CRITICAL INCIDENT MANUAL - Excelsia College · TABLE OF CONTENTS . INTRODUCTION ... (ESOS Act, Comp No 33, June2018) requires the College to notify DEEWR and DIAC as soon as practical

CRITICAL INCIDENT

MANUAL

2 of 36 Issue 5, August 2018

Excelsia College 69-71 Waterloo Road,

Macquarie Park, NSW 2113 Phone: 9819 8888

Email: [email protected] Website: www.excelsia.edu.au CRICOS Provider Code 02664K

ABN 50 360 319 774

mailto:[email protected]

http://www.excelsia.edu.au/


CRITICAL INCIDENT POLICY AND PROCEDURES [PO-GEN-06] ...................................................................................... 4

CRITICAL INCIDENT FLOWCHART ................................................................................................................................. 11 1. IMMEDIATE ACTION ...................................................................................................................................... 11 2. ADDITIONAL ACTION (when appropriate) ..................................................................................................... 12

CHECKLIST FOR FOLLOW-UP, REVIEW AND EVALUATION ........................................................................................... 14

CRITICAL INCIDENT STAFF TRAINING .........................................................................................................................15

PREPARATION .............................................................................................................................................................. 15

STRESS MANAGEMENT ................................................................................................................................................ 17

THINGS TO REMEMBER ................................................................................................................................................ 17

MEDIA HINTS ................................................................................................................................................................ 17

POLICE INVOLVEMENT ................................................................................................................................................. 20

PREPARING FOR FUNERALS ......................................................................................................................................... 20

REAL LIFE ACCOUNTS ................................................................................................................................................... 22

CRITICAL INCIDENT PROTOCOLS ................................................................................................................................27

A. Fire and Evacuation ........................................................................................................................................ 27 B. Bomb Threat ................................................................................................................................................... 28 C. Incidents of Natural Disaster .......................................................................................................................... 30 D. Riots ............................................................................................................................................................... 30 E. Building Intruder ............................................................................................................................................. 30 F. Medical Emergency ........................................................................................................................................ 31 G. Personal Safety Issues .................................................................................................................................... 31 H. Assault on a Student ...................................................................................................................................... 32 J. Death of a Student .......................................................................................................................................... 32 L. Incident During Program Travel for International Students ........................................................................... 33 M. Violence: Weapon or Hostage Situation ....................................................................................................... 33 N. Act of Terrorism ............................................................................................................................................. 34 O. Chemical, Biological or Nuclear Emergency ................................................................................................... 34

TABLE OF CONTENTS

INTRODUCTION

In the event of a critical incident, Excelsia College recognises that appropriate planning and infrastructure must be in place to ensure the provision of all necessary support services. This document outlines Excelsia College procedures for managing a critical incident, ensuring that Excelsia College has:

• an effective approach in responding to critical incidents as they occur;

• appropriate support and counselling services available to those affected;

• appropriate training and information resources provided to staff. Under Standard 6 of the National Code 2018, higher education providers must support students to:

• adjust to study and life in Australia;

• achieve their learning goals; and

• achieve satisfactory academic progress towards meeting the learning outcomes of the course. Under Standard 6.4 the registered provider must have a documented critical incident policy together with procedures that covers the action to be taken in the event of a critical incident, required follow-up to the incident, and records of the incident and action taken. The Critical Incident Manual is designed to assist both those with primary responsibility for the management of critical incidents and other staff and students to respond appropriately in the event of a critical incident.

POLICY STATEMENT

Excelsia College recognises and accepts the duty of care owed to its students in respect of the planning and management of critical incidents.

SCOPE

The critical incident procedures apply to domestic and international students enrolled at Excelsia College. In the case of critical incidents occurring on-campus, the WHS policies and procedures cover all persons on site at the time of the incident – students, staff and visitors.

