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From YouTube: Student Support Services
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A
So
what
I'm
going
to
talk
about
today
is
lessons
learned
from
trauma
responses,
so
talking
about
situations
where
a
staff,
member
or
student
has
has
passed
away
in
your
building
and
and
just
some
lessons
learned
and
so
what
our
process
is
so
raise
your
hand
if
you've
had
that
situation.
I
know
I've
worked
with
quite
a
few
on
the
wood
with
on
that
situation.
So
if
you
haven't
it's
at
Wharf,
if
its
situation,
maybe
it
happened
10
years
ago.
A
It's
always
just
good
to
know
the
process
and
have
a
refresher
on
it,
and
also
just
to
think
about
who
are
the
who
are
the
people
in
your
building
that
you're
gonna
need
to
rely
on
when
this
happens
and
there's
a
whole
bunch
of
different
factors
that
come
up.
You
know
when
did
when
it
happens,
who
it
was
all
those
different
things,
we're
gonna
talk
about
so
and
we'll
look
at
a
couple
cases
that
happen
this
year
and
just
kind
of
nuances
for
that
come
on.
A
So
these
are
our
essential
questions.
What
is
the
ACPs
response
process
so
we'll
learn
about
that?
The
trauma
response
process
and
what
are
some
lessons?
We've
learned
from
last
year
and
this
year,
the
two
years
that
I've
been
doing
this
job.
So
how
do
we
define
this
type
of
trauma?
Really,
it's
really
simple:
it's
it's!
If
a
student
dies
or
a
staff
member
dies,
that's
what
we
when
we're
talking
about
trauma
response
there,
we're
not
talking
about
parent
deaths,
while
parent
deaths
obviously
are
sad.
We
don't
do
a
trauma
response,
that's
school-wide!
A
For
a
parent
death.
If
we
do
a
parent
death,
it
might
be
that
the
counselor
meets
with
that
student
works
with
that
family,
specifically
a
response
for
that
family,
but
we
don't
do
anything
large-scale
unless,
unless
that
parent,
maybe
might
have
been
a
volunteer
in
the
building
or
something
like
that
where
they
have
a
bigger
impact,
you
know,
but
usually
it's
just
concentrated
to
that
family.
So
I
know
you
probably
you
might
not
be
able
to
see
this,
but
this
is
our
trauma
response
data
over
the
past
two
school
years.
A
So
last
year
we
had
reported
to
our
office
26
reported
students,
staff
deaths.
That
doesn't
mean
that
was
all
that
happened,
but
we're
talking
about
the
ones
that
got
reported
to
us.
That
that
schools
needed
our
support,
sometimes
there's
situations
where
you
know,
schools
feel
comfortable
handling
those
things.
They
don't
need
our
support
and
we
had
an
on-site
trauma.
Team
called
13
times,
and
these
are
just
some
of
the
schools.
Last
year
quarter
filled
North
County,
Meade
old
mill,
High
School,
Phoenix,
Academy,
Mary,
ma
South,
Shore
van
bachlin
Annapolis
McAfee
broad
neck.
A
Now
this
year,
as
of
April
23rd,
there
have
been
19
reported
student
or
staff
deaths.
We've
had
an
on-site
trauma
team
14
times,
and
you
see
some
of
us
there's
a
lot
of
different
schools.
So
this
you
know,
there's
no
there's
no
rhyme
or
reason
about
how
why
this
happens
to
a
certain
school,
but
we've
been
caught
out
to
Old
Mill
High,
North,
County,
southern
edgewater,
Moss,
Adams,
Annapolis,
Phoenix,
Meade
Crofton,
oh
no
middle
South,
Smyrna,
Park
and
Mead,
so
so
I
just
wanted
to
share
it.
A
A
Usually
it's
Doyle
we'll
find
out
about
a
death
through
the
police,
sometimes
I'm,
the
first
one
to
find
out
because
of
connections
that
I
that
I
have
I'm
on
a
child
fatality
review
committee,
I'm
on
all
the
most
depressing
committees
in
the
county,
but
there's
a
there's,
a
woman
there
that
gets
the
offices
of
medical
chief
medical
examiner
reports,
so
she'll
get
notice
of
a
death.
Shall
we
mail
to
me
and
then
I
might
notify
Dora
and
Bob
Mosier.
A
So,
however,
it
happens
that
group
right
there,
a
lot
of
exact
team
members
want
to
make
sure
that
the
death
is
confirmed.
