Incident command center

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Write a 350- to 700-word incident action plan for the following scenario:

A major wildfire continues to grow. As the incident commander answer the following:

  • Who needs to be notified?
  • What needs to be done?
  • Who is responsible for doing it?
  • How do we communicate with each other?
  • What is the procedure if someone is injured?

Note: You need to coordinate with response partners from all levels of government and the private sector when writing the incident action plan.

Format your assignment consistent with APA guidelines.

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Week 3: SEC/481: Security Capstone: R2 Emergency and Critical Incident Response • • • • (2008). It takes training to make a plan. Security: Solutions for Enterprise Security Leaders, 45(9), 144-145. Anderson, A. I., Compton, D., & Mason, T. (2004). Managing in a dangerous world - the National Incident Management system. Engineering Management Journal, 16(4), 3-9. Bouchard, J. (2016). Crisis management. Research Starters - Education, 1-12. Foster, A., & Lipka, S. (2007). Lessons from a tragedy. Chronicle of Higher Education, 53(34), A12-A13. Education & Training It Takes Training to Mai(e a Pian A n emergency response plan that provides the necessary structure for managing critical incidents is of vitaJ importance to any enterprise. Those organizations with an emergency response plan have created and circulated elaborate policies and procedures designed to deal with a variery of emergency and disaster situations. Such plans detaii specific actions to take in the event of a catastrophic event or emergency and outline specific steps during the ensuing recovery effort. However, far too often, this is where the planning process ends. Typically, the planning document is filed away and forgotten until a critical incident occurs. Complementing the plan should be ongoing training and testing. Training and Testing Aitt-r the plans been finalized, communicated to all affected personnel and integrated into the organization's standard operating procedures, ic must be thoroughly tested. h will not work properly unless realistic training is provided and thoroughly tested prior to implementation. Testing the plan helps to identiiy problem areas, as well as inherent v/eaknesses, that must be corrected in order to ensure that the plan will work as designed. Training and testing serve to identify these areas to enhance coordination and communication among emergency response personnel. The first step in the training process is to assign a security or life safety staff member responsibility for developing overall training. Additionally, a determination must be made as to the following: • Who will actually perfortn the training? • Who will be trained? • What type of training activities will be employed? • What materials and equipment will be needed? • When will the training take place? • Where will the training take place? • How long will the training last? • How will the training be evaluated and Before a real emergency, tiie security operation needs a response pian. However, that plan weakens without ongoing training anti testing. by w h o m r ' How will the training activities be documented? • How will special circumstances be handled? • How will training costs and expenses be budgeted? Critiques and evaluations are an important training component and must be conducted after each training session. Sufficient time should be allotted for the critique and any resulting recommendations should be forwarded to the emergency planning team tor further review and action. Additionallv, chief security officers (CSO) should consider how to involve outside groups and agencies in the training and evaluation process. This helps avoid conflicts and increase coordination and communication when a critical incident does occur. Emergency response training can take a variety of forms. FEMA's Emergency Management Guide for Business and Industry describes types of training activities that can be considered: These include: • Orientation and education sessions — Sessions designed to provide information, answer questions, and identify needs and The Advantages of Home Study T he increasing cost of traditional education and training, coupled with the soaring cost of gas to travel to a site, have made home and online study more attractive. The International Foundation for Protection Officers (IFPO), established as a nonprofit in 1988, has over the years been an educational source tor training and certification of protection officers and security supervisors from the commercial and proprietary sectors. Associate and corporate membership are available. In addition, IFPO developed a number of comprehensive distance delivery courses: the Basic Protection Officer (BPO), the Certified Protection Officer (CPO) program, the Security Supervision and Management (SSMP) program and the Certified in Security Supervision and Management (CSSM) program. All programs center on a self-paced schedule of home study. More information at www.ifpo,org. September 20DS • SECURITV • SECUR1TYMAGAZINE.COM concerns. Tabictop exercise — This is a cost efficienr and efFective way to have members of rhe emergency planning team, as well as key management personnel, meet in a conference room setting co discuss roles and responsibilities and identify areas of concern. Walk-through drill — The emergency planning team and response teams actually perform their emei^ency response functions. Functional drills - Designed to test specific functions such as medical response, emergency notifications, and communications