DEFINITION

A critical incident is defined by the National Code as ‘a traumatic event, or the threat of such (within or outside Australia), which causes extreme stress, fear or injury’. Critical incidents are not limited to, but could include:

• missing students;

• severe verbal or psychological aggression;

• accidents, fires, natural disasters;

• death, serious injury or any threat of these;

• issues such as domestic violence, sexual assault, drug or alcohol abuse;

• terrorist activities. Non-life-threatening events could still qualify as critical incidents.

CRITICAL INCIDENT POLICY AND PROCEDURES [PO-GEN-06]


STAFF TRAINING

The College is committed to the professional development of staff in relation to responding to critical incidents. The Chief Executive will be responsible for initiating and coordinating the provision of staff training and engaging, where necessary, professional support. Excelsia College staff will be made aware of the critical incident policy and procedures and be given appropriate training to ensure the duty of care for domestic and international students is prominent in their thinking.

REVIEW AND EVALUATION

A review and evaluation of the response to the critical incident will be conducted after each critical incident, and the procedures reviewed by the Critical Incident Management Team and/or other stakeholders. Changes to the policy and procedures, including updating resources, will be made as soon as practicable following the review and evaluation.

PROCEDURES 1. GUIDING PRINCIPLES

These procedures are intended to serve both as an educational aid that encourages prior thought and preparation for potential crises and as an immediate response document that can be utilised quickly in the event of an emergency. This document is not intended to anticipate every scenario; however, it is meant to be thorough enough to provide a structured plan for responding to various situations that are deemed critical.

When a student dies or sustains serious injury, the College may be required to assist the student’s family. This may include:

• hiring interpreters

• making arrangements for hospital/funeral/memorial service/repatriation

• obtaining a death certificate

• assisting with personal items and affairs including insurance issues

• assisting with visa issues. The safety and security of students and staff are the top priorities of the College during any critical incident or crisis. The Critical Incident Management Team will prioritise attending to essential, initial steps to ensure protection of lives, and/or seek immediate care for injured or affected students. Reporting and recording will take second priority and be completed as soon as possible.

2. ACTION PLAN

The Critical Incident Management Team will set in motion a critical incident action plan to manage various aspects arising from the incident, including communication strategies. This will include:

• creating and disseminating a plan and its procedures;

• a review of the plan;

• staff development and training;

• media management.


Critical Incident Management Team (CIMT)

The CIMT will consist of the following full-time staff:

• Chief Executive (Chair)

• Head of School of Counselling (Coordinator)

• Director of Finance and Administration

• Chaplain

• Registrar

• Director of People and Culture (Minutes, Records), and

• Other key stakeholders as determined by the Team.

Responsibilities

When a critical incident occurs, the Chief Executive will call a meeting of the CIMT. The CIMT is responsible through the Head of School of Counselling for:

• assessing risks and response actions;

• liaison with emergency and other services;

• contact with students’ relatives and other appropriate contacts;

• liaison with other external bodies, such as home stays, carers or foreign embassies;

• counselling and managing students and staff not directly involved in the incident;

• writing reports for the Department of Education Employment & Workplace Relations (DEEWR) and the Department of Immigration and Citizenship (DIAC);

• maintaining appropriate student files and the critical incident file.

3. REPORTING

The Head of School of Counselling will be responsible for completing required reports on every critical incident for domestic and international students. The Educational Services for Overseas Students Act 2000 (ESOS Act, Comp No 33, June2018) requires the College to notify DEEWR and DIAC as soon as practical after the incident. In the case of the death of an international student or other absence affecting the student's attendance, the Registrar will report the incident via PRISMS. Reporting will take account of the information privacy principles at http://www.privacy.gov.au/publications/index.html#G In addition, the following may need to be notified:

• Student Accommodation provider or Homestay provider;

• Library;

• Information Technology Services.