We've
actually
had.
We
always
want
to
make
sure
it's
confirmed
because
rumors
happen,
and
then
you
don't
want
to
get
ahead
of
it.
I'll
give
you
an
example
at
MacArthur,
earlier
this
year
we
had
a
parent
call
the
school
and
said
that
her
child
died,
and
you
know,
of
course
that
puts
you,
know
the
principal's
alarm,
stop
they
call
our
office
and
the
first
thing
we
say
is
well.
A
We
haven't
heard
anything
from
mobile
crisis
from
the
police
from
doors
office.
We
haven't
gotten
anything.
So
we
did
some
research
and
the
parent
actually
had
some
mental
health
issues
and
the
kid
was
actually
was
it
with
another
parent,
a
family
member
in
Pennsylvania
and
the
kid
actually
wasn't
dead.
The
kid
was
alive,
so
so
we
always
have
to
make
sure
that
we
have
confirmation
before
we
do
anything
when
I
mean
those
situations
are
few
and
far
between,
we
always
are.
A
Is
you
have
your
student
services
team
they're,
your
counselors,
your
Sykes,
your
social
workers
is
that
team
gonna
be
adequate
in
handling
whatever
the
death
is
or
do
you
need
some
other
people
that
are
going
to
support
them,
and
so
we
make
that
determination
with
the
principal
and
then
the
process
you
know,
goes
into
action
so
and
we
talk
about
a
response,
so
there's
always
a
different
type
of
response
for
each
type
of
trauma,
and
these
are
really
the
four
types
of
traumas.
There's
a
student
death
and
we
consider
how
well-known
was
a
student.
A
How
many
years
was
a
student
in
that
school?
Who
you
know,
did
they
have
a
lot
of
friends?
We
always
think
about
those
things
when,
when
we're,
when
considering
the
response,
how
did
they
die
that
kind
of
thing
staff
death?
Was
it
sudden?
When
did
it
happen?
Did
it
happen
over
the
weekend
or
to
happen
on
the
way
to
work?
Did
it
happen?
Has
that
stuff
ever
been
out
of
the
building
for
four
months
on
sick
leave?
You
know
those
things
make
really
have
an
impact
on
how
we
respond
and
how
the
kids
will
respond.
A
Suicide,
obviously
we
have
a
different,
that's
always
a
different
response
and
that
that's
dictated
always
by
what
the
parent
wants.
You
know
we
we
always
we
always
go
by
the
parent
and
how
what
information
they
want
in
terms
of
a
suicide
really
any
death,
but
a
suicide
is,
is
particularly
sensitive,
just
around
the
emotional
nature
of
that
and
and
some
of
the
more
vulnerable
kids
in
our
building
and
then
act
of
mass
violence,
so
that
would
be
a
school
shooting
or
something
where
there
was
mass
casualties.
A
Now,
we've
been
actually
working
with
doors
office
doors
been
kind
of
leading
the
charge
with
a
number
of
different
Apartments
on
on
what
we
would
do
if
there
was
an
act
of
mass
violence,
so
we've
been
doing
some
walkthroughs
and
some
reunification
and
talking
about
all
the
different
things
we
need
to
keep
in
mind.
That's
a
whole
nother
presentation,
but
it
would
be
a
different
response.
A
So
here's
some
you
know,
here's
some
considerations
as
a
principle
prior
to
the
trauma
response,
so
you've
learned
of
the
trauma.
These
are
some
things
you
need
to
think
about.
So
you
need
to
consult
with
your
leadership
team,
your
student
services
team
to
develop
a
plan,
a
school-based
team,
so
you're
gonna
reach
out
to
them.
I'm
gonna
talk
to
them
on
the
phone
you're
gonna
meet
with
them,
whatever
it
may
be.
What
are
we
gonna
handle
this
as
a
leadership
team?
Do
we
have
enough
mental
health
support?
A
Do
we
need
an
additional
team
which
classes
need
to
be
addressed?
We
need
to
go
into
every
class
in
the
building
or
or
is
it
just
that
kids
schedule,
or
is
it
just
the
12th
grade?
You
need
to
think
about
those
things
who's
going
to
talk
to
the
students.
We
want
to
make
sure
that
it's
the
right
people
to
talk
to
those
kids.
Those
people
are
emotionally
prepared
to
have
that
conversation.
