeting Identify needs for building security Provide school plan for safety (bell schedule, halls and outside coverage) Set up SAFE Rooms -Organize/clear plan for staff and school community -Prepare resources and materials Notify feeder schools, clubs, CBOs etc Schedule debriefing meeting Hire substitutes Mobilize media liaison Designate family liaison

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 When there is a crisis – Checklist (continued)

Yes/No Activity Person Responsible Network Crisis Team Meeting with School’s Crisis Team Staff (if necessary) Meet with the family (as applicable) Write statement for phone messages Write announcements for students Maintain logs of all activities, counseling, grief sessions etc Re-establish a sense of safety and normalcy Initial planning for memory activity/event -Suggested that these activities/events follow funeral services to bring closure -Discuss attendance at Memorial Events according to wishes of family Determine need for parent meeting and/or workshops Plan parent meeting, if necessary Write letter for parent/guardian (translations) Assemble list of agencies/local resources Plan after-school meeting Plan for follow-up needs/debriefing School Staff Network Support Victims of Trauma Next Day(s) plan Care for your Crisis Intervention Team Thanking Supporters

Some Issues to Think About

How many team members to call in? Who’s in control? Are family wishes being considered? Are children’s voices being heard? How is the school community being brought back to normalcy? Are we taking time to reflect on our response? Lessons learned? Are the Crisis Intervention Teams being cared for?

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 School Crisis Response Protocol

INTRODUCTION

There are some events in our lives that are so momentous that we remember them for decades. To look at a mere picture or news clip may generate a flood of memories and reactions. Many people may remember where they were and what they were doing at that particular moment. In similar ways, the sudden or premature death of a member of a school community can have a significant impact on a school. This type of event results in feelings that extend beyond the immediate family and friends. It can also affect classmates, school staff and parents who may have had a relationship with the deceased person. Many crises have the ability to impact an entire school community. Although there are many commonalities such as: the need to gather accurate information, involve the appropriate personnel, identify those affected, seek supportive resources, and implement a plan of action, each crisis has its unique traits.

Definition of Crisis: A critical incident or situation which involves a death, serious injury, threat to people, damage to the environment or property that interferes with the routine functioning of a school building. These incidents tend to bring forth strong emotional reactions such as high levels of fear, stress, anger and feelings of loss and hurt.

Why do Schools Respond to Crises? Schools today are expected to not only address the intellectual needs of students but also their emotional, social and physical needs as well. After a traumatic event, the school becomes a resource of comfort and wellness for students, parents and school personnel.

Crisis Response: A crisis response plan must prioritize both the physical and emotional safety of the students and the members of the school community. In all school buildings the Crisis Response Team must be a proactive committee with an organized, carefully constructed plan that helps those affected return to some level of normalcy.

Crisis Events:  Death/ serious injury  Suicide  Potential suicide  Murder  Missing Child  Terminal illness  Threats to Physical Safety  Trauma (natural disaster/accident/crime/other)  Threats to Emotional Well-being  National Media events (ex. 9/11)

School-Based Crisis Response Team:

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 Every school building should have a team that is organized and ready to respond to situations that affect members of the school community. The team consists of a group of school personnel who regularly work with students, families and other members of the school community. School teams may vary but the following staff members are highly recommended: o Principal/designee o Assistant Principal (HS-APS) o Guidance Counselor/Social Worker/Psychologist/SAPIS/SPARK o School Nurse o Secretary o School Safety Agent o Teacher o Parent Coordinator o Other ancillary personnel

Functions of the In-House Crisis Team: o Develop the school crisis plan o Prepare school staff o Identify and engage resources o Implement plan during a crisis o Review plan periodically o Maintain a cohesive school community

Develop a written plan: (accessible to all team members) o Identify the members of the team and their roles o Record regularly scheduled meetings o Record descriptions of emergency/ response meetings o Review appropriate Chancellor’s Regulations (A-412; A-443; A-755) o Update telephone/email contact information o Build networks and forge relationships o Contact unions for staff support o Establish lines of communication o Prepare materials and resources

Every team member should be designated as the point person for each Crisis Team role. In order to efficiently manage the demands of the team, all roles and responsibilities should be shared.