4. RECORDING

The Head of School of Counselling will be responsible for recording all information pertaining to a critical incident with the support of staff and and/or students involved, and for maintaining these records in the Critical Incident File. The Registrar will maintain appropriate records in the student file. In addition to the student database, Excelsia College maintains hard copies of student details on student files, including student’s current address and telephone numbers, emergency contact details, next of kin details, agent or sponsor (if applicable), and medical information if applicable.

Key Details to be Recorded

Key details to record include the time, location and nature of the incident (e.g. threat, accident, death or injury), names and roles of persons involved (e.g. staff, domestic or international student). Any action taken in regard to a critical incident will be recorded on an Incident Report to include outcomes or evidence if the incident is referred to another person or agency.

http://www.privacy.gov.au/publications/index.html#G


5. RESPONSE

In the case of an on-campus incident, the staff member first on the scene will taken any necessary life saving or protection measures, such as administration of first aid or contacting the nearest First Aid Officer. A staff member receiving notification of a critical incident on or off campus contacts the Chief Executive or the Head of School of Counselling. The Chief Executive or Head of School of Counselling urgently deals with any emergency situation, then convenes a meeting of the CIMT and other staff involved to make decisions as to how to proceed. The CIMT will:

• create for themselves a clear understanding of the known facts.

• plan an immediate response.

• plan ongoing strategies.

• allocate individual roles/responsibilities for ongoing tasks

• appoint one member of the Team to keep records of meeting content and decisions. Communication As soon as possible the Chief Executive will liaise with relevant staff to prepare a communication plan and nominate a spokesperson. Communication may include:

• response and ongoing strategies including individual roles and responsibilities

• liaison with police, doctors, hospital staff and other relevant professionals

• legal assistance if required

• follow-up letters to family

• incident report for the College’s records. The Chief Executive is the only person who will address the media. No other staff member is to speak to the media about the incident. Immediate Response

The following issues will be considered.

• Contact with next of kin/significant others – ascertain the most appropriate manner of contact (home phone, mobile, etc).

• Arrangements for informing staff and students.

• Guidelines to staff about what information to give students.

• A written bulletin to staff if the matter is complex.

• Briefing staff and delegating a staff member to deal with telephone and personal enquiries (Receptionist, PA, etc).

• Managing media/publicity.

• Identification of students and staff members most closely involved and thus most at risk: those directly involved personal friends and family of those involved others who have experienced a similar past trauma, and other students, staff, etc.

• Arrange a time and place for an initial group/individual debriefing session with Counsellors. In this session, an opportunity is given to share the impact of the event, discuss various interpretations of the event in cultural/ethnic terms, the resulting sense of vulnerability, the experience of painful emotions, and the normalisation of reactions.

• Organise a tasks timetable for the next hour/s, day/s, etc.

• Plan ongoing feedback and regular meetings so that the coordinating team is continually in touch and working together.

• Confirm access to emergency funds if necessary.


Ongoing and Follow up Response

These issues may need to be discussed at subsequent meetings of the CIMT:

o WHO will FOLLOW UP?

o Availability of mobile phones

o Notification of and liaison with Sponsor/Agent if applicable

o Arrangements for visits to/from Family

o Liaison with Police, Doctors, Hospital Staff

o Hiring Independent Interpreters

o Death Notices

o Funeral/Memorial Service Arrangements

o Refund of student’s fees to pay repatriation or associated expenses

o Copy of Death Certificate

o Consideration of personal items and affairs (household and academic)

o Insurance Matters, Overseas Student Health Cover (OSHC), Ambulance Cover

o Formal Stress Management interventions required for students and/or staff (release from classes, leave, rescheduled assessment or exams)

o Liaison with Academic Staff

o Arrangements for further debriefing sessions for groups/individuals as required

o Liaison with DIAC if studies will be interrupted

o Fees issue to be resolved if student cannot continue with their studies

o Legal Issues: helping students get access to legal assistance if required

o Arrangements for further debriefing sessions for groups/individuals as required

o Follow up condolence or other letters to Family

o Financial Assistance for families of affected person(s) if residing in Australia

o Organising students/staff for hospital visits.


o Recovery Timeline

The successful management of critical incidents depends on the College taking appropriate action and providing support during and after a critical incident. The recovery timeline following a critical incident varies, depending on the circumstances. Here is a general guideline.

