It is good practice to develop and maintain a resource bank of materials that can be used by staff, children and young people and these resources should be available for children and young people to use or borrow as appropriate. Bereavement issues should be addressed through the PSHE curriculum during the course of primary and secondary education whenever appropriate. Many aspects of this work are already incorporated into the SEAL (Social and Emotional Aspects of Learning) materials. Consider training events for staff to attend: a have an awareness of training needs b access training available through central services c provide a rolling programme of training within the establishment How the setting will communicate with, and manage, the media in certain difficult and potentially emotive situations. Make contact with appropriate external agencies, eg the Educational Psychology Service, can offer support and guidance when dealing with bereavement. The does not provide an exhaustive list; it is important for settings to consider their own needs. 11.5 Settings need to be aware of the needs of all members of their community and to foster a caring attitude, as well as considering the emotional well-being of all of those involved in a bereavement. It is important, therefore, to ensure that there are debriefing opportunities for key staff who may be involved in supporting traumatised children and young people. 12. Recovery Period 12.1 The recovery process must be considered by the Crisis Management Team immediately after the initial stages of the incident and, in the case of damage to buildings, a decision as to whether it is safe to remain, or necessary to relocate, will need to be made. 12.2. Appendices D and E detail the actions for consideration focussed on property for the 24 hours, and from 24 hours to 2 weeks, respectively. 12.3 Other aspects of recovery that will need to be considered immediately after the initial stages of the incident concern the handling of the feelings and reactions of staff, children, young people, parents and helpers. Advice should be sought from the
It is good practice to develop and maintain a resource bank of materials that can be used by staff, children and young people and these resources should be available for children and young people to use or borrow as appropriate. Bereavement issues should be addressed through the PSHE curriculum during the course of primary and secondary education whenever appropriate. Many aspects of this work are already incorporated into the SEAL (Social and Emotional Aspects of Learning) materials. Consider training events for staff to attend: a have an awareness of training needs b access training available through central services c provide a rolling programme of training within the establishment How the setting will communicate with, and manage, the media in certain difficult and potentially emotive situations. Make contact with appropriate external agencies, eg the Educational Psychology Service, can offer support and guidance when dealing with bereavement. The does not provide an exhaustive list; it is important for settings to consider their own needs. 11.5 Settings need to be aware of the needs of all members of their community and to foster a caring attitude, as well as considering the emotional well-being of all of those involved in a bereavement. It is important, therefore, to ensure that there are debriefing opportunities for key staff who may be involved in supporting traumatised children and young people. 12. Recovery Period 12.1 The recovery process must be considered by the Crisis Management Team immediately after the initial stages of the incident and, in the case of damage to buildings, a decision as to whether it is safe to remain, or necessary to relocate, will need to be made. 12.2. Appendices D and E detail the actions for consideration focussed on property for the 24 hours, and from 24 hours to 2 weeks, respectively. 12.3 Other aspects of recovery that will need to be considered immediately after the initial stages of the incident concern the handling of the feelings and reactions of staff, children, young people, parents and helpers. Advice should be sought from the
model_crisis_plan_for_cs_oct-2017.docx