Mock DUI Crash Manual

Transcription

1 Mock DUI Crash Manual Presented By: Anita Kronvall Executive Director Kootenai County Substance Abuse Council POB 3454 Hayden, ID and Idaho State Police Cpl. Jeff Jayne 700 S. Stratford Ave Meridian, ID

2 Table of Contents Purpose: Pg. 3 History: Pg. 4 & 5 Mock Crash Program: Pg. 6, 7 & 8 Assembly and Death Notification: Pg. 9 & 10 Crash Scenario: Pg. 11 & 12 Go Time: Pg. 13, 14 & 15 Examples: Planning worksheet Scenario worksheet Release of Liability Public flyer Assembly Agenda Pictures of Previous Events 2

3 Purpose: The California State University at Chico posted on their website entitled Campus Alcohol and Drug Education Center that the U.S. Surgeon General estimates 200,000 American deaths are attributed directly to alcohol. One half of all traffic fatalities are caused from alcohol. Springtime in high school is when young adults will be moving on to their next chapter in life. Celebrating is a normal, and accepted, part of this chapter. High school aged adults are prone to taking more risks during this part of their life. Often times, this includes the decisions to use intoxicants and driving. The purpose of this program is to send a strong, realistic message to those kids preparing to graduate from high school. The program is designed to mimic as close as possible what a real crash scene looks like, the horrors attributed and the sometimes helplessness of the emergency responders. This program has an assembly, death notification and mock crash scene. One year at the assembly that Idaho State Police Cpl. Jeff Jayne helped present in Sandpoint, Idaho, a colleague s daughter was in the audience and noticed a class mate sitting in front of her being indifferent. He commented, I don t care about all this stuff. I m gonna do what I want anyway. Her response to this young man was, And if you do, they re telling you what will happen. This program is most effective when it is performed as close to graduation as possible. The message will be fresh in the students minds and help to deter poor decisions. This program began in May, 2001 and involved all the high schools in Bonner County, Idaho. Since its inception, not a single fatality, or even a crash related to intoxicant use has been documented to date. I am confident the monumental effort put forth during this program is at least partly responsible for saving young lives. 3

4 History In the early spring of 2001, a Bonner County, Idaho paramedic conducted an internet search and discovered a program intended to dissuade high school seniors from using intoxicants and driving. He amassed several emergency services personnel and proposed his concept. Idaho State Police Cpl. Jeff Jayne was one of those that attended this first meeting. Idaho State Police Cpl. Jeff Jayne was living in this rural county in north Idaho as a resident officer that conducted aggressive enforcement. One of his passions was, and still is, interdicting impaired driving violations. This aggressive enforcement, although effective in its message to the community, also had a price. This program allowed Cpl. Jayne to interact with several members of the community at once in a positive environment with the shared goal of saving lives. This program allows for education, demonstration and role playing designed to give an emotional, intense message to its attendees. Most importantly, this program saves lives. This alone is worth the months of preparation and hundreds of man hours needed for a successful presentation. Cpl. Jayne was involved with this program for 11 years until he re-located 9 hours away to southern Idaho for a new job assignment. The program continues in Bonner County, Idaho. Every year, the seniors in these schools anticipate the program and now have taken the lead on contacting emergency service personnel and actively assist in the scheduling. The students have several times made it known how important this program is during their final year at school. This point of acceptance and accountability by the students could never have been predicted, nor anticipated, by the returning committee members. Anita Kronvall wears several hats. Two of her most important are the Idaho State Police District 1 Chaplain in Coeur d Alene, Idaho. Her second is as an activist. Her life was changed forever not once, not twice, but three times by an impaired driving incident. The third event and most recent claimed the life of her daughter on May 22, The 16 year old driver had several intoxicants other than alcohol in his system. Her new commitment is to educate her grandchildren that lost their mother. This new direction in Chaplain Kronvall s life has found her in the Washington State Legislature, the Executive Director of the Kootenai County (Idaho) Substance Abuse Council and relentless attendee of national and local traffic safety conferences. Since her daughter s death, Chaplain Kronvall has prioritized educating herself about substance abuse and impaired driving. 4

