Los Angeles Unified School District School Mental Health Psychological First Aid (PFA) General Guidelines for Addressing Mental Health Needs in the School Environment PFA is an evidence-informed approach for assisting children, adolescents, adults, and families in the immediate aftermath of a critical incident, disaster, or terrorism. PFA is designed to reduce the initial distress caused by traumatic events and to foster short and long-term adaptive functioning. Responding to Crisis Incidents 1 LISTEN to what they say and how they act. • Address the feeling(s)/behavior(s) as soon as possible. • If a student wants to talk, be prepared to listen and focus on what s/he says and how you can be of help. • Observe nonverbal communication. Remember that student(s) may also show their feelings in nonverbal ways, such as increased behavioral problems or increased withdrawal. • Express compassion and calmness in your statements as well as nonverbal behaviors. 2 PROTECT by maintaining structure, stability, and consistency. • Maintain daily routines, activities, and structure with clear expectations and consistent rules. • Provide supervision and consistency to encourage successful outcomes. • Monitor conversations that students may engage in or hear. • Give information that is accurate and ageappropriate. • Keep the environment free of anything that could re-traumatize the student. • Validate the student’s life experience. • Maintain confidentiality as appropriate. 3 CONNECT through interaction, activities and resources. • “Check in” with student(s) on a regular basis. • Become familiar with learning support staff at your school (e.g. Psychiatric Social Worker, PSA Counselor, School Psychologist, Counselor, Nurse) and community health/mental health services. Make referrals to the appropriate resources who may offer support to student(s). • Encourage interactions, activities, and team projects with friends and teachers. • Keep communication open with others involved in the student(s) lives (e.g. parents, other teachers, coaches, etc.). • Note: Consult with DCFS if you suspect child abuse and/or neglect. 4 MODEL calm and optimistic behavior. • Model healthy responses by remaining calm, courteous, organized, and helpful. • Pay attention to your thoughts, feelings and reactions about the event. In the midst of a crisis, students are often watching for verbal and nonverbal cues by the adults they are with, which may influence how students cope and behave. • Take constructive actions to assure safety. • Acknowledge the difficulty of the situation, but demonstrate how people can come together to cope after such an event. • Practice self-care. 5 TEACH about normal changes that can occur when traumatized. • Students may have different reactions even to the same event. • Encourage students to identify and use positive coping strategies to help them after the event. • Help your students to problem solve to get through each day successfully. • Help students set small “doable” goals and share in these achievements as “wins.” • Note: With time and support, students generally do better. If they do not, they should be encouraged and taught to seek assistance from a parent/guardian or a school staff member. The PFA: Listen, Protect, Connect Model was created in partnership by UCLA Center for Public Health and Disasters, LAUSD Trauma Services Adaptation Center and the National Center for the School Crisis and Bereavement. The authors M. Schreiber, R. Gurwitch, and M. Wong have authorized this adaptation. For more information, contact School Mental Health at (213) 241-3841. smh.lausd.net