Remaining calm is important when providing first aid to minimize the effects of an injury until experts arrive. The document outlines steps for assessing emergencies, including checking for safety hazards, determining if victims are conscious, and prioritizing care based on injury severity. It emphasizes contacting emergency services immediately and only providing treatment you are qualified to through first aid training.
Psychology in Crisis Management DecisionCherie Ann
The document discusses psychology and decision making in crisis management. It explains that crisis decision makers face multiple tasks in making the best decisions based on available information, and outlines steps like defining the situation, considering alternatives and consequences, assessing different perspectives, and adjusting plans as new information emerges. Ideal crisis decision making follows a "vigilant" process. However, time pressure and stress can lead decision makers to take premature actions without considering long term impacts, reduce complexity, become rigid in their thinking, and make biased attributions about causes of problems.
The document provides information on mental retardation and adaptive skills. It discusses how people with mental retardation have difficulties with communication, self-care, home living, community use, social skills, self-direction, health and safety, functional academics, leisure, and work. It also mentions low motivation, challenges with self-care and daily living skills, and behavioral issues. The document concludes by describing how art activities can benefit people with mental retardation by promoting self-discovery, personal fulfillment, empowerment, relaxation, and symptom relief. It provides examples of crayon rubbing and tissue paper tree crafts that could be done.
This document discusses crisis management in psychiatry. It defines a crisis, provides examples of crisis events, and describes common symptoms and stages of crisis reactions. It outlines several models of crisis assessment and intervention, including the triage assessment system, Gilliland's six-step model, the seven-stage model of crisis intervention, and the ABC model. It also covers crisis intervention in specific situations such as death/dying, children/adolescents, suicide, and rape. The document provides an overview of principles and approaches to crisis intervention in psychiatry.
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
This document discusses intellectual disability (ID), including its prevalence, diagnostic criteria, and causes. It notes that ID is characterized by limitations in intellectual functioning and adaptive behavior that onset before age 18. The document outlines diagnostic classifications from ICD-10 and DSM-IV-TR and describes features of mild, moderate, severe, and profound ID. Common causes are discussed as prenatal, natal, postnatal, and unknown. Elements of clinical evaluation for patients with ID are summarized, including history taking, psychiatric interviewing, physical and neurological exams, and psychological assessment. Common syndromes associated with ID and psychiatric disorders among those with ID are also briefly mentioned.
This document provides an overview of mental retardation, including:
1. It defines mental retardation as sub-average intellectual functioning (IQ below 70) and deficits in at least two adaptive skills, with onset before age 18.
2. The causes of mental retardation include genetic factors (5% of cases, such as Down syndrome), perinatal issues (10% of cases, such as prematurity), and sociocultural deprivation (15% of cases).
3. Assessment involves evaluating intellectual functioning using standardized tests, assessing adaptive behaviors, and looking for accompanying conditions like epilepsy, ADHD, anxiety disorders, or psychosis. Treatment focuses on skills training, pharmacotherapy, behavior modification, and counseling.
Remaining calm is important when providing first aid to minimize the effects of an injury until experts arrive. The document outlines steps for assessing emergencies, including checking for safety hazards, determining if victims are conscious, and prioritizing care based on injury severity. It emphasizes contacting emergency services immediately and only providing treatment you are qualified to through first aid training.
Psychology in Crisis Management DecisionCherie Ann
The document discusses psychology and decision making in crisis management. It explains that crisis decision makers face multiple tasks in making the best decisions based on available information, and outlines steps like defining the situation, considering alternatives and consequences, assessing different perspectives, and adjusting plans as new information emerges. Ideal crisis decision making follows a "vigilant" process. However, time pressure and stress can lead decision makers to take premature actions without considering long term impacts, reduce complexity, become rigid in their thinking, and make biased attributions about causes of problems.
The document provides information on mental retardation and adaptive skills. It discusses how people with mental retardation have difficulties with communication, self-care, home living, community use, social skills, self-direction, health and safety, functional academics, leisure, and work. It also mentions low motivation, challenges with self-care and daily living skills, and behavioral issues. The document concludes by describing how art activities can benefit people with mental retardation by promoting self-discovery, personal fulfillment, empowerment, relaxation, and symptom relief. It provides examples of crayon rubbing and tissue paper tree crafts that could be done.