What's
going
to
be
said,
do
we
need
to
come
up
with
a
script
that
it's
consistent?
A
You
know,
what
are
we
gonna
actually
convey
to
those
staff
and
students
which
students
and
staff
are
gonna,
be
most
impacted
staff
members
that
may
have
you
know
when
it's
suicide?
Maybe
we
have
staff
members
who
have
had
kids
that
have
have
died
by
suicide
or
or
know
people,
maybe
someones
close
family
member
just
recently
died
and
that
triggers
some
feelings.
Maybe
we
have
kids,
we
want
to
look
at
our
most
vulnerable
kids.
It's
terms
of
social
emotional
response.
A
Is
you
know
just
because
me
they
don't
know
the
kid
that
cannot
doesn't
mean
it
doesn't
trigger
emotional
responses,
who's
gonna,
reach
out
to
the
family.
What's
that
conversation
gonna,
look
like
how
we
support
them.
What's
class
coverage
going
to
look
like
how
you
know?
What's
when
do
we
need
to
reach
out
to
Bob's
office,
and
how
do
we
need
to
get
that
information
out
and
what
would
that
look
like
and
how
are
we
gonna
provide
that
grief
and
support
to
our
staff?
A
These
are
just
some
of
the
things
to
consider
and
I
actually
gave
you
guys,
a
handout
that
it's
just
kind
of
a
principle.
Checklist
I'm,
not
saying
it's
all-encompassing,
but
I
try
to
include
as
many
things
in
there
just
for
you
to
think
about.
If
this
ever
two
were
to
happen-
and
if
you
have
any
questions,
feel
free
to
stop
and
ask
so,
let's
say:
Paul
had
a
death
in
his
school
and
he's
requested
a
trauma
team.
So
here
the
process,
I'm
gonna
work
with
my
team.
A
We
have
a
very
organized
method
of
getting
teams
out.
So
all
the
coordinators,
so
Kelly
Anderson,
Shirley,
Jackson,
Avery,
Susan,
love
and
Louie
Jones
are
all
my
trauma
leads.
So
if
I
get
a
call
on
the
weekend,
I'm
kind
of
doing
a
behind-the-scenes
work
work
when
the
principal
calling
the
a
PE
figuring
out
what
we
need
to
do
and
then
I'm
my
trauma
leads,
are
then
reaching
out
to
our
trauma
teams.
We
have
trauma
counselors
psych
social
workers
that
have
been
trained
in
different
areas
of
the
county.
A
A
It
could
be
Lacey,
Wallace,
they're
gonna,
be
the
ones
actually
at
the
building,
with
the
additional
team
members
and
supporting
the
student
services
staff
and
also
being
your
side-by-side
person,
helping
you
kind
of
navigate
through
through
waters
through
uncharted
territories
that
you
may
not
have
never
experienced
before.
And
you
know
this
is
what
we've
done
before.
What
do
you
want
to
ultimately
you're
the
decision-maker
but
we're
just
kind
of
helping
you
think
about
some
things?
A
You
know
if
we're
coming
to
the
school,
we
want
to
make
sure
that
our
school-based
student
services
staff
clears
their
schedules,
because
our
model
is
that
they
are.
They
are
the
ones
that
know
the
kids
best.
They
know
the
school
best,
so
we
empower
them
to
be
the
ones
that
lead
the
charge
on
mental
health,
support
we're
just
there
for
overflow
and
additional
support.
We
used
to
do
where
we
kind
of
came
in
and
save
the
day
model,
but
that's
not
really
helpful
to
schools.
A
We
found
that
it's
better
if
we
empower
schools
and
and
we've
had
situations
I'm,
not
saying
the
last
two
years,
where
you
know
we
have
a
counselor,
that's
doing
a
504
meeting
or
something
and
we
come
in
we're
like
yeah.
You
might
want
to.
You
need
to
cancel
that
504
meeting,
because
if
we're
sending
people
in
you
need
to
kind
of
clear
things,
this
is
the
focus
so,
let's
see
and
then,
like
I
said
you
will
navigate
with
you.
A
These
are
some
considerations
during
the
charm
response,
so
you
you've
had
the
team
in
you've
gone
in
the
classrooms
or
your
team
has
the
kids
are
being
supported?
They
know
to
come
down
in
the
counseling
office.
So
now
you
need
to
look
at
well.
When
can
the
leadership
and
Student
Services
team
meet
to
determine
how
things
are
going
in
this
crazy
situation?
