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Throughout this website the word "emergency" is used to encompass a range of events which could otherwise be described as incidents, accidents, catastrophes, disasters or crises. An "emergency" therefore embraces the range of terms frequently used to describe a hazardous event which threatens the safety of people or property. Adapted from Emergency Disaster Planning for Principals, Commonwealth of Australia 1992.
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MANAGING CRISES
The aim of emergency planning is to ensure that the safety of staff and students if maintained, as far as possible, during an emergency or a disaster. Planning for emergencies provides a sense of predictability to the school community about how it will respond if they occur. This document is designed to support site leaders in their responsibilities in relation to the management of crises: prevention, preparation, response and recovery. For the purpose of this document, crisis, critical event and emergency are used interchangeably.
A crisis situation can derive from sudden, unexpected events (or series of events), or chronic or accumulative (perhaps one or more longer term stressful event/s). Critical incidents can impact on a few students and/or staff or they can significantly affect the whole community.
Critical Incidents
This web page links to emergency procedures for emergency response or critical incidents. Click on Emergency Procedures in the blue navigation bar. The Manager of SchoolCare should be notified of all critical incidents immediately. The Critical Incident Report must follow as soon as possible. To plan and prepare for critical events, click on the content group in the yellow bar above.
Important Contacts
District Directors: Map Search Emergency Services: 000 Health Services: TBA Police: 131444 PSSB Security: 8226 0888 School Care: 8463 5977 Workplace Services: 1800 777 209
If an employee suffers a work related injury which is defined as immediately notifiable, the manager must notify the Workplace Services Inspectorate by telephone as soon as possible. Tel: 1800 777 209
In the event of a notifiable dangerous occurrence the manager must notify Workplace Services Inspectorate as soon as practicable after it occurs by telephone and also in writing within 24 hours of the occurrence. Complete a Notification of Dangerous Occurrences Form available from the Workplace Services website and fax a copy to the appropriate office listed on the form (Adelaide Office Fax No.8303 0211) The original copy of the form should be retained for local records.
It may be necessary to secure the site of the incident/dangerous occurrence as further investigation may be required. Work must not commence after an incident/dangerous occurrence until sanctioned by the investigating officers.
In the event of an electrical or gas incident, the manager must immediately notify the Office of Energy Policy. Tel: Electrical 8226 5527 Tel: Gas 8226 5746
For further information managers should contact their districts OHS Adviser. Tel. 82261440.
Accident Incident Report (ED155) Accident Investigation Report (ED165) Critical Incident Report Incident/Injury Investigation Reporting Procedure
PREVENTION
Prevention is the identification of risks that can arise in the school community and the development of policies and procedures which can contribute to reducing the risk of critical events occurring and/or minimising the effects. There are two kinds of administrators; those who have faced a crisis and those who are about to ..... Johnson pvii
Occupational Health Safety and Welfare policies and procedures are also available on the DECS website. Click Here for policies and procedures.
Downloads are attached. OHS&W and Injury Management Procedure Tool for managing complaints and challenging situations Violence and Bullying Management Procedure
Risk Management
The Government recognises that the management of risk is an integral part of sound management practice. Risk management is the systematic identification of opportunities and threats to resources and the development of strategies which maximise opportunities and minimise adverse effects. Risk Management is underpinned by the following principles: local decision making within a supportive framework protecting staff, students, information, property and reputation cost-effective risk management community partnerships accountability innovation.
Downloads are inserted in printed copy. Risk Management Framework (PDF) Risk Management Template (PDF) Risk Management Template (Word) Download Download Download
PREVENTION
Environmental Factors section is being constructed.
Further information is available from the DECS website www.schools.sa.gov.au/schlparents > click on student well-being > health support. This site also contains information about current programs related to whole of school approaches to support student health and well-being. Further information is available from: kay.deb@saugov.sa.gov.au.
Post-intervention strategies include: monitoring the situation between students to ensure that their safety and well-being is maintained reviewing yard duty practices, procedures to make sure they are effective dealing with hot spots in the yard and school reviewing and evaluating behaviour codes and policies using Action Research as a monitoring tool
DECS Initiatives
Further information about DECS initiatives can be obtained from http://www.schools.sa.gov.au/schlparents/pages/65/3603/
Child Protection
The Department of Education and Children's Services recognises the significant role education and care programs play in child protection and abuse prevention. Information can be obtained from http://www.schools.sa.gov.au/schlstaff/ >click on Training and Development > Mandatory Notification.