When a CRISIS occurs:

Principal’s Responsibilities: Make decisions and identify actions to be taken  Gather facts (What happened?)  Contact Network Leader, Superintendent, School Safety etc.  Reach out to the affected parents/family spokes person (if applicable)  Contact Building Safety Agents  Contact 911 (if necessary)  Call Safety Administrator  Notify EIC (718-935-3210)

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010  Do On-Line Occurrence Report (OORS)  Manage media (check DOE Protocol) (DOE Press 212-374-5141)  Assemble School Crisis Team  Ascertain need for additional Crisis Response Support  Contact Network  Contact PTA/PA  Maintain Building Security

School Team’s Responsibilities:  Gather and discuss facts of the incident (Principal’s approval)  Adapt the Crisis Plan for the current situation  Review and implement Evacuation Plan (if necessary)  Review and implement School Safety Plan  Modify schedule/ cover classes  Designate SAFE Rooms  Maintain record of all interventions  Announce event to staff (Who will do this?) (Emergency Faculty Meeting)  Announce event to classrooms (Should be scripted for accuracy and consistency)  Identify students in need of counseling  Identify students for the safe room  Notification of parents / Preparation of Notification letter (Principal’s approval)  Union/CBO for staff support  Review protocol for dismissal  Team members must debrief at the end of each day that the Crisis Plan is in action.  Review plan for the next day  Assist with plans for memorial (if applicable)

*Avoid making announcements by ‘public address system’ or in assemble type gathering of students.

Roles and Functions of the Crisis Team

Chair Person/ Assistant Chair Person  Responsible for the scheduling and conducting of all regularly scheduled and emergency meetings  Oversees the specific functions of the team and individual members  Interacts and collaborates with leadership from external agencies  Moderates discussion and mediates conflict when necessary  Records minutes and discussions  Assesses needs and ensures logistical supports

Coordinator of Counseling Services  Oversees the preparation of classroom staff and supervises counseling staff activities  Determines the extent and nature of the need for counseling activities  Develops and oversees the triage for access and egress from support rooms  Directs services in the support rooms  Liaison with external mental health agencies

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 Communications Coordinator  Responsible for overseeing all direct, in-house communications  Identifies solutions to communication risks and hazards  Logs all incoming and outgoing calls  Disseminates copies of announcements and other written information  Establishes and coordinates telephone tree (crisis team and staff after school hours)

Media Coordinator  Role of the Principal in collaboration with Central/Network administration  Contact DOE Press Office  To avoid misinformation and rumors NO STAFF MEMBER should communicate with the media

Crowd Management  Responsible for the flow of traffic in, out and around the school building  Follow the school safety and evacuation plans  Coordinates with police and fire department when necessary

Parent Communicator  Responsible for communication and the coordination of services for all parents  Liaison for PTA/PA

*Student Reaction and Responses: Surrounding a Crisis, it is expected that most responses and reactions subside within 1 to 6 weeks.

Pre-school (Ages 1 through 5) o thumb sucking o speech difficulties o bed wetting o decreased or increased appetite o fear of the dark o clinging and whining o loss of bladder control o separation difficulties

Childhood (Ages 5 through 11) o sadness and crying o school avoidance o physical complaints (e.g. headaches) o poor concentration o irritability o fear of personal harm o regressive behavior (clinging and whining) o nightmares o aggressive behavior at home and /or school o bed wetting o anxiety and fear

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 o confusion o eating difficulties o withdrawal /social isolation o attention-seeking behavior

Early Adolescence (Ages 11 through 14) o sleep disturbance o withdrawal /isolation from peers o increase/decrease in appetite o loss of interest in activities o rebelliousness o generalized anxiety o school difficulty/including fighting o fear of personal harm o physical ailments (e.g. bowel problems) o poor school performance o depression o concentration difficulties

Adolescence (Ages 14 through 18) o numbing o intrusive recollections o sleep disturbance o anxiety and feelings of guilt o eating disturbance o poor concentration and distractibility o psychosomatic symptoms (e.g. headaches) o antisocial behavior (e.g. stealing) o apathy o aggressive behavior o agitation or decrease in energy level o poor school performance o depression o peer problems o withdrawal o increased substance abuse o decreased interest in the opposite sex o amenorrhea or dysmenorrheal

Teacher and parents should be vigilant for students, who in comparison to their peers are experiencing significant and/or prolonged difficulties. These students might be in need of additional individualized interventions.