This document discusses crisis management in psychiatry. It defines a crisis, provides examples of crisis events, and describes common symptoms and stages of crisis reactions. It outlines several models of crisis assessment and intervention, including the triage assessment system, Gilliland's six-step model, the seven-stage model of crisis intervention, and the ABC model. It also covers crisis intervention in specific situations such as death/dying, children/adolescents, suicide, and rape. The document provides an overview of principles and approaches to crisis intervention in psychiatry.
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
This document discusses intellectual disability (ID), including its prevalence, diagnostic criteria, and causes. It notes that ID is characterized by limitations in intellectual functioning and adaptive behavior that onset before age 18. The document outlines diagnostic classifications from ICD-10 and DSM-IV-TR and describes features of mild, moderate, severe, and profound ID. Common causes are discussed as prenatal, natal, postnatal, and unknown. Elements of clinical evaluation for patients with ID are summarized, including history taking, psychiatric interviewing, physical and neurological exams, and psychological assessment. Common syndromes associated with ID and psychiatric disorders among those with ID are also briefly mentioned.
This document provides an overview of mental retardation, including:
1. It defines mental retardation as sub-average intellectual functioning (IQ below 70) and deficits in at least two adaptive skills, with onset before age 18.
2. The causes of mental retardation include genetic factors (5% of cases, such as Down syndrome), perinatal issues (10% of cases, such as prematurity), and sociocultural deprivation (15% of cases).
3. Assessment involves evaluating intellectual functioning using standardized tests, assessing adaptive behaviors, and looking for accompanying conditions like epilepsy, ADHD, anxiety disorders, or psychosis. Treatment focuses on skills training, pharmacotherapy, behavior modification, and counseling.
This document discusses mental retardation/intellectual disability including its nature, characteristics, causes, manifestations, history, and ethical issues. It defines mental retardation as subaverage intellectual functioning and impaired adaptive skills that manifests during development. Causes include prenatal factors like maternal alcohol/drug use and infections. Manifestations involve delayed skills and difficulty adapting. The history discusses early conceptualizations and the development of treatment programs in the 18th-19th centuries. Ethical issues concern patient autonomy and the cultural construction of mental retardation.
This document discusses teaching students with mental retardation. It begins by defining mental retardation as a level of functioning significantly below average. It emphasizes the importance of culturally responsive special education that integrates a student's cultural values into their education plan. It discusses factors to consider for students, such as views of independence. It outlines levels of support needs from intermittent to pervasive. It proposes a framework for diagnosis, classification, and support planning. It stresses the importance of transition planning starting early and involving meaningful student and family participation. It discusses challenges and adaptations for including students with mental retardation in general education, such as providing necessary supports and modifying the curriculum. Finally, it discusses how assistive technology can enhance learning.
Intellectual disability is characterized by deficits in cognitive ability and adaptive functioning that originate before age 18. It involves limitations in conceptual, social, and practical skills. The severity of intellectual disability can be mild, moderate, severe, or profound based on IQ scores. Causes include genetic syndromes, biological factors, medical conditions during pregnancy or birth, and psychosocial problems. Placement programs may include inclusion, individualized education, behavior therapy, and transition to adult services focusing on independent living skills and employment. Current research studies various approaches to improving academic engagement and quality of life for those with intellectual disability.
The document defines mental retardation as significantly below average intellectual functioning and concurrent impairments in adaptive behavior that originate during the developmental period. It notes that mental retardation occurs in about 3% of the population worldwide and 5 in 1000 children in India. Causes include genetic factors like Down syndrome, environmental factors like infections, and perinatal complications. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Diagnosis involves assessing development, intellectual testing, and medical exams. Prognosis has improved with mainstreaming and teaching of life skills. Treatment includes behavior management, developmental programs, family support and vocational training.
