cbie2003WORKSHOP

Coping, Calming and Crisis: 

Coping, Calming and Crisis Policy and Education in Crisis Management: A Workshop for International Educators CBIE, October 24, 2003 Wayne Myles, Queen’s University Lynne Mitchell, University of Guelph

Session Objectives: 

Session Objectives Understanding crisis, emergency and disaster – what are they? Ways to prepare: Institutional Policies and Procedures (Coping) Education and Communication (Calming) Identify good practices

Session Outline: 

Session Outline General risk management principles SARS case study Policy & Procedures Education and Communication Issues Terrorism case study Small group discussion Identify risk management principles to remember

Let’s Talk About Risk: 

Let’s Talk About Risk Definitions Attitudes to Risk Risk Management Principles

Defining ‘Disaster’: 

Defining ‘Disaster’ an event that extensively disrupts or destroys infrastructure, services, or scheduled activities. Examples include, but are not limited to, floods, fires, tornadoes, ice storms, blizzards, hurricanes, hazardous chemical spills, riots, terrorist activities, epidemics and acts of war .

Defining ‘Emergency’: 

Defining ‘Emergency’ Tragic death of a student accident, suicide Accident or serious illness car accident Traumatic event sexual assault, hostage taking, natural calamity ******************** Early Warning or Perceived Emergency cultural maladjustment Student Communication weather, civil unrest, earthquake

Defining – ‘Hazard’ & ‘Risk’: 

Defining – ‘Hazard’ & ‘Risk’ ‘Hazard’ refers to an activity, [circumstance] or technology that poses a threat to humans and what they value. ‘Risk’ is a more abstract concept that centers on the possibility – or probability – of that hazard or danger being realized. (Ross, 1999)

Attitudes To Risk: 

Attitudes To Risk Neglect Risk Avoid Risk Fear Risk Plead Vulnerability & Blame Manage Risk Transfer Risk Proactive Plans & Programs

Risk At Home And Abroad: 

Risk At Home And Abroad Institutions should not restrict their internationalization efforts through study abroad programs simply because of risk. Risk is an essential part of any experiential learning whether at home or abroad. Ensuring that programs are well-run and both the students and the institution are aware of and accept their responsibilities can go a long way in reducing the likelihood of negative outcomes. (Myles and Mitchell, 2000)

Defining – Planning Terms: 

Defining – Planning Terms Disaster Management Plan A broad response plan for managing a crisis affecting the life of the institution Emergency Support Program A program in place to address real and potential critical incidents affecting staff and students Critical Incident/Emergency Protocol Identified process for initiating an institutional response to a critical incident/emergency

Why Risk Management?: 

Why Risk Management? Meet obligations (legal and moral) with respect to health and safety for the university community Raise institutional awareness around matters of safety Exercise diligence in identifying and managing risks & emergencies in the field

Risk Management Principles: 

Risk Management Principles Promote the preparedness and well-being of the members of the community Shared responsibility for risk management Primary responsibility rests with those closest to the activity Documentation of health and safety essential Use recognized authorities

Common-sense Tips For Promoting Safety In Study Abroad (Thomas Butcher, Grand Valley State): 

Common-sense Tips For Promoting Safety In Study Abroad (Thomas Butcher, Grand Valley State) Do the right thing. Do something rather than nothing. Consider what a reasonable person would do, and carry it out. Consider what can go wrong, before a program/student departs/arrives. Disclose the dangers of a program/destination. Obtain signed waivers (informed consent). Don’t adopt policies/procedures that you can’t/won’t enforce. Prepare program directors and participants. Involve/educate your campus

SARS: Setting the Scene: 

SARS: Setting the Scene In the early days very little was known about cause, transmission, or susceptible groups Both Guelph and Queen’s were perceived as being “close” to Toronto

Pre-SARS Policies at Guelph: 

Pre-SARS Policies at Guelph University of Guelph Emergency Response Plan Environmental Health and Safety -Safety Policy Manual Human Resources - Employee Policy on Workplace Safety Hazardous Weather/ Emergency Closing Procedures Health Services Influenza Pandemic Plan Safe Travel Policy Admissions Policy

SARS and Existing Policies: 

SARS and Existing Policies

Emergency Response Plan: 

Emergency Response Plan Possible emergencies were: Hazardous materials (chemical spill) Utilities (loss of power, computing etc.) Structural (fire, explosion, entrapment) Civil disorder (sit-ins, occupations, sniper) Transportation (vehicle crash, road or bridge failure) Natural events (snow/ice storm, flooding) Personal Crises (suicide, homicide, kidnapping)

