This is Not a Firedrill

RICK A. MYER, PHD, is a professor and Director of the Center for Crisis Intervention and Prevention at Duquesne University. He is a licensed psychologist with over twenty-five years of experience in crisis intervention and management. RICHARD K. JAMES, PHD, is a Crader Professor of Education at the University of Memphis as well as a licensed psychologist, a licensed professional counselor, and a Nationally Certified School Counselor. He is one of the founders of a crisis intervention prototype used to train police officers across the United States and internationally.PATRICE MOULTON, PHD, is a professor of psychology at Northwestern State University of Louisiana. She is the author of several books on crisis intervention.

• Acknowledgments xi1 . . . Or a Tornado or Earthquake Drill 1A Brief History of Crisis Intervention 4History of Crisis on College Campuses 6The Contemporary College Scene 9Summary 13References 132 Boilerplate: The Basics of Crisis Intervention 15Transcrisis States 18Universality and Idiosyncrasy 22Theories of Crisis and Crisis Intervention 23Applied Crisis Domains 31Crisis Intervention Models 32Universal Versus a Focused View of Diversity/Multiculturalism 36Culturally Biased Assumptions 37The Environment’s Impact on Cultural Development 38Culturally Effective Helping 43Summary 44References 443 Herding Cats: Organizing a Crisis Response 49Crisis Planning Primer: Common Terms 49Current State of Crisis Management Planning in Higher Education 56Building Blocks for Crisis Management Plans 63Three Cs of Crisis Management Planning 71Summary 77References 784 Duller Than Dirt . . . More Valuable Than Gold: Policies and Procedures 81Policy Development 82Drafting Policy 86Review of Policy Drafts 91Basic Risk Management Recommendations 98Summary 100References 101Appendix: Sample Threats Policy 1035 The Best of Times and the Worst of Times: The Tale of Two Laws 105Tarasoff and Its Impact on Policy 105Virginia Tech Inspector General Report: Going Beyond Tarasoff 107Virginia Tech Counseling Center Actions Taken 108Virginia Tech Follow-Up System 120Summary 122References 1236 Reality Check: Entry into the System 125Consulting 126Practice 129Case Study: Central University 134Summary 135References 135Appendix: Case Study: Crisis at Central University 1377 What You See Is What You Get . . . or Maybe Not: Assessment of the System 141Chronosystem System 142Organizational Factors Affected by a Crisis 179Timeline for Assessment 188Assessment Procedures 191Methods for Assessment 193Summary 199References 1998 No Rest for the Weary: System Recovery After a Crisis 203Eight-Step Model for Organizations 203Using the Eight-Step Model 217Nine Intervention Strategies 222Summary 230References 2309 Not Buying a Pig in a Poke 233Understanding Threats 234Triage Assessment Scale for Students in Learning Environments (TASSLE) 239Threat Assessment Teams 251Summary 267References 26810 Basic Training 271The Eight-Step Model of Crisis Intervention in College Environments (Individuals) 271Moving on the Directive, Collaborative, Nondirective Continuum 279Tools of the Trade 281Don’ts 290Basic Strategies of Crisis Intervention 293Listening and Responding in Crisis Intervention 299Facilitative Listening in Crisis Intervention 299Acting in Crisis Intervention: Staying Safe 306Stages of Intervention 310Rules of the Road 317Summary 320References 32111 One Day at a Time: Survivorship in the Aftermath 325Survivorship 326Remembrance Services 329Memorials 333Survivor Recovery 335Summary 341References 34112 Leadership Checklist: Preparing Your Campus for Crisis 345Make Crisis Planning a Leadership Imperative 346Ensure Understanding of FERPA, HIPAA, and OSHA 346Develop a Crisis Management Plan 346Make the Budget Available 347Insist on Multiple Copies of Disaster Plans and Infrastructure Drawings 347Ensure Comprehensive Assessment of Each Critical Incident 347Ensure Proper Communication and Dissemination of Information 348Ensure the Accuracy of Your Student Contact Information 348Communicate and Partner with Outside Agencies 349Require Regular Crisis Training and Situational Exercises 349Be Prepared to Take the Lead and Use Different Methods 349Seek Counsel on Risk-Management Recommendations 350Develop a Comprehensive Recovery Plan 350Be Prepared to Utilize Recovery to Achieve Long-Term Goals 350Determine Alternatives to Minimize Enrollment Loss 351Identify Resources on Your Campus 351Remember: People First! 351Author Index 353Subject Index 359