5 In 2005, Chaplain Kronvall s tireless activism crossed paths with Cpl. Jayne and the Mock DUI Crash Scenario he was involved with. Both of their passion has formed a strong relationship resulting in the collaboration in writing this manual. It is their desire to disseminate this material to everyone who wishes to save lives. This material will NOT be copy righted and can be adapted, changed or modified to best meet your needs. Lets save lives together. 5

6 Mock Crash Program 1. Assembly 2. Death notification 3. Crash scenario Coordinator: The coordinator of the scenario committee is essential to facilitate discussions. Through the years, we have discovered that the coordinator should not have any more decision making powers than each committee member. It is important to insure the overall mission, to save lives, remain the sole priority. Continual referral to this mission helps to ease tensions during stress full moments while planning and setting up the scenario. The coordinator needs to assign a person to keep notes on each meeting and prepare minutes for the next meeting. A public information officer is often the best choice. The coordinator is also important to delegate responsibilities to the various entities involved in the program: ~Local law enforcement agencies ~Local paramedics/ambulance crew members ~Local fire departments ~High school administration ~Hospitals ~Tow companies ~Coroner ~Local funeral home ~Medical helicopter company (ex. Air Med or Life Flight) A. Law enforcement: In the northwest, the State Police Agency typically handles the serious/fatal crashes. For realism, it is important to have this agency attend at least during the crash scenario to investigate the crash reconstruction and impaired driving investigation (DUI/DWI). The attendance of assisting agencies, to include city police and/or the county sheriff s department, are also vital. One or more member(s) from these agencies will be assigned to conduct the death notification. A Chaplain from one or more of these agencies is critical for the death notification process. The team assembled for the death notification will coordinate with the high school administration to get the names of the student volunteers that will be removed from their home and spend the night in a hotel. B. Local paramedics/ambulance crew members: They will partner with the fire departments to determine the type of crash scene and coordinate with the high school administration to place each student volunteer in the crash scene. The 6

7 paramedics and the fire departments share responsibility for safety during the crash scenario. They have the power to halt the program for safety reasons. The paramedics and fire department also coordinate the medical helicopter, if available, to land at the end of the crash scenario and fly a critically injured patient from the scene, if allowed. C. Fire department: The fire department coordinates with the paramedics/ambulance crew members in planning the crash scene. The fire department also coordinates the tow company(s) to have the vehicles placed/removed for/from the crash scene. The fire department also is tasked with the best plan to conceal the scene from the arriving students during the crash scenario. The fire department will make a drawing of the crash scene and put the students in each position at the scene. An impaired, walking driver is very effective. Ejected passenger(s) and trapped passenger(s) are also effective requiring the use of extrication equipment for added realism. D. High school administration: Meetings should start approximately 4 months in advance of graduation. Meetings should minimally be conducted bi-monthly. This can be adjusted as the program progresses. It is imperative the administration come to the first or second meeting with the names of the student volunteers to have the death notifications conducted and the student volunteers involved in the crash scenario. Some, or all, of the students used for the death notification can be included in the crash scenario. The date of the program is also important to bring to the first meeting so insure there are no schedule conflicts. The coordinator needs to make contact with the school(s) prior to the first meeting and emphasize the need for these names and date(s). These names can then be placed in the material for the program so all committee members know each student s role. The high school administrators will need to obtain release of liability for each student. E. Hospitals: Hospitals can use their resources to help mediate the costs of motels/hotels and food when the student volunteers are staying overnight as the death notifications are being conducted. Hospital staff can also assist in preparing the student volunteers with make up for realism during the crash scenario. A public information officer is generally the best choice to record the minutes and facilitate the debriefing after the crash scenario concludes. F. Tow companies: Often, the tow companies have vehicles that have been involved in serious crashes. They are critical in transporting these vehicles before, and after, the crash scenario. They will coordinate with the fire departments to insure all safety considerations are taken (removing glass, sharp objects, etc) and placing the vehicles. G. Coroner: The Coroner is important to participate in the crash scenario. Wearing identifying clothing helps the audience identify with their role. The Coroner may, or may not, participate in the assembly. H. Funeral Home: Funeral home employees work with the Coroner in the northwest in securing, packaging and transporting deceased individuals. It is also important that they attend the crash scenario for added realism. I. Medical helicopter: The most effective ending to the crash scenario is to have the helicopter arrive to the scene, then transport an injured volunteer. Nothing gives a 7

