Crisis Stakeholders

12/28/2017: Crisis Session was conducted in Spanish. Stephanie and her family arrived to NJCC for a crisis session. Stephanie informed this CIS that she was raped by her friend’s boyfriend. Reporting assailant is 19 years old and Stephanie is 15 years old. Stephanie reported guilt from the incident due to leaving her house to hang out with reporting assailant (R.A.). Stephanie informed this CIS that the reporting assailant was consistently calling her and she finally agreed to hang out with him. Stephanie reported that she was raped in his car and now every time she sees his car she begins to feel anxious. The incident took place about 2 weeks ago.

In the article “Have You Properly Tested Your School Lockdown Concepts?” the authors explained how to minimize problems within school lockdown drills. The problem with school lockdown drills is that they are not tested properly. This article provides information on how to properly test lockdown drills and increase preparedness in staff and students. In the past there have been consequences of schools where they only had one traditional lockdown drill and this includes Columbine High School, Red Lake Reservation High School and Sandy Hook Elementary School. These schools did not perform multiple scenario based drills that could have reduced casualties. In order to prepare for a school crisis, lockdown drills should be scenario based and should

Through this tragedy, educators have learned a different approach to intruders. We teach students to think for themselves through a training program called ALICE: Alert, Lockdown, Inform, Counter, and Evacuate. There is no linear progression to ALICE. Through studies, we have learned the best chance for survival is to evacuate the building and run. ALICE teaches schools, teachers, and students how to respond in intruder situations. Schools all across the country including hundreds in our area conduct weekly ALICE drills. An example of items implemented from our ALICE trainings include: a method of communication to all teachers and students, increase in the number of school security cameras, door locking mechanisms on every classroom door to be used in the event that a classroom cannot evacuate and needs to “shelter in place” and finally, a go-bucket. Items in a go-bucket vary across schools but if you google the term you will see these items include: items to barricade a door, items to defend oneself, items such as wasp spray, which can

When an emergency situation arises, it's essential that you are able to recognise it, as well as respond. Emergency situations such as fires are suddenly notice and quick recognition can be crucial. When aware of a fire, alert the nearest fire alarm and evacuate the building through the nearest fire exit. If you at any point in the school day hear the fire alarm. Everyone must immediately leave the building via their nearest fire exit (this is rehearsed often throughtout the year to make sure everyone is fully aware of what to do). If a child has an illness, then you must first speak to the child in question and become

School emergencies can range from a simple fire drill to a full-on armed intruder. One of the hardest tasks to do in an emergency is to account for everyone to ensure folks are safe and to avoid sending emergency personnel into a hazardous area looking for people who may actually already be safe.  It’s also important to know if someone is still in a hazardous area and exactly where to make rescue quicker and more efficient.

In California, there are school programs that will help prepare the children for the disaster. Not just that, the program are placed to help them gain knowledge on the mechanism of natural disaster, to be specific an earthquake disaster. The California Governor’s Office of Emergency Service (Cal OES) (2008), developed a program that

This chapter will introduce the many actors in emergency management and examine some of the problems inherent in dealing with the complex emergency management policy process. The first section will address four basic issues. First, how is a “stakeholder” defined, especially in the context of emergency management? Second, who are the stakeholders emergency managers should be concerned about? Third, at what level in the system and by which different stakeholders are different types of emergency management decisions made? Fourth, how can emergency managers involve these stakeholders in the emergency management process? Last, what types and amounts of power do different stakeholder groups have

There are many people who have a stake in the healthcare industry. There are several stakeholders such as the patients, healthcare providers, insurance companies, organizations, and those who enforce policy. The patients’ interest is the need of the best healthcare procedure to be healthy. As a healthcare provider the quality of care that can be useful for patients. Insurance companies sells health insurance to patients or employer that can be beneficial to providers. Organizations develop plans that are used for patients. Policymakers create and implement laws that to improve quality care to the public. These stakeholders can play a major role in the safety concern of patients. The concern for the safety issues of vaccination in children

Stakeholders are highly involved in this work. Our workgroups meet monthly in various locations throughout the community, which includes, but not limited to; the Woonsocket Public Harris Library, Landmark Medical Center, Community Care Alliance, NeighborWorks Blackstone River Valley and Hamlet Middle School.

An effective crisis management response plan outlines specific procedures for administrator, teachers, and students during evacuation emergencies. Administrators work with teachers, students, parents, law enforcement officers, business and community members, to develop an effective emergency and crises plan. The administrator provides leadership in developing and monitoring the school safety plan and also establishes procedures for emergency evacuation and crisis management at different stages of the plan. However, an effective leader develops a comprehensive prevention education plan, and regularly reviews the code of conduct manual for revisions and current laws.

The approaches in managing a crisis situation vary greatly depending on the threat and circumstances involved. I believe victims of a crisis situation should be the main focus while maintaining an overall vision of factors that influence the crisis. Approaches can be strategic which is in most circumstances the best choice if time is available, if time is not available due to an immediate threat which can lead to injury or death a tactical approach may be the best option. When there's a stategic or tactical approach it is important to stay calm and focused because acting out of emotion can cause responders to make serious mistakes. When managing a crisis situation it is important to use effective communication and professionalism therefore keeping stress levels of everyone involved as low as possible.

This method of creating small goals for the student keeps things manageable and can turn into completing larger goals (Henderson & Thompson, 2011). In addition, because of the student’s developmental level, the student can handle taking more control over their situation with support. Thus, empowering the student by assisting in coming up with a plan can help the student to cope with the unexpected crisis and can support her moving towards equilibrium. This would also show the student that they can work through the crisis by building on positive peer and school supports, which can help to create growth and build resiliency (Erford, 2015). In addition, since the student is experience some fear about her father’s work after the storm, the counselor would discuss the use of a peer support group that the counselor is leading at the school for other students that are affected by the storm. Through the small group the counselor can help students to build positive peer relationships, interpret what has happened, and help to ease emotions (Erford,

Most schools are well equipped to handle the day to day challenges that students and school administrators may face. During crisis situations, school leaders have to balance maintaining the daily operations of the school while also tending to the crisis. A crisis situation can be a natural disaster, an emergency like the death of a student or a man-made disaster like a shooting or terrorist threat. These situations can put a student, staff member or the entire school community in harm’s way. To effectively address the problems that arrive during a crisis, a systematic model must be in place to direct decision-making by the key responders in a crisis situation.

Here is the final version of the crisis management strategy report which was commissioned by yourself on Monday 5 May 2014.

Natural disasters, as well as other traumatic events, can turn the world upside down hence shattering a person sense of security. An aftermath of an earthquake necessitate taking steps with an aim of restoring safety and wellbeing to make a make a tremendous difference. In a school setting, natural disasters such as an earthquake have a profound influence students, teachers, and their families. This s because the experience leads to widespread property destruction and monetary loss. In worst instances, they lead to injury and even death.