References:

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 A-412 Security in Schools A-443 Student Discipline Procedures A-755 Suicide Prevention /Intervention

DOE Press Office 212-374-5141 EIC (Emergency Information Center) 718-935-3210 State Central Registry 800-635-1522

The American Academy of Experts in Traumatic Stress –http://www.schoolcrisisresponse.com/

Lovre, Cheri (2003) Crisis Management Institute: The Crisis Resource Manual- www/cmionline.org

Reproduced with permission from ‘A Practical Guide for Crisis Response in our Schools’ – www.schoolcrisisresponse.com

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 SAMPLE NOTIFICATION LETTER FOR PARENTS

When your school suffers a loss, students are apt to talk about it when they get home. It is very helpful for parents to know basic information about the death so that they can deal with the loss effectively both for themselves and for their children. Here is a list of points that you should consider:

 Begin with a statement of regret: “We had sad news at our school today.”  Tell basic facts about the tragedy: “We learned of the death of (name of deceased) that was in (class, grade, etc.) he/she died (cause of death) on (day, date).”  Explain what the school has done to assist students’ process in this event: “We had the help of our Crisis Response Team who helped teachers announce the sad news to students and staffed a counseling room for students who wanted some extra time to talk about the event.”  Provide any details about funeral plans but check with the family of the deceased before imparting any information.  Planning for the funeral is important. Provide parents with information that is approved by the family of the victim (Sample letters are included).  Give parents the name and telephone number of a school contact person such as a Guidance Counselor, Parent Coordinator, Social Worker, School Psychologist, etc.  Include a section on how parents can help their children at home: “This event may bring up questions, fears or concerns for your child. Be sensitive about your child’s concerns. Listen to the reactions and let your child know these feelings are valid. Do not minimize the importance of these feelings and try not to interrupt or smooth over their feelings. Helpful responses by parents include: ‘Tell me more about that or is anything else bothering you’? Be brief and concrete in your answers, allow for natural silences, share your own honest feelings and be empathetic.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 (School Letterhead) Sample letter to the Parents

Dear Parent/Guardian,

It is with great sadness that I must tell you of the death of one of our students/staff members, (name). (Name/title/of class) died on (day/date). The death of (name) is a tragedy for the (family name), our school and our community.

Our Crisis Response Team has provided support for students and staff. Team members went into each classroom and facilitated discussion with the students about this tragedy. Some students have met individually or in small groups with the Crisis Counselors.

Although classroom instruction will continue as always, I anticipate that the next few days will be particularly difficult for everyone. Please keep in mind that it is not uncommon for children to exhibit fears, poor concentration, nightmares, physical complaints, withdrawals, eating and sleeping difficulties, regressive behaviors, crying and irritability. In school, our staff is working closely with the students to provide them with information and to help them express the pain and sadness they might be experiencing. It is equally important that you as their parent/guardian also provide your child with special understanding and support during this difficult time.

If you wish to speak to someone concerning your child, please contact our School Counselor, (name) at (telephone #). Thank you for your understanding and support.

Sincerely,

Name Principal

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 o If information about funerals or memorial services is available, it could be included in this notice. o This letter can be modified to reflect other types of crisis events. o When appropriate, it should also reflect information about evacuations, alternate sites, and modified schedules.

SAMPLE NOTIFICATION LETTER TO STAFF

Date: To: All Staff From: Principal or Crisis Team Re: Name of Deceased

The (sudden) death of (name of deceased) has made / will make a major impact on our entire school community. Our crisis team has been assembled to help us respond to this tragic event.

On (date), (name of deceased) (died plus include relevant facts). We can expect a variety of reactions to this loss from our students, parents and staff members. Some reactions will be mild and others may be more intense.

In order to effectively assist all members of our school community, an emergency staff meeting will be held at/on (date, time) in the (cafeteria, auditorium, library or other designated meeting space). At that time our crisis team will provide further details including the method for presenting information to our students regarding this tragedy. Please refer any request for information about this tragedy from anyone outside our school to the principal or (Principal’s designee).

When you speak with your students about this incident, you may acknowledge that this death has occurred. However, please avoid discussion of any details and state simply that school staff members will provide information to everyone shortly. If you see any student or colleague in obvious distress, please contact (name of crisis team member, assistant principal or designee for emergency interventions).