The document discusses mentally challenged or intellectually disabled individuals. It defines intellectual disability as significantly below average intellectual functioning (IQ below 70) that impacts daily living skills. Intellectual disability can be caused by genetic factors like Down syndrome, metabolic disorders, infections during pregnancy, complications during pregnancy/birth, brain injuries, and certain environmental factors. The document provides classifications of disabilities and discusses concepts like impairment, disability, and handicap as defined by the WHO.
This document defines mental retardation as significantly below average intellectual functioning and impaired adaptive behaviors that manifest during development. It estimates the prevalence of mental retardation globally and in India. Causes include genetic factors like Down syndrome, metabolic disorders, infections during pregnancy, birth complications, and childhood illnesses. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Signs and symptoms, diagnosis, treatment including behavioral management and nursing care are discussed. The prognosis has improved with early intervention and mainstream education focusing on developing life skills.
- The document outlines emergency codes and security procedures for University Hospitals - St Paul and Zale Lipshy. It provides contact information for emergency (911) and non-emergency (311) calls.
- Security rules require wearing visible name badges, staying alert, and reporting suspicious activity, especially in sensitive areas like the ER and pharmacy.
- Code Pink is called for an infant abduction. Staff should check rooms and areas for the missing infant while maintaining security of exits.
- Code Silver is called for a non-patient threat. Staff in the area should remain calm and not provoke the individual, while others remove others and close doors until police arrive.
This document provides information about emergency codes used in hospitals. It lists various emergency codes such as Code Red for a fire, Code Blue for a medical emergency, Code Pink for an infant emergency, Code Black for a bomb threat, and Code Orange for an external disaster. It describes how to activate each code, what steps to take in response to each code, and responsibilities of staff. The key information is that different emergency codes are used in hospitals to indicate different types of emergencies and allow for an organized response from staff trained in the appropriate procedures.
This document outlines the duty protocol and crisis response procedures for resident advisors (RAs) during their duty shifts. It details check-in procedures, visibility expectations, radio usage, communication methods, and emergency response steps. For any incident, RAs should first contact the area coordinator (AC) on duty for guidance. In life-threatening situations, RAs should call 911 and security, as well as notify the AC. RAs are expected to document all incidents in reports and get backup from other staff if unsure how to respond. Above all, RAs are told to trust their instincts and ensure student safety.
The document provides guidelines and protocols for resident advisors to follow in various emergency situations that may occur on campus. It outlines procedures for responding to and notifying the appropriate personnel in the event of arson, bias incidents, bomb threats, death of a student, emergency repairs, fires, injuries/illnesses, police matters, power outages, psychological issues, sexual assault, and shelter in place or evacuation orders. The document emphasizes remaining calm, notifying security and professional staff, documenting the incident, and self-care after responding to stressful situations.
Emergency Response & Critical Incidents Fall 2016 UNE RA TrainingJennifer Budnar
The document provides guidelines for resident advisors (RAs) to follow in emergency situations on campus. It outlines protocols for responding to and notifying the appropriate parties for different types of emergencies, including fires, medical emergencies, psychological emergencies, and more. The RA's role is to respond quickly, contact emergency services and staff as needed, ensure student safety, and document the incident. Proper response and documentation are important to address the emergency and protect all involved.
This document outlines various emergency response procedures and scenarios employees may face, including fire, criminal threats, civil disturbances, bomb threats, accidents, hostage situations, and rumors. For each scenario, stress points or questions are provided to test how employees would respond. The appropriate actions emphasized are immediately reporting the issue according to procedures, evacuating if necessary, contacting security or emergency services for help, and waiting for instructions from managers or authorities.
4 h center program staff risk management policies & proceduresWin
This document outlines safety policies and procedures for a 4-H camp, including risk management processes, duty of care expectations, and guidelines for responding to emergencies and injuries. It addresses managing risks, avoiding one-on-one situations, following prudent and reasonable behavior, and knowing emergency response plans including first aid, fires, missing persons, and media inquiries. The focus is protecting youth and resources from harm.