procedures, although not necessarily at the same time. The drill is then evaluated by rhe various panicipants and problem areas are Identified. Evacuation drill — Participants walk the evacuation route to a prc-designated area where procedures for accounting for all personnel are tested. Participants are asked to make note of potential hazards along the way and the emergency response plan is modified accordingly. Full-scale exercise — An emergency is simulated as dose to real as possible. Involves management, emergency response personnel, employees, as well as outside groups and agencies that wouid also be involved in the response. Practical "hands-on" training provides security and life safety personnel with opportunities to use skills taught and to learn new techniques and procedures. For emergency response training, simulations such as tahletop exercises, drills and full-scale exercises are particularly valuable for practicitig decision-making skills, tactical techniques and communications. Moreover, simulations serve to determine deficiencies in planning and procedures that can lead to modifications to the emergency response plan. Evaluating the Emergency Response Plan Regardless ot the tiaiiimg schedule selected, the CSO should conduct a formal audit of the entire plan at least once a year. In addition to the yearly audit, evaluate and modify the plan if necessary: • After each critical incident • When there has been a change in personnel or responsibilities • When the layout or design of a facility changes • When there is a change in policies or procedures Of course, any modifications or changes to an emergency response plan, training and testing should be communicated to affected personnel as soon as possible. Similarly, changes to the planning document should be incorporated and distributed in a timely manner. And, remember, that plan will not work properly unless realistic training is provided and it is thoroughly tested prior to implementation in an actual emergency. The training and testing activities should be ongoing. SECURITY About the Source This material, edited tor space and style, is authored by Ernest G. Vendrell, CPP, CPO, CEt^, and originaliy appeared in Protection News, the publication of the International Foundation tor Protection • After each drill or exercise Otticers (IFPO). Entrance control solutions by Magnetic Autocontrol Security with Technology: For over 40 years Magnetic Autocontrol has been one of the leading manufacturers of barrier systems and sets the technology standards worldwide. Our durable high-quality barriers offer you best economic perspectives and highest security even with high application frequency. Maximum reliability and constant performance High security with low closing forces Maintenance-free, uniform and compact solutions As online- and offline version available Automatic opening in case of povwer failure Permanent adjustment of drive unit Please visit us at ASIS Booth #4143 Magnetic Automation Corp 3160Murrell Road Rockledge, FL 32955 TEL: +1 321 635 8585 FAX:+1 321 635 9449 Email: info@magnetic-usa.com Web: www.ac-magnetic.com For free intormation circle 240 or visit www.securitymagazinexom/webcard SECURITYMAGAZINE.COM • SECURITV • September 2008 Authors: Foster, Andrea Lipka, Sara Source: Chronicle of Higher Education. 4/27/2007, Vol. 53 Issue 34, pA12-A13. 2p. 1 Color Photograp Section: DARK DAY IN BLACKSBURG Safety and risk-management experts debate Virginia Tech's response AS ADMINISTRATORS at colleges around the country closely followed news of the deadly shootings at Virginia Tech, many of them met on their campuses to discuss what they could do to try to prevent a similar tragedy. The risk managers and other officials interviewed for this article were hesitant to criticize Virginia Tech for its response, but shaken by the incident, and by the idea that it could have happened anywhere, they began to weigh the lessons of last week. Emergency-notification procedures received much of their attention. Among the questions administrators dealt with was how to notify students and employees of a critical incident, when to do so, and what to say--to convey necessary information without causing widespread panic. Efficient communication is the most important element of an institution's disaster response, risk and crisis experts said, but getting an announcement across a campus is a difficult task. "Emergency-notification systems are becoming more and more important, but at 7 o'clock in the morning, how do you get a message out to everyone on your campus that they shouldn't be there?" said Richard W. Bell, director of risk management at Loyola University New Orleans. "We don't have an effective method to do that." Colleges can use e-mail, telephone-broadcast systems, online postings, and public-address systems, but inevitably some people will not get the message, Mr. Bell said. Students may wake up minutes before class and run out the door, and employees may already be pulling into parking lots. Some security experts and members of the media have argued that Virginia Tech officials should have notified the campus sooner that there had been a shooting, but others are unsure an earlier warning would have minimized the deaths (See article on Page A13). Risk and safety experts scrambled last week to come up with other possible means of thwarting a violent attack-more surveillance cameras, maybe, or more campuswide public-address systems, which few institutions now have. Installing speakers outdoors, as well as in all campus buildings, would be "a massive undertaking," said Rebecca L. Adair, risk manager at Iowa State University. "But it could very well be where we