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 (School Letterhead Memorandum to Staff

To: All Staff From: Jane Doe, Principal

Re: ‘The Crisis Event’

We have received news that (an event has occurred or Name/title/of class has died). We are aware that these types of events could bring up lots of different feelings for our students. Some of these feelings could be sadness, fear, anger or shock. These types of events could also trigger past events. Arrangements are being made to help support our school community.

We will continue the regular schedule for today. During class time you may: . lead a discussion with your class . continue lessons as planned . allow students to go to the Safe-Room . let students talk in small groups

Room ___ will serve as the communication center. Please identify any students needing extra support or services and send the information to the communication center.

The Safe-Room will be staffed and ready for students at ( time ). If you are concerned about a student or a student asks to leave your classroom because s/he is upset about (the event), s/he should be sent to the Safe-Room (with a pass and buddy). The staff in the Safe-Room will assess when the student can return to class (with a pass). All decisions regarding students who wish or need to go home will be made in the Safe-Room.

Arrangements are being made to respond to staff support needs.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 You will be updated as details and schedule changes are made available. There will be a debriefing for all staff in Room ___ at (time)

ANNOUNCEMENT SCRIPT FOR STAFF SPEAKING TO STUDENTS

Introduce yourself to the Class (Tell them who you are and where you work)

Good Morning/Afternoon, Class (# grade), my name is (Name) and I

On (day of the week), (month, date, and year), one of our teachers, Mr. /Ms. (name) was involved in a serious motorcycle accident. Mr. /Ms. (name) died as a result of his/her injuries. This is a terrible tragedy for his/her family, friends and out entire school community.

I am sure that many of you have questions and variety of feelings at this most difficult time. Members of the Crisis team and I are here to help and to answer any questions that you may have. We don’t have a lot of information, but we will try to answer as many questions as possible. The principal has asked that we be here for you and that we support each other during this time. Anyone who feels the need to talk after this session will be allowed to report to (room number). Staff will be available in the Reader’s Café to meet with you individually and to provide support. Please inform your teacher and follow appropriate building rules for leaving the classroom when reporting to the Reader’s Café.

Again, I ask that you keep Mr. / Ms. (name) family and friends in your thoughts and reach out and support each other.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 SAMPLE SCRIPT FOR STUDENTS (TO BE READ ALOUD)

The following sample is a prepared statement given to teachers to read to students at homeroom or in a classroom setting:

“As you (may) know, on (day/date), (name of deceased) (facts surrounding the death of incident).”

“I know many of you will have questions or certain feelings about (name of deceased). I will try to answer any questions you might have. We will now take some time out of this period/class to talk about this death if you wish to. It is okay to cry, feel angry or sad. What’s important is for you to express how you honestly feel at this moment, whatever those feelings may be. If I cannot answer your question or if you feel that you would like to speak to someone privately, you can get a pass to go to (Counselor’s/Psychologist’s office or official Crisis Safe/Support Room – give out room numbers).

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 IF A SCHOOL DOES NOT WANT TO USE A SCRIPT

Sometimes it is easier for teachers to use their own words instead of reading a scripted announcement. Here are some guidelines to follow if the teacher opts for this unscripted approach:

 Begin with one sentence to prepare students.  Tell who died and how (avoid clichés).  Acknowledge that this event will bring up different reactions.  Name some of these reactions and feelings (sadness, anger, fear, etc.).  Stress the need for respect for each other.  Share information about the availability of counselors and safe rooms. Give specific room numbers and referral procedures.  Share information about funeral plans if you have it.  Clarify the facts that you know and do your best to dispel rumors.  Give the students a sense of how the rest of the school day will go including any special plans, i.e. early dismissal, commemoration activities, etc.  Share with the students that you are allowing some special time at this point t talk about their reactions and feelings.

Here are some tips for teachers as they speak with their students regarding the event:

 Be a role model for the expression of feelings – share your own reactions honestly.  Maintain a calm demeanor as much as possible.  Let children write, talk or draw to express their feelings.  Listen to the students with a minimum of interruptions.  Avoid the natural adult inclination to immediately soothe the feelings of the student – Premature soothing can actually interfere with honest expression of feelings and the grieving process in general.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010  Explore fears honestly. If you feel you need professional help to do this, consult a Counselor, Psychologist, or Crisis Team Member.  Use concrete terms like “died” or “death” not euphemisms like “passed away” or “is in a better place” and never say things like “he’s asleep” or “she’s away”. Students can misinterpret this to mean that the dead individual can awake or come back.  Give verified, age-appropriate, and honest answers to student questions. For younger students, too many details can be counterproductive.

