a) types and frequences of crisis encountered in the school,
b) the roles and functions of the school staff involved in this process,
c) understanding the crisis management,
d) barries in conducting the crisis plan and the typical features of it in the school crisis field,
e) interventions strategies,
f) and resources used and required for this job.
In order to comprehend what is crisis management, it was build the crisis framework thought defining the concept and the core issues and discussing the various definitions, types, stages, and phases of crisis. The key words that were used in the research included “school crisis”, “intervention”, “trauma”, “crisis planning”, “crisis intervention”, “school response”, “crisis response”, “disasters”, and “school health” (Love & Cobb, 2012, p. 159). This research is based on the existing theretical and empirical information about crisis management. Hence, it is important to maintain the crisis plans for each difficulty in order to protect the educational institutes and to prevent it from happenning in the future, but some institutes fail it.
The main aim was to understand the teacher’s experience in the crisis situations and lessons learned from it, including indentification of the gaps. The crisis investigated include the residence fire, community crisis and an students social life.
The origins of the crisis theory was founded in the psychological and medical journals in 1920s (Murphy, 2004, p. 13). The schoolar’s research was concentrated on the diverse areas, like “hysteria”, “mental conflict” or “acure grief”, which established early definitions of crisis intervention concepts. It was recognised by various schools, like Erickson (1963), Caplan (1964), Quierdo (1968), that Linde...
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...l crisis, but as consequence of violence and natural disaster (Pagliocca & Nickerson, 2001, p. 376).
Various researches thoroughly discuss the managing school crises, defining the meaning of the crisis and describing the PREPaRE model (Reeves, Brock, & Cowan, 2008) (Love & Cobb, 2012). The previously mentioned acronym means the following:
• Prevent and prepare
• Reaffirm health and perceptions
• Evaluate risk
• Provide interventions
• Respond
• Examine the effectiveness and intervention.
A review of literature shows those events might include the suicide of a student or staff, natural disasters, shooting of a teacher, tragic incidents or violence at school (School Crisis Management, 2005; Pagliocca & Nickerson, 2001, p. 376). Notwithstanding, Reeves et al. (2008, p. 10) has identified it as physical and mental health and safety in terms of the school culture.
The ABC Model of Crisis Intervention (Kanel, 2010) and the Seven Task of Assessment (James, 2013) process are examples of two models that are used to conduct client evaluations during a crisis. Both models offer effective support techniques that, in turn, assist clients identify and cope with their crisis situations. Also, both models require participation and cooperation from the client in order to successfully carry out the process in its’ entirety.
Crisis is an event that is unplanned, unwanted, and dangerous and leads to hard decision making. There are many different types of crisis such as economic crisis, mental health crisis, situational crisis, social crisis, adventitious crisis and many more. Every type of crisis affects people more than we think and know. There is always someone who loses and who gains during a crisis. People who lose are usually the ones who are affected the most such as losing a job, losing a family member or someone close to them, losing their homes and sometimes even their own lives. The people who gain are usually the rich people who prey on the poor and usually gain from making money and the poor’s lives miserable.
Echterling, Presbury and McKee (2005) define crisis as a turning point in one’s life that is brief, but a crucial time in which, there is opportunity for dramatic growth and positive changes, as well as the danger of violence and devastation. They further state that whatever the outcome, people do not emerge from a crisis unchanged; if there is a negative resolution, the crisis can leave alienation, bitterness, devastated relationships and even death in its wake; on the other hand, if the crisis is resolved successfully a survivor can develop a deeper appreciation for life, a stronger sense of resolve, a mature perspective, greater feelings of competence, and richer relationships.
