Coping, Calming and Crisis

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Coping, Calming and Crisis
CBIE, October 24, 2003 Wayne Myles, Queens
University Lynne Mitchell, University of Guelph

• Policy and Education in Crisis Management
• A Workshop for International Educators

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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

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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

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Lets Talk About Risk

• Definitions
• Attitudes to Risk
• Risk Management Principles

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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 .

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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

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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)

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Attitudes To Risk

• Neglect Risk
• Avoid Risk
• Fear Risk
• Plead Vulnerability Blame
• Manage Risk
• Transfer Risk
• Proactive Plans Programs

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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)

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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

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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

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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

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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).
• Dont adopt policies/procedures that you
  cant/wont enforce.
• Prepare program directors and participants.
• Involve/educate your campus

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SARS Setting the Scene

• In the early days very little was known about
  cause, transmission, or susceptible groups
• Both Guelph and Queens were perceived as being
  close to Toronto

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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

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SARS and Existing Policies
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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)

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Emergency Response Plan -Issues

• Does not take communicable diseases into account
• No contingency plan for quarantine
• No recognition of off-campus events

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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

• 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

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Safety Policy Manual - Issues

• No reference to communicable diseases
• Medical emergencies only related to an individual
  needing first aid
• Biosafety referred to laboratory procedures

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Human Resources - Employee Policy on Workplace
Safety

• Employees have the duty and right to report
  unsafe conditions
• Occupational Health and Safety Act (Ont. Govt)
• 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.

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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

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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.

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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?

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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 cant leave
  campus

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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

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Admissions Policy

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

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Safe Travel Policy

• Only considered going to an unsafe destination
• Did not consider risks posed by those returning
  from abroad
• Wasnt actually on paper

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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
• Dont get policy confused with procedures

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What makes good policy?

• Look at the example of Queens policy on
  infectious diseases.
• Whats good about it?
• Would it work at your institution?
• Who needed to be consulted to develop that policy?

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Lynnes Rules for Policy

• The emergency that actually happens will be the
  one you didnt think of when writing your policy
• The more detailed the policy, the more it doesnt
  cover
• A policy you cant enforce is worse than no
  policy at all.
• A page of policy a book of procedures

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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

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• Dealing With Real and Perceived Risks Through
  Education and Communication

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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)

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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 Govt of Ontario declared SARS a
  provincial emergency
• April 3 OMA issues guidelines for family
  physicians
• April 21 Province of Ontario distributes
  protective equipment

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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 Principals Office Queens
  Communications re webpage notice to
  Queens sample page
• March 27 Reference to a committee meeting
• March 31 Ad hoc Committee meets re SARS Queens

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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 Principals letter with Student
  Health Director notice and Public Health
  Directors comments
• April 2 SARS information posted to the Queens
  web page
• April 4 Mercer communication on Employer Issues
  re SARS
• April 4 Second Letter from the Principal
• April 8 Information for Outgoing students
  reSARS posted to IC website

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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

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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

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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

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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. Queens University.
  http//www.queensu.ca/quic/intledu/research/riskr
  esp/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
  Hague2000.
• USC Center For Global Education. SAFETI
  Clearinghouse. 1999. http//www.usc.edu/dept/ed
  ucation/globaled/safeti/.