• Immediately (and within 24 hours)

o Gather the facts;

o Ensure safety and welfare of staff and students and arrange for first-aid if necessary;

o Where possible notify the time and place of the debriefing to all relevant persons;

o Manage the media;

o Set up a recovery room;

o Keep staff, students and parents informed.

• Within 48-72 hours

o Arrange counselling as needed;

o Provide opportunities for staff and students to talk about the incident;

o Provide support to staff and helpers;

o Restore normal functioning as soon as possible;

o Keep parents informed.

• Within the first month

o Arrange a memorial service, if appropriate;

o Encourage parents to participate in meeting to discuss students’ welfare;

o Identify behavioural changes and the possibility of post traumatic stress disorder and refer to Health Contacts for Mental Health Services;

o Monitor progress of hospitalised staff or students;

o Monitor mental and physical health of all helpers;

o Debrief all relevant persons.

• In the longer term

o Monitor staff and students for signs of delayed stress and the onset of post traumatic stress disorder – refer for specialised treatment;

o Provide support if needed.

• In the long term

o Plan for and be sensitive to anniversaries, inquests and legal proceedings;

o Access specialist support if needed.


6. CONTACT INFORMATION AND EMERGENCY NUMBERS

Emergency Services:

POLICE 000 AMBULANCE 000 FIRE 000

Role/Agency Location Numbers

Chief Executive 9819 8807

Head of the School of Counselling 9819 8834

First Aid Officers See Noticeboard

Counselling Centre 9819 8835

healthdirect Australia 24 hour health advice line

www.healthdirect.org.au

1800 022222

Local Doctors Shop 45, Level 2, Macquarie Shopping Centre, 197 Herring Road, Macquarie Park

9878 6666

Local Pharmacy/Chemist Priceline Pharmacy Corner Herring and Waterloo Road, Macquarie Shopping Centre

9887 1115

Hospitals Ryde Hospital Denistone Road, Eastwood Concord Repatriation General Hospital Hospital Road Concord Royal Prince Alfred Hospital Missenden Road Camperdown

9858 7888 9767 5000

9515 6111

State Emergency Services 137 Wicks Rd, Macquarie Park NSW 2113 132500

National Security Hotline 1800 123400

Mental Health Information 9816 5688

Poisons Information Centre 131126

Rape Crisis Centre 9819 6565

Domestic Violence Centre 24 hours 1800 656463

Crisis Care 1800 650840

Interpreting Services 131450


CRITICAL INCIDENT FLOWCHART

1. IMMEDIATE ACTION

Staff member(s) (witness to incident or first contacted)…Gather factual information and

1. Contact Emergency Services - Dial 000

Note:

Assess situation: focus on immediate safety of other students and staff

Staff member(s) (witness to incident or first contacted)…

2. Ensure safety & welfare of staff and students

3. Contact First Aid Officer

4. Administer first-aid until ambulance arrives

NB: Once police or fire brigade arrive at the College they will determine if other resources such as State Emergency Services (SES) are required to assist.