How
are
we
gonna?
Have
a
conversation
to
kind
of
assess
or
reassess?
Do
we
need
to
readjust
the
plan?
A
Is
everything
going
according
to
plan
or
we
need
maybe
there's
a
group
of
kids
that
we
need
to
address,
or
we
need
to
look
at
the
schedule
and
change
it?
Do
we
need
more
support?
Do
we
less
support?
Maybe
we
can
send
some
trauma
support
back
to
their
home
schools
and
how
can
we
think
keep
things
going
as
normal
as
possible
while
supporting
students
and
stuff
and
that's
the
biggest
thing
is
our
goal-
is
to
keep
things
normal,
but
we'd
also
don't
want
to.
A
We
don't
want
people
to
think
that
we're
not
acknowledging
their
feelings
so
hi,
but
people
respond
when
we
keep
things
normal.
If
we,
if
we
take
things
way
out
of
our
regular
routine,
actually
that's
not
beneficial
to
kids
or
staff.
So
how
do
we
balance
being
empathetic,
but
also
saying
we
got
to
keep
things
going?
It's
not
most
possible
and
that's
that's
a
tough
balance
and
then
considerations
after
the
response.
So
we
you
know
we
want
to
consider
the
funeral
arrangements
and
coverage
for
staff.
A
A
What
we
usually
do
is
ask
a
principal
to
email,
their
colleagues
or
ask
your
regional
to
help
you
out
with
that
and
say:
hey:
do
you
have
any
non
teaching
people
that
you
could
send
on
my
school
I'm,
anticipating
10
teachers
being
out
between
this
time
and
this
time,
and
usually
I've,
never
seen,
schools
that
aren't
you
know
supportive
of
that
and
they'll
send
their
people.
People
come
and
they
are
happy
to
cover
classes.
While
that
happens,
memorials
memorials
are
always
a
touching
thing,
especially
with
a
suicide.
A
We're
always
you
know
we're
always
considering
a
suicide
contagion.
So
if
we
glorify
or
memorialize
a
suicide
a
death
by
suicide,
how
is
that
impacting
kids
who
are
most
vulnerable?
Who
are
have
suicidal
feelings?
We
don't
want
to
glorify
that
death
and
the
attention
that
may
be
coming,
so
we
we
don't.
We
don't
promote
memorials
for
suicides,
we
don't
really
promote
memorials
for
many
deaths,
but
we
will
get
people
that
will
ask
about
it.
A
So
I
found
the
best
ways
or
maybe
donating
to
a
certain
cause,
those
kinds
of
things
you
know
when
you
do
things
in
the
middle
of
the
day.
It
can
disrupt
your
instruction
and
our
goal
is
to
minimize
instructional
disruption.
So
how
do
you
again?
How
do
you
balance
being
apathetic,
but
at
the
same
time
keeping
you
know
the
course
of
day
normal?
A
So
if
you
ever
have
questions
about
Memorial
and
you
want
to
reach
out
your
office,
we're
happy
to
kind
of
navigate
that
with
you
vulnerable
students
and
staff,
so
making
sure
that
our
your
student
services
staff
team
knows
who
they
are
and
then
also
we
have
a
good
relationship
with
mobile
crisis.
They
can
actually
check
up
on
those
kids
after
hours
and
go
go
to
the
home
connect
with
the
parents.
So
we
have
that
kind
of
round-the-clock
supervision
on
some
of
these
really
vulnerable,
kids,
so
dance
break.
A
So
anything
so
any
questions
about
about
our
process.
It's
pretty
clear
and
we
I
just
want
really
anything.
If
anything
you
take
away.
Is
that
we're
here
to
support
you?
You
are
the
decision-makers
in
your
schools.
You
know
your
schools
best.
You
know
your
staff,
your
students,
we're
here
to
help
you
support
that.
So
we're
never
going
to
tell
you
what
to
do
we're
gonna,
we're
gonna.
Advise
you
on
this
is
how
this
has
helped
in
the
past.
This
may
be
a
way
to
go.
A
You
know,
give
you
options,
because
none
of
these
are
situations
are
the
same
they're
all
different
and,
and
you
kind
of
got
to
make
different
decisions
as
you
kind
of
navigate
the
process,
so
all
right,
so
dance
break,
I'm,
gonna
put
so
now.