Public safety officers are expected to render first aid to victims of accidental injuries within their scope of training. When receiving an initial call, the officer should determine if the victim requires immediate emergency medical attention by speaking to the reporting party. Upon arriving at the scene, the officer should ensure it is safe before contacting the victim and assessing their condition. If the victim needs emergency care or the officer cannot make a determination, EMS should be contacted to provide further assessment.
The document provides an overview of first aid and CPR procedures, covering topics such as emergency action principles, activating emergency services, airway and breathing problems, circulation problems, injuries and illnesses. It includes assessment steps, signs and symptoms of various medical conditions, and instructions for providing first aid for issues like asthma, choking, burns and more. The manual is intended as a reference for first aid responders on how to handle a wide range of emergency situations.
Duty Protocol & Crisis Response Fall 2016 UNE RA TrainingJennifer Budnar
This document outlines the duty protocol and crisis response procedures for resident assistants (RAs). It details that RAs must check in nightly, perform regular social rounds and building checks when on duty. It provides guidance on radio, communication and response procedures for medical emergencies, fires, psychological issues, sexual assaults and other incidents. RAs are instructed to contact their area coordinator on duty as the first point of contact for non-emergency incidents and to follow their instructions. For life-threatening or emergency situations, RAs should first call 911 and/or campus security.
This document provides training for resident advisors on responding to after-hours incidents. It outlines the roles and responsibilities at different response levels from RAs to directors. RAs are the initial responders and follow a 3 step process: address the primary issue, provide community support, and document the incident. Higher levels like SOCs and directors provide escalating levels of support. RAs are told to remain calm, work with residents, use their resources, and call supervisors if unsure how to respond to an issue.
Personal Response Guide Revision March 7 2016 (2)Bruce Rogerson
This document provides guidelines for responding to various emergency situations on the University of New Brunswick's Fredericton campus. It outlines procedures for reporting emergencies by calling 911 from any campus phone or 453-4830 to directly access campus security. It describes the locations of emergency phones around campus and guidelines for active threat situations, campus lockdowns, bomb threats, crime reporting, medical and mental health emergencies, evacuations, fires, and other hazards. Contact information is provided for campus security, environmental health and safety, facilities management, and other emergency response resources.
This document provides guidance for evacuation attendants on preparing for and carrying out their assignments. It outlines that attendants should arrive early, familiarize themselves with exits, check doors are unobstructed, know first aid locations, monitor their section for hazards, and be prepared to assist all attendees, especially the elderly or infirm, during any emergency evacuation. It also describes procedures for non-medical and medical emergencies, as well as the evacuation process where one attendant leads the section out and another ensures no one is left behind.
This document outlines codes and procedures for various emergency situations at a hospital. It describes codes for medical emergencies (blue, red, yellow), fire (orange), external disasters (yellow), infant abduction (STORK), physical assault (purple), hazardous spills (orange), and internal disasters. For each code, it provides brief instructions on activation including announcing the code over the phone system and notifying the appropriate response team to mobilize within 5 minutes.
Synergy Services TLP is a housing and skills development program that assists youth between the ages of 16 and 21 transition from being homeless or in state custody to successful adult independent living.
The document provides information on various emergency codes used in hospitals. It defines codes for cardiac arrest (Code Blue), external disasters (Code Yellow), child abductions (Code Pink), physical assaults (Code Purple), bomb threats or internal disasters (Code Black), fires (Code Red), and evacuations (Code Orange). For each code, it describes how and when to activate the code, the objectives, and procedures for responding. For example, for Code Blue it notes to start life support, have the code blue team arrive within 5 minutes, and lists the code blue team members. The codes provide a way to quickly convey emergencies to staff while preventing panic.
This document discusses mental retardation/intellectual disability including its nature, characteristics, causes, manifestations, history, and ethical issues. It defines mental retardation as subaverage intellectual functioning and impaired adaptive skills that manifests during development. Causes include prenatal factors like maternal alcohol/drug use and infections. Manifestations involve delayed skills and difficulty adapting. The history discusses early conceptualizations and the development of treatment programs in the 18th-19th centuries. Ethical issues concern patient autonomy and the cultural construction of mental retardation.