need to head." Another measure she and others proposed was an emergency-notification system by cellphone text message (See article on Page A16). On the day of the shootings, a Virginia Tech spokesman said the university had been developing such a system in recent months. LOCKDOWN PROCEDURES Over the past few decades, violence, natural disasters, and other crises on college campuses have spurred new security measures, like swipe cards for building entrances, emergency telephone and lighting systems, and evacuation procedures. In considering where the Virginia Tech incident may lead, experts also pointed to lockdowns. To respond to a gunman on the loose, they said, a college might want to develop a plan to quickly secure a campus perimeter, as well as dozens or hundreds of buildings. The chief of police and director of public safety at the University of Maryland at Baltimore, Cleveland Barnes, pointed last week to his institution's computer-controlled door-lock system, which allows the police to lock all exterior doors and some interior doors in seconds. (The doors are locked only from the outside, to allow people a means of escape.) Many institutions, such as Cornell and Drexel Universities and the University of Pennsylvania, sent campuswide email messages last week to remind students of their emergency procedures. At many colleges, officials reviewed policies with an eye toward updating or testing them. Meanwhile, some consultants promoted their services for ensuring campus safety. Sheldon E. Steinbach, a prominent higher-education lawyer, criticized them for opportunistically hawking their wares to the fearful. As for another common fear among colleges--legal liability--one expert said that Virginia Tech's would be limited. Families of the students and professors who died there may sue the university, but it will be largely protected under the legal concept of sovereign immunity. Sovereign immunity prohibits an individual from suing a state institution like Virginia Tech in federal court, said William E. Thro, solicitor general of the Commonwealth of Virginia. Family members of the victims could file negligence lawsuits in state court against the commonwealth, he said, but they could collect no more than $100,000 each--assuming they prevailed in litigation. Was 2 Hours Too Long? AT 7:i5 A.M. on April 16, the Virginia Tech Police Department received a 911 call about shootings in West Ambler Johnston Hall. More than two hours passed before officials informed students and employees of the incident, by e-mail and telephone messages, at 9:26. After a second 911 call, about shootings in Norris Hall, officials issued another warning within five minutes. Should the first warning have come sooner? The answer is not so simple. If police officers interpreted the first incident as a domestic dispute, a two-hour interval seems reasonable, say experts on crisis planning. "The common pattern is that these are one-on-one or one-on-two types of events. They don't typically erupt into larger threats," said Ann H. Franke, a lawyer and a consultant to colleges on risk management. "I don't think an institution with tens of thousands of students would cease operations." But incidents similar to the dormitory shootings at Virginia Tech have usually resulted in the assailant's quick suicide. When the shooter is at large, the situation becomes dire. The Virginia Tech police said they thought the shooter had fled the campus. "If there is that unknown, that kind of information would be what you were trying to communicate," said Rebecca L. Adair, risk manager at Iowa State University. "There should be measures to get that information out as soon as possible." If the first warning had come sooner, some people may have stayed home, or in their dorms or offices, and locked their doors. But not everyone, said Richard W. Bell, director of risk management at Loyola University New Orleans: "I don't think that within two hours the whole campus could be notified that there was a problem and they needed to stay put." Many students and employees were probably in transit that morning. Others might not have checked their e-mail or campus phones. And a determined killer might still have found a group of victims gathered inside, or opened fire on a sidewalk. Cho Seung-Hui, the gunman, knew the Virginia Tech campus. With his weapons concealed, he did not stick out. "It only takes seconds to do what he did in each of those instances," said Mr. Bell. "Unless there is a police officer at the right place at the right time, he's not going to intercept someone who wants to cause that kind of damage." --SARA LIPKA PHOTO (COLOR): Cho Seung-Hui, a Virginia Tech student, killed 30 people at Norris Hall, at the center of the campus. Administrators have closed the building for the rest of the semester. ~~~~~~~~ By Sara Lipka Contributed by Andrea Foster The Chronicle of Higher Education: (http://chronicle.com) 1-800-728-2803 Copyright of Chronicle of Higher Education is the property of Chronicle of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Managing in a Dangerous World-The National Incident Management System: EMJ EMJ Anderson, Anice I;Compton, Dennis;Mason, Tom Engineering Management Journal; Dec 2004; 16, 4; ProQuest Central pg. 3 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. RESEARCH STARTERS ACADEMIC TOPIC OVERVIEWS Crisis Management School Safety > Crisis Management Table of Contents Abstract Overview What is Crisis Management? What Constitutes a Crisis? Applications Crisis Prevention Studies Conducted After Columbine Preparation Crisis Management Materials Drills & Exercises Response Evacuation Lockdown Shelter in Place Recovery