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Emergency and Critical Incident training slides oct 09
 

Emergency and Critical Incident training slides oct 09

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    Emergency and Critical Incident training slides oct 09 Emergency and Critical Incident training slides oct 09 Presentation Transcript

    • EMERGENCY and CRITICAL INCIDENT MANAGEMENT These slides need not be presented as a package. Please select slides as appropriate to the needs of your audience
    • Workshop Outcomes
      • 1. Familiarity with the policy and template plan.
      • 2. Understanding of responsibilities under the policy.
      • 3. Understanding of new concepts/language.
      Select slides in accordance with relevancy of outcomes to your specific audience
    • Workshop Outcomes Select slides in accordance with relevancy of outcomes to your specific audience
      • 4. Understanding that decision making needs to be consistent with the principles stated in the template plan.
      • 5. Understanding of the vital role that planning plays in the development of skills and understandings.
    • Workshop Outcomes Select slides in accordance with relevancy of outcomes to your specific audience
      • 6. Familiarity with Central Office and district office support for schools.
      • 7. Understanding of the connection to the Online Incident Notification System and the Visitors and Intruders policy
    • EM and CI Policy http://policies.det.wa.edu.au
        • “ The policy directs school, district and central planning and actions for the prevention of, preparedness for, response to and recovery from emergencies and critical incidents. As a result of these management processes the safety and health and wellbeing of students, staff, visitors and the broader school community is prioritised and preserved/restored. Further, disruption to student learning and school operations is minimised.”
    • Principles
      • Planning and all actions taken to prevent, prepare for, respond to or recover from emergencies and critical incidents are consistent with the following principles:
      • Leadership. Principals or site managers retain responsibility for emergency and critical incident management.
      • Safety. The safety and wellbeing of all individuals is paramount.
      • Graduated response. The response is increased or decreased at the school, district or system level according to the level of resourcing and support required.
    • Principles
      • Support. Support may be within and/or external to the school and is coordinated, integrated, timely, equitable, culturally appropriate, enhances resilience and empowers school leadership.
      • Communication. Communication is based on verified information, timely and appropriate to the audience.
    • Principles
      • Ongoing assessment of needs. The ongoing assessment of the needs of, and impact on, individuals, groups (including supporters), and the entire school community will guide interventions in the short, medium and long term.
      • Other agencies. The roles and responsibilities of other agencies are understood and respected.
      • Confidentiality. All interventions respect the confidentiality rights of members of the school community.
    • Emergency and Critical Incident Management Plan Template http://policies.det.wa.edu.au
      • The Emergency and Critical Incident Management Plan is provided to support school planning.
      • Schools may choose to use this template or provide their own.
    • HEALTH AND WELLBEING RELATED POLICIES
      • Behaviour Management in Schools
      • Child Protection
      • Community Use of School Facilities
      • Duty of Care
      • Excursions
      • First Aid
      • Occupational Safety and Health
      • Risk Management
      • School Security
      • Student Health Care
      • Visitors and Intruders on School Premises
    • EMERGENCY  
      • An event, actual or imminent, which:
      • occurs on or off site;
      • endangers or threatens to endanger life,
      • property or the environment; and
      • requires a significant and coordinated
      • response.
      • **Usually does not evoke strong emotional reaction
      • For example, fire or bomb threats, hazardous materials spillage, prolonged loss of a utility (for example, water or power), cyclone and floods .
      *
    • CRITICAL INCIDENT
      • An incident in which there is a high likelihood of traumatic effects.
      • Evokes unusual or unexpectedly strong emotional reactions which have the potential to interfere with the ability of the individual, group or system to function either at the time or later. eg an on-site accident causing death or serious injury, student or staff suicide, major vandalism, sexual assault at school, students lost or injured on an excursion or intruders on a school site who cause harm to people or damage property.
      *
    • INCIDENT CONTROLLER
      • The Incident Controller is the person responsible for the overall control of an emergency or critical incident.
      • The principal/site manager will assume this role
      *
    • INCIDENT CONTROLLER
      • The Incident Controller needs to be named as such.
      • If the role is to be delegated then the person assuming the role must be fully aware of the role requirements and responsibilities.