This document discusses teaching students with mental retardation. It begins by defining mental retardation as a level of functioning significantly below average. It emphasizes the importance of culturally responsive special education that integrates a student's cultural values into their education plan. It discusses factors to consider for students, such as views of independence. It outlines levels of support needs from intermittent to pervasive. It proposes a framework for diagnosis, classification, and support planning. It stresses the importance of transition planning starting early and involving meaningful student and family participation. It discusses challenges and adaptations for including students with mental retardation in general education, such as providing necessary supports and modifying the curriculum. Finally, it discusses how assistive technology can enhance learning.
Intellectual disability is characterized by deficits in cognitive ability and adaptive functioning that originate before age 18. It involves limitations in conceptual, social, and practical skills. The severity of intellectual disability can be mild, moderate, severe, or profound based on IQ scores. Causes include genetic syndromes, biological factors, medical conditions during pregnancy or birth, and psychosocial problems. Placement programs may include inclusion, individualized education, behavior therapy, and transition to adult services focusing on independent living skills and employment. Current research studies various approaches to improving academic engagement and quality of life for those with intellectual disability.
The document defines mental retardation as significantly below average intellectual functioning and concurrent impairments in adaptive behavior that originate during the developmental period. It notes that mental retardation occurs in about 3% of the population worldwide and 5 in 1000 children in India. Causes include genetic factors like Down syndrome, environmental factors like infections, and perinatal complications. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Diagnosis involves assessing development, intellectual testing, and medical exams. Prognosis has improved with mainstreaming and teaching of life skills. Treatment includes behavior management, developmental programs, family support and vocational training.
The document discusses mentally challenged or intellectually disabled individuals. It defines intellectual disability as significantly below average intellectual functioning (IQ below 70) that impacts daily living skills. Intellectual disability can be caused by genetic factors like Down syndrome, metabolic disorders, infections during pregnancy, complications during pregnancy/birth, brain injuries, and certain environmental factors. The document provides classifications of disabilities and discusses concepts like impairment, disability, and handicap as defined by the WHO.
This document defines mental retardation as significantly below average intellectual functioning and impaired adaptive behaviors that manifest during development. It estimates the prevalence of mental retardation globally and in India. Causes include genetic factors like Down syndrome, metabolic disorders, infections during pregnancy, birth complications, and childhood illnesses. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Signs and symptoms, diagnosis, treatment including behavioral management and nursing care are discussed. The prognosis has improved with early intervention and mainstream education focusing on developing life skills.
- The document outlines emergency codes and security procedures for University Hospitals - St Paul and Zale Lipshy. It provides contact information for emergency (911) and non-emergency (311) calls.
- Security rules require wearing visible name badges, staying alert, and reporting suspicious activity, especially in sensitive areas like the ER and pharmacy.
- Code Pink is called for an infant abduction. Staff should check rooms and areas for the missing infant while maintaining security of exits.
- Code Silver is called for a non-patient threat. Staff in the area should remain calm and not provoke the individual, while others remove others and close doors until police arrive.
This document provides information about emergency codes used in hospitals. It lists various emergency codes such as Code Red for a fire, Code Blue for a medical emergency, Code Pink for an infant emergency, Code Black for a bomb threat, and Code Orange for an external disaster. It describes how to activate each code, what steps to take in response to each code, and responsibilities of staff. The key information is that different emergency codes are used in hospitals to indicate different types of emergencies and allow for an organized response from staff trained in the appropriate procedures.
This document outlines the duty protocol and crisis response procedures for resident advisors (RAs) during their duty shifts. It details check-in procedures, visibility expectations, radio usage, communication methods, and emergency response steps. For any incident, RAs should first contact the area coordinator (AC) on duty for guidance. In life-threatening situations, RAs should call 911 and security, as well as notify the AC. RAs are expected to document all incidents in reports and get backup from other staff if unsure how to respond. Above all, RAs are told to trust their instincts and ensure student safety.
