School Counseling Department. School Counselor Crisis Response Manual

Transcripción

1 School Counseling Department School Counselor Crisis Response Manual

2 Administration Governing Board Adelita S. Grijalva, President Kristel Ann Foster, Clerk Michael Hicks Cam Juarez Dr. Mark Stegeman Superintendent H.T. Sanchez, Ed.D. Holly Colonna, Director 1010 East 10 th Street Tucson, Arizona (520) Fax (520) Notice of Nondiscrimination is committed to a policy of nondiscrimination based on disability, race, color, religion/religious beliefs, sex, sexual orientation, gender identity or expression, age, or national origin. This policy will prevail in all matters concerning Governing Board, District employees, students, the public, educational programs and services, and individuals with whom the Board does business. Inquiries concerning Title VI, Title VII, Title IX, Section 504, and Americans With Disabilities Act may be referred to EEO Compliance Officer, 1010 East 10th Street, Tucson, Arizona 85719, (520) , or to the Office for Civil Rights, U.S. Department of Education, Cesar E. Chavez Memorial Building, 1244 Speer Boulevard, Suite 310, Denver, Colorado

3 Table of Contents 1. Introduction Principal/Site Administrator Crisis Co-Managers Crisis Team Member Presentation Strategies for Teachers Open Ended Questions for Classroom Discussion Do s and Don ts Reference Materials Crisis Team Manager Report Form Crisis Team Check-List Stages of the Mourning Process Suicide Information for Parents Helping Students with Grief (English) Helping Students with Grief (Spanish) Parent Letter Example (Spanish) TUSD Employee Assistance Program... 29

4 INTRODUCTION We can help others cope and adjust to crisis/change by offering psychological first aid. The goal of crisis management in TUSD is to provide emotional support to an individual during a vulnerable crisis period that will enable a person to make a healthy adjustment and to function on their own again as soon as possible. CRISIS TEAM ORGANIZATION The school counselors in the are members of the crisis teams. Under the direction of the principal, the crisis team members assist in classrooms and provide small group counseling. These teams are organized by elementary, middle and high school levels and teams generally serve for several months of the year. The counselors on the crisis teams have received training through professional development. The team members work with the school principal in implementing a school plan to follow. A bilingual counselor will be available if needed. UTILIZING THE CRISIS RESPONSE TEAM The Crisis Response Team provides a supportive service that can help schools assess, plan and intervene in crises affecting staff and students. A pre-planned, organized approach has been shown to be effective in reducing the emotional and social impact of a crisis. The TUSD Crisis Response Teams have had specialized training to assist building administrators in directing crisis resolution activities. Procedure to activate the Crisis Team: 1. All principals contact the TUSD Crisis Team Coordinators, Holly Colonna at (w) , (cell) or (h) ; or Karen Ward at (w) , (cell) or (h) The Crisis Team Coordinators will call the Crisis Team Co-Managers. 3. The Crisis Team Co-Managers will contact the principal, discuss the crisis, and decide on the plan to follow. 4. The Crisis Team Coordinators and/or Co-Managers will contact the other members of the team to give them directions for the crisis. Crisis Response Team Services Meet with building administrators and key staff to formulate an action plan. Facilitate staff meeting to provide information related to the crisis. Support school staff. Help teachers process information with students. Work with students individually or in groups. Be available for contact with parents. Provide helpful, factual information to parents. 1

