Rather than wait for the larger intervention with these particular students, it is best to administer psycho-physiological first aid with each of them on an individual basis as soon as possible.
If we are not able to be at the scene right away or help the students involved immediately after the event, we need not be overly concerned.
The needs assessment includes attention to what the crisis counselors themselves may need before offering their assistance to students.
If we do not take the time necessary to calm ourselves, students will pick up on, and react to, our fear or confusion.
Students are very sensitive to the physical and emotional states of their teachers and other adults.
Do not be concerned that you are stopping a process when you distract a student from engaging in narrative about the event and instead have them focus on something around them that helps them feel more grounded and centered.
Encourage the students to move their attention from their toes all the way up to the top of their head, tightening each small muscle group, holding it for a few seconds, and then gently releasing it.
Individual Psycho-physiological First Aid Create a sense of safety for students by keeping things quiet and calm.
Keep students as still and warm as possible and simply encourage them to rest.
Provide physical connection and support by gently putting your hand in the center of the students’ upper back, behind the heart.
Simply placing a hand on the back in a gentle way can be soothing as it gives the student a sense of connection and containment.
Gently remind students they are not alone and you are right there with them.
Gently guide the students’ attention to the physical experiences they are having in their body by asking them about sensations.
Reflect the students’ answers back to them to help focus their attention and feel the presence of another.
You will notice that as students continue to focus on sensations within the container of your presence, they will experience a shift or change in the quality of the sensation.
Another cycle may follow during which students feel another uncomfortable sensation and the process would continue until the overall sense of discomfort goes away.
Opportunities at another phase of the process will be available to students.
Students may begin to feel the impulse to run, kick, or hit.
Of course there need to be consequences for any student engaging in problematic behavior, but these students are helped by such consequences when they are held in place with compassion.
The need for greater assistance, and how intense that help should be, will depend upon the students’ previous history of trauma, their pre-event level of functioning, and/or their lack of available resources before, during, or after the event.
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