I
just
wanted
to
go
over
a
couple
scenarios
or
three
scenarios,
and
this
is
really
the
lessons
learned
and
there's
always
lessons
to
be
learned
in
these
situations.
A
So
these
are
three
scenarios
that
have
happened
this
school
year
and
what
I'd
like
you
to
do,
I'm
gonna,
read
it
and
then,
and
then
you
have
a
scenario
at
your
tables
and
what
I'd
like
you
to
do,
is
just
kind
of
talk
about
it
and
answer
the
questions
how
you
might
handle
this
some
things
you
might
consider,
and
what
kind
of
what
kind
of
a
discussion
about
that.
So
this
happened.
A
This
actually
happened
at
Southern
High
School
this
year
and
it's
a
Monday
morning
prior
to
the
school
day
and
you've
been
informed
by
a
crisis
response
that
one
of
your
teachers
was
killed
in
a
car
accident
on
her
way
to
school.
Due
to
the
timing
of
the
situation,
there's
not
much
time
to
plan
for
the
emotional
response
from
students,
staff
and
the
you
are
also
unable
to
tell
anyone
this
information
right
away
until
the
teachers
family
has
been
notified.
However,
staff
in
the
community
are
starting
to
hear
rumors
about
the
accident.
A
During
arrival,
a
tree
trauma
team
arrives
and
staff
from
a
variety
of
different
central
office
departments
are
sent
to
the
school
for
support
based
on
all
these
factors.
How
would
you
handle
this
trauma
situation
and
what
are
some
factors
you
need
to
consider,
and
this
was
a
unique
one.
I
mean
there
were
a
lot
of
people
at
the
building
that
morning
cuz.
It
was
kind
of
weird
happened
on
the
way
to
work,
and
actually
teachers
saw
the
accident,
so
they
were
questioning.
They
were
texting.
This
person
that
will
person
wasn't
texting
back.
A
So
there
was
a
very
emotional
response
and-
and
so
so
think
about
that
as
a
principal
and
and
just
kind
of
talk
to
your
table,
what
would
what
would?
How
would
you
handle
this
and
where
some
factors
you
need
to
consider
another
layer
here,
you
can't
tell
your
staff
right
away
until
the
police
have
actually
told
next-of-kin.
So
that
was
another
another
thing
to
consider.
So
there
was
a
good,
a
good
hour
and
a
half
yeah.
So
this
was
a
particularly
difficult
situation
for
Katie
fiord.
B
A
And
then
also
all
these
people
from
such
officer
in
your
building,
you
know
something's
up,
you
know
it's
very
uncomfortable.
Yes,
so
Katie
was
able
to
tell
the
staff
once
I
mean
we
were
on
the
full
of
mobile
crisis
and
once
and
they
were
actually
the
ones
that
were
doing
the
notification.
So
once
we
got
that,
then
we're
like
Katie
go
ahead.
You'll
get
yourself
together
and
I
believe
it
was
before
school
started
that
she
was
able
to
do
that.
But
we
there
was
a
lot
of
wondering
like
when.
A
A
She
and
I
remember
back.
She
was
able
to
tell
them
before
school
started.
It
just
was
like.
It
was
like
an
hour
and
a
half
at
the
time
she
actually
heard
about
it
and
then
and
then
she
was
able
we
did
get
it
before
we're
able
to
get
the
staff
together
and
and
tell
them,
but
it
was
and
then
and
then
she
had
to
consider
well,
how
do
I
tell
the
students,
because
schools
already
started
some
of
the
kids
saw
us
on
the
kids
are
hearing
about
it.
A
A
They
did
make
an
announcement.
I
I
mean
I'd
recommended
classrooms,
but
you
know
it.
It
ended
up
being
okay
but
I
agree.
Then
that
was
it's
a
tough
call
because
they
wanted
kids.
She
wanted
kids
to
know
as
quickly
as
possible,
because
kids
rumors
were
already
starting.
Social
media
was
flying
so
so
that
was
that
was
a
difficult.
You
know
it,
but
it
ended
up
being
fine,
but
it
is
a
tough
call,
because
if
you
go
into
classrooms
like
hot
fast,
can
you
get
to
the
classrooms.
C
C
C
A
Exactly
and
then
so
so
I,
you
know,
my
my
frame
of
mind
was
like
classroom,
but
then
Katie
gave
that
say.