5 Principal/Site Administrator Role: The role of the Site Administrator is to take all action that ensures the health and safety of the school site population and school community. It is the Site Administrator's responsibility to insure that all legal issues, Board Policies, and Administrative Regulations are addressed and followed to protect the health, safety, and educational integrity of the school community. Focus: Administer, direct, and supervise the school's student population, parents, personnel, community, facilities, and operations. Tasks: 1. Obtain accurate information related to crisis. 2. Follow TUSD Emergency/Crisis Procedures, Administrative Regulations & Board Policy Contact Administrative Supervisor, Coordinator of School Safety and Security, TUSD Crisis Team Coordinators and Risk Management and determine level of crisis. 4. Meet and orient Crisis Manager(s) and Team Members. 5. Coordinate with TUSD Communications and Media Relations Dept. regarding media contacts/inquiries. 6. Coordinate contact with law enforcement. 7. Determine and deal with legal issues, as well as Administrative Regulations and Board Policy. 8. Make contact with family. 9. Update crisis co-manager(s) and team members. 10. Conduct mandatory staff meeting. 11. Identify "high risk" individual(s) and group(s). 12. Coordinate correspondence to parents with help of crisis team co-managers and TUSD Communications and Media Relations Dept. 13. Meet with crisis co-manager(s) and team members for follow-up activities, resources, and support. 2

6 (A) Verify facts of what has occurred. SUGGESTED MEETING OUTLINES Administration/Crisis Team Meeting (B) Develop a plan for the day. Announcement to the student body -How - written for teachers to read in classrooms. -When all at the same time (example: beginning of 1 st period) -Wording (draft announcement.) (C) Discuss and assign personnel to draft letter to be sent home. (D) Brief office staff, especially attendance clerk. Insure no phone calls are made to family regarding the student not being in school. Request list of absent students. Have a standardized response for any calls concerning crisis event. (E) Identify and discuss the following: High-risk groups, staff and students. Person who will be in contact with any authorities involved police, county attorney, hospital. Liaison with family. How to offer support. Information about funeral arrangements. Person to handle personal belongings (locker, desk, gym locker, etc.) Space for crisis counseling. Media contact person. (F) Delegate responsibilities. Office, phones, parent contacts. Classroom coverage. Crisis Center coverage. Special times and areas playground, cafeteria, gym, etc. (G) Review staff meeting outline and plan staff meeting. (H) Subs. Obtain as necessary. Brief subs. (I) Plan for a meeting at the end of the day. (J) Notify related schools. (K) Obtain staff/room list and building map for crisis team members. 3

7 Before School Staff Meeting (A) Make sure all building personnel are invited, including: office staff, custodians, paraprofessionals, crossing guards, monitors, bus drivers, etc. (B) Announcement of current facts (share the basic details who, how, when, where.) Dispel rumors. (C) Introduce crisis team members and discuss the team s role. (D) Outline the day; share an overview of the plan. How crisis is announced to students team can be available to help teachers process with their class, or to read the announcement in their class for them. Letter to parents. Substitute teachers will be available if needed. Where and how team members will be available, i.e. in the classroom, in the office, in the counseling center. Guidelines for sending students to crisis team members (hall passes, etc.) (E) Provide ideas for dealing with students during crisis. Ask staff to process with their class after the announcement to the student body. -use direct language i.e. dead, died, not passed away or went to sleep, etc. -know if you feel able to answer questions that students might ask. -younger children often can t grasp the finality of death, but will need information about the details be honest, but not brutally honest. -limit discussion of crisis. All feelings are OK. Expect a wide range of emotions. -some students may honestly have no reaction. -anger is often a way kids will express strong feelings. -inappropriate remarks, illness, jokes, laughing can be ways of handling strong or scary feelings (especially boys). -some students may feel guilty about things they said, did or did not do to the person who died. -some students will have a delayed reaction the next day or later. -fear of losing a parent, relative, or dying themselves may develop. Crisis events can trigger the surfacing of feelings around unresolved losses. Students whose families are under stress may have an especially hard time. Provide some form of activity students can use to express their feelings, i.e. artwork, cards or letters for the family. (F) Support for Staff Reiterate messages about feelings from the previous discussion, i.e. triggering of their emotions about their own losses, difficulties or guilt. Subs will be available if needed. Let us know after the meeting or throughout the day if you re needing extra support. (G) Maintain normal routine as closely as possible. 4