In the following analysis, I will be focusing on the problems that occurred, how it was/could’ve been resolved, stakeholders that were involved and how crises can affect
Crisis Manager- When something happens a teacher cannot handle, the principal is fully briefed about the crises, real or potential, and how to deal with them effectively. At the beginning, the entire school was a crisis. When Kid Ray got in a fight with a student, who was previously expelled, Joe
In this case study I applied the crisis intervention model which deals with situations present such a challenge that those affected such as Sally are unable to draw on their usual coping mechanisms with the result that a crisis reaction occurs (Caplan 1964). This model is especially relevant in the mental health field, where workers are involved in assessing the service user’s perception of a crisis, help them build up coping strategies and explore or identify available support networks (Skinner 2013).
In order to understand the thought process of leadership during a crisis, the authors state that we must first understand a conceptual model that is theoretically grounded, (Combe & Carrington, 2015). The conceptual model is divided into two elements, the descriptive and prescriptive mental models, (Combe & Carrington, 2015). The descriptive mental model focuses the external changes that occur during a crisis. The prescriptive mental model concentrates on future actions that need to be implemented to derail the cognitive overload due to continuous external changes as the situation unfolds. The prescriptive model aligns objectives, providing clarity to future implications related to the crisis, (Combe & Carrington, 2015). The authors, Combe & Carrington, (2015) have noted the importance of longitudal research perspective to capture the thought processes of interaction, communication and problem solving in a crisis. This type of research method is instrumental in depicting the challenges to incorporate better solutions to evolving situations. Sense making in a crisis defines these issues to ascertain the complexity and provide meaning to the event, (Combe & Carrington, 2015). Sense making entails the filtering of excessive data to identify the areas of importance. This perspective provides a means of taking a negative, that being disruptive and changing it to a positive or opportunity for
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.
Every dilemma and difficult situation we face will have different factors and require an altered approach. This can only be achieved through initiative. When managing a crisis we cannot allow ourselves to become stoic and rigid in our thinking – this is the quickest way to be defeated by the situation. We need to allow ourselves time and space to thinking creatively and act with ingenuity because these are the cornerstones of successful crisis management. Observe great leaders and learn about their approaches. Read about the great strategists in history and educate yourself constantly on new ideas and
... safety and security measures being taken. A systematic procedure for dealing with a crisis, of any magnitude, should be established and should ensure all personnel have a clear understanding about every detail; including the who, the what, the when, and follow-up actions. The interview the learner conducted with the Counslor of Green Sea Head Start School served as an opportunity to discuss specific aspects of the school crisis plan. Furthermore, the learner gained information about the crisis team and the strengths and weaknesses of the current crisis plan. Overall, although no one crisis plan will guarantee that tragedies won’t take place, but a developed approach holds promise that the situation will be handled in the most cooperative way imagined. No school should be without a crisis plan and a well-trained crisis response team (James, 2013).
Crisis intervention involves three components: 1) the crisis, the perception of an unmanageable situation; 2) the individual or group in crisis; and 3) the helper, or mental health worker who provides aid. Crisis intervention requires that the person experiencing crisis receive timely and skillful support to help cope with his/her situation before future physical or emotional deterioration occurs.
Ulmer, RR, Sellnow, TL & Seeger, MW 2007, Effective crisis communication, Thousand Oakes: Sage Publications.
The communication process is not something that begins when a crisis rears its ugly head rather it is a process that takes place in preparing for a crisis before it happens. While the term crisis represents a blanket term used to describe many situations, each situation is unique, thus presenting different obstacles to overcome. However, with a well-established advanced plan in place an organization places itself in a position to overcome and work around obstacles. The development of a comprehensive crisis management plan is one achieved through effective communication where each member of the crisis management team has an advanced shared understanding of his or her role and responsibility during a time of crisis (du Pr'e, 2005).
The purpose of this paper is to discuss potential disasters that could affect a community and cause mass causalities. Further discussion will include who is responsible for the management preparedness, what barriers must be considered and finally this paper will discuss the health care facilities role in emergency supplies and care of the patient in a disaster situation.
6. Question e(ii): Discuss Gillis’ (1994) guidelines on assisting learners in crisis caused page 6