IF A SCHOOL DOES NOT WANT TO USE A SCRIPT (CONT.)

 Do not be afraid to say, “I don’t know the answer to that.”  Don’t force a “regular” day on the class but at the same time do not allow the class to be totally unstructured.  Remember that individual students will respond differently to news of the event. The class as a whole may become a withdrawn or quiet. Some students will appear depressed while others may act aggressively. Some students may become silent while others may want to speak incessantly and ask numerous questions. No reaction is abnormal.  At any point during this period, utilize the building counselors or members of the Regional Crisis Response Team in planning ways to assist students.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 CRISIS Resources for Students and Staff

Primary Grades: I Miss You: A First Look at Death –Pat Thomas When People Die – Joanne E. Bernstein The Accident – Carol Carrick It Must Hurt A Lot: A Child’s Book About Death – Doris Sanford

Upper Elementary: It’s OK to Cry – Leone Castell Anderson Sarah, Plain and Tall – Patricia Mac Lachlan Charlotte’s Web – E.B. White

Teens: A Death in the Family – Bantam J. Agee Ordinary People – Judith Guest Learning to Say Goodbye-When a Parent Dies – Eda LeShan Tear Soup: A Recipe for Healing and Loss – Pat Schwiebert

General/Caregivers: Talking with Children and Young People about Death and Dying – Mary Turner and Bob Thomas Talking with Children and Young People about Death and Dying (workbook) - Mary Turner and Jessica Kingsley About Dying: An Open Family Book for Children and Parents Together – Anna Wolf When Children Grief-For Adults to Help Children Deal with Death, Divorce, Pet Loss, Moving and other Losses – By John W. James and Russell Friedman 35 Ways to Help a Grieving Child – The Dougy Center

Manuals

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 Crisis Resource Manual – By Cheri Lovre School Crisis Survival Guide – Suni Peterson and Ron L. Straub

VICTIM SUPPORT – UFT, CSA, DC37

Linda Villa-Passione, UFT Director of School Safety & Victim Support Program, [email protected] 212 701 9413

Have you been the victim of assault, robbery, harassment or some other school-related crime?

If you have, are you: feeling vulnerable, anxious, fearful, angry or depressed? Confused about procedures and forms? Frustrated by the paperwork involved in securing your medical benefits, claiming line-of-duty injury, or dealing with law enforcement or other agencies? Apprehensive about returning to work?

The Victim Support Program was established in 1989 by the UFT and the BOE, and provides comprehensive, practical assistance and psychological support to CSA and UFT members following crimes and violent incidents in school. Housed at the UFT and staffed by your colleagues who understand your school environment and both the pressures and satisfactions of your job, the Victim Support Program is the only one of its kind in the country.

Services include:

 Individual and group counseling conducted by licensed psychologists

 Support groups led by colleagues who have been crime victims themselves

 Help with forms and procedures

 Assistance in dealing with the police department and other criminal justice agencies

 Support as we accompany you to court or the Board’s Medical Bureau

 Visits to schools following violent incidents to deal with "ripple effect" trauma

 If you would like more information or to be put in touch with the program, contact your field service team leader:

Districts 1,2,3,4,5,6 (Mahattan) Daisy O’Gorman (718) 852-3000

Districts 7,8,9,10,11,12 (Bronx) Stephen Bennett (718) 852-3000

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 Districts 13,14,15,16,19,23,32 Steven Rosen (718) 852-3000 (Brooklyn)

Districts 17,18,20,21,22,23,31 Kathy Murphy (718) 852-3000 (Brooklyn/SI)

Districts 24,25,26,27,28,29,30 Phyliss Bullion (718) 852-3000 (Queens)

Districts 75, 79 Audrey Fuentes (718) 852-3000

Brooklyn, Queens & Staten Island Lena Medley (718) 852-3000 H.S.