8 bigger visual impact than the helicopter and is most talked about by the students. The allure combined with the message it represents is powerful. 8

9 1. Assembly The assembly is best done in an auditorium or gymnasium. The venue should have media equipment to include, but not limited to, a screen, computer access, projector, etc. The assembly should include speakers from various backgrounds: victims, offenders, law enforcement, fire department, paramedics, chaplains, etc. The length of the assembly, number of speakers and topic can be directed by the high school administration. Power point presentations, slide shows, videos, photos, etc have all been used. Suggestions of videos that have a great program are TAC 21 st Anniversary: Everybody Hurts and Graduation Day narrated by Dan Rather. A local radio personality is a good idea to assist with advertisement and as a moderator. Music played while the students are taking their seats and something with a strong message at its conclusion is also recommended. If the assembly takes place at the school, inclusion of the school drama department is helpful to conduct a class project or assist with the media equipment. The program has been used successfully in the past by the drama department as a class project as they filmed periodically through the 4 month process. 2. Death notification The names of the student volunteers provided by the school administration need to be disclosed during the first or second meeting. This way, the names can be included in the program manual so all committee members and the death notification team know which student(s) is/are involved. It is important the school administration choose the student(s) that have the correct mindset. Maturity, name recognition and family participation are all important to the decision. The notification(s) need to be conducted the evening prior to the crash scenario. The student(s) will arrange for transportation themselves to the motel at the designated time. A chaperone will be available to monitor the entire evening. If more than one notification is to be made, it is advisable to use friends of the same sex so the students can interact comfortably and share a room to reduce costs. Often times, a local motel will donate a room(s). Other times, local hospitals have the resources to offset costs. The student volunteers will be instructed to bring to the motel a nostalgic memorabilia that their parents are unaware will be used. This item will be given to the family at the end of the notification to add realism. The notification team will meet at the motel with the student volunteer(s). They will get detail information about last minute directions, hazards (dogs, weather conditions, etc) or other potential obstacles. Also, details about family members are important so the notification team will not be surprised. It may be necessary that more than one notification team be assembled. Geography or time constraints may dictate this. The family(s) that will receive the death notification should be contacted ahead of time and an appointment set. This sounds counter-productive, but this is to insure someone 9

10 will be at the residence to receive the news. This is important for the program. It is a deal breaker if no one is home since the magnitude of the situation will be lost. Each notification should include a law enforcement officer and a chaplain that has identifying clothing. Each team should formulate a story to include potential passenger names, a name for the driver, location, crash details, funeral home names, etc. to answer any questions the family might have. At least one parent need to be available to speak at the end of the crash scenario to follow. The impactful, emotional message from the parent(s) is arguably the loudest message the student audience receive after the helicopter takes off. The student body best identifies with a grieving parent(s). There is generally no script for this message. It is important that it is spontaneous and comes from the heart. Sometimes, the parents prepare a speech to help them through their emotional message. Insure the student volunteer(s) at the motel do not have contact with their family(s). Expect the parent(s) receiving the notification to want to contact them. Individual personality(s) will dictate how the family(s) will receive the notification. Crying, needing to be comforted, additional family members for support, screaming, yelling, striking the notification team, etc have all been experienced. These were not staged reactions. They were spontaneous reactions to the potential loss of loved ones. The notification should conclude when the memorabilia is revealed. A lead in similar to: This item was located next to your child s body at the crash scene. I thought it was important to return this to you is typically an effective gesture. College acceptance letters, jewelry, clothing, toys- anything with a connection between the child and parent, can be used. The notification ends when the team advises the family the notification is over. If the notification is done properly, the family will grieve while still asking questions about the crash scenario to follow. 10