Crisis Intervention & Debriefing Managing Crises in Post-Secondary Schools Viewpoints Do Practice Drills Cause More Harm Than Help? The Effectiveness of Post-Crisis Counseling Conclusion Terms & Concepts Bibliography Suggested Reading Abstract Crisis management refers to the policies and procedures developed for handling emergency situations. Since crises vary in size and scope, methods and management procedures vary across grade levels and situations. The imperative steps to creating and implementing any effective crisis management plan are mainly prevention, preparation, response and recovery. Debates surround the value of emergency drills and post crisis counseling methods. Overview What is Crisis Management? Crisis management is a term that refers to the policies and procedures developed for handling emergency situations in public schools. The 1999 Columbine shootings, the terror attacks of September 11, 2001 and, more recently, the devastation caused by Hurricane Katrina, have prompted local and national governments to research the most effective ways to manage crises in schools. In 2002, the Department of Safe and Drug-Free Schools together with the Harvard School of Public Health, the Prevention Institute, and the Education Development Center developed a program entitled, "The Three R's to Dealing with Trauma in Schools: Readiness, Response and Recovery" designed to assist schools with crisis management ("Taking the Lead," 2007). In 2003, Education Secretary Rodney Paige and the Secretary of Homeland Security Tom Ridge launched a $30 million initiative providing grants to help schools buy safety equipment, train staff, parents and students in crisis management ("Taking the Lead," 2007). Crisis often strikes fast so reaction time must be quick. This can only happen when procedures are in place and have been practiced. When a crisis occurs, schools must evaluate the crisis in order to decide whether to evacuate, lockdown, or use schools as a shelter (Poland, 2007). Because every school community is different, it is important for schools to practice a variety of crisis management procedures to determine if they are appropriate. Schools should then personalize their plans to the needs of their community. Plans also should accommodate the age EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved ​​​Crisis Management​ of the student population, as elementary school students will behave differently than middle or high school students (U.S. Department of Education, 2003). The Office of Safe and DrugFree Schools recommends schools and emergency personnel conduct drills and practice scenarios until they have procedures memorized (Black, 2004). Leadership, preparation and communication are essential qualities in managing any type of emergency. What Constitutes a Crisis? Webster's Dictionary defines a crisis as an unstable or crucial time or state of affairs in which a decisive change is impending, especially one with the distinct possibility of a highly undesirable outcome (as cited in U.S. Department of Education, 2003). This definition of a crisis is broad. It can range from incidents that only affect a few students to situations that halt an entire community. Crises can happen at any time, in any place, with and without warning. Incidents that qualify as crises include, but are not limited to: • • • • • • • • • • Bomb threat Chemical spill Fire Natural disaster Pandemic School violence Student or faculty death Terrorist attack War Weather emergency The one thing all crises have in common is the need for clear communication and quick decision-making. Regardless of the type of crisis, every crisis management plan should include procedures for prevention, preparation, response and recovery (U.S. Department of Education, 2003). Applications Crisis Prevention The first step in crisis management is prevention. Schools should conduct safety assessments of school property in order to determine if floor plans, lockdown procedures and evacuation routes need to be updated ("Taking the Lead," 2007). It is important to connect with local emergency responders to determine what types of problems are most common in the area and with students ("Taking the Lead," 2007). Emergency responders include law enforcement agents, firefighters and emergency medical technicians. Prevention often means controlling a problem before it spreads or escalates. In some cases, such as with infectious diseases which can lead to a pandemic, prevention efforts can be as basic as teaching hygiene and providing anti-infection products such as hand sanitizer and anti-viral tissues (St. Gerard, 2007). Education is often the first step in crisis prevention. Studies Conducted After Columbine Following the 1999 Columbine High School shooting in Colorado, which resulted in 15 fatalities and 23 injuries, the U.S. Secret Service and U.S. Department of Education conducted a study of 37 school attacks. Their report, released in 2002, concluded that no common profile existed among attackers except for the fact that most of the perpetrators had been bullied or injured by others (Dillon, 2007). This report proves the value of fostering a positive school climate that welcomes diversity and teaches compassion (Dillon, 2007). The report recommends that schools focus on providing a supportive community that helps students mediate and resolve conflicts. Penalties should also be communicated and set forth to discourage students and parents from violent and threatening actions (Dillon, 2007). Dillon (2007) also cites that lawmakers in Pennsylvania considered putting schools on permanent lockdown to prevent violence in schools. In the wake of a school shooting, Platte