Crisis Management: The
Intersection of Three Perspectives
CHARLES CREWS PHD LPC-S
STEPHAN BERRY M. ED. LPC-S
LAURA DAWSON M.A. LPC, LCDC
History of Crisis Management
Origins of Crisis Management
1942 Cocoanut Grove Nightclub Fire
Dr. Eric Lindemann
Gerald Caplan – father of modern crisis
management
1960’s – Suicide hotlines
1963 – Community Mental Health Centers Act
History of School Crisis Management
1851 – Greenwich School fire
1927 – Bath Consolidated School bombing
1937 – New London School gas explosion
1976 - Chowchilla School kidnapping
Dr. Lenore Terr
1999 – Columbine High School shooting
Crisis Theory
Definitions of Crisis
A temporary state of upset and disorganization,
characterized chiefly by an individual’s inability to
cope with a particular situation using customary
methods of problem solving, and by the potential for
a radically positive or negative outcome.
(Slaikeu, 1990)
Crisis Theory
Definition of Crisis
A perception or experiencing of an event or situation
as an intolerable difficulty that exceeds the person’s
current resources and coping mechanisms.
(James, 2008)
Crisis Theory
Types of Crises
Developmental Crises – normal transitional stages
that are expected as one moves from one life stage to
another
Situational Crises – emerge when uncommon or
extraordinary events occur that an individual has no
way of foreseeing or controlling
Characteristics of Crisis
Presence of both danger and opportunity
Complicated symptomology
Time limited
No panaceas or quick fixes
Necessity of choice
State of disorganization and disequilibrium
Can affect cognitive, affective, and/or behavioral
domains
Seeds of growth and change
Role of the School Counselor
ASCA Position Statement
The professional school counselor’s primary role is to
facilitate planning, coordinate responses, and
advocate for the emotional needs of all persons
affected by the crisis/critical incident by providing
direct counseling service during and after the
incident
Role of the School Counselor
Roles Assumed During Crisis Event
Administrative duties
First Responder
Consultant to administration
Community Liaison
Assessor
Therapist
Victim
Role of the Clinical Supervisor
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
Counselors understand “crisis intervention and
suicide prevention models, including the use of
psychological first aid strategies” (p. 12)
Understands the potential impact of crises,
emergencies, and disasters on students, educators,
and schools, and knows the skills needed for crisis
intervention.
Knows school and community collaboration models
for crisis/disaster preparedness and response.
CACREP Standards
Understands the principles of crisis intervention for
people during crises, disasters, and other traumacausing events. (p. 31)
Understands appropriate use of diagnosis during a
crisis, disaster, or other trauma causing event. (p. 35)
Role of the Clinical Supervisor
Based on the P-SAEF Model (Watcher, Barrio Minton,
Clemens, 2008)
Preparer and Trainer – provide education and training in
crisis management
Safety of Client – supervisor ensures safety of the client
when apprised of the crisis situation by the supervisee
Affective – supervisors provides affective support to
supervisee
Evaluator – provider of feedback to the supervisee after
the resolution of the crisis
Follow up Planner – provide for needs of those affected
by the crisis. Includes revision and or creation of
organizational actions (i.e. revision of crisis plan)
Crisis Planning
U.S. Department of Education Model
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 Training
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: MMATSIK@MYLUBBOCK.US
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
Supervision Models
P-SAEF Model
Wachter, Barrio Minton, Clemens 2008
Clearness Committee Model
Dubi & Sanabria, 2010
Clearness Committee Model
Based on the work of Parker Palmer – The Courage
to Teach
Group clinical supervision model
Adapted from a Quaker technique for problem
solving
3-4 committee members
Focus is on the development of counselor-as-self
Steps in the Model
Case presentation
I.
1.
2.
3.
4.
Statement of the counselor’s problem
Relevant background
Sought after outcomes
Time of Centering
Committee questioning (1 hour)
II.
1.
2.
The committee seeks to help the counselor access their own inner
truth.
No advice, suggestions, interpretations or guidance is given by the
committee.
III. Committee reflection (10 minutes)
I.
Questioning is suspended
II.
Committee reflects what they have heard the counselor say
III.
The committee affirms and celebrates the counselor and his or her
strengths
Case Study
Issues to consider
1.
2.
3.
4.
5.
6.
7.
8.
Stakeholders
Diagnostic information
Risk factors
Resources
Legal and ethical issues
Multicultural issues
Boundary issues
Plan of action