Follow crisis management procedure

These two-page toolkits, developed by the University of Washington Tacoma, give faculty on campus sample statements to share in class as a response to current events surrounding sexual violence or events of mass violence. The sexual violence toolkit also lists confidential and non-confidential campus resources for students to be shared in tandem with the faculty statements. The mass violence toolkit also provides written content developed by the American Psychological Association (APA) to help students manage distress in the aftermath of an event of mass violence.

Faculty Support – Sexual Assault
Faculty Support – Mass Shooting

Building Resilient Communities: An Online Training

Posted on October 29, 2018October 23, 2019 by JED Campus Learning Community

From RAND:

This easy-to-use, self-guided online training shows organizations and communities how to strengthen their resilience. Resilience means:

mitigating and withstanding the stress of manmade and natural disasters
recovering in a way that restores normal functioning
applying lessons learned from past responses to better withstand future incidents.

This training is intended for a diverse range of organizations, including businesses; faith-based organizations; hospitals, health clinics, and other health agencies; mental health providers; schools and universities; civic and volunteer groups; first responders; local government agencies; public health departments; and nonprofit agencies.

When you complete this training, you will have a real action plan to use that will help you build resilience in your organization or across your community, bolstering your capacity to respond to and recover from disaster.

Click here to access the online training.

Action Alliance Framework for Successful Messaging

Posted on October 24, 2018December 11, 2019 by JED Campus Learning Community

The Framework is a research-based resource that outlines four key factors to consider when developing public messages about suicide:

Strategy
Safety
Conveying a “Positive Narrative”
Following applicable Guidelines.

The Framework was created by the National Action Alliance for Suicide Prevention as part of its priority to change the public conversation about suicide.
Click here to visit the Action Alliance Framework for Successful Messaging website.

Crisis Text Line

Posted on October 10, 2018October 23, 2019 by JED Campus Learning Community

Crisis Text Line is free, 24/7 support for those in crisis. Text 741741 from anywhere in the US to text with a trained Crisis Counselor. Crisis Text Line trains volunteers to support people in crisis.

Click here to read more about Crisis Text Line on their website.
Click here to read a New York Times article on Crisis Text Line.
Click here to read more about Crisis Text Line’s impact through their Crisis Trends website.

SIGMA Threat Management

Posted on October 3, 2018November 21, 2020 by JED Campus Learning Community

SIGMA helps colleges and universities develop and implement a threat assessment capacity that fits within their unique cultures and that is effective in both preventing violence and helping persons in need. They train higher education institutions on how to establish and operate a threat assessment team (or add threat assessment capabilities to an existing team) and how to identify, investigate, evaluate, and intervene with persons and situations that raise concern on campus. For institutions with existing threat assessment teams, they help evaluate and enhance current procedures and resources to be consistent with the new national standard. SIGMA consults on individual threat cases and provides guidance on crafting or revising institutional policies and procedures to facilitate effective threat assessment and collaborative case management.

Click here to read more about SIGMA on their website.

You can also learn more about SIGMA via this article by the APA on Marisa Reddy Randazzo, their founder.

Sample mental health crisis, postvention, and emergency response plans

Posted on September 19, 2018February 8, 2022 by JED Campus Learning Community

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CAMS – Collaborative Assessment and Management of Suicidality

Posted on April 30, 2018October 23, 2019 by JED Campus Learning Community

CAMS is first and foremost a clinical philosophy of care. Developed 30 years ago, it is a therapeutic framework for suicide-specific assessment and treatment of a patient’s suicidal risk. Multiple clinical trials in the U.S. and internationally have proven the effectiveness of CAMS. It is a flexible approach that can be used across theoretical orientations and disciplines for a wide range of suicidal patients across treatment settings and modalities.

Home Page for CAMS

ASSIP – Attempted Suicide Short Intervention Program

Posted on April 30, 2018October 23, 2019 by JED Campus Learning Community

Attempted suicide is the main risk factor for suicide. The Attempted Suicide Short Intervention Program (ASSIP) described in this manual is an innovative brief therapy that has proven in published clinical trials to be highly effective in reducing the risk of further attempts. ASSIP is the result of the authors’ extensive practical experience in the treatment of suicidal individuals. The emphasis is on the therapeutic alliance with the suicidal patient, based on an initial patient-oriented narrative interview. The four therapy sessions are followed by continuing contact with patients by means of regular letters.