Canyon High School in Colorado began a program in which parents volunteer to greet visitors at the door and log them in so that no intruder will enter the building unnoticed (Butler, 2007). Increasing police presence and installing metal detectors are other methods used to curb school violence (Dillon, 2007). The Secret Service and Department of Education also discovered that, in about 80% of the incidents studied, at least one person knew what was going to happen (Dillon, 2007). Recognizing a potential crisis, and responding quickly, can make a world of difference. Schools need to educate students and teachers how to recognize warning signs. Platte Canyon school district participates in the "Safe to Tell" program, which was initiated after the Columbine shootings (Butler, 2007). The program provides an anonymous hotline where students can report information regarding potential threats (Butler, 2007). The Department of Education's guide, Practical Information on Crisis Planning encourages schools to consider every possible scenario and utilize every resource to help prevent crises or lessen their impact (U.S. Department of Education, 2003). Some suggestions include providing IDs for students and staff, conducting hurricane drills and taking an inventory of hazardous materials on school grounds (U.S. Department of Education, 2003). Preparation Since not all crises can be prevented, the key to successful crisis management is preparation. Schools must make sure that they use all of the resources available: teachers, administrators, social workers, security officers, and emergency responders (U.S. Department of Education, 2003). Every responder must be familiar with the school's procedure for handling an emergency. EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved Page 2 ​​​Crisis Management​ Communication is essential to success. A chain of command should be established and methods of communication determined. A common vocabulary is essential. A crisis committee of faculty, parents and students can help better prepare schools for emergencies (Poland, 2007). This team of people should conduct research to determine what types of crises could occur in a given school and make recommendations as to how to handle them (U.S. Department of Education, 2003). The committee should also examine major issues from past years and evaluate how they were handled. This process ensures that schools regularly review and update procedures (Poland, 2007). The committee should make sure parent contact information is up to date and establish connections with local hospitals and emergency service personnel (Poland, 2007). Crisis Management Materials Poland (2007) states that the distribution of crisis management materials is a necessary step in making sure schools are prepared for emergencies. Materials may include phone trees, floor plans, evacuation routes, first aid instructions, and health awareness lists identifying persons with special needs. These materials should be reviewed carefully with staff and students (Poland, 2007). The Department of Education's Emergency Response and Crisis Management Technical Assistance Center also advises schools to provide emergency supply kits to faculty including items such as flashlights, batteries, contact information, first aids supplies and instructions ("Taking the Lead," 2007). The Red Cross recommends schools keep a stock supply of certain items, especially water, first aid and sanitation supplies in the event of a crisis ("Taking the Lead," 2007). Drills & Exercises Crisis practices should be thorough, repetitive and easy to follow (McGiboney & Fretwell, 2007). Drills and practice exercises should be performed regularly to prepare school communities to effectively respond to crisis if necessary (Dillon, 2007). It is important to anticipate and prepare for a variety of potential emergencies from hurricanes to school shootings to terrorist attacks. William Modzeleski of the Office of Safe and Drug-free Schools emphasizes the importance of having a consistent crisis plan that is customized to an area's geographic, economic and social needs (Black, 2004). A school close to a power plant, for example, has to factor that element into its crisis management plan. Emergency plans and procedures cannot follow a one size fits all model. Variety is essential if lockdown and evacuation drills are going to be effective (Dillon, 2007). Response Depending on the crisis at hand, school response should vary. Successful crisis management plans will have different approaches to different situations. School officials need to be able to quickly assess the crisis at hand and choose the best response (U.S. Department of Education, 2003). Emergency responders should be notified as soon as possible (U.S. Department of Education, 2003). Evacuation Evacuation requires students and faculty to leave the building. Fires and bomb threats are possible crises that would require evacuation. Evacuation plans should have designated meeting points outside of the building and should have alternative locations to shelter students if needed (U.S. Department of Education, 2003). Evacuation plans must include accommodations for students with disabilities (U.S. Department of Education, 2003). Lockdown A lockdown requires students and staff to stay inside their classroom or building. A lockdown is employed when there is a threat outside the classroom or building. Movement is restricted and students are often instructed to cover and move away from windows (U.S. Department of Education, 2003). Possible reasons for a lockdown are the presence of an intruder or a school shooting. In the event of a crisis that requires