Man
I
was
like
I
can
see
that
and
it
ended
up
being
end
up
working
because
we
had
we
had
the
structures
in
place
already,
so
the
announce
was
made
go
to
your
counseling
office.
If
you
need
support,
we
had
people
on
the
hallway
guiding
kids
there
if
they
needed
support
and
teachers,
especially
the
most
vulnerable
ones.
A
We
had
extra
adults
in
there,
so
so
ended
up,
ended
up
working
with
that,
but
yeah
you
can
see
either
way
right.
You
can
see
it
I.
Would
you
know,
coming
from
an
elementary
middle
background,
it's
easier
to
get
into
classrooms
and
get
around
high
school.
Like
you
know,
it's
logistical
way
more
difficult,
so
any
other
thoughts
on
that.
D
D
A
I
think
what's
important
is
also
to
just
kind
of
have
a
discussion
with
people.
You
trust
like
this
is
what
I'm
thinking?
What
do
you
think
and
getting
feedback
like
how
to
tweak,
and
you
know,
we've
given
Katie
some
suggestions
and
she
she's
like
I,
want
to
do
it
this
way
and
we're
like
get
you
know,
go
go
with
what
you
feel
comfortable
with
your
stuff.
D
D
A
Informations
getting
out
yeah
yeah,
good
yeah.
These
are
again
all
this:
the
timing,
the
public
nature
of
it.
How
many
people
already
know
it's
all
these
things
or
considerations,
so
each
one's
different
good,
any
other
thoughts
on
that
one.
That
was
it.
That
was
definitely
a
tough
one,
all
right,
so
the
second
one,
so
the
second
one
is
actually
I'm.
Gonna
give
you
this
actually
happened
with
Patrick
this
year.
Another
really
difficult
one.
A
A
So
it
was
a
Friday
night
and
you're.
The
principal
you've
been
informed
by
mobile
crisis
that
one
of
your
students
has
died
by
suicide.
You
work
with
your
team
to
initiate
a
plan
of
support
and
work
to
get
a
trauma
team
with
the
school
on
Monday.
When
you
speak
with
the
family
on
Saturday
they'll,
let
you
know
they'd
like
to
remain
private
about
the
cause
of
the
death
and
you
respect
that
decision.
A
However,
there
are
rumors
on
social
media
about
the
cause
of
death
and
students
and
parents
are
calling
for
the
school
to
be
specific
about
the
cause
of
death
based
on
situation.
How
would
you
respect
the
privacy
of
the
family
and
make
sure
that
students
are
supported
and
manage
the
expectations
of
parents
and
community
surrounding
the
death
and
Patra
did
a
great
job
with
this,
because
all
those
questions
are
so
hard
to
manage
and
to
throw
and
passion
to
be
able
to
speak
to
it
more.
D
A
Psa,
so
there
were
also
weekend
activities
in
which
kids
were
involved.
There
were,
and
and
mobile
crisis
doesn't
abide
by
the
same
rules
that
we
do
when
it
comes
to
what
families
privacy.
So
we
are
our
first
decision
with
any
cases.
What
do
you
want
to
shared
to
the
staff
and
students
in
the
community,
and
we
respect
that
and
whatever
that
drives
everything
we
do
but
Mobile
crisis
want?
You
know
they.
They
were
actually
telling
pretty
much
anyone
that
they
encountered
about
the
cause
of
death.
A
So
here
we
look
like
we're
not
sharing
the
information
and
they're
sharing
the
information
and
that
that
causes
some
some
stuff
with
the
community
and
especially
a
challenging
community
I'm,
a
former
falcone,
so
I
know
yeah,
but
yeah.
So
so
talk
about
that
situation
right
there
and
how
you
might
handle
that
if
that
you
take
about
a
minute
to
kind
of
discuss
that
one
any.
A
D
I
had
to
communicate,
I
had
to
wait
the
morning
to
call
the
parents
myself.
It
was
never
a
pleasant
phone
call.
You
have
to
respect
that
timeline.
You
don't
want
to
come
home.
You
know
late
Friday
night
into
the
morning,
so
you
do
that.
Then
you
work
with
Bob
trying
to
work
on
the
craft
that
letter
get
that
out,
and
then
we
get
the
game
plan
in
place
of
what
we're
gonna
do.
Well,
that
letter
went
out
on
2:30
on
a
Saturday
and
in
there
it
specifically
said
you
know
the
resources.
D
The
county
will
provide
the
steps.