Critical Incident Management Team member to liaise with emergency services

Note:

Contact Chief Executive within the hour

Debrief & counselling information as soon as practicable

5. Staff: Contact Critical Incident Coordinator (Head of School of Counselling)

6. Staff: Give facts of the situation

7. Staff: Receive advice from Head of School of Counselling on debriefing and counselling

7a. Chief Executive: Manage incoming inquiries (and outgoing information via web, phone…)

Note:

Within 24 hours

8. Critical Incident Management Team: Prepare a written statement

Note:

Within 48 hours receive briefing from critical incident team

2. Chief Executive or Delegate: Inform colleagues

Note:

Within 48 hours 3. Head of School of Counselling: Contact parents or families/friends of

affected person

Note:

Within 48 hours 11. Head of School of Counselling /Staff: Complete "Incident Report" form


2. ADDITIONAL ACTION (when appropriate)

Chief Executive: Convene brief meeting of the Critical Incident Management Committee with Management Committee to

• discuss intervention plan • obtain executive support

Contact Local Support Personnel

Support Personnel Name Telephone

Counsellors Counseling Centre 9719 1924

Nursing and emergency staff Hospital

Ryde: 9858 7888 Macquarie: 9888 1222 Concord: 9767 5000 Sydney: 9382 7111 Rozelle: 9556 9100

Chief Executive: Convene full staff meeting of teaching and administrative staff to

• present information • discuss action plan

• allow staff response • decide on how students will be informed or given additional

information

Resource Officers/Student Services/Support: Set up a first aid room

• provide fluids • comfortable chairs • support personnel

Head of School of Counselling: Inform students of

• facts of the incident • school actions

• counselling services • allow student discussion or response

Head of School of Counselling and/or Counsellors convene with First Aid Officers:

• Identify "at risk" students and staff

• Be aware of others who have experienced trauma

• List of students involved

Chief Executive: Contact parents or families of "at risk" students and staff

Head of School of Counselling: Arrange debriefing for "at risk" students and staff

Organise for referrals to professional counsellors if required


Student Services/Counsellor: Inform all parents via College website

• The facts of the critical incident • the College’s response plans

• possible reaction of students • sources of help for families

• encourage two-way communication between parents and the school

Critical Incident Management Team: Restore regular routine as soon as practicable

• All staff can help here

Critical Incident Management Team: Obtain updated factual information

• continue to inform staff, students and parents

Critical Incident Management Team: Continue to monitor well-being of students and staff

• All staff to report new information to Critical Incident Management Team

• Staff may use rapport with students to counsel or refer on to professional body… Critical Incident Management Team to be informed of all referrals

• Recovery time for staff involved


CHECKLIST FOR FOLLOW-UP, REVIEW AND EVALUATION

A review and evaluation of the response to the critical incident will be conducted after each critical incident, using the following checklist, which may itself be reviewed (GEN-F16).

How well were the following actions undertaken by the Critical Incident Coordinating Group? 1 = poorly; 5 = very well, most appropriately. Please add comments to clarify your choice.

Question 1 2 3 4 5 Comments

Decision maker clear

Follow up clear

Availability of mobile phones

Notification of and liaison with Sponsor/Agent if applicable

Arrangements for visits to/from Family

Liaison with Police, Doctors, Hospital Staff

Hiring Independent Interpreters

Death Notices

Funeral/Memorial Service Arrangements

Refund of student’s fees to pay repatriation or associated expenses

Copy of Death Certificate

Consideration of personal items and affairs (household and academic)

Insurance Matters, OHSC Coverage, Ambulance Cover

Formal stress management interven-tions required for students and/or staff (release from classes, leave, rescheduled assessment or exams)

Liaison with Academic Staff

Arrangements for further debriefing sessions for groups/individuals

Liaison with DIAC if studies will be interrupted

Fees issue to be resolved for student unable to continue with their studies

Legal Issues: helping students get access to legal assistance if required

Arrangements for further debriefing sessions for groups/individuals

Follow up condolence or other letters to Family

Financial Assistance for families of affected person(s) if living in Australia

Organising hospital visits


WHO ARE YOU? As an Excelsia College staff member you are a person who interacts with domestic and international students in a professional capacity. You are most likely working in one or a range of these roles:

• Chief Academic Officer

• Academic Staff

• Director of People and Culture

• Accountant

• Head of School of Counselling

• Registrar

• First Aid Officer

• Marketing Staff

• Director of Finance and Administration

• Student Counsellor

• Finance and Maintenance

You may be one of the first people notified in the event of a Critical Incident.

