Crisis Intervention

1. Crisis Intervention A guide to preventing, preparing, responding and recovering

2. 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).

3. 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

4. Why is crisis management necessary? The goal is making safety and a secure orderly environment for learning a part of the daily routine.

5. 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)

7. What is the school counselor’s role in crisis management? • 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. • 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. • 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) • 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)

8. 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.

9. 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)

10. Stage 2: Preparedness • Focuses on the process of planning for the worst-case scenario • Components of a successful crisis plan: • 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). • Obtain necessary equipment and supplies- Phones, contact info, first aid supplies, crisis management reference guide, food/water • Prepare for immediate response- determining placement of students (lockdown vs. evacuation) and maps of facility • 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. • Practice- Emergency drills • 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.

11. Stage 3: Response • Devoted to the steps to take during a crisis- FOLLOWING THE CRISIS PLAN • Expect to be surprised • Assess the situation and choose the appropriate response • Respond within seconds • Notify appropriate emergency responders and the school crisis response team • Evacuate or lock down the school as appropriate • Triage injuries and provide emergency first aid to those who need it • Keep supplies nearby and organized at all times • Trust leadership • Communicate accurate and appropriate information • Activate the student release system • Allow for flexibility in implementing the crisis plan • Documentation

12. 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. • Return to the “business of learning” as quickly as possible • Schools and districts need to keep students, families, and the media informed. • Provide assessment of emotional needs of staff, students, families, and responders • Provide stress management during class time (Younger students- drawing, writing stories, painting. Older students- group discussions) • Conduct daily debriefings for staff, responders, and others assisting in recovery (help staff cope with their own feelings of vulnerability) • Take as much time as needed for recovery- An individual recovers from a crisis at his or her own pace.

13. 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.”

14. 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