We're
gonna,
take
the
conversation
to
have
with
your
child,
about
death
and
grief
and
listen
that
we
gave
very
detailed,
specific
things.
You
would
think
from
2:30
on
Saturday
till
7
o'clock
1
on
Monday
morning.
You
would
talk
to
your
child
about
this
parents,
don't
they
leave
it
all
now
to
the
school
and
they
threw
him
on
the
doorstep
and
we
had
kids
come
in
school.
My
mom
dad
didn't
talk
to
me
about
that
or
they
did,
but
they
said
their
teachers
will
take
care
of
that.
C
D
D
The
County
Police
Department
we
got
them
involved,
they
were
great.
They
actually
came
to
the
faculty
meeting
that
Monday
morning
with
me,
so
that
was
great.
That
was
a
new
nuance.
Of
course,
our
County
crisis
team
was
great
and
then
our
school
psychologists
and
counselors
filed
that
student
schedule.
Throughout
the
day
you.
F
B
D
A
D
D
Our
counselors
were
in
the
counseling
area
for
our
kids
and
that
EAP
was
in
there
for
the
faculty,
and
that
was
different
this
time,
because
in
the
past
the
faculty
consumed
sometimes
the
counselor
in
school
psychologist
and
they
needed
to
be
open
and
ready
for
the
students,
not
the
faculty
and
and
the
EAP
worked
with
the
faculty,
and
that
was
great
and
a
lot
of
them
came
down
to
work
here.
The
AP
and
then
followed
up
with
those
resources.
So
that's
a
great
and.
A
You
bring
up
a
good
point
really
are,
are
a
CPS
trauma.
Support
is
really
for
kids.
Yes,
your
your,
you
know
your
school
counselors
and
your
school
Sykes
know
the
staff,
so
they
will
talk
to
staff,
but
if
a
staff
needs
more
support,
that's
what
EAP
is
is
for
that
and
then
free
counseling.
So
it's
a
good
point.
Yeah.
That.
B
A
And
it
goes
back
to
kinda
what
Bob
said.
Sometimes
we
have
some
parents
that
they
want
where
they
want
and
if
you
don't
give,
then
you're
the
bad
guy
and
sometimes
that's
what
happens.
But
it's
it's.
How
do
you
back?
It's
a
and
I
gave
Patrick
our
that,
because
you
know
you
had
some
definitely
had
some
tough
parents
to
deal
with
in
that
situation.
A
So
that
was
another
one,
but
then
so
what
I'm
doing
with
this
particular
time
I
think
we're
ready
to
switch
but
anyway
anyone
any
some
of
you
know.
Roger
just
shares
inside
anyone
else
have
any
insight
from
their
experiences
with
with
dealing
with
a
trauma.
It's
never
the
same.
It's
never
easy.
Anyone
have
anything
that
wasn't
sure
that
was
just
an
insight
or
any
questions
if
you've
never
dealt
with
him
before.
E
E
C
E
The
other
thing,
because
that
was
a
new
principle,
so
I'm
like
trying
to
figure
it
out
too,
was
that
people
were
talking
consistently
throughout
the
day
yeah,
because
we
didn't
anticipate,
you
just
didn't
anticipate
the
fallout
and
we
thought
it
was
gonna
primarily
affect
eighth
graders,
because
she
was
an
eighth
grade
student,
but
the
majority
of
kids
affected
for
us
for
sixth
graders,
and
they
didn't
even
know
her.
It
was
that
right,
like
they
do
some.
E
A
We
actually
went
into
all
the
homeroom
classrooms
and
just
told
them
that
was
that
was
definitely
tough.
We
didn't,
we
didn't
get
a
trauma
team
because
we
didn't
feel
like
so
I
could
handle,
but
yeah
it
was.
It
was
definitely
you
just
don't
know.
I
mean
we
had
a.
We
had
a
suicide
death
at
Southern
High
School
two
weeks
ago
or
three
weeks
ago,
and
we
we
we
felt
like
since
the
parent
wanted
us
to
share.
A
We've
sent
seven
extra
people
there
well,
first
of
all,
their
their
student
services
team
did
an
amazing
job,
but
really
our
student
art
team
wasn't
even
needed,
so
you
just
never
know
how
a
school
is
going
to
respond
to
a
cap.
You
just
never
know
so
so
anyways.
Thank
you
on
again
just
reach
out
to
our
office.
If
you
ever
need
support.