Ultimately, you are a concerned, caring, informed, capable, ‘significant other’ in the life of the international student. His or her own family structure will be unavailable, so assume that you will be helpful and a positive influence, in spite of your ‘outsider’ role. You, as an individual, will be more readily accepted than You as the Teacher or You as the Counsellor.

Optimise your own personal traits. Remember that it is more than likely that the student has sought you out because of who you are, not what you are. So, follow your instincts and act accordingly.

PREPARATION PREPARING YOURSELF

How does one prepare for dealing with a critical incident in what may be a cross-cultural setting? The attitude you assume is of the utmost significance.

• Expect the unexpected. Not everything occurs between 9am and 5pm.

• Do not be easily upset or disturbed by even the most extreme situations.

• Convey empathy and respect for the emotions of those involved.

• Worry and fear should not be conveyed to the person.

• Provide a sense of stability and strength.

• Be able to alleviate tension and anxiety.

• LISTEN – to what is said.

• LISTEN – to what is not said.

• Create a personal equilibrium between your own values and those of a different value system but keep the values of the students foremost in your mind.

• There will be times when you are unavailable. Don’t be consumed by guilt. As long as policy and procedures are in place, there will be someone else who can step in and fulfill the required role.

• Network with ethnic groups in the local community. Keep a list of useful contacts who may be able to assist in matters not directly related to the college: religious customs, family support, interpreters, embassy or consulate contacts.

CRITICAL INCIDENT STAFF TRAINING


• Learn as much as you can from foreign nationals about how they would deal with specific scenarios - Ask questions:

“How should the body of a Muslim car accident victim be handled when the Coroner demands an autopsy and religious custom prohibits?”

“How does one act at a Chinese Buddhist funeral service? What is the proper way to express condolences?”

“How is mental illness regarded in your country?”

“What is the attitude toward rape in your country?”

The idea is to gain knowledge in advance, whenever possible.

• Keep in contact with support networks like the ISANA International Education Association, Telephone 3 6231 0253, Office Hours: Monday & Thursday 9.00am - 2.00pm

• There will always be someone available to use as a sounding board.

PREPARING OTHERS TO HELP WHEN STUDENTS ARE IN CRISIS

Many staff respond that they are not qualified to handle international students in crisis. Eradicate this ‘us and them’ attitude by engendering team-work among staff with regard to assisting domestic or international students. Let them know that they can be of invaluable assistance in a crisis by offering short-term training and workshops.

• Establish and maintain your own network of ‘contacts’. Try to include as wide a variety of types and levels of staff as possible. Keep in regular contact, whether formally or informally, as these contacts will be your most reliable allies at a moment’s notice.

• Conduct training regarding the Critical Incidents Policy. It is important for staff to be aware of the existence of such a policy.

• Conduct a resource workshop to locate all relevant community resources in your immediate local area: funeral directors, police and medical authorities, religious leaders, ethnic group leaders, media representatives, insurance representatives, local embassy or consular staff.

• Coordinate and conduct a Mock Exercise to simulate a Critical Incident. Have the exercise observed and assessed by an outside party.

• Follow up with a debriefing and feedback session, inviting Counsellors to educate participants about Stress Management, Post Traumatic Stress and general counselling principles when dealing with students.

• Conduct general Cross Cultural Awareness training at regular intervals.