8 (H) Media Refer media to designated contact person (announce the designated person.) Discourage staff from talking with media directly. Media personnel are not allowed inside the building. Request that students do not talk to media. (I) Arrange to meet with staff directly involved. (J) Announce plans for after school staff meeting. AFTER SCHOOL STAFF MEETING (A) Review day s events and any new information. (B) Process and validate staff s feelings about the crisis. (C) Discuss student s reactions. (D) Ask staff to identify students they have concerns about provide characteristics of high-risk students. (E) Discuss funeral arrangements When and where. Time out of building for staff who wish to attend. Procedures for students they should be accompanied by an adult, preferably a family member. (F) Discuss staff concerns regarding support for the family. (G) Future plans crisis team s role. (H) Encourage staff to acknowledge and address their own emotional needs this evening and in the days ahead. (I) Provide Employee Assistance Program (EAP) information for staff. (J) Acknowledge the staff s efforts and thank them. 5

9 INTERVIEW TIPS FOR THE DESIGNATED MEDIA PERSON 1. Be honest. If you don t know the answer, say so. Tell the reporter you will get back to him/her with the answer as soon as you can. If you make a mistake in an interview, say so. 2. There is no such thing as off the record. 3. If you are in a room with a microphone or camera, always assume they are on. 4. Try to have a goal for the interview. What do you want to accomplish? 5. Prepare for your interview. If you need more time, ask for it. 6. Understand what you are going to say so that you can talk about the topic knowledgeably. 7. Anticipate the worst question you may have to answer and plan for that in advance. 8. Bridge a question from where you are in the interview to where you want to be. 9. Never say, no comment. It makes you sound like you have something to hide. 10. Don t use jargon. You won t have a translator. 6

10 SAMPLE FACULTY ANNOUNCEMENT (Date) Mary Smith, fifth grade teacher at (school) and an employee of for (number of years), died from a heart attack at her home this morning. Information as to visitation and funeral arrangements will be made available to you as soon as possible. Today, the TUSD Counselor Crisis Response Team and community resource persons will be in the building to provide counseling to classes, groups or individuals, students, faculty, and staff. Crisis Team Members are also available to assist teachers in the classroom. If you have questions or concerns, please contact (designated person) at (telephone number.) Principal s Signature GUIDELINES FOR LETTERS SENT HOME Letters sent home should include the following: 1. The crisis and a statement of tragedy. Give basic facts. 2. Information on utilization of TUSD Counselor Crisis Team and available resources. 3. Reference materials including guidelines to help a child deal with loss/death and characteristics of the mourning process. 4. Statement that parents should be sensitive and listen to child's reaction. 5. Name of person at school to contact regarding questions and concerns. 7

11 SAMPLE Parent Notification Date Dear Parents: This letter is to inform you of an unfortunate death/accident that is touching our school. (Details here) We have members of the TUSD Counselor Crisis Response Team at school working with our faculty, staff, and students today. The team will also be available at a parent meeting (Details here.) They will answer questions and assist you with support in dealing with your own and your child's grieving process. (Any additional information here.) We hope you will be able to attend. Please feel free to bring your children. (Principal Signature) SAMPLE Crisis Team Member Thank-You Date Dear : I wish to extend my sincere appreciation for the assistance you provided our students, staff, and especially our counselors during our time of crisis. It is gratifying to know that such professionals are always available to help our children. Your sincerity in addressing our students helped ease the pain of our loss. Sincerely, Principal 8