11 3. Crash Scenario This is the part of the program that involves the majority of the planning and uses the most resources. The crash scene is best done at a realistic site. A city or county road should be selected to meet all the needs. Seating of the audience in a stadium style seating is best so the audience can see the entire scene. Ground level is not preferred since vehicles, emergency apparatus, emergency personnel, etc often limit visibility. Transportation of the student audience to the crash scene also needs to be considered in choosing a site. Insuring the transport vehicles can arrive safely and a place to park all need to be factored. Sometimes, the site can be close enough the students can walk to the crash scene. Concealment of the crash scene is important so the visual impact is not lost as the students arrive. Seeing their role playing peers walking around with makeup amongst the crashed vehicles steals the intended purpose. Sometimes vehicles can be used to conceal the scene. Other times, tarps hung like curtains or simply draped over the scene is practical. Be sure enough volunteers are available to handle the tarp removal efficiently and at the proper time. All of the emergency personnel should be staged out of site away from the scene. Coordinating a radio channel so all of the different agencies can communicate sometimes can be a challenge. A pre-recorded crash sound effect and a 911 call are recommended. Another option would be using an actual dispatcher that communicates with a volunteer caller can be played over a loud speaker. Be sure the local dispatch is made aware of the crash scenario. At the scene, it is recommended to use an elevated platform the moderator (local radio personality) can use to read a script prepared by the school administration and the fire department. The moderator can look down at the scene and narrate as the scene unfolds. A microphone, a computer, sound amplification, generator and extension cords are all necessary equipment for the moderator. When the student volunteers are chosen, a small biography should be submitted with their name selection. This gives information to the moderator that can be used during down time while the emergency personnel are processing the scene. The moderator uses the information from the biographies to reveal information about family members, past accomplishments, future plans, etc to give a more realistic story of each victim. Also, the moderator should have with the script the crash drawing prepared by the fire department with each student volunteer s name placed in their position on the diagram. This helps the moderator better understand each student s role and injuries. The script should include the details of the crash (speed, direction, details of events leading up to the crash, injuries, DUI/DWI investigation, crash reconstruction, details of the emergency personnel. 11

12 Often times, the fire departments and paramedics/ambulance crews use the scenario as a training exercise. Be sure not to invite too many agencies that detract from the realism. Also avoid delaying the exercise beyond the time an actual scene takes to process because the students know more than you expect. Index cards with injuries placed on the torso of the victims can help to keep all of the rescuers on the same page when treating injuries or attending to the deceased. Remember, the mission to save lives trumps any training needs. If a public road is used, make sure all permission/permits or agreements are met prior to the scheduled scenario. Making sure the local road department is on board will help to insure the success of this program. The local road department can also help with rerouting traffic, insuring the safe arrival of buses and parking. Make sure a landing zone for the helicopter is considered when choosing a site. Advancing the site by the fire department is critical to insure there will be no obstacles that could cause a helicopter crash. Safety is priority. The fire department needs to provide this information to the helicopter company. A contract or paperwork usually needs to be completed by the coordinator as the program representative and filed timely with the helicopter company is necessary to meet all scheduling and liability needs. 12