This clearly structured manual starts with an overview of suicide and suicide prevention, followed by a practical, step-by-step description of this highly structured treatment. It includes numerous checklists, handouts, and standardized letters for use by health professionals in various clinical settings.

ASSIP Manual

HEMHA Postvention Guide

Posted on January 7, 2018October 23, 2019 by JED Campus Learning Community

This resource is intended for use by colleges and universities that are affected by and/or want to be prepared for campus crises and campus deaths. Suicide postvention efforts address the need for predetermined strategies to effectively and sensitively respond to campus deaths after they occur. We believe that it is important to note that a good postvention plan can have a positive impact on prevention, as well. This resource defines specific areas of consideration and planning and offers suggestions for best practices. Planning and implementation of postvention efforts rely heavily on using an interdisciplinary approach that utilizes the skills and resources of administrators, practitioners and the greater campus community. These disciplines will ideally collaborate in the postvention planning and coordination, implementation of postvention efforts, clinical services, communication efforts, and
decisions about holding memorials and other related events with the goal of helping the community return to a normal routine.

View or download the HEMHA Guide.

American Red Cross

Posted on January 7, 2018October 23, 2019 by JED Campus Learning Community

The Red Cross has a number of resources available related to response after a natural disaster or emergency. Guidance includes information on how best to recover emotionally from these incidents. These resources may help you as you build your own emergency response protocols on campus.

Visit the Red Cross Disaster Relief and Recovery Services page.
Visit the Red Cross Disaster Training page.

Student Mental Health and the Law [JED]

Posted on January 7, 2018August 14, 2023 by JED Campus Learning Community

This guide explains FERPA, HIPAA and disability law in addition to other complex legal topics schools can face related to student mental health. The goal of this document is to provide all campus professionals with a summary of applicable laws and professional guidelines, as well as related good practice recommendations, to support well-informed decision making around students at risk. The good practice recommendations reflect input from round-table participants, key research findings, and previous work of JED and other organizations.

You can view the full guide here.

Framework for Developing Institutional Protocols for the Acutely Distressed or Suicidal College Student [JED]

Posted on January 7, 2018February 28, 2023 by JED Campus Learning Community

This guide, developed by JED with input from expert professionals, provides your college or university community, regardless of its size, culture, and resources, with a list of issues to consider when drafting or revising protocols relating to the management of the student in acute distress or at risk for suicide. This document is a tool to aid your institution in developing or revising protocols related to response, emergency contact notification, and medical leave of absence.

View the full guide here.

The Family Educational Rights and Privacy Act: 7 Myths — and the Truth

Posted on January 7, 2018March 19, 2021 by JED Campus Learning Community

Originally appearing in the Chronicle of Higher Education in 2008, this simple article clears up many of the misconceptions about FERPA and includes additional information about HIPAA and exceptions to FERPA.

The article can be found here.

New Data on the Nature of Suicidal Crises in College Students: Shifting the Paradigm

Posted on January 7, 2018March 19, 2021 by JED Campus Learning Community

This study analyzes data and promotes a comprehensive approach to suicide prevention by redefining it as an institution centered problem. Hence the entire administrative structure of the university will have to be engaged to intervene at all points of the suicide continuum as is promoted in JED Campus.

Abstract:

This article presents new data on the nature of suicidal crises in college students. Data were collected from over 26,000 undergraduate and graduate students at 70 colleges and universities. An anonymous Web-based survey was designed to provide insight into the full spectrum of suicidal thought, intent, and action among college students. The authors discuss implications of these data and outline a new, problem-focused paradigm for conceptualizing the problem of college student suicidality and for guiding institutional policies and interventions at multiple points along the continuum of suicidal thoughts and behaviors. The proposed paradigm encompasses and expands on the current model of treating individuals in crisis in order to act preventively to reduce both prevalence and incidence of all forms of suicidality among college students.

Click here to purchase the full article.

JED Recommendations: FOLLOW CRISIS MANAGEMENT PROCEDURES

Posted on January 1, 2018August 14, 2023 by JED Campus Learning Community

FOLLOW CRISIS MANAGEMENT PROCEDURE

Crisis management includes access to immediate emergency services on campus or in the community, local or national crisis resources, and policies that protect and support a student, students, or the campus community during a time of crisis. Crisis planning has the potential to positively impact preventive measures.

The two main objectives in this component are to facilitate an adequate and appropriate institutional response to student suicide, death, or other emergency, and to create and maintain protocols for the reporting of, and follow-up for, emergency situations.