12 CRISIS CO - MANAGERS Role: The role of the Crisis Co-Managers is to work closely with the Principal/Site Administrator and to direct the Crisis Team's response to all persons involved and impacted by the crisis event. Focus: Plan with the Principal/Site Administrator to meet the school community needs through the Crisis Team and other resources (District and out-of-district). Tasks: 1. Upon contact from the principal, ask these three questions first: "Have you contacted your administrative supervisor?" "How can I help you?" "Have you contacted your school counselor(s)? What is their role?" 2. Establish the facts of the crisis as clearly as possible. 3. Determine the time and place of Crisis Team meeting. 4. Determine the groups impacted by the event and what type of response and support is needed. 5. Determine if other resources are needed and make necessary contacts. 6. Establish a central location to be maintained throughout the day to serve as a clearinghouse where: The Crisis Team checks in. Phone calls are received. Information is updated and disseminated. Students and staff can seek help. Current list of team members, locations, and phone numbers are maintained. 7. Identify high risk students, staff and groups. 8. Monitor and keep the Crisis Team informed through: Orientation Updated information Debriefing before they leave Follow-up plan and information 9. Complete the Counselor Crisis Response Team Checklist and Crisis Team Manager Report Form. (See reference section.) 9

13 CRISIS TEAM MEMBER Role: The role of the Crisis Team Member is to assist people in crisis, to build their defenses to the point where they are able to cope and adjust to change brought about by a crisis event. Focus: The focus is upon those individuals directly impacted by a crisis event. Individuals will be assisted in the most supportive structure (one-on-one, small group, classroom, etc.) Tasks: 1. Attend briefing and debriefing meetings. 2. Know all facts surrounding the crisis. 3. Know the day's schedule. 4. Know location of own assignment. 5. Know and follow referral procedures and follow-up responsibilities. 6. Know legal responsibilities that may include confidentiality and privacy issues. 7. Refer questions from the media to the appropriate and/or designated person(s). 8. Know and follow an appropriate strategy of crisis intervention for the particular group assigned. 9. Distribute and review any handouts given to groups. 10. Practice the following methods: Present a sharp contrast to person's panic; be warm, firm, grounded and reassuring. Reassure persons that the need for help is legitimate and normal. Assess person's support system. Help plan for future. Encourage self-reliance. 10

14 PRIMARY LEVEL PRESENTATION STRATEGY Action Plan for Classroom Teachers Students should be given an opportunity to express their grief and fears. Children need to be assisted in learning healthy ways of coping with each death, particularly in a crisis situation, (i.e. death of a classmate, teacher) Children at this age will be very graphic and full of hard to answer questions. Honesty and simplicity are essential. Introductions (A) "We are going to spend some time talking about 's death." Information Sharing (Examples of questions to elicit sharing) (A) "Does anyone know what happened? What have you heard?" Give time for sharing. Accept without correcting. (B) "This is the information that I have from." (principal, teacher, meeting, etc.) Dispel rumors and fears. (C) "How will this affect our classroom?" Accept and explore comments. Crisis Processing (A) Expressing feelings through a variety of activities. Stuffed animals to hug and share Art: painting, drawing, clay. "Can you tell us about your picture?" Specific assignment: "Make pictures of " (deceased). Surviving children need a chance to say good-bye or "I'm sorry I was mean to you." Group discussion: "Have you ever lost someone you loved? A pet? Do you know someone who has lost a loved one? What did you do? What did your friends do to make you feel better?" Feeling posters. You may even get a smiling face and comment, "I'm glad." Explore feelings. Be careful about making judgments. Write class letter to deceased or to the family of the deceased. On-Going (A) Provide opportunities for those students who may have additional questions/concerns (B) Identify "high risk" students for additional follow-up (C) Refer students to school, district, and community resources 11