13 Go Time Traditionally, this program was designed to take place over a two day period. The assembly occurred on the first day, the death notifications conducted this same evening and the crash scenario on the morning of the second day. This program is intended to be modified to best fit the needs of the schools, student body and scheduling. Most recently, the program has successfully been built into a one day program, still utilizing all three phases. The death notifications are done the evening prior to the assembly. The assembly is done in the morning and the crash scenario to follow in the early afternoon. All or part of the program can be used. Each phase has a very important role in fulfilling the final mission: to save lives. Ultimately, it will be the decision made by the high school administration and emergency personnel. Scheduling and resources will dictate the final product. There are pro s and con s for either type of program. Two hours prior to the start of the program the vehicles need to be placed by the tow company(s). The fire department normally coordinates this. This extra time allows for more modifications to the vehicles, if needed. Placing alcohol containers around the scene and making skid marks all add realism. The fire department needs to insure the radio communications for the emergency responders are coordinated. Two hours in advance the moderator needs to set up the elevated platform, generator (or other power source), sound equipment, computer, awning and other equipment to insure proper function. Playing music during set up and when the students arrive is an added touch. If stadium seating needs to be set, the day prior is recommended due to the large effort involved. The moderator will have the script, drawing of the crash scene with the students written into their positions and biographies. The script needs to have the information from the index cards included that are placed with each student volunteer. The moderator meets with the emergency responders to discuss last minute details how the narration will take place and what areas to emphasize to the audience. One and one-half hours prior to the start of the crash scene the student volunteers need to arrive. This allows enough time to apply makeup and prep the students about their roles. One hour prior, the remaining emergency responders and law enforcement should arrive. All vehicles need to be staged at the chosen site out of view of the arriving students. 13

14 One half hour prior, the scene needs to be covered. Your location and any restrictions will determine your best system. Suggestions are using large vehicles to block the view, tarps hung like a curtain or draped over the scene. Student volunteers need to be placed in their positions and remain out of view. 15 minutes prior the students need to arrive and placed in their seating. All emergency responders need to be at the staging area. Go Time: Music is stopped and the students are focused. A pre-recorded sound effect of a traffic crash is played. The tarps or vehicles are removed in unison for the best visual impact. A 911 call, either pre-recorded or done live, is played next. The call should include realism with yelling, crying and other emotional outbursts. The call should also include certain details from the script for accuracy. If possible, the caller can be included in the scene walking around the carnage giving the information and acting the part. Local law enforcement should be the first to arrive. If the state police agency is involved, they can be next or they can arrive just after the emergency responders. Upon arrival, the impaired driver should be walking around the crash scene playing the part and acting confused. Law enforcement should check first for injuries then quickly deal with the impaired driver that survived and caused the crash. It is possible to have the first officer on scene communicate over the radio and audio system what he/she would normally say to the dispatcher: details of injuries, locations, numbers of vehicles involved, etc. In the past, the impaired driver played the role of a resistant person for realism. This is NOT recommended. Be sure the impaired driver knows to be compliant, but act impaired during the DUI/DWI investigation. As the emergency responders arrive, plan ahead where all vehicles, including law enforcement, will be positioned to make enough room and not to block the view of the audience. The student volunteers that survive will scream loud enough for the audience to hear. Technology can be used to amplify the screams of the victims if it exists. The emergency responders work at a normal pace. Any delays will be noticed by the well informed audience. The coroner and funeral home, if used, arrive toward the end of the scene. Typically, this exercise takes 30 minutes to properly attend to the injured and deal with the deceased. This time is accurate if there are 7 student volunteers involved. More or less volunteers may add or subtract time. As the emergency responders attend to the victims, law enforcement should be doing the crash reconstruction and DUI/DWI investigation. The Standardized Field Sobriety Evaluations should be done in front of the audience. Handcuffing is important and 14