Adequate and appropriate institutional response to student suicide, death, or other emergency – though the impact of a suicide, death or other emergency cannot be predicted and the response of a campus community can vary widely, clearly outlined emergency and postvention policy and protocol helps colleges respond to a crisis with coordinated, sensitive interventions at a time of potential campus instability. As you work on adjusting these policies on your campus JED recommends reviewing the HEMHA Postvention: A Guide for Response to Suicide on College Campuses guide.
Protocols for the reporting of, and follow-up for, emergency situations – clear protocols guide faculty and staff when a student is struggling, overly intoxicated, or suicidal and provide readily accessible emergency information including crisis phone numbers and how to access crisis chat and text services. Well-publicized and widely promoted “at risk” or Behavioral Intervention Teams serve to collect and respond to reports of students of concern.
- JED Campus recommends that each campus develop or refine its own tailored protocols in response to emergency situations and mental health crises, including student suicide or death. The playbook resources include links to some response protocols that your campus might consider to guide your efforts in updating or developing your own campus protocols. JED Campus also recommends that the process of updating and developing campus protocols include consultation with legal counsel.
- Recognizing the importance of each campus to have and take ownership of its specific policies and protocols, JED Campus staff are here to help. JED Campus staff are available to offer policy/protocol guidance as your campus develops and/or refines your current campus policies and protocols. Please remember, however, that JED Campus is unable to offer legal advice or consultation.

THIS CONTENT CAN ALSO BE FOUND IN THE JED CAMPUS PLAYBOOK GUIDE.
To view all playbook resources within the Follow Crisis Management Procedure domain, click here.

JED Recommendations: Emergency Response Protocols

Posted on January 1, 2018August 4, 2020 by JED Campus Learning Community

FOLLOW CRISIS MANAGEMENT PROCEDURE:
EMERGENCY RESPONSE PROTOCOLS

This is one of two major objectives in the Follow Crisis Management Procedure Domain

Under this objective, schools may take the following action steps:

Develop an “At Risk” or “Behavioral Intervention Team (BIT)” to collect and respond to reports of students of concern. Ensure coordination between BIT or “At Risk” team and:
- Counseling and health services
- Substance abuse office
- Conduct office
Promote information about how to report/get help for an emergency for both daytime and after-hours
Promote 24/7 crisis phone (and/or chat line) through campus resources or local/national services
Implement a case management system to help facilitate clinical follow up and continuity of care for students of concern. A case management system can be used to:
- provide follow-up for students who have been hospitalized
- provide follow-up for students who are served by the behavioral intervention team or “at risk” team
Develop/refine a family notification policy, compliant with FERPA, to be used in emergency situations

Schools “may disclose personally identifiable information from an education records to appropriate parties, including parents of an eligible student, in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals.” 34 C.F.R. § 99.36

THIS CONTENT CAN ALSO BE FOUND IN THE JED CAMPUS PLAYBOOK GUIDE.
To view all playbook resources related to Emergency Response Protocols, click here.

JED Recommendations: Postvention Response

Posted on January 1, 2018August 4, 2020 by JED Campus Learning Community

FOLLOW CRISIS MANAGEMENT PROCEDURE:
POSTVENTION RESPONSE

This is one of two major objectives in the Follow Crisis Management Procedure Domain

Under this objective, schools may take the following action steps:

Develop or refine a postvention protocol to be consistent with the HEMHA Postvention Guide.
The postvention protocol should be easily accessible to relevant campus offices and staff. These offices might include:
- Counseling services
- Health services
- Dean of Students or V.P. of Student Affairs
- Residential Life
- Campus Security
- Legal Counsel
- Campus ministry
The postvention plan should be reviewed/refined at least annually by all campus constituents who have a role in the postvention response.

THIS CONTENT CAN ALSO BE FOUND IN THE JED CAMPUS PLAYBOOK GUIDE.
To view all playbook resources related to Postvention RESPONSE, click here.

FOLLOW CRISIS MANAGEMENT PROCEDURE

FOLLOW CRISIS MANAGEMENT PROCEDURE: EMERGENCY RESPONSE PROTOCOLS

FOLLOW CRISIS MANAGEMENT PROCEDURE: POSTVENTION RESPONSE

FOLLOW CRISIS MANAGEMENT PROCEDURE:
EMERGENCY RESPONSE PROTOCOLS

FOLLOW CRISIS MANAGEMENT PROCEDURE:
POSTVENTION RESPONSE