The document provides guidelines and protocols for resident advisors to follow in various emergency situations that may occur on campus. It outlines procedures for responding to and notifying the appropriate personnel in the event of arson, bias incidents, bomb threats, death of a student, emergency repairs, fires, injuries/illnesses, police matters, power outages, psychological issues, sexual assault, and shelter in place or evacuation orders. The document emphasizes remaining calm, notifying security and professional staff, documenting the incident, and self-care after responding to stressful situations.
Emergency Response & Critical Incidents Fall 2016 UNE RA TrainingJennifer Budnar
The document provides guidelines for resident advisors (RAs) to follow in emergency situations on campus. It outlines protocols for responding to and notifying the appropriate parties for different types of emergencies, including fires, medical emergencies, psychological emergencies, and more. The RA's role is to respond quickly, contact emergency services and staff as needed, ensure student safety, and document the incident. Proper response and documentation are important to address the emergency and protect all involved.
This document outlines various emergency response procedures and scenarios employees may face, including fire, criminal threats, civil disturbances, bomb threats, accidents, hostage situations, and rumors. For each scenario, stress points or questions are provided to test how employees would respond. The appropriate actions emphasized are immediately reporting the issue according to procedures, evacuating if necessary, contacting security or emergency services for help, and waiting for instructions from managers or authorities.
4 h center program staff risk management policies & proceduresWin
This document outlines safety policies and procedures for a 4-H camp, including risk management processes, duty of care expectations, and guidelines for responding to emergencies and injuries. It addresses managing risks, avoiding one-on-one situations, following prudent and reasonable behavior, and knowing emergency response plans including first aid, fires, missing persons, and media inquiries. The focus is protecting youth and resources from harm.
Public safety officers are expected to render first aid to victims of accidental injuries within their scope of training. When receiving an initial call, the officer should determine if the victim requires immediate emergency medical attention by speaking to the reporting party. Upon arriving at the scene, the officer should ensure it is safe before contacting the victim and assessing their condition. If the victim needs emergency care or the officer cannot make a determination, EMS should be contacted to provide further assessment.
The document provides an overview of first aid and CPR procedures, covering topics such as emergency action principles, activating emergency services, airway and breathing problems, circulation problems, injuries and illnesses. It includes assessment steps, signs and symptoms of various medical conditions, and instructions for providing first aid for issues like asthma, choking, burns and more. The manual is intended as a reference for first aid responders on how to handle a wide range of emergency situations.
Duty Protocol & Crisis Response Fall 2016 UNE RA TrainingJennifer Budnar
This document outlines the duty protocol and crisis response procedures for resident assistants (RAs). It details that RAs must check in nightly, perform regular social rounds and building checks when on duty. It provides guidance on radio, communication and response procedures for medical emergencies, fires, psychological issues, sexual assaults and other incidents. RAs are instructed to contact their area coordinator on duty as the first point of contact for non-emergency incidents and to follow their instructions. For life-threatening or emergency situations, RAs should first call 911 and/or campus security.
This document provides training for resident advisors on responding to after-hours incidents. It outlines the roles and responsibilities at different response levels from RAs to directors. RAs are the initial responders and follow a 3 step process: address the primary issue, provide community support, and document the incident. Higher levels like SOCs and directors provide escalating levels of support. RAs are told to remain calm, work with residents, use their resources, and call supervisors if unsure how to respond to an issue.
Personal Response Guide Revision March 7 2016 (2)Bruce Rogerson
This document provides guidelines for responding to various emergency situations on the University of New Brunswick's Fredericton campus. It outlines procedures for reporting emergencies by calling 911 from any campus phone or 453-4830 to directly access campus security. It describes the locations of emergency phones around campus and guidelines for active threat situations, campus lockdowns, bomb threats, crime reporting, medical and mental health emergencies, evacuations, fires, and other hazards. Contact information is provided for campus security, environmental health and safety, facilities management, and other emergency response resources.