USEFUL SKILLS AND KNOWLEDGE

• Cross cultural skills

• Training skills in cross cultural communication and use of interpreters

• Awareness of one’s own values and biases and how they may affect the students

• Knowledge of resources on and off campus

• Uninterrupted access to those resources

• Communication skills

• Organisational skills

• Liaison skills

• Networking skills

• Maintenance of clear and direct communication channels with decision makers

• Panic diffusion skills


• Skills to eliminate time lags

• Sensitivity to the issue of confidentiality

• Sensitivity towards different cultural expressions of grief and other emotions

• Protocol knowledge (e.g. for repatriation to home country)

• Diplomacy skills

• Debriefing skills

• Monitoring skills for those affected by incident

• Recognition skills re warning signs of risk to students affected by the incident

• Follow-up skills

• Advocacy skills (on behalf of students)

• Referral skills to legal, medical or other assistance

• Recognition of one’s own limitations

• Self care skills.

STRESS MANAGEMENT

• Debriefing as soon as possible after the event on an individual or group basis.

• Further debriefing – one or more days after the incident (group basis).

• Follow-up two to six weeks later (individual or group basis).

• Ongoing counselling as required.

• Recovery time for staff involved and members of the Critical Incident Management Team.

THINGS TO REMEMBER

1. In the event of any critical incident, the first thing to do is calm the affected party/parties down and offer hope.

Communicate simply, take control, and give clear and practical directions in order to reduce the anxiety and connect the logic of the affected party/parties.

2. You are not superhuman.

Managing a critical incident can be a very lonely time, especially if you are regarded as the focal link with students at your institution. While you are busy providing care or support to those directly affected by the incident, your own health and emotional well-being may be at risk. Self-care should NOT be forgotten in your management strategy.

3. Take time out each day to telephone or email another colleague.

This will give you not only a chance to debrief, but also to compare notes with sympathetic colleagues who have had similar experiences and a real understanding of what you are feeling. You are helping others while you help yourself.

4. Update the resources as necessary.

Insert as many local telephone numbers and contacts, and as much information as you can so that you can refer to the resources quickly and take effective and immediate action when necessary.

MEDIA HINTS

In most cases the College would prefer not to issue a press release upon the death of a student. However, in anticipation of some requests for comment from the media, it is advisable to have a press release just in case.


Listed below are some helpful hints, which can be used and applied within the role of the Critical Incident Management Team:

1. “No Comment” = Not a good idea.

2. A good press release should answer the following questions:

What? How? When? Where? Why?

3. Add a joint statement from the Chief Executive and the Student Council (or from staff representatives with a student support focus) which will signify unity and dissuade the press from looking for an ‘alternative angle’ on the story. The statement should include an expression of surprise and sadness at the tragedy, as well as compassion for the family of the victim.

4. A comment should be included explaining Excelsia College policy on responding to this kind of situation. In addition, if the situation warrants, it could be appropriate to comment on what measures will be put in place to ensure that any future events of this nature are avoided.

5. A telephone contact for further information is always left at the bottom of a press release. The person responsible for media inquiries is the Chief Executive, and all staff should be alerted to the procedure for directing media inquiries to this person.

Sample Media Release

“A sponsored male student from Botswana, 31, has died at ………………., ………………………, in metropolitan Queensland.

“The Chief Executive, ………………., said the incident had saddened Excelsia College staff, its student body, and the international student community.

“We are all dispirited at the loss of a very promising young man. Our profound condolences go to his family”, …………………. said.

“A memorial service at ………………. yesterday was attended by more than ……… people, including academic staff, International Student Support staff, family, friends, and classmates.”

NOTE: The release is short and to the point. It depicts the college as a caring institution, a position reinforced by the fact that the memorial service was held on the college’s own grounds.

Note that the release was issued after the memorial service, to avoid the likelihood of media coverage at the service itself. The cause of death has been revealed, because of the young age of the deceased.

Should media investigate further, it is suggested that the Director respond with a statement saying simply, “We are sure you will understand that we are not prepared to discuss any of the personal issues which may have been associated with this young man’s death. It has always been our policy to respect the privacy of our students and their families.”

Managing the media

Each critical incident is unique and the dynamics of each situation will have to be assessed when it occurs. It is important that a structured approach to media management is developed and is included in the management plan to ensure the most positive and supportive response from the media.


