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