15 should be emphasized at the conclusion of the investigation. The handcuffing should take place mid-way through the program. The driver should be secured in a patrol vehicle. For added effect, a parent from one of the victims should be on the side line. He/she should be a grieving on-looker. At some point, the parent should break away from the sideline and run into the scene. An officer and a chaplain should intercept the parent, console him/her and escort her back to the side line. The chaplain should remain with the parent for the rest of the exercise, both acting the part. Coordinate the landing of the helicopter at the end of the scenario. Insure the fire department has adequate staff at the landing zone. The helicopter will always command the most attention. If allowed, have a student volunteer get loaded and flown a short distance away. It is best if this is the final event involving the emergency responders. The scenario is concluded when the parent(s) involved with the death notification the night before share their experiences with the audience still at the crash scene. This is best done with very little planning for the content of the speech. However, sometimes the parents arrive with a prepared speech disclosing their emotions and experiences from the notification process. The parents have full control of how they want to communicate their experiences regarding this program. Spontaneity will often illicit the rawest of emotions. A final debriefing is highly recommended. The public information officer should coordinate this. The best location is at the school that attended the program. This should be done before school is let out for the summer because the school administration can pass on feedback they get from the students. If the program will be used in successive years, modifications can be made to improve the program for a more effective message in subsequent years. As many representatives as possible from all of the agencies involved should attend to give feedback on what they observed. 15

16 Mock Crash Scenario 2013 Lakeland High School Road block at 8:00 am cars placed Head on collision on Main Street, just West of McDonalds Car 1: 4 seniors from Lakeland High School, traveling East toward McDonalds high rate of speed and erratic driving pattern, cross over into the West bound lane of travel, colliding with car #2 Car 2: 4 LHS seniors had just left McDonalds when impacted by car #1 9:32 Patrons from McDonalds call 911 9:33 Rathdrum police arrive, assess scene, call for back up 9:35 Car 1: Driver----- DUI_ Passenger: Passenger: Dies at scene: Car 2: Driver----- Ejected, dies at scene: Life Flight Patient: Passenger: First Fire Dept equipment arrive (for car #1) 9:37 KCSD arrive DUI arrest 9:37 ISP arrive 9:38 Second Fire Dept equipment arrive (for car #2) 9:39 Life Flight arrival 9:45 Hearse arrives 9:50 Wrap by Principal or other administrator 10:00 Move to LHS gym for assembly at 10:15 am 16

17 Assembly Players Coordinator ISP County Ems Speaker Goggles Officer Student Mock Crash Location Scene Control Sound Equipment 911 call and sirens Cars Bottles, cans, Bpack Scenario MedStar Makeup Location Funeral Home Newspaper area notification Lodging Chaparones Student actors Release of Liability Parent Participation Song Students Chaplains Death Notification 17

18 Mock Crash May 30, 2014 Crash scene to begin at 9:30am wrap up by 10:00 then move to LHS for assembly immediately. 1. Song 2. Parents address students 3. Emergency Responder Speaker 4. Law Enforcement Speaker 5. DUI Goggles 6. Speaker 7. Graduation Day Video LHS KCSAC Northern Lakes FD/EMS Bell Tower Funeral Home Triple Play LifeFlight Network, LLC Event Contributors Idaho State Police KCSD Rathdrum PD Holiday Inn Express Merwin s Towing 18

19 Mock Drunk Driving Collision RELEASE OF LIABILITY Lakeland High School I,,fully understand that participation in the Mock Drunk Driving Collision can be an activity which may result in personal injury during the on-scene transport activities. I further understand that by participating in this program, I assume all risks and agree to waive the right to any claim or claims against all participating agencies and their employees: Kootenai County Substance Abuse Council, Idaho State Police, Kootenai County Sheriff s Department, Rathdrum Police Department, Northern Lakes Fire and EMS Department, Northwest MedStar and/or LifeFlight Network, School District #272, any and all other volunteers assisting with this event. I agree to the release of any still photography and/or electronic media from this event to be used for educational purposes. By my signature, I acknowledge that I understand the risks and have had a chance to clarify any questions I may have regarding such risks. Student Signature Date Parent or Guardian signature Date 19

20 LAKELAND HIGH SCHOOL MOCK CRASH JUNE 1 9:30 am on Main Street behind Jr High Public Welcome 20

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