an extreme lockdown, Black (2004) recommends notifying teachers in a way that does not alarm students, for example sending an email to teachers and then making an announcement instructing all teachers to read their email. Teachers should gather students in one place and account for all of them. Outside entrances should be locked and buses cancelled. Parents should be notified and local radio stations should be informed so they can assist in disseminating information (Black, 2004). Shelter in Place The term shelter in place is used when students and staff must remain in a school location when it is not safe or there is not enough time to evacuate, such as in the case of a chemical spill or natural disaster (U.S. Department of Education, 2003). Helping students with physical and developmental disabilities during a crisis should be a high priority and extensively planned. In the event of an evacuation, students with physical disabilities will need assistance exiting the building. In some cases, safe zones or areas of refuge should be used until students can be assisted by emergency responders and evacuated (U.S. Department of Education, 2003). Schools should make sure accommodations are also in place for students with English language deficiencies (Black, 2007). As soon as a crisis occurs, faculty should account for all students and do their best to keep students calm. In some cases, faculty may need to administer first aid or get students to a safe area. Parents should be notified as soon as it is safe and appropriate to do so (U.S. Department of Education, 2003). It is also important to be flexible, as no crisis response will unfold exactly as practiced (U.S. Department of Education, 2003). Recovery After a school crisis, once students and faculty are safe, the main priority of schools is restoring a normal learning environment (Poland, 2007). The Office of Safe and Drug-Free Schools states EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved Page 3 ​​​Crisis Management​ that, "returning to the business of learning" helps most students move forward after a crisis has occurred (U.S. Department of Education, 2003). Learning can only take place, however, once the emotional needs of crisis victims have been met. Crisis Intervention & Debriefing Schools should enlist the assistance of a Crisis Intervention Team (CIT) to help students and staff cope with the crisis they experienced (U.S. Department of Education, 2003). Group Crisis Intervention (GCI) is a form of school-based intervention that might be used in schools allows students to share feelings, ask questions and come to terms with traumatic events (U.S. Department of Education, 2003). Another form of group counseling, known as Critical Incident Stress Debriefing (CISD), may be used after a crisis (Black, 2004). CISD is also used with adults who have experienced a traumatic event such as war or a violent attack in order to prevent Post Traumatic Stress Syndrome (Black, 2004). Mental health professionals also should be on hand to provide individual counseling as needed. Once school resumes its normal schedule, teachers should provide students with a place to discuss their feelings about what happened in order to help reduce stress (U.S. Department of Education, 2003). Teachers should continue to monitor student behavior for signs of distress after a crisis (Poland, 2007). Additionally, the CIT should conduct follow-up sessions with students after some time has passed (Poland, 2007). Schools should consider honoring anniversaries and creating memorials and other positive ways to cope with crises (U.S. Department of Education, 2003). Managing Crises in Post-Secondary Schools Statistically, campuses of college and universities are some of the safest places in the country (Kennedy, 2007). Even so, a thorough examination of security measures and crisis management policies at post-secondary campuses has followed the recent massacre at Virginia Polytechnic Institute & State University in which a student opened fire on several classrooms killing 33 people (Kennedy, 2007). The U.S. Department of Homeland Security's Office for Domestic Preparedness has since developed some guidelines for crisis management in post-secondary institutions. The document entitled "Campus Public Safety: Weapons of Mass Destruction Terrorism Protective Measures" suggests colleges connect with a local FBI agent as well as state and local officials in order to ensure communication procedures are in place (Taking the Lead, 2007). Every campus also should have onsite emergency personnel, as the biggest focus for postsecondary schools should be deterrence. This includes assessing risk, using video cameras to monitor school grounds and providing means to lock and secure buildings (Taking the Lead, 2007). An important element in preventing such tragedies as the Virginia Tech shooting is making sure schools offer mental health services to their students (Kennedy, 2007). Depression and suicide are common in the college environment so assistance must be readily available for emotionally fragile students. Teachers and students also need better education so that they may recognize warning signs and steer potentially violent individuals to get the help they need (Kennedy, 2007). The sharing of information among appropriate persons is crucial to keeping post-secondary campuses safe (Kennedy, 2007). Viewpoints Do Practice Drills Cause More Harm Than Help? One cause for concern is the results of a study conducted by the International Association of Chiefs of Police in 1999. The study determined that crisis drills could provide helpful information to potential student attackers in terms of