CHARLES CREWS PHD LPC-S

STEPHAN BERRY M. ED . LPC -S

LAURA DAWSON M.A . LPC , LCDC

Crisis Management: The Intersection of Three Perspectives

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

History of School Crisis Management

� 1851 – Greenwich School fire

� 1927 – Bath Consolidated School bombing

� 1937 – New London School gas explosion

� 1976 - Chowchilla School kidnapping

Dr. Lenore Terr

� 1999 – Columbine High School shooting

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)

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)

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

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

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

Role of the School Counselor

Roles Assumed During Crisis Event

� Administrative duties

� First Responder

� Consultant to administration

� Community Liaison

� Assessor

� Therapist

� Victim

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)

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.

CACREP Standards

Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. (p. 31)

Understands appropriate use of diagnosis during a crisis, disaster, or other trauma causing event. (p. 35)

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)

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

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

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.

Component Areas

Response

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

Component Areas

Recovery

This phase involves the efforts to restore the learning and teaching environment after the crisis.

Active Shooter Training

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: 806-775-2958

Cell: 806-239-9906

E-Mail: MMATSIK@MYLUBBOCK.US

Active Shooter Response

A.D.D. Campaign

AVOID

DENY

DEFEND

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

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

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

Supervision Models

P-SAEF Model

Wachter, Barrio Minton, Clemens 2008

Clearness Committee Model

Dubi & Sanabria, 2010

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

Steps in the Model

I. Case presentation1. Statement of the counselor’s problem2. Relevant background3. Sought after outcomes4. 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 suspendedII. Committee reflects what they have heard the counselor sayIII. The committee affirms and celebrates the counselor and his or her

strengths

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