Emergency Response Plan -Issues: 

Emergency Response Plan -Issues Does not take communicable diseases into account No contingency plan for quarantine No recognition of off-campus events

Safety Policy Manual - Alphabetical Index: 

Safety Policy Manual - Alphabetical Index Asbestos Control Programs Autoclaves, Boilers and Pressure Vessels Back Care Barriers, Covers, and Guardrails Bicycles in University Buildings Biosafety Policy Biosafety Procedures Bloodborne Pathogens Boats and Watercraft Chain Saws Compressed Air Compressed and Liquefied Gases Confidentiality of Employee Health and Medical Records Confined Space Management Programs Construction Safety Consumption of Alcoholic Beverages on University Property Contracting Work Corrosive Materials Dangerously Reactive Materials Decommisioning of Laboratories Departmental (Local) Health and Safety Committees Designated Substances Electrical Safety Employee Assistance Program Environmental Protection Act Equipment Standards, Authorization and Use Ergonomics Explosive-Actuated Tools Explosive Materials Eye and Face Protection Eyewash Stations and Safety Showers Facilities for Hazardous Procedures Fall Protection Field Work Field Trips Fire Alarm Systems and Fire Suppression Systems Fire Emergencies Fire Safety Code Fire Safety Plans Firearms First Aid Training and First Aid Stations Flammable, Combustible, and Pyrophoric Materials Food and Drink in Laboratories Foot Protection Fume Hoods, Biological Containment Cabinets, and Special Ventilation Devices Hand Protection Hazardous Waste Management Head Protection Hoists, Rigging and Lifting Devices Hot Work Hygiene Plans for Laboratory Safety Information for New Employees Injury and Incident Reporting Joint Health and Safety Committees Ladders and Fixed Access Structures Lasers Lockout/Tagout Programs for Equipment, Machinery and Pressure Systems Machine Shop Safety Management and Use of Hazardous Materials and WHMIS Manual Material Handling Medical Emergencies

Safety Policy Manual - Issues: 

Safety Policy Manual - Issues No reference to communicable diseases Medical emergencies only related to an individual needing first aid Biosafety referred to laboratory procedures

Human Resources - Employee Policy on Workplace Safety: 

Human Resources - Employee Policy on Workplace Safety Employees have the duty and right to report unsafe conditions Occupational Health and Safety Act (Ont. Gov’t) The internal responsibility system affords all workers three basic rights: the right to know about workplace hazards; the right to refuse to do work that is unsafe; and the right to participate in occupational health and safety decisions.

Employee Policy on Workplace Safety - Issues: 

Employee Policy on Workplace Safety - Issues Hosting a delegation from HK - some employees refused Pay policy for employees in isolation or quarantine House-keeping staff asked to clean a “SARS” residence room

Emergency Closing Procedures: 

Whenever possible, if the University must close during normal business hours, a one-hour lead time will be given to ensure the orderly cessation of operations. With the exception of essential services (see Appendix I), the closing will be firm and not left to the discretion of individuals or departments unless special arrangements are made with the President or designate and Security Services. Although these procedures have been developed for closings as a result of hazardous weather conditions, they will also be followed in the event of any other conditions that require the closing or evacuation of the University. Emergency Closing Procedures

Emergency Closing Procedures - Issues: 

Emergency Closing Procedures - Issues Developed for weather-related emergencies Assumes closing for a short period of time Are essential services for a one-day closing different than a ten-day closing?

Health Services Influenza Pandemic Plan: 

Health Services Influenza Pandemic Plan Emergency Closure of Libraries Cafeterias (except one) Residences but not family housing Offices (but not essential services) Child care services Use townhouses for students who can’t leave campus

Influenza Pandemic Plan – Issues: 

Influenza Pandemic Plan – Issues Quarantine not considered – public health may not let a SARS case travel Does not outline the role of public health If it really was a pandemic the institution would have no control anyway Specific to one disease

Admissions Policy: 

Admissions Policy Can we choose not to admit students from a particular region or country? What about Toronto?

Safe Travel Policy: 

Safe Travel Policy Only considered going to an unsafe destination Did not consider risks posed by those returning from abroad Wasn’t actually on paper

What we learned: 

What we learned Choose the best authorities for your information and stick with them Use policy to deal with real risks and education to deal with perceived risks Develop an on-going committee to continually meet and review emergency policy Don’t get policy confused with procedures

What makes good policy?: 

What makes good policy? Look at the example of Queen’s policy on infectious diseases. What’s good about it? Would it work at your institution? Who needed to be consulted to develop that policy?