revealing evacuation routes, hiding places and areas of refuge (Black 2003). Another concern with recent initiatives to prepare students for school threats is that it enhances the public perception that schools are unsafe. This view may cause students to feel anxious thus negatively affecting the learning environment (Black, 2004). The good news is that major crises in U.S. schools are in fact rare (U.S. Department of Education, 2003). The bad news is that there is minimal research on best practices for school-based crisis planning. What little research is available on crisis management is not quantifiable. There is little hard evidence to tell schools what will work in the event of a crisis (U.S. Department of Education, 2003). Roseanne Nyiri, the superintendent of Springfield Township School in Pennsylvania, is not entirely sold on the virtues of crisis management training. She does not believe that extra training and security would have prevented the incident in her district where a 16-year old student walked into school with a shotgun and killed himself (cited in Butler, 2007). However, she is convinced that practice lockdown drills did help students and staff stay calm throughout the crisis (cited in Butler, 2007). Platte Canyon High School staff and students had undergone crisis management training and performed several lockdown drills in 2006, but that did not prevent an armed gunman from entering the building, taking six hostages, killing one student and himself (Butler, 2007). Platte Canyon's superintendent, James Walpole says that more important than training is forming a close relationship with local law enforcement so that they are familiar with the school, its students and overall climate (cited in Butler, 2007). The Effectiveness of Post-Crisis Counseling After a crisis occurs at a school, counselors are summoned to help school faculty and students deal with the emotional aftermath in a productive way. Many schools have employed a technique called Critical Incident Stress Debriefing but the benefit of this type of counseling has been called into question (Black, 2004). According to Pauline Pagliocca of the Victims of Violence Programs at Harvard University, no evidence exists to prove that CISD is effective (cited in Black, 2004). In fact, the U.S. Department of Defense, the Department of Justice, the Department of EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved Page 4 ​​​Crisis Management​ Health and Human Services and the American Red Cross have recently stopped using CISD on trauma victims (Black, 2004). Conclusion All school systems inevitably will have to deal with crises, therefore they should plan accordingly. It may be difficult to grasp the possibility of being affected by a situation like Columbine, Hurricane Katrina or 9/11, but in the event, it is better to be ready than caught unprepared (McGiboney & Fretwell, 2007). After a crisis, it is equally important to evaluate the crisis response plan that was used in order to determine what practices were successful and what practices were unsuccessful. Effective crisis management is an ongoing process that requires constant activity. Schools and their surroundings are constantly changing; so too should our responses to them. Research and revision are integral parts of the process that is crisis management (U.S. Department of Education, 2003). Terms & Concepts Crisis Management: Crisis management refers to the policies and procedures developed for handling emergency situations in public schools. Critical Incident Stress Debriefing (CISD): Critical Incident Stress Debriefing refers to a type of group counseling that may be used after a traumatic event, such as war or a violent attack, in order to prevent Post Traumatic Stress Syndrome (Black, 2004). Crisis Intervention Team (CIT): A Crisis Intervention Team consists of a group of trained counselors and mental health professionals hired to help schools recover from a crisis. Intervention in schools allows students to share feelings, ask questions and dispel rumors about crisis events (Black, 2004). Emergency Responders: Emergency responder is a general title given to individuals including law enforcement agents, firefighters, emergency medical technicians and other individuals trained to respond to crises. Evacuation: Evacuation is a term used when students and fac- ulty are required to leave a building. Evacuation is required in instances such as a fire or bomb threat. Lockdown: Lockdown is a term used when there is a threat out- side of the classroom or school building. Movement is restricted and individuals are advised to cover windows and move away from them (U.S. Department of Education, 2003). Pandemic: Pandemic refers to a major outbreak of an infectious disease such as the flu or smallpox. Shelter in Place: Shelter in place is a term used in response to a situation in which it is not safe or timely for individuals to evacuate a building (U.S. Department of Education, 2003). Bibliography Black, S. (2004). When disaster strikes. American School Board Journal, 191 (7), 36-38. Retrieved September 6, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=t rue&db=ehh&AN=13416723&site=ehost-live Butler, K. (2007). Tragic lessons. District Administration, 43 (5), 56-60. Retrieved September 9, 2007 from EBSCO Online Database Education Research Complete. http:// search.ebscohost.com/login.aspx?direct=true&db=ehh&A N=25090224&site=ehost-live Dillon, N. (2007). Planning to ensure our schools are safe. Education Digest, 72 (6), 9- 11. Retrieved September 6, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=t rue&db=ehh&AN=25057128&site=ehost-live Fernandez, D.J. (2013). What Sandy taught me: Seven lessons for dealing with natural disasters. Independent School, 72(3), 112-116. