crisis intervention a guide to preventing, preparing, responding and recovering
TRANSCRIPT
CRISIS INTERVENTION
A guide to preventing, preparing, responding
and recovering
WHAT IS A CRISIS?
“A crisis is an event that is extraordinary. It cannot
be predicted. A crisis is any event that affects the
emotional stability of students and/or staff and
disrupts the educational process. Crises can range in
scope and intensity from incidents that directly or
indirectly affect a single student to incidents that
impact the entire community. Crises can happen
before, during, or after school and on or off school
campuses,” (USDOE, 2003).
EXAMPLES OF CRISES
Local Examples: Bus crashes, student/faculty death,
homicide/suicide, accidents, targeted student violence,
bomb threats, school intruders, medical emergencies/public
health issues, hazardous materials, school shootings
Global/National Examples: Natural disasters, terrorism,
military deployment, acts of violence, death of a public
figure
WHY IS CRISIS MANAGEMENT NECESSARY?
The goal is making safety and a secure orderly
environment for learning a part of the daily routine.
THE SEQUENCE OF CRISIS MANAGEMENT
1. Mitigation/Prevention: Addresses what schools and
districts can do to reduce or eliminate risk to life and property
2. Preparedness: Focuses on the process of planning for the
worst-case scenario
3. Response: Devoted to the steps to take during a crisis
4. Recovery: Deals with how to restore the learning and
teaching environment after a crisis
(PRACTICAL INFORMATION ON CRISIS PLANNING: A GUIDE FOR SCHOOLS AND COMMUNITIES)
WHAT IS THE SCHOOL COUNSELOR’S ROLE IN CRISIS MANAGEMENT?
1. Stay informed: The wealth of information and the importance of collaborative
planning and leadership require the school counselor to become familiar with
materials and services of local, state and national government entities.
2. Get involved: The school counselor’s knowledge about the student’s emotional
development and wellness along with skills related to facilitation of groups and
problem solving makes them essential members of the emergency management
team.
3. Follow legislative action: It is necessary to be aware of any changes in laws that
occur during each legislative session. (Membership in counseling associations will
keep counselors informed of these changes)
4. Become knowledgeable about the District’s Discipline and/or Emergency
Management plan: Each school district has developed policies and procedures
regarding response to discipline and emergencies that school counselors should
access and become familiar with
(MISSOURI COMPREHENSIVE GUIDANCE PROGRAM: RESPONSIVE SERVICES)
KEY PLAYERS IN CRISIS INTERVENTION
Building Principal and administrators
District Administrators
Law enforcement
Nurses
Teachers
Custodians
Parent organization representatives
Medical and rescue personnel
Students
Mental health personnel
NEA affiliate representative and/or other association leaders
Collaboration between those involved is required in order to successfully prepare and follow through with a crisis management plan.
STAGE 1: PREVENTION
Addresses what schools and districts can do to reduce or
eliminate risk to life and property
Requires taking inventory of the dangers in a school and
community and identifying what to do to prevent and reduce injury
and property damage.
Involves both the district and the community
Proper prevention techniques are not only used for large scale
threats (war, natural disasters) but also for establishing a safe
school environment (encouraging positive character traits: respect,
fairness, tolerance and personal responsibility)
STAGE 2: PREPAREDNESS
Focuses on the process of planning for the worst-case scenario
Components of a successful crisis plan:
1. All stakeholders are assigned clearly defined roles within the crisis plan (especially important is
determining who will communicate with families and the community during an incident).
2. Obtain necessary equipment and supplies- Phones, contact info, first aid supplies, crisis
management reference guide, food/water
3. Prepare for immediate response- determining placement of students (lockdown vs. evacuation)
and maps of facility
4. Develop accountability and student release procedures- As soon as a crisis is recognized,
account for all students, staff, and visitors. A method should be in place for tracking student
release and ensuring that students are only released to authorized individuals.
5. Practice- Emergency drills
6. Address liability issues. Consideration of liability issues is necessary before crisis planning can
be completed and may protect you and your staff from a law-suit.
STAGE 3: RESPONSEDevoted to the steps to take during a crisis- FOLLOWING THE CRISIS PLAN
1. Expect to be surprised
2. Assess the situation and choose the appropriate response
3. Respond within seconds
4. Notify appropriate emergency responders and the school crisis response team
5. Evacuate or lock down the school as appropriate
6. Triage injuries and provide emergency first aid to those who need it
7. Keep supplies nearby and organized at all times
8. Trust leadership
9. Communicate accurate and appropriate information
10. Activate the student release system
11. Allow for flexibility in implementing the crisis plan
12. Documentation
STAGE 4: RECOVERY
Deals with how to restore the learning and teaching environment after a crisis
One of the major goals of recovery is to provide a caring and supportive school
environment.
1. Return to the “business of learning” as quickly as possible
2. Schools and districts need to keep students, families, and the media informed.
3. Provide assessment of emotional needs of staff, students, families, and responders
4. Provide stress management during class time (Younger students- drawing, writing
stories, painting. Older students- group discussions)
5. Conduct daily debriefings for staff, responders, and others assisting in recovery
(help staff cope with their own feelings of vulnerability)
6. Take as much time as needed for recovery- An individual recovers from a crisis at
his or her own pace.
EVALUATING THE CRISIS PLAN IN ACTION
“A critical step in crisis planning is to evaluate
each incident. What worked? What didn’t? How
could you improve operations?
Take what you have learned and start at the
beginning. Update and strengthen the plan so that
in a crisis, no child is left behind.”
REFERENCES
Gysbers, N.C., & Henderson, P. (2006). Developing and managing your school guidance and counseling
program. Alexandria, VA: American Counseling Association.
Missouri Department of Elementary and Secondary Education, Responsive Services. (2008). School-
wide crisis/critical incident/emergency management plan Jefferson City, MO: Retrieved from
http://www.slideshare.net/Nostrad/schoolwide-crisis- critical- incident-emergency-management
National Education Association , Health Information Network. (n.d.). School crisis guide: help and
healing in a time of crisis Washington, DC: National Education Association. Retrieved from
http://www.neahin.org
U.S. Department of Education, Office of Safe and Drug-Free Schools. (2003). Practical information on
crisis planning: a guide for schools and communities Jessup, MD: Education Publications Center.
Retrieved from http://www2.ed.gov/admins/lead/ safety/emergencyplan/crisisplanning.pdf