Bronx & Manhattan H.S. Juanita Bass (718) 852-3000

Early Childhood Education Margaret Williams (718) 852-3000

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010

DC 37 Health & Security Plan Benefits

Personal Service Unit

How do I contact PSU?Call the Personal Service Unit: (212) 815-1260 Phone-in hours: Monday - Friday, 9:00 a.m. to 1:00 p.m.Walk-in hours: Monday - Friday, 9:00 a.m. to 12:00 noon. The screening team is staffed by four (4) social workers who are there to respond to requests for assistance. The member may have to call a number of times before getting a social worker due to the large volume of calls coming into the unit. 1. What should I expect when I contact PSU?The member should be prepared to give a brief description of the issues that he/she is experiencing. The social worker will ask a number of questions in order to obtain a better understanding that will enable us to assist you. The Personal Service Unit may offer either short-term counseling or referrals to services in your community. All the information gathered is confidential and cannot be shared with anyone outside of PSU without your written permission to do so.

2. Why should someone use PSU?Job Jeopardy - Problems at work can result in disciplinary action, resulting in a verbal or written warning, charges, or a scheduled hearing. It is to your advantage to contact PSU at the earliest sign of trouble. Personal and Family Problems - Other reasons members come to PSU include, but are not limited to, personal and family difficulties, alcohol and substance abuse, depression and anxiety, and major life changes.Group counseling - Periodically, the PSU staff provides group counseling for members with similar needs such as:

 Wellness Support Group for members who have emotional and/or health related problems.  Layoff Support Group 1. Outreach Program - This program assists:

 Members on short-term disability in need of assistance  Pre-Retirees to prepare for retirement  Homebound members and retirees  How would I benefit from contacting PSU?Social Work services at PSU will help you to:

 Identify your problems

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010  Identify the strengths and resources that you already have  Identify better ways of coping  Locate community resources  Obtain counseling or specialize treatment if necessary

The United Federation of Teachers Member Assistance Program (MAP)

What is the Member Assistance Program?

The Member Assistance Program (MAP) is a division within the United Federation of

Teachers providing free short-term, confidential counseling to union members. The professionally trained counselors on staff can assist with family and marital problems, financial and legal difficulties, stress, emotional issues and substance abuse problems. Short-term individual and group counseling will be provided at 50 Broadway. MAP is also available to provide members with outside resources and referrals to get support and find solutions to a wide range of personal and work-related problems. MAP services are confidential, professional, supportive and independent.

What kind of issues can MAP help me address?

 Finding community support groups or mental health services to fit your needs.

 Making referrals to appropriate substance abuse programs.

 Helping with marital or family relationship problems.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010  Arranging assistance for victims of domestic violence.

 Offering referrals to legal or credit counseling services.

 Providing trauma and bereavement referrals.

 Suggesting treatment resources for anorexia and bulimia.

 Arranging counseling during times of suicidal crisis or emotional distress.

MAP, Continued…

What services can I receive?

 Short-term counseling (individual or group), provided by our staff in our offices for a

variety of concerns members may have, from marital or family problems to stress or

workplace issues or alcohol and drug addiction.

 Small counseling groups for bereavement and other issues on a rotating basis.

 Workshops available at the school site by request.

 Assistance with referrals to outside services.

What happens in a counseling session?

A counseling session is a confidential meeting between you and a MAP staff member to discuss your concern and figure out how best to resolve it.

Will there be any costs?

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010 The Member Assistance Program is available free of charge. If you and the MAP staff member decide additional resources or referrals are necessary, you will be responsible for any charges associated with the use of these resources. Sometimes your union helath plan will cover these costs. Every effort will be made to use your health insurance if treatment is necessary. The decision to use outside help is always left up to you.

How do I contact the Member Assistance Program?

Please call our office at 212-701-9620. Your call will be returned within one business day.

MAP, Continued…

When and where are services provided?

MAP staff members are available for appointments Monday through Friday from 10 a.m. to 6 p.m. Please note we cannot accommodate “walk-in” members without a scheduled appointment.

If you are experiencing an emergency at night or on the weekend that cannot wait until our business hours, please call 911 or 1-800 LIFENET (a confidential free mental health information and crisis hotline available to anyone at anytime).

Our offices are at 50 Broadway, suite 904, a separate location next to the UFT headquarters.

Crisis Response Packet – Children First Network – CFN 402 & CFN 541 as of 09-27-2010