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=e hh&AN=85748167&site=ehost-live Kennedy, M. (2013). Managing a crisis. American School & University, 85(10), 16. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=e hh&AN=88863556&site=ehost-live Kennedy, M. (2007). Seeking secure schools. American School & University, 79 (12), 6- 10. Retrieved September 9, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=t rue&db=ehh&AN=26056001&site=ehost-live Kingshott, B.F., & McKenzie, D.G. (2013). Developing crisis management protocols in the context of school safety. Journal of Applied Security Research, 8(2), 222-245. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http://search. ebscohost.com/login.aspx?direct=true&db=ehh&AN=863 56480&site=ehost-live Kisch, M. (2012). When crises call. School Administrator, 69(4), 19-25. Retrieved December 15, 2013, from EBSCO Online Database Education Research Complete. http:// EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved Page 5 ​​​Crisis Management​ search.ebscohost.com/login.aspx?direct=true&db=ehh&A N=77304366&site=ehost-live McGiboney, G & Fretwell, Q. (2007). Pandemic planning for schools. American School Board Journal,194 (6), 46-47. Retrieved September 6, 2007 from EBSCO Online Database Education Research Complete. http://search. ebscohost.com/login.aspx?direct=true&db=ehh&AN=257 45244&site=ehost-live Poland, S., & Poland, D. (2007). Safe school preparations for your district. District Administration, 43 (6), 88. Retrieved September 6, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost. com/login.aspx?direct=true&db=ehh&AN=25585816&sit e=ehost-live St. Gerard, V. (2007). Don't confuse common flu with a flu PANDEMIC. Education Digest, 72 (5), 4-6. Retrieved September 6, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost. com/login.aspx?direct=true&db=ehh&AN=24052703&sit e=ehost-live Taking the lead in an emergency. (2007) Techniques: Connecting Education & Careers, 82 (4), 12-13. Retrieved September 6, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost. com/login.aspx?direct=true&db=ehh&AN=24751714&sit e=ehost-live U.S. Department of Education, Office of Safe and Drug-Free Schools (2003). Practical Information on Crisis Planning: A Guide for Schools and Communities.. Retrieved September 6, 2007, from U.S. Department of Education www.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf Suggested Reading Bowman, D., & Johnston, R. (2001). Urban districts review crisis-response plans in wake of terrorism. Education Week, 21 (5). Retrieved September 7, 2007 from EBSCO Online Database Education Research Complete. http:// search.ebscohost.com/login.aspx?direct=true&db=ehh&A N=5410783&site=ehost-live Corbitt-Dipierro, C. (n.d.) Expanding the team approach: How emergency responders and those they serve can work together to promote prevention and coordinate incident response. Retrieved September 7, 2007, from www.threatplan.org Office for Domestic Preparedness, U.S. Department of Homeland Security. (2003). Campus Public Safety: Weapons of Mass Destruction Terrorism Protective Measures . Retrieved September 7, 2007, from U.S. Department of Education www.ed.gov/admins/lead/safety/ emergencyplan/campussafe.html U.S Department of Education, The Harvard School of Public Health, Education Development Center & Prevention Institute (2002). The three R's to dealing with trauma in schools: Readiness, response and recovery . Retrieved September 7, 2007, from http://www.walcoff.com/prevention/ Essay by Jennifer Bouchard, M.Ed. Jennifer Bouchard is a high school English teacher and writer living in Connecticut. She received her master's of education in English from Framingham State College in Massachusetts. She currently is pursuing a master of fine arts in professional writing at Western Connecticut State University. EBSCO Research Starters® • Copyright © 2014 EBSCO Information Services, Inc. • All Rights Reserved Page 6 Copyright of Crisis Management -- Research Starters Education is the property of Great Neck Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Copyright of Crisis Management -- Research Starters Education is the property of Great Neck Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Copyright of Crisis Management -- Research Starters Education is the property of Great Neck Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Copyright of Crisis Management -- Research Starters Education is the property of Great Neck Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
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Running head: WILDFIRE MANAGEMENT

Wildfire Management
Student Name
Course/Number
Due Date
Faculty Name

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WILDFIRE MANAGEMENT

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Wildfire Management

It is important that any disaster that can be predetermined, be managed accordingly. This
will reduce the imminent negative effects that the disaster is likely to have both on people and on
the property. Such disaster includes fires, earthquakes, gun violence, explosions and even floods.
The action plans that several institutions come up with should be those that will be effective
when implemented. To ensure safety and implementation, these plans should be taken through
rigorous processes of testing (Anderson, Compton & Mason, 2004). This can be done by
providing education, whereby certain aspects of a plan are elaborated to its executors. There
could also be actual drills. Here a disaster is assumed to have occu...


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