The Process of School Counselors in Major Campus-Level Crisis Events
Stephan Berry Ph.D. LPC-S Janet Froeschle Ph.D. LPC-S
Charles Crews Ph.D. LPC-S
History of Crisis Management
1942 - Cocoanut Grove Fire Eric Lindemann
Gerald Caplan
1960’s – Creations of suicide prevention clinics
1963 – Community Mental Health Centers Act
History of School Crisis Management
1851 – Greenwich Ave School fire alarm tragedy 1881 – Fire drills were mandated in New York 1927 – Bath Consolidated School bombing 1937 – New London School explosion
1976 – Chowchilla kidnapping
1990’s – School shootings – Pearl River, West Paducah, Jonesboro, Columbine
1986 – Space Shuttle Challenger explosion 2001 – 9/11 terrorist attacks
2005 – Hurricane Katrina 2006 – Amish school shooting 2012 – Superstorm Sandy
Role of the Professional School Counselor (PSC) in a Crisis
PSCs provide services other mental health providers are ill-equipped to perform due to the PSCs insight into the unique social structure and sense of
community in schools.
(Allen, et al. 2002)
Role of the Professional School Counselor (PSC) in a Crisis
U.S. Department of Education
PSCs are called to be part of the response team that assesses the emotional needs of students, staff, families, and responders in a crisis. Once the
assessment is completed, the PSC can determine
who is in need of intervention services.
Role of the Professional School Counselor (PSC) in a Crisis
American School Counselor Association The role of the PSC is “an integral part of the
prevention, intervention and post-incident support
of school crisis/critical incident responses in both
planning and implementation” (ASCA, 2007, p.1)
Role of the Professional School Counselor (PSC) in a Crisis
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
The professional counselor “knows school and
community collaboration models for crisis/disaster
preparedness and response” (p. 45)
Crisis Management Framework
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 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: [email protected]
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
Interventions in the
Aftermath of a Crisis
Psychological First Aid (PFA)
National Organization of Victims Assistance (NOVA)Model
Critical Incidence Stress Management (CISM)
Adapted Family Debriefing Model
Trauma-Focused Cognitive Behavioral Therapy
Cognitive Behavioral Intervention for Trauma in
Schools (CBITS)
Legal and Ethical Considerations
Response and Management Plans
Education Code 37.202 (2001) states that the Texas School Safety Center is to provide information on school safety, including research, training, and technical assistance related to successful school safety programs. Education Code 37.205 requires the Center to conduct a safety training program, addressing the following issues: (1)
development of a positive school environment and proactive safety measures, (2) school safety courses for law enforcement officials, (3) discussion of school safety issues with parents and community members, (4) assistance in developing a Multi-Hazard Emergency Operations Plan.
Legal and Ethical Considerations
Education Code 37.108 (2005) requires school districts to adopt and implement a Multi-Hazard Emergency Operations Plan. The plan must address mitigation, preparedness,
response and recovery, as recommended by the Federal Emergency Management Agency. It must include emergency response training for all school district personnel and
mandatory drills to prepare students and all personnel for emergency response. It also requires measures to ensure
coordination between local emergency management agencies, law enforcement and fire departments in the event of an
emergency. In addition, districts must perform security audits of facilities every three years, with results reported to the district's board of trustees.
Legal and Ethical Considerations
Code 37.109 (2009) requires each school district to establish a school safety and security committee.
The committee shall participate on behalf of the district in developing and implementing emergency plans, provide the district with any campus, facility, or support services information required for the
safety and security audit required by Code 37.108(b), and the audit report required in
37.108(c), and review the reports submitted to
ensure accuracy.
Legal and Ethical Considerations
Education Code 37.020 (2003) requires each school district to report to the commissioner
information, including name, race, sex, and date-of- birth, of all students placed in a disciplinary
alternative program or who were expelled. This policy includes all violent offenses, and the
information reported must also include whether the
juvenile justice system was involved.
Legal and Ethical Considerations
Education Code 37.015 (2003) requires the
principal of a public school to notify any school district police department and the police
department if they have reasonable grounds to
believe that the possession of a weapon occurred in
school, on school property, or at school-sponsored
activity on or off school property
Legal and Ethical Considerations
Informed Consent Confidentiality Record keeping Scope of practice Self-care
Cross-Cultural concerns
(Sommers-Flanagan, 2007)
Genesis of the Study
Dissertation: The Process of Professional School Counselors Working in Campus-Level Crisis
Situations: A Grounded Theory Study
Critical Incidence Stress Management training
Death of campus teacher
Terrorist attacks of 9/11
Research Questions
What were PSCs perceptions of their roles during a major campus level crisis? In addition, what are their perceptions of how they interacted with administration, students, faculty, parents, first responders, and the
community?
What were PSCs perceptions of the ways in which they have experienced a crisis physically, emotionally, and cognitively while the crisis is happening?
What were PSCs perceptions of how they have been changed by working in a crisis event?
What were PSCs perceptions of how their training
prepared them for managing crisis situations?
Results of the Study
110 initial codes
20 focused codes
5 themes
Visual Model
Theme 1
PSC’s training, prevention efforts, and experiences greatly
influenced the ways in which they responded to a crisis.
Training – University and professional development
Prevention activities – inservice training, drills, monitoring of students
Experience – personal and professional
Theme 2
The unique characteristics of a school based
crisis either impeded or facilitated the PSC’s
efforts to mitigate the effects of the crisis
Impediments
Each crisis was unique unto itself
Horrific nature of some crises
Provision of interventions in non-traditional counseling settings
Overwhelming number of victims in some crises
Personal relationship of counselor to the victims
Administration
Assets
Familiarity with staff and students
Support and guidance of peers
Support from administration
Theme 3
PSCs were called on to perform and
balance multiple roles in their efforts to
mitigate the crisis.
Roles
Crisis team leader
Assessor
Educator
Debriefer
Reporter
Consultant
Role model
Theme 4
PSCs needed to maintain a balance of managing the effects of the crisis on
themselves while they provided structured
interventions and ensured an accurate flow
of information
Structured Interventions
“Game Plan”
Plans were developed prior to the crisis
Procedures were in place and followed
Roles were defined and assigned
Research-based interventions were effective
Deviation from the “game plan” lead to problems
Management of Information
Provision of current and accurate information
Rumor control
Effects of the Crisis
Stress from experiencing the crisis
Stress from providing services
Reactions included shock, panic, helplessness,
frustration, and fatigue (emotional, physical,
mental)
Stress Management
“Downshift”
Debriefing
“Escape”
Other self-care strategies
Theme 5
PSCs differed in their response to the stress of a crisis event. Some PSCs reported
personal or professional growth, while
others struggled with wounding such as
interpersonal distress and trauma.
Growth
Professional growth
Importance of having a crisis plan in place
Letting go of control
Resilience of students and staff
Logistics of managing a crisis
Effects of traumatic events on students and staff
Growth
Personal growth
Increased bonding with crisis team members
Development of new relationships
Increased awareness of the importance of family
Wounding
The distress and trauma from the crisis work had significant negative effects
Several PSCs sought counseling post-crisis
Several PSCs reported symptoms of compassion fatigue and PTSD
The negative effects of dealing with a crisis lasted for
years
Visual Model
Implications and Future Research
Counselor Education Programs
Staff Development
School specific crisis models
Specific models for specific types of crises
Supervision