(Downloads printed.) Child Protection Mandatory Notification Protective Behaviours Download Download Download
PREPAREDNESS
Preparedness is the planning and preparation of processes to be undertaken when a critical incident occurs. This includes training and development and links with relevant agencies and personnel. All DECS worksites are required to have emergency procedures which describe actions to be taken during and following an emergency to ensure the safety of students, staff and visitors. Duty of care obligations require personnel to take all reasonable steps to protect site users from risks likely to cause personal injury that could reasonably have been foreseen. Governing councils, managers and staff are responsible for ensuring site related activities are planned for, and are conducted in accordance with Department of Education and Childrens Services procedures to ensure the safety of all involved. The obligation to undertake a risk assessment and plan for the safe conduct of activities extends to emergencies that may arise in the course of normal worksite activities.
analyse potential impact and requirements to pre-empt or minimise identify relevant services and establish liaison develop a management plan and negotiate endorsement throughout worksite community clarify statutory and legal requirements identify secure areas, mobile phone policy, siren policy etc identify tasks and roles which will be required, and nominate position-responsibility identify protocols to avoid escalating risk develop resources in anticipation, e.g. phone numbers / phone-tree maps identify communication strategy during emergency and with staff, students, families, state identify training requirements review plan regularly
LINK BROKEN.
RESPONSE
Response is the action undertaken to address the operational and psychological needs of the site community to stabilize the situation. It is the activity which is carried out immediately an emergency occurs and lasts until the risk to personal safety and/or property has been removed. The emergency services have the legal responsibility for coordinating and controlling the response to most types of emergencies. The workplace maintains an ongoing responsibility for the safety and well-being of staff and students for the duration of the emergency.
At Impact
At Impact Physical safety and psychological protection are the immediate priorities. Take steps to end the danger and limit further physical and/or psychological injury. Follow site management plan on invacuation, evacuation, calling emergency services, screening areas off from view etc. Try to keep calm, issue clear instructions, send for back-up. The principal or delegate will provide the leadership for the response and recovery. "The impact of a crisis is influenced by the degree to which organisational systems promote or hinder both the individual attempts to cope with the experience and the management of the organisations response. A key aspect of traumatic incident planning is ensuring that the systems which are put in place to deal with such events are both supportive and effective". (quote Dr Douglas Paton)
Operational Issues
Set up command centre or space, and communication strategy Determine practical aids needed: whiteboard for information update, management plan etc Allocate of roles and responsibilities as per crisis management plan Identify particular tasks e.g. visit family, attend to deceased persons locker etc Identify process for parent and Support personnel visit to site, and student movements Inform the district superintendent. Contact as appropriate school council chairperson, securities section, facilities, social workers, guidance officers, personnel counsellors etc. Determine front office support to deal with extra (and distressing) calls Identify gathering areas, parent meeting space, students/ staff recovery etc as required Identify recording processes to assist in keeping track of personnel/student needs, subsequent interventions, decisions made and actions taken Identify area for flowers, cards etc Timetable adjustment Relocation of work areas, e.g. in the case of fire-damage Consider how students/ staff can be linked with significant others to re-establish a sense of personal control
Response Checklist
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Communication Strategy
Ensure you have information from a direct, reliable source (Note: Only police are able to release information about fatalities) When emergency services personnel are involved establish clear communication lines. Clarify the location of communications centre and nominate a staff member to be the communication liaison. The decision to cease emergency procedures rests with the emergency services personnel, in consultation with worksite managers and health and safety representatives Identify the communication links that need to occur for information co-ordination and dissemination Decide when and how staff, families and students are to be informed, and the content of the information Speak with one voice. Direct communication through nominated person/s
Communication: Staff
Provide facts regarding the incident, if possible at a staff meeting. Where certain details are not available or are to be withheld, it is important that this is stated and why. Outline the proposed management plan including the roles of support personnel and how to access. Arrange for this information to be available for personnel who are not currently present. Modify / update the plan as the situation unfolds. The provision of key information to relevant worksite community members about the incident and the planned response is an important component in assisting individuals to clarify the situation, and help in re-establishing normal functioning. Provide opportunities and options for staff to consider how they will provide information / support to students. DECS social workers and guidance officers can provide information on possible physical and emotional reactions. Early information can help to allay fears and assist in understanding the normality of responses that students and adults may be experiencing. Provide information about Personnel Counsellors for staff support. Provide opportunities for staff to inform management on issues requiring attention as they arise. Allocate time/opportunity for staff conversation regarding any concerns they have and identify worksite practices and resources that will assist in supporting the emotional well-being of the worksite community.
Communication: Students
Consider how students are to be informed, and by whom. Options include assembly, classroom, groups and/or individually. Where certain details are not available or are to be withheld, it is important that this is stated and why. Provide facts regarding the incident. Consider the ripple effect, and that students can be affected by an event even if they do not know the people directly involved. Young children are influenced by the reactions of the adults around them; older students may be more influenced by the reactions of other students.