15 INTERMEDIATE PRESENTATION STRATEGY Action Plan for Classroom Teachers Introduction of Crisis Team Member "In school, special people do special things. This person is. She/he will be giving us some information about." Crisis Processing After Crisis Team Has Visited Classroom Give permission to feel. Talk and label feelings. Write feelings on board. Use pictures depicting feelings. Bring out that confusion is a normal feeling right now. Talk about humor and how some people use it to respond. Sharing Tell what Crisis Team Member has told class. Ask classmates to share if they have experienced loss (grandparents/pets/etc.) Draw pictures to share these feelings and losses. Allow time to share with each other. Let them know they will all have a chance to share. Activities for on-going follow-up Write letters. Talk about memories (all memories) are okay; positive, negative, funny, or silly. Draw pictures. Talk about how they feel about. Use pictures to help facilitate discussion. Do physical activity to release feelings. Things for the teacher to do on-going Provide place in room as a quiet corner for child to go alone or with a friend if unable to handle group. Ask children to join you for quiet time, for lunch in the room, etc. Identify "high risk" students. Be aware of parent need for resources. 12

16 SECONDARY PRESENTATION STRATEGY Action Plan for Classroom Teacher Introduction Teacher preparation for class. Teacher introduces Crisis Team Member(s). Information Sharing by Crisis Team Member Talk about the known facts. What happened? How you found out the details. What you heard. What we don't know. What we're going to do. Ask the class what they know. Crisis Processing Identify and acknowledge students' feelings Anger: towards self, the person, others. Guilt/self blame. Withdrawal and isolation: You may want to put off the pain. Emotions of crying, yelling, laughing. Numbness (shock), disbelief: It hurts too much. Panic. Anxiety. Fear: What's going to happen to me? Bodily distress: headache, upset stomach, etc. Unable to concentrate. Confusion: Why did it happen? Talk about past individual loss - Grief Experienced and expressed in different ways. Done in individual's own time frame. No time limit. Give permission to express feelings (i.e. anger, blame, guilt, sadness, depression) Solicit ways of coping in a crisis Explore what can be done to help support one another Strategies that encourage working through the pain of a crisis Be willing to listen to the questions, stories, and feelings as many times as it takes. When you can't listen anymore, refer to outside help. Take care of yourself. Positive outcomes of this crisis Write a letter. Make a promise. Call a friend. Forgive someone. Learn more about the problem. Tell someone that you care and share a feeling. Do something nice for yourself. Closure State that school activities will continue with an opportunity for assistance as needed. Utilize school, district, and community resources. 13

17 OPEN-ENDED QUESTIONS FOR CLASSROOM DISCUSSION What was it like for you when you heard the news? Do you have someone to talk to? Did/will you discuss it at home? How did it go?/how do you think it will go? If you were a member of s family, what do you think you would want at a time like this? How can you help each other through this? What other losses have you experienced? What do we know about how (cultural group) respond to this type of loss? How can we respond in ways that are culturally respectful? 14

18 DO allow the new loss issue to take precedence with classmates. trust your instincts. initiate discussion of the loss issue if students do not bring it up. whatever a student decides about the funeral is okay. marshal positive forces in the student s life; not everything is bad news. realize that not talking about loss doesn t make it go away. encourage classmates to be a support system for the grieving student and his family. communicate the knowledge that all feelings are okay and need to be expressed. recognize that laughter and play don t mean the student did not love or care about the person who died. allow students to discuss spiritual matters. DON T give advice, be judgmental, criticize, blame. do most of the talking. lie or tell half-truths to others. use euphemisms like gone away, resting, asleep; do say died and dead. be afraid to admit to a student that you don t know all the answers. avoid the student. minimize the loss. change the subject. use clichés, such as Oh well, we all have to die sometime. say, I know how you feel. believe a young person thinks the same as an adult. think that a student s busy activity level means he/she is being disrespectful or disinterested; he/she may simply need to move. impose your religious beliefs. 15

19 CRISIS TEAM MANAGER REPORT FORM CRISIS DATE CRISIS SITE Nature of crisis Team members or other counselors who responded to the crisis Follow up Please attach copies of letters and other information that was sent to teachers, parents or students regarding this crisis. Please send to the School Counseling Dept. as soon as possible after crisis date. Thank you! 16