This document provides guidance for evacuation attendants on preparing for and carrying out their assignments. It outlines that attendants should arrive early, familiarize themselves with exits, check doors are unobstructed, know first aid locations, monitor their section for hazards, and be prepared to assist all attendees, especially the elderly or infirm, during any emergency evacuation. It also describes procedures for non-medical and medical emergencies, as well as the evacuation process where one attendant leads the section out and another ensures no one is left behind.
This document outlines codes and procedures for various emergency situations at a hospital. It describes codes for medical emergencies (blue, red, yellow), fire (orange), external disasters (yellow), infant abduction (STORK), physical assault (purple), hazardous spills (orange), and internal disasters. For each code, it provides brief instructions on activation including announcing the code over the phone system and notifying the appropriate response team to mobilize within 5 minutes.
Synergy Services TLP is a housing and skills development program that assists youth between the ages of 16 and 21 transition from being homeless or in state custody to successful adult independent living.
The document provides information on various emergency codes used in hospitals. It defines codes for cardiac arrest (Code Blue), external disasters (Code Yellow), child abductions (Code Pink), physical assaults (Code Purple), bomb threats or internal disasters (Code Black), fires (Code Red), and evacuations (Code Orange). For each code, it describes how and when to activate the code, the objectives, and procedures for responding. For example, for Code Blue it notes to start life support, have the code blue team arrive within 5 minutes, and lists the code blue team members. The codes provide a way to quickly convey emergencies to staff while preventing panic.
Cameron Abney is a senior at Hampton University studying Electrical Engineering who has interned with the organization for several weeks. He has assisted with updating the FAT Manual and adding additional helpful information. Cameron has also worked on creating an intranet site with room information for locations the team responds to frequently. The intranet will provide details on hazards, utilities, and responsibilities for different rooms to help the team respond efficiently. Cameron has documented his process so others can continue adding room information after his internship ends.
This document outlines emergency and crisis protocols including procedures for alcohol confiscation, bias incidents, bomb threats, controlled substances, and reporting crimes. It provides step-by-step instructions for resident assistants (RAs) to follow in different emergency situations to ensure safety, document incidents appropriately, and involve necessary personnel like police and on-call staff as needed.
This document provides emergency procedures and contact information for various emergency situations that may occur at Graves Construction sites, including fires, medical emergencies, severe weather, workplace violence, bomb threats, hazardous material spills, and property damage. It outlines steps for employees and supervisors to take to respond to and report each type of emergency.
This document provides training on safeguarding and child protection for staff. It outlines the training outcomes which are for staff to understand the importance of safeguarding, recognize signs of abuse, feel confident dealing with concerns, and know referral procedures. It discusses key guidance documents and definitions of safeguarding and child protection. Signs of different types of abuse are described. The school's procedure for raising and recording concerns is outlined in 4 steps. Key topics covered include child sexual exploitation, sexting, and honour-based violence.
2. Topics of discussion:
1. Psychological Emergencies: 4 types (pg. 86)
2. Transportation and Hospitalization (pg. 75)
3. Death of a Student (pg. 88)
4. Criminal & Suspicious Behavior (pg. 80-84)
5. Injury to You on the Job (pg. 85)
6. Weather & Disasters (pg. 76-80)
3. Where to get help:
Call 911: life threatening/threatening injury or illness
Call public Safety (2020): In an emergency, after you
have called 911
When unsure: Call RLC’s office number, HUB or Campus
Safety. Store all numbers in phone.
Always report up.
4. Minor vs. Major
During business hours: if
injury is not life threatening:
• proceed to call 2835
student health services
• if transportation is needed
call 2020
Outside business hours:
call 2020 for transport to
area emergency facility.
• Call 911 to request EMS, then
public safety 2020 (identify
yourself as a Resident Assistant)
• Do not leave the resident.
• Call the On-Call phone.
• Email an Irregularity Report
(Include RM, RLC, & the Taylor
Twins)
Business Hours:
9am-4:30pm Monday-Friday
5. Do’s & Don’ts
Remain calm.
Never talk to the media.
Clear the scene.
Never call parent, family members, or friends of the resident.
Never transport anyone to the hospital.
Never place yourself in danger.
Always fill out Irregularity & Incident Reports.