Lynne’s Rules for Policy: 

Lynne’s Rules for Policy The emergency that actually happens will be the one you didn’t think of when writing your policy The more detailed the policy, the more it doesn’t cover A policy you can’t enforce is worse than no policy at all. A page of policy = a book of procedures

Resources:: 

Resources: A Guide to the Occupational Health and Safety Act http://www.gov.on.ca/LAB/english/hs/ohsaguide/ Safety Directory: The internet gateway to occupational health & safety sites http://www.safetydirectory.com/ SARS in Canada: Anatomy of an Outbreak http://www.hc-sc.gc.ca/english/pdf/sars/chapter2-e.pdf

Slide33: 

Dealing With Real and Perceived Risks Through Education and Communication

SARS and Public Health: 

SARS and Public Health How the crisis or emergency is reported is just as important as how it is actually handled. It is also crucial that the public, and the media have a clear understanding of the language of the crisis so that clear, consistent messages are communicated and received. (p.23)

SARS Critical Dates: 

SARS Critical Dates February 14 First report by WHO in newsletter re SARS March 12 WHO issues global alert March 13 Health Canada receives notification of Toronto cluster March 14 Ontario Ministry of Health holds press conference March 26 Gov’t of Ontario declared SARS a provincial emergency April 3 OMA issues guidelines for family physicians April 21 Province of Ontario distributes protective equipment

SARS Communication Process: 

SARS Communication Process March 17 First DFAIT warning sent out to students in field March 19 First message from Student Health March 25 Emergency Management Committee re SARS and students in the field – Dean of Student Affairs March 25 Letter drafted to students in field re: options March 25 IC Website SARS info drafted for outgoing students March 27 Contact Principal’s Office & Queen’s Communications re: webpage notice to Queen’s & sample page March 27 Reference to a committee meeting March 31 Ad hoc Committee meets re: SARS & Queen’s

SARS Communication Process: 

SARS Communication Process April 1 Memo to Principal re: IC activities April 1 Memo to Committee indicating IC activities & noting absence April 1 IC Website – SARS information uploaded April 2 IC Staff memo re: dealing with SARS April 2 First Principal’s letter with Student Health Director notice and Public Health Director’s comments April 2 SARS information posted to the Queen’s web page April 4 Mercer communication on Employer Issues re: SARS April 4 Second Letter from the Principal April 8 Information for Outgoing students re:SARS posted to IC website

SARS Communication Process: 

SARS Communication Process April 8 Homestay parents & university employees raise questions April 15 Third letter from the Principal re: SARS and examinations April 25 SARS Advisory committee established by Principal April 29 Fourth Letter from Principal – SARS update April 30 Draft Host Family and Employee documents May 8 Bulletins finalized on SARS: Students- Visitors Information Refusal to Work Employee Information June 9 University infectious Disease policy revised June 9 Residence Policy on Infectious Diseases in place June 10 Correspondence to Students re: travel to exchange programs in SARS related areas

Educational Strategies: 

Educational Strategies Students/Staff /Community address as partners reassure that institution will fulfill its responsibilities provide current & accessible information on the risks outline options clearly even if it means making new policy clarify institutional responsibilities at each step target different populations with different strategies use authorities to reassure that action is being taken address perceived and real risks document the process

Educational Strategies: 

Educational Strategies Administration Identify & communicate concern as early as possible Consult external authorities Determine institutional responsibilities Suggest course of action Identify policy gaps Urge the communication of policy

Resources:: 

Resources: Burak, Patricia A. & Hoffa, W. Crisis Management In A Cross Cultural Setting. NAFSA. Washington: 2001. Council for Advancement and Support of Education (CASE). The Worst of Times: The University of Florida Story. "When Crisis Strikes on Campus". 24 minutes. CASE Resources, Suite 400, 11 Dupont Circle, Washington, D.C. 20036-1261, USA . 1994 International Centre. Queen’s University. [http://www.queensu.ca/quic/intledu/research/riskresp/wsa.htm] Larson, Wendy A. (Ed.). When Crisis Strikes On Campus. Council For Advancement And Support Of Education, CASE Resources. Washington: 1994. Nuffic. Prepared for the worst: A guide to crisis management for international affairs officers of higher education institutions. The Hague:2000. USC Center For Global Education. SAFETI Clearinghouse. 1999. [http://www.usc.edu/dept/education/globaled/safeti/].