20 TUSD Counselor Crisis Response Team Check-List Verification of crisis (verify death, problem, issue, etc.) Planning components: AM faculty/staff meeting. Write announcement including logistics of moving those students needing to go to the crisis room. Write letter to be sent home. PM faculty/staff meeting (debriefing). Copies of the following: EAP Flyer for all faculty/staff members. School maps/schedules for crisis team members. Letter to be sent home along with Helping Students/Childhood Grief flyer. Announcement to be read by teachers. Do s and Don ts sheet for teachers. Open-ended questions sheet for teachers. Logistics: Crisis room for students (library, etc.) Crisis room for faculty/staff. Method for students to move from classroom to crisis room (passes, etc.) Sign-in sheet for crisis room. Method to keep track of students needing follow-up care/interventions. Possessions of the deceased or others involved in the crisis. Materials for crisis room: Tissue. Water. Writing/drawing materials. Sign-in sheet. Placement of crisis team members: Counselors in student and staff crisis room. One counselor in the immediately affected classroom or follow student schedule. Counselors going room-to-room for any needed support. Counselor in front office if necessary. 17

21 CHARACTERISTICS OF STAGES OF THE MOURNING PROCESS Behavior Characteristics Often Overlap During Mourning Indicates Recovery 48 Hours-2 Weeks SHOCK & NUMBNESS 2 Weeks - 4 Months SEARCHING & YEARNING 4-7 Months DISORIENTATION Months REORGANIZATION Resists input (trying to find shelter) Judgment-making difficult Functioning impeded ("zombie," "robot") Very sensitive to stimuli Anger and/or guilt feelings Restless, impatient Feeling uncertain Disorganized Depressed Guilt Weight loss/gain more than 10 pounds Sense of release (no longer obsessed by loss) Renewed energy Makes judgments more easily Emotional outbursts Stunned feelings Testing what is real Aware of reality -Very aware of reality and consequences -Psychosomatic dimension (colds, etc.) -Temptation to see mourning as a disease -Low compliance with other expectations -Be aware if trying to live as if nothing had happened -Be aware if urge to flee setting of loss is strong Stable sleeping and eating habits Survivors of a homicide death may find that trials and news coverage may prolong the first three stages. 18

22 SUICIDE INFORMATION FOR PARENTS The following are suggestions for parents who suspect their child may be suicidal: TAKE SUICIDAL OVERTURES SERIOUSLY - Trust your gut feelings ("Something is wrong. I cannot overlook this.") - Don't over-react and panic. Help is available. - Don't minimize the threats even if you've heard them before. COMMUNICATE OPENLY - Acknowledge your own feelings (hurt/fear/anger) to yourself - Be genuine and sincere, but don't expect instant rapport - Acknowledge concerns, (i.e. because of specific behaviors that lead you to suspect that something is troubling them; withdrawal from family and friends; statements like, "I wish I was never born." "I am concerned.") - Avoid putting them on the defensive. ("You're always so moody.") - Acknowledge their feelings. ("I understand you may not want to talk to me...you look sad/angry/scared, and I'd like to help.") DEVELOP A PLAN TO GET HELP - Recognize the need for outside help. ("We're needing help. This is a family problem.") - Don't leave it up to your child to determine whether they will or won't get help. - Give some choices. ("We can go together, but you can also see a counselor alone.") 19