    • WHY THE TERM “EMERGENCY MANAGEMENT ”?
      • An internationally recognised and used term
      • Requires focus on P P R R :
      • P revention,
      • P reparedness,
      • R esponse
      • R ecovery
    • WHY THE TERM “EMERGENCY MANAGEMENT ”?
      • Encourages shared responsibility and actions by school staff, District Office and Central Office;
      • The term complements school thinking and actions regarding risk management and safety .
    • EMERGENCY vs CRITICAL INCIDENT
      • Focus on the impact rather than the event . Some schools respond to and manage emergencies and critical incidents within their normal resources and resourcefulness.
      • This requires an analytical judgement by the Incident Controller.
      • RISK ASSESSMENT
      • Identify on-site and off-site situations that have the potential to become emergencies or critical incidents;
      • determine potential risks associated with particular situations ;
      • use Risk Management within the Education and Training Portfolio: Policy, Procedures and Guidelines to assess potential risks and develop mitigation strategies.
      PREVENTION *
    • PREVENTION
      • RISK MINIMISATION
      • eliminate or reduce likelihood of occurrence ;
      • regular testing of evacuation and alarm systems ;
      • provide signs for hazards and exits ;
      • consult other agencies ;
      • establish strategies to secure property ;
      • raise student and staff awareness ;
      • consider First Aid training for staff .
      *
    • PREPAREDNESS
      • The principal/site manager will develop and maintain an Emergency and Critical Incident Management Plan for school/site and includes:
      • Management of foreseeable risk
      • All Hazards Approach to Emergency
      • Management (Figure 1) (P, P, R, R)
      EMERGENCY AND CRITICAL INCIDENT MANAGEMENT PLAN *
    • Emergency Management Risk Assessment Preparedness Response Recovery Prevention Develop Emergency Management Plan Initiate Emergency Response Procedures Initiate Recovery and return to normal operations Review and update Plan Identify risk Analyse risk Assess & prioritise risk Act in a way to minimise the risk of emergencies occurring A ssess E vacuate I nform O rganise U ndertake Communicate the Plan to all staff Train key staff Test and modify the Plan Develop Treatment Strategies Adapted from Australian Emergency Management Arrangements (Emergency Management Australia) Adapted from Risk Management policy Figure 1 An All Hazards Approach to Emergency Management Department of Education and Training – Emergency and Critical Incident Management All policy and procedural statements contained within this document are lawful orders for the purposes of section 80(a) of the Public Sector Management Act 1994 (WA) and are therefore to be observed by all Department of Education and Training employees. *
      • EM and CI Plan
      • The principal/site manager must ensure that the Emergency Management Plan includes:
      • an overall strategy for the management of
      • emergencies and critical incidents
      • specific strategies for identified high-risk
      • incidents ( e.g. fire )
      • an evacuation plan which:
        • is tested and reviewed at least annually
        • caters for movement from buildings &
      • grounds
      *
        • Includes building / s ite p lans which highlight:
          • the Emergency Control Post
          • evacuation routes and exits
          • building locations and special features
          • water ( e.g. hydrants ), electrical & gas control points
          • evacuation assembly areas
      *
        • Details / r oles and responsibilities of Staff re:
          • security
          • communication
          • evacuation control
        • Parent notification and collection of students
        • Provision for people with disabilities
        • Details of communication strategies and
        • warning systems
        • Emergency contact phone numbers
        • Specific strategies to reduce potential for suicide
      *
      • The principal/site manager will ensure that the Emergency and Critical Incident Management Plan of the school/site is:
        • communicated to all staff
        • publicly accessible for both inspection and use in the event of an emergency or critical incident
      PREPAREDNESS COMMUNICATION AND TRAINING *
        • reviewed and tested (e.g. evacuation drill) on an annual basis and after an incident
        • implemented by staff trained for their role s in managing emergency situations ( e.g. participation in drills such as role plays or written scenarios )
      PREPAREDNESS COMMUNICATION AND TRAINING *
        • sent to Director Schools ( e.g. District Office )
        • modified in accordance with information gained from testing and actual experiences
        • developed in consideration of the services provided by other agencies ( e.g. Police Service, State Emergency Service, Fire and Emergency Services Authority, the Department for Community Development and Department of Health, including Mental Health Services )
      PREPAREDNESS COMMUNICATION AND TRAINING *
      • Following an emergency or critical incident
      • the Principal or site manager will :
      • immediately report any emergency or critical
      • incident to their Director Schools;
      • submit an entry using the Online Incident
      • Notification System, as soon as is reasonably
      • possible; and
      • liaise with their Director Schools or the
      • Department’s Media Unit for media related matters and
      • when preparing communications for parents.
