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NASPA Emergency Management Training
 

NASPA Emergency Management Training

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    NASPA Emergency Management Training NASPA Emergency Management Training Presentation Transcript

    • Emergency Management Planning for Universities and Colleges Eric Klingensmith, Psy.D. Post-Doctoral Fellow/Coordinator Critical Incident Response Team Grand Valley State University’s Counseling Center and Housing/Residence Life Offices [email_address]
    • Objectives
      • Introduce the concept of “All Hazards” concept of Emergency Management/Planning.
      • Introduce the four phases of Emergency Management.
      • Discuss application of the phases of Emergency Management in University and College environments
      • Introduce planning questions for Universities and Colleges.
    • What is an Emergency/Disaster
      • “ Disasters are the final exam for a community, when they have not even taken the course.”
      • (D. O’Nieal, Superintendent of the National Fire Academy - From: Emergency Management for Universities and Colleges Workshop - Lori Hornbeck, Asst. Training Officer – Michigan State Police-EMD)
    • Emergency Management
      • Emergency Management is…
      • A system that deals with events that potentially can cause…
        • Injuries and death
        • Property damage
        • Disruption of campus community life
        • (From: Emergency Management for Universities and Colleges Workshop - Lori Hornbeck, Asst. Training Officer – Michigan State Police-EMD)
    • All-Hazards Approach
      • Completing a Hazard Analysis
        • Foundation to all emergency planning efforts
        • Should be one of the first steps in designing an emergency program
      • Examining vulnerability as well as potential impact of all types of hazards.
      • Planning for not just the “big ones”, but also the little ones (“everyday crises”).
    • Different Types of Crises, Emergencies, and Disasters
      • Man-made
      • Natural
      • Fast/Rapid Occurring
      • Slow Occurring
      • Commonplace for Setting/Environment (historical)
    • Some “Unique” Hazards for Universities and Colleges
      • Unsafe and antiquated infrastrucutre/buildings
      • Hazardous Materials (HAZMAT)
        • Research/production
        • Transportation
      • Explosions/fires
      • Power outages
      • Medical/Public Health
      • Severe weather
        • Wind
        • Flooding
      • Terrorism
      • Student uprisings/unrest
      • Special Events
      • Traumatic events
        • Murder
        • Serial rape
        • Kidnappings
        • Death of students
      (Adapted From: Emergency Management for Universities and Colleges Workshop - Lori Hornbeck, Asst. Training Officer – Michigan State Police-EMD)
    • Four Phases of Emergency Management Mitigation Preparedness Response Recovery
    • Mitigation
      • Effort to correct, prevent, or reduce the impact of an identified problem.
      • “ An ounce of prevention is worth a pound of cure.”
      • Some ways to mitigate:
        • Modify the hazard by removing it all together or controlling its size, amount, etc.
        • Keep the hazard away or keep people away from the hazard.
        • Adapt to the hazard.
        • Early warning, education, etc.
    • Preparedness
      • Can’t mitigate from all disasters or situations.
      • So, how are you going to respond when something does happen.
        • EOP’s – Emergency Operation Plan versus
        • EAG’s – Emergency Action Guidelines
      • All of your campuses/areas included in the planning?
    • Preparedness (cont.)
      • Disaster Assumptions vs. Reality
        • What happens when a fire alarm is sounded in a dorm?
        • What happens when tornado sirens go off?
        • Whose going to respond to help (emergency services/first responders, staff, faculty, students, etc.)?
          • How long will it take for them to get there?
      • Things to identify
        • Roles/Responsibility (staff, faculty, students, etc.)
          • Including: Media Relations (PIO), Financial
        • Potential problem areas (i.e. traffic control and flow)
        • Needed facilities and associated resources (media center, staging areas, evacuations sites, quarantine areas, reunification centers, Emergency Operations Center (EOC)).
        • Outside/community resources and are they a part of your planning and preparedness discussions.
    • Special Planning Concerns for Higher Education Institutions
      • Academic timeframe
        • When can you fit this all in?
        • How are you going to train personnel/students?
        • Up’s and down’s of campus/area population
      • Accountability issues
        • Students/faculty/graduate assistants/staff/visitors
          • During the day and after hours
      • Research labs and technical hazards
        • What hazardous materials are on the campus?
        • Research into controversial topics and areas? Threat from terrorist or radical groups?
    • Special Planning Concerns for Higher Education Institutions
      • Special need populations
        • Disabled
        • Diversity
      • Visitors and special events on a campus
        • Large number of people in a concentrated area
        • Controversial speakers, topics.
      • (From: Emergency Management for Universities and Colleges Workshop - Lori Hornbeck, Asst. Training Officer – Michigan State Police-EMD)
    • Practicing Preparedness
      • PRACTICE, PRACTICE, PRACTICE!
      • As your campus changes does your plan change with it? And do you practice the changes?
      • Train – Practice – Evaluate Plan
        • Evacuations, lockdowns, COMMUNICATION, New personnel, equipment.
      • Tabletops and other exercises
        • Progressive over several months
        • Includes internal as well as external resources
        • Less realistic and intensive, to very realistic, expensive, and intensive.
    • Response
      • Notification and Warning
      • Immediate Life Safety
          • Search and Rescue
          • Treatment of injuries
          • Evacuation, lockdown, transportation
          • CERT Teams? (Community Emergency Response Team)
      • Campus welfare
          • Care and accountability
          • Damage assessment
          • Reunification centers
      • Property/Security
          • Protective measures
          • Identification of critical facilities and services
          • Minimize secondary damage
          • Continuity of operations
    • Assess the Event
      • What has happened?
      • How did it happen?
      • Who and what is affected?
          • People
          • Facilities (checklist for building inspections)
          • Equipment
      • What will it potentially impact in the future?
      • What steps will you take to recover from this event?
    • Response and Recovery
      • Who is in control?
      • Who is authorized to write the checks?
      • How is your school’s response organized?
      • How is your school going to fit into community response?
      • How is communication handled during these phases?
      • How are offices and departments going to coordinate and work together?
      • Get to know the “lingo” and perhaps similar structures and organization.
      • Is this a crime scene?
    • Recovery Phase for Universities
      • PERCEPTION, EXPECTATIONS, and COMMUNICATE
      • Mass care needs (food, water, shelter, clothing, etc.)
      • Post traumatic stress (students, faculty, staff, visitors, families, ALL LEVELS!)
          • Plans for emotional recovery
      • Victim recovery and associated family needs, expectations, etc.
          • Collection and returning of personal belongings
      • Reopening and re-entry issues
          • Alternate office operations (continuity of operation issues)
          • Alternate campus classrooms
          • Cancelled rescheduled events
          • Alternate housing
      • Donated goods and spontaneous volunteers
          • Who are you going to let on to your campus to help?
      • Memorials, funerals, anniversary dates, site visits
      • Review and evaluation of plans
    • Resources and References
      • Emergency Management for Universities and Colleges Workshop. Lori Hornbeck, Asst. Training Officer – Michigan State Police-EMD. 2003. Grand Valley State University, Allendale, MI.
      • Federal Emergency Management Agency (www.fema.gov)
        • Online training
        • Information about Community Emergency Response Teams (CERT)
      • Your State and Local Emergency Management Department (LEPC)
      • Your local American Red Cross (www.redcross.org)
      • A Practical Guide for University Crisis Response (www.universitycrisisresponse.com)
      • HEC/News Alcohol, Other Drug, and Violence-Related Incidents (www.edc.org/hec/news/hecnews/incidents/)