23 HELPING STUDENTS WITH GRIEF (Elementary) Children and Grief Grief is a normal and healing response to death. Everyone experiences grief in his or her own unique way. Children grieve losses in their lives as intensely as adults. Because children are often less able than adults to put their feelings into words, their grief is seen in their behavior. Children s reactions will differ depending on their level of emotional development, their relationship to the deceased, the information they receive concerning death and their past experiences with death. They may be confused about what has happened and worried about what might happen in the future. Children who are younger than eight years may not be able to understand that death is final. They may believe that they will see the dead person again. It is probably better not to force the idea that death is final on a child until they are ready to deal with it. If the loss directly affects your children, you can expect to see them reprocess it as they reach new levels of understanding. Even if your children were not directly affected, it is still common for death to trigger fears of similar losses in their own lives. This is especially true if your children have already experienced the death of someone close, or if it is a stressful time for your family. Children need a caring adult during this time to understand them, support them and help them to express their feelings. Following are some common behaviors associated with children who are grieving and some ideas about how to help. Common Grief Reactions Shock/denial Sadness Lack of Feelings Rebellion at home/school Sleep/appetite disturbances School problems - fighting, withdrawal, attention seeking, poor concentration Physical problems headaches, stomach aches Over involvement with peers or loss of interest in peer and social activities Idealization of the deceased Restlessness/disorganization Preoccupation with the situation How Parents Can Help Be involved with your child/children. Observe their behavior. Listen to your children. Help your children explore their feelings. Reassure them that their feelings are normal. Give assurances of love, support and safety. Allow them their feelings without judgment. Let them feel their pain, do not minimize the loss. 20

24 Other Ways Parents Can Help Use clear language (died, death, dead) Discuss with your children their feelings about attending the funeral. Plan for a caring adult to be present at the funeral, if your child attends. Routine and consistency are important. Be sensitive to the need for peer group support. Set reasonable limits and provide structure to provide feelings of security. Permit or encourage talk about the person who died. Get extra help if you need it. Books for Young Students Buscaglia, Leo. The Fall of Freddie the Leaf. The story of how life itself is immortal. Carlstrom, Nancy White. Blow Me a Kiss Miss Lilly. The death of an elderly friend. Clifton, Lucille. Everett Anderson s Goodbye. A young child struggles through the stages of grief after his father s death. Cohn, Janice. I Had a Friend Named Peter. A young child s best friend is killed in an accident. Fassler, Joan. My Grandpa Died Today. The death of a grandfather. Gould, Deborah. Grandpa s Slide Show. Family memories are important after the death of a grandfather. Powell, E. Sandy. Geranium Morning. A young child deals with the death of his father. Sanford, Doris. It Must Hurt A Lot. A child s pet dog dies. Stiles, Norman. I ll Miss You Mr. Hooper. The death of a very special Sesame Street friend. Tejima. Swan Sky. The life and death of a young swan. Wilhelm, Hans. I ll Always Love You. A little boy s pet dog dies. Varley, Susan. Badger s Parting Gifts. Badger s friends deal with his death. Books for Intermediate Students Clifford, Eth. The Remembering Box. The death of a grandmother, family love and tradition. Donnelly, Elfie. So Long, Grandpa. The approaching death of a grandfather and the relationship he shares with his grandson. Jukes, Mavis. Blackberries in the Dark. A young man' visit to his grandmother s home brings back memories of his grandfather who died in the spring. Orgel, Doris. Whiskers Once and Always. A young girl' pet dies. Smith, Doris Buchanan. A Taste of Blackberries. The loss of a special friend. Books for Older Students Forman, James. The Big Bang. The death of an older brother. L Engle, Madeleine. A Ring of Endless Light. The impending death of a grandfather. Naughton, Jim. My Brother Stealing Second. The death of an older brother. Ure, Jean. One Green Leaf. Teenage friends deal with the death of a friend. Books for Parents Alderman, Linda. Why Did Daddy Die? Helping children cope with the loss of a parent. Gaffney, Donna A. The Seasons of Grief. Helping children work through loss. Gravelle, Karen & Haskinsm, Charles. Teenagers Face to Face with Bereavement. Helping teenagers work through loss. Lombardo, Victor S., & Lombardo, Edith Foran. Kids Grieve Too. Rofes, Eric. The Kids Book About Death and Dying; By and for Kids. Wass, Hannelore & Corr, Charles A. Helping Children Cope with Death; Guidelines and Resources. Some of these books may be available in the school library or with the school counselor. 21