Sign up for RAVE alerts.
6. Group Discussion
Break up into groups and decipher a plan on how to
approach and how to handle the scenario given to the
group.
Draw pictures and captions to explain a course of action
that you as a group and as an individual would take.
7. Psychological Emergencies
• Strongly suggest using Student Counseling services (2056 or 2835).
Help make call, walk over with resident to SHS, and arrange to meet
student at SHS.
• Always email an Irregularity report (CC: RM, RLC & Taylor Twins).
Unless they are endangering their own life it is their responsibility to
seek help. Follow-up with resident.
• After 4:30pm M-F (business hours):
1. Student needs a persons to listen to them.
2. Student needs emergency services (i.e. hospital)
Do not transport Student!! Contact EMS (911).
Call RM or RLC or On-Call phone and they will contact counselor.
8. Emergency Situation
Extreme Emotional distress: Student is hysterical and or sobbing,
possibly due to traumatic news, loss, or extreme stress.
Depression: We all can show signs of being sad, but if sadness persists
or worsens seek counseling.
Suicidal Thoughts
Always take serious, even if it is just for attention. You must
submit an incident report no matter what! It is not your job to
determine seriousness.
Ask if they have a plan! This is vital and typically they want you
to ask this.
If plan is in action call 911 immediately then call 2020, call RM
and RLC, and File irregularity report.
Bizarre Behavior: If student is behaving violently call public safety
(2020)
9. If you see something slither,
don’t just quiver, RUN.
Call Campus Safety (2020) and notify them location.
Stay on the paths in well lit areas & wear closed-toed shoes.
Stay away from the ivy.
DO NOT try and take care of it yourself.
DO NOT think it’s a free pet.
DO NOT return them to Sigma Nu.
DO NOT try and speak Parslemouth with it.
*In all seriousness, use caution*
Snake Video
10. Transportation or Hospitalization
Never transport resident to Hospital or doctors office.
You may accompany a resident to Student Health Services
(SHS), if non-ambulatory call 2020 for transport.
You are allowed to ride in ambulance- not obligated to.
Contact RM & RLC. Leave a voicemail if unable to be reached
& On-Call Phone if after hours.
Email Irregularity report (CC: RM, RLC & Taylor Twins).
Be available to the resident.
Remain in constant communication with RM and RLC.
11. Earth, Wind & Fire
Natural Disasters
Tornados: get to the lowest interior place- no windows
You cannot force anyone to stay where they are, but make sure you
get their name & 900# if they choose to leave.
Flooding
Snow
Human Disasters
Fires & Evacuations
12. Death of Student
Death can happen. If student appears dead or near death, do
not leave scene. Call 911--if you are away from phone yell for
help.
Call Public Safety
If you feel comfortable and or certified, preform CPR.
Call RLC, RM, and On-Call.
If you are assisting:
Guard area and clear onlookers.
Look for clues but do not remove, simply observe.
Retrieve emergency medical card
Contact Director of Reslife.
Do not contact family, friends, roommate etc…
13. Criminal and Suspicious Behavior
Call Public Safety (2020), then On-Call (2030), and give detailed description.
Use your eyes:-be observant so you can collect details (clothing, car color, etc..)
If someone is violent, remove others from area. Keep yourself a good distance away.
Speak calmly and quietly but firm.
Email Irregularity Report
Theft:
Instruct resident to contact Public Safety.
File an Irregularity report.
Sexual assault:
take to private room and offer comfort, if opposite gender locate RA of same gender.
Call Public Safety, RLC, RM, and On-call 2030.
Persuade them to receive medical attention.
File an Irregularity report. Email ONLY Lauren Taylor & Nathan Taylor (Taylor Twins)
14. Injury to You on Job
Minor injury:
Contact RM or RLC as soon as possible. File report with
Public Safety.
Seek treatment at SHS, if closed go to MEDHelp.
Major injury:
Non-life threatening: Go to SHS, immediate care, call 911
go to St. Vincent's Hospital.
If life threatening: go to Brookwood Hospital
Contact RM or RLC as soon as you are able.