      RESPONSE *
      • The Incident Controller will determine the level of
      • response and specific actions taken by considering th e:
      • potential and likely impact of the incident on
      • students and staff
      • timing of the incident
      • extent to which the incident is site-specific or
      • community-oriented
      RESPONSE *
      • location of the incident
      • cumulative effect of other incidents
      • age and capabilities of the student population
      • social, cultural, lingual, economical, geographical and other community factors
      RESPONSE cont. *
      • recognition of other agencies that may have a role to play through legislative or policy control of an emergency ( e.g. fire - the Fire and Emergency Services Authority; cyclones - the Fire Emergency Service Authority; is a support agency called upon by the controlling agency ; emergency accommodation, catering, clothing and financial assistance - Department for Community Development )
      • l iais on with the appropriate Hazard Management Agency in regard to incident and operational matters.
      RESPONSE cont. *
    • Response: S equenced Actions
      • A ssess situation
      • E vacuate students, staff, visitors
      • I nform superordinate
      • O rganise or request additional resources
      • U ndertake recovery operations
      *
    • Response
      • A SSESS THE SITUATION, CALL EMERGENCY SERVICES AND ASSIST THOSE IN DANGER
      • (P.12 Template)
    • Response
        • Evacuate : The movement of people from a threatened area to a place of safety.
        • On-site (P 28-30)
        • or
    • Response
        • Evacuate : The movement of people from a threatened area to a place of safety.
        • Off-site (P 31-33)
        • or
    • Response
        • Lockdown: ( P 34 - 37 )
        • Isolating students, staff and visitors from a perceived threat of physical harm at the school site by confining people to classrooms or other school buildings.
        • Each school needs to have a plan in place for Lockdown.
    • Response to Specific Emergencies and Critical Incidents
      • Armed Hold-up
      • Bomb Threat
      • Bushfire
      • Casualties
      • Chemical Contamination
    • Response to Specific Emergencies and Critical Incidents
      • Civil Disorder and Illegal Occupancy
      • Cyclone/Flood
      • Earthquake
      • Fire
      • Handling of Suspect mail and Packages
      • Sieges/Hostages
      • Suicides (P 43 – 58)
    • Response
      • (P.14 + 15 Template)
    • Response
      • O rganise to Support Those Affected
      • U ndertake Recovery Operations at the End of the Day
      • (P.14 + 15 Template)
    • RECOVERY
      • The Incident Controller , and/or the principal/site manager will decide when the emergency and/or critical incident is over.
      • The principal/site manager will:
        • act to return the site infrastructure to normal
      *
        • develop and implement medium to long term strategies in conjunction with district Student Services and Operations to identify and manage the ongoing social and psychological needs and educational needs
        • modify the Plan as determined by the operational debriefing.
        • liaise with Director Schools and Department Media Unit
      RECOVERY cont. *
    • REVIEW OF PROCESSES
      • The principal/site manager may choose to:
      • organise an operational debriefing to evaluate the implementation of the Emergency Management Plan; and
      • prepare a post incident report encompassing the outcomes and recommendations of the debriefing.
      • Maintain documentation associated with management of emergency and critical incident
      *
    • REVIEW
      • However plans should be reviewed at least annually.
      • Updating of staff awareness should be prioratised.
      *
    • REVIEW
      • It’s better to plan for the unexpected than to unexpectedly have to plan!
      • The process of developing a Plan is as important as the final Plan!
      • “ A Plan is not a recipe; it is a Road Map of
      • reference points to guide actions”.
      • C. Gostelow