Crisis Management: The Intersection of Three Perspectives

Transcription

1 Crisis Management: The Intersection of Three Perspectives C H A R L E S C R E W S P H D L P C - S S T E P H A N B E R R Y M. E D. L P C - S L A U R A D A W S O N M. A. L P C, L C D C

2 History of Crisis Management Origins of Crisis Management 1942 Cocoanut Grove Nightclub Fire Dr. Eric Lindemann Gerald Caplan father of modern crisis management 1960 s Suicide hotlines 1963 Community Mental Health Centers Act

3 History of School Crisis Management 1851 Greenwich School fire 1927 Bath Consolidated School bombing 1937 New London School gas explosion Chowchilla School kidnapping Dr. Lenore Terr 1999 Columbine High School shooting

4 Crisis Theory Definitions of Crisis A temporary state of upset and disorganization, characterized chiefly by an individual s inability to cope with a particular situation using customary methods of problem solving, and by the potential for a radically positive or negative outcome. (Slaikeu, 1990)

5 Crisis Theory Definition of Crisis A perception or experiencing of an event or situation as an intolerable difficulty that exceeds the person s current resources and coping mechanisms. (James, 2008)

6 Crisis Theory Types of Crises Developmental Crises normal transitional stages that are expected as one moves from one life stage to another Situational Crises emerge when uncommon or extraordinary events occur that an individual has no way of foreseeing or controlling

7 Characteristics of Crisis Presence of both danger and opportunity Complicated symptomology Time limited No panaceas or quick fixes Necessity of choice State of disorganization and disequilibrium Can affect cognitive, affective, and/or behavioral domains Seeds of growth and change

8 Role of the School Counselor ASCA Position Statement The professional school counselor s primary role is to facilitate planning, coordinate responses, and advocate for the emotional needs of all persons affected by the crisis/critical incident by providing direct counseling service during and after the incident

9 Role of the School Counselor Roles Assumed During Crisis Event Administrative duties First Responder Consultant to administration Community Liaison Assessor Therapist Victim

10 Role of the Clinical Supervisor CACREP Standards Counselors are trained in their roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event (p. 10)

11 CACREP Standards Counselors understand crisis intervention and suicide prevention models, including the use of psychological first aid strategies (p. 12) Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention. Knows school and community collaboration models for crisis/disaster preparedness and response.

12 CACREP Standards Understands the principles of crisis intervention for people during crises, disasters, and other traumacausing events. (p. 31) Understands appropriate use of diagnosis during a crisis, disaster, or other trauma causing event. (p. 35)

13 Role of the Clinical Supervisor Based on the P-SAEF Model (Watcher, Barrio Minton, Clemens, 2008) Preparer and Trainer provide education and training in crisis management Safety of Client supervisor ensures safety of the client when apprised of the crisis situation by the supervisee Affective supervisors provides affective support to supervisee Evaluator provider of feedback to the supervisee after the resolution of the crisis Follow up Planner provide for needs of those affected by the crisis. Includes revision and or creation of organizational actions (i.e. revision of crisis plan)

14 Crisis Planning U.S. Department of Education Model U.S. Department of Education Model Practical Information on Crisis Planning: A Guide for Schools and Communities Model is broken down into four areas of emphasis

15 Component Areas Mitigation/Prevention Actions that will decrease the need for a response by eliminating potential threats and providing actions that will decrease the acuity of any crisis that should occur

16 Component Areas Preparedness Focuses on planning for the worst-case scenario. This phase involves the development of a crisis plan to facilitate a rapid, coordinated, effective, response to a crisis.

17 Component Areas Response This phase involves the implementation of the crisis plan. Structure and flexibility are key to effective implementation.

18 Component Areas Recovery This phase involves the efforts to restore the learning and teaching environment after the crisis.

19 Active Shooter Training

20 Active Shooter Response Training developed by Lubbock Police Department The training has been given to schools, churches, businesses, and civic groups Contact information: Officer Michael Matsik -Lubbock Police Gang Unit/SWAT Team Office: Cell:

21 Active Shooter Response A.D.D. Campaign AVOID DENY DEFEND

22 AVOID - RUN *Each work location should identify at least two avenues of escape (if possible) *Move away from the sound of gunfire, screaming, chaos *Path may include evacuation of personnel and public into a secure area, regardless of their clearance status *Evacuate regardless of whether others agree to follow

23 DENY When evacuation is not possible: Find a hiding place out of shooter s sight Cover vs. concealment Find a room with a solid door - lock and barricade Dial 911 from a land line Leave line open Remain silent Turn off lights, silence cell phones Stay out of sight No peaking Cover windows to interior doors Remain calm and positive

24 DEFEND Actions to Consider Act as aggressive as possible Convince Yourself that you will survive! What improvised weapons are available? Yelling Commit to your actions - Once the fight has started do not stop - Help is on the way, KEEP FIGHTING! - If you are able, revert to Avoid/Deny

25 Supervision Models P-SAEF Model Wachter, Barrio Minton, Clemens 2008 Clearness Committee Model Dubi & Sanabria, 2010

26 Clearness Committee Model Based on the work of Parker Palmer The Courage to Teach Group clinical supervision model Adapted from a Quaker technique for problem solving 3-4 committee members Focus is on the development of counselor-as-self

27 Steps in the Model I. Case presentation 1. Statement of the counselor s problem 2. Relevant background 3. Sought after outcomes 4. Time of Centering II. Committee questioning (1 hour) 1. The committee seeks to help the counselor access their own inner truth. 2. No advice, suggestions, interpretations or guidance is given by the committee. III. Committee reflection (10 minutes) I. Questioning is suspended II. Committee reflects what they have heard the counselor say III. The committee affirms and celebrates the counselor and his or her strengths

28 Case Study Issues to consider 1. Stakeholders 2. Diagnostic information 3. Risk factors 4. Resources 5. Legal and ethical issues 6. Multicultural issues 7. Boundary issues 8. Plan of action