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School Psychologist as a Change Agent
Change Agent Project To view the Power Point presentation as a web page, Click here. In 1986, a sixth grade student from a Franklin elementary school died of an asthma attack at Camp Kerns, an all week outdoor camp which was attended by Franklin public school sixth graders in the spring of the year. At the time, Franklin City Schools did not have any crisis management plan in place. Wendell Terrill, the district’s school psychologist, was telephoned in the middle of the night and was told he had to make the announcement to the students concerning what had happened the night before. Before this time, such an event had never even been considered. Wendell was thrown into a situation where he had nothing more than instinct and an innate caring for the kids to guide him. Instead of telling the kids as a group, Wendell felt it would be best if they were told in small groups by the teachers. Most of the kids did not know who the school psychologist was, so he did not figure he would be the best to deliver this type of news. He arrived at the camp before any of the kids would have awaken to hold a meeting with the teachers, coaching them on how to tell the kids at the camp, and as they did, he went from group to group to offer assistance as needed. After the kids were told of the death, they all gathered together en mass and Wendell assisted in answering questions. Before this day, Wendell had had no formal training in crisis counseling. Though he had played a part in assisting when other children had died, this case was different due to the popularity of this particular child, the surprising reason behind the death, and the unique bonding nature provided by the camp setting. As a reviewer, it would seem that no further evidence would be needed to show the necessity of a crisis management plan and a crisis team which would be trained to carry out such a plan. The “Care” stage of Havelock’s plan should have been instantly under way in everyone’s mind because of the life robbing tragedy at Camp Kerns. However, this was not the case. Wendell’s quick decision and coaching of the teachers appeared to work, so when the principles and administration were approached regarding the need to have a plan in place, they seemed to believe they could just have Wendell do the same thing again if they ever needed. Wendell’s wisdom told them that they shouldn’t build a program around just one person, so he continued to seek avenues for change within the system. It took two full years before some doors began to open. As described by Mr. Terrill, this was mostly a process of erosion. The administration eventually gave permissions and offered monies for in-services, and in doing so, put Wendell in charge. To this day he theorizes this was just as much for the purpose of shutting him up as anything else. At the onset, the group included school psychologists, a few counselors and school nurses. Convincing the interest of the principles and others took a longer period of time. Providence may have assisted in bringing more people to the team. In one year, several of the more resistant staff retired and due to the superintendent’s respect for the school psychology profession, Wendell was granted license to have discretion in hiring six new school counselors and a school psychologist. Because the hired counselors would be for the team idea, they would be able to reach out and influence the principles, as they had more regular contact and rapport within their individual buildings. Clearly, Wendell was an inside change agent, having worked as a school psychologist in the Franklin system for many years. Wendell’s knowledge of the community and available resources helped in pulling together a team of people willing to hammer out a plan to intervene in future tragedies. Wendell had already spent years in Havelock’s second stage (Stage 1), building relationships within the client system in which he worked. It was clear that possible future tragedies such as the Camp Kerns misfortune would require more than simple school personnel. Crisis such as those faced by a crisis team would be relevant not only to the school’s internal system, but to the community at large. Knowing the importance of having a variety of caring and skilled people on the team, Wendell looked to community leaders to join in developing the program. The team membership grew to be comprised of a counselor provided by the county, school counselors, principals, teachers, local clergymen, and a police official, providing a liaison to the police department. Originally, interactions with the police department were less than positive. Police officials wanted to force breaches in confidences with team members, while at the same time were unwilling to share important information. Eventually, however, with the help of Children’s Services and common sense, better ties with the police department were developed. Havelock’s stages 2 and 3 had come together. Realistically, no matter how much the team members cared about being useful crisis specialists, they would need more than compassion and gut instincts. It was clear that training was needed. Fortunately, Wendell was able to work it out so that Warren county agreed to provide a counselor and training for the principal team members, who then could instruct other members on their duties and strategies as part of the team. This too, came as a blessing. Warren County Mental Health approached the team with a grant, desiring to place a counselor with the team. This helped put the crisis team’s goals in workable terms with available resources. The necessary skills could be provided. Knowing he would inevitably have to deal with future deaths or other crisis events, Wendell began attending OSPA training sessions in crisis counseling. Eventually, all the team members agreed that they felt they needed more training. In the spring of 2002, the assistant superintendent set up a meeting with the Red Cross. The Red Cross was able to offer supplemental team training and a review of the team’s crisis plan. This review was equivalent to Havelock’s stage 4, Try, as the team’s plan was tried in the fires of the Red Cross’ knowledge on crises and intervention. Because the assistant superintendent was involved, he was able to make sure that all the district principles attended the Red Cross’ meetings. This pushed Havelock’s stage 5, Extend, as the knowledge was impressed upon the necessary officials within the school system. Copyright: November, 2003 - David Profitt |
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