Plan for student response to a critical event according to a range of circumstances including their age, developmental stage, personality and disposition, experiences and perceptions of the event, the supportive environment, and when and how the information is delivered.
Assist students to identify what will help them to deal with the situation. Provide information to students on processes for accessing support, using familiar and existing avenues wherever possible.
Communication: Parents
Determine the nature and content of communication with families: e.g. telephone or visit parents of any students directly affected. Provide the facts of the incident (as appropriate) via a parent newsletter and continue to update parents about the worksite's ongoing management plan by newsletter or meeting as appropriate. Provide information to LAP parents and other school volunteers who may have a connection to the event or people impacted by the event. Indicate reactions students may experience to assist their understanding of what are normal reactions and how best to respond. Provide information on sources of help for families available through the worksite and within the surrounding community. Consider need to convene a meeting with parents/caregivers to provide an opportunity to address any needs and concerns about their childrens welfare. This meeting can be an opportunity for families and staff to build on their work in relation to student well-being.
Communication: Media
Identify a site media contact person who may also need to liaise with the district director. Develop a strategy to respond to media requests for information. Decide how, whether and what information to provide to the media to strengthen the worksite's capacity for successfully addressing community concerns. The media should not have information that is different to that provided to worksite community. Ensure the contact person has clear guidelines on media contact with staff or students. Refer to the Education Information Service Unit Resource paper Dealing with the Media.
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RECOVERY
The monitoring of recovery processes facilitates the return to routine. Recovery includes reviewing policy and processes. Recovery management is most effective when there is recognition of the complex, dynamic and sometimes protracted nature of recovery processes and the changing needs of affected individuals and groups within the community. Leaders need to consider their own well-being, and seek support and debriefing, as appropriate.
Effectiveness of Recovery
The effectiveness of the recovery environment depends on:
factual information provided about the event and its effects the nature of reactions and availability of support the extent to which the site provides a supportive environment whether the significance of the event is confirmed by others the extent to which specialist intervention and support is available
some flexibility may be required as some staff and students may be unable to return to full/normal duties/routines. Monitor those situations assist staff to create a safe, ordered environment as this will help to reassure students. maintain a supportive environment. Perception of supportive structures has the potential to act as a safety net and an expression of concern for well being of the community.
Leadership will need to consider staff attendance at funeral. Student attendance is usually a family decision. Rituals, ceremonies or memorials can be appropriate ways to honour the event /life of a person/s and are usually significant in comforting those distressed. The worksite may choose to have a memorial service, a plaque, the dedication of a book, trophy etc or a contribution to the site's grounds/ garden etc. In choosing, the worksite needs to consider the longer term implications of
their decision, e.g. a single tree in a prominent place may not survive a holiday break potentially raising further implications for children and in some situations a memorial can be a constant reminder of a traumatic event (Dr Kathy Nader, School Disaster: Planning and Initial Interventions, 1993) If appropriate, engage in structured discussions with students and staff to decide on a suitable memorial. Preface these discussions with the information that the decision has to reflect the needs of the whole community and that individual wishes may not be possible.
Provide information about support personnel Seek legal advice if site staff are required to give evidence in legal proceedings. If a Coroners inquiry is to occur, a social worker at the Coroners court can prepare people for what they may encounter.
some cases post-trauma reactions will not diminish with time, and require professional help. Personnel Counsellors can provide support for any staff experiencing any degree of distress. Many worksites have shown that successful management of crises can result in positive change for a worksite's community by: enhancing cooperative team development and functioning using the experience as a teachable moment will contribute to the development of self mastery ability of adults to manage difficult situations effectively increasing the participation and shared responsibility across worksite and home
Useful Websites
www.ausienet.com/factsheets/index/php Health Promotion SA www.headroom.net.au South Australian Department of Human Services. Promoting positive mental health through information and resources www.nasponline.org/index2 Child and Youth Health http://www.cyh.com.au/ Helpful information for families re age-specific symptoms, strategies to respond etc Helping Children / Adolescents Cope with Violence and Disasters http://wwwnimh.nih.gov/publicat/violence.ctm Information about trauma, how it impacts, and responses Children and Trauma www.fenichel.com/hope.shtml Current topics in psychology. Dr Michale Fenichels Teaching Tools. Information based on childrens experiences of trauma, disasters and violence. Links to other sites and resources Tips for Kids www.goalmaker.com/kidtips.asp Strategies to help children after trauma Crisis Counselling Guide http://www.omh.state.ny.us/omhweb/crisis/cmsiscounselling3.html Information about age-specific responses. Reactions and strategies to respond www.grieflink.asn.au