Take the media calls

The Chief Executive or nominated person should handle the initial media calls. Be sure to return media calls as soon as possible.

It is important that the School has an input in media coverage so that the story is balanced. Therefore, avoid answering questions with "no comment". Respond to questions accurately. However, it may be necessary to explain to the media that you are unable to answer their questions at this time because

(a) of the sensitive nature of the issue, or

(b) you do not have the information available

It may be necessary to check with the police, ambulance or fire brigade, etc. before making a statement. Response time is important

Officers likely to be contacted by the media need to be alerted immediately and kept informed as more details come to light. Inform Reception as soon as possible that the incident has occurred, even if the details are unclear. Any media liaison officers will need to be informed of the incident so they can assist by handling or redirecting media inquiries. Channel all media inquiries through one person

The Chief Executive will liaise directly with the media as more details are known. Relate to journalists in a positive and friendly way

Enlist the support of the media to report accurate information and avoid being defensive. Journalists are professionals too. They have been assigned the job of reporting the story. They feel the public have a right to know and they will report the story with or without the College’s cooperation. In a major disaster, the media is an essential means of communicating information, e.g. providing hot-line phone numbers, etc.

Working with the media representatives as professionals and providing them with accurate information about the incident means staying in control. Cooperation can make the difference between inaccurate reporting resulting in a story that reflects negatively on the school or the department and one which shows our caring role and our ability to respond effectively in a crisis.

Emphasis should be placed - in media comment- on the support available to students and staff. Determine what the official response will be

Media liaison officers and/or the Marketing Department may be able to provide advice to staff about other developments or broader issues that may need to be considered when framing the response. They may also be able to offer advice about the most effective methods of responding to newspaper, radio and television interviews. EXPRESS CONCERN. RESTRICT ANSWERS TO FACTS. ACCENTUATE THE POSITIVE. It is appropriate, for example, to:

• State the facts about what has occurred and what is being done.

For example: when and where it occurred, how many people were involved or hurt, how much damage has been done, etc.

• Describe the assistance being provided for students and staff who may have been traumatised.

• Explain that the whole College has been deeply shocked, that all available resources and support services have been gathered, and outline the steps being taken to rectify the situation and get things back to normal as soon as possible.

It is imperative to avoid making comments which imply blame or fault for any part of the incident, as there could be significant legal implications.


Official inquiries, e.g. from the police, are likely to follow serious incidents. Media comments on the public record may have a bearing on proceedings at such inquiries.

POLICE INVOLVEMENT

The police are required to investigate all cases of sudden unexpected death. Police actions include:

• Reporting such death to the Coroner

• Notifying next of kin

• Obtaining official identification of the deceased (this must be done by someone who has known the deceased for some time)

• Conducting investigations on behalf of the Coroner - for example, interviewing witnesses and others who may have been involved, collecting clothing and other items for use in evidence, delivering specimens for analysis.

Coronial Investigations

Every death reported to the Coroner must be investigated. The body of the deceased will be taken to the morgue where it may be viewed by the relatives but not touched. Once the coronial inquiries are complete (and this may take some time), the body will be released to funeral directors to await instruction from the next of kin. At this stage the body may be touched. Post Mortems (autopsies)

Most reported deaths require a post mortem examination to determine the medical cause of death. This usually involves an internal and external examination of the body, and of tissue, organ and blood specimens taken from the body. Cultural and religious objections to a post mortem may be discussed with the coroner or a court social worker. However, these objections very rarely influence the coroner’s decision to conduct an autopsy. Inquests

An inquest is a public hearing before a coroner (and occasionally a jury) to decide the circumstances of death. Once initial investigations are completed, the Coroner may (as in 90% of cases) dispense with an inquest. However, the Coroner may order an inquest or, in certain circumstances (such as murder), an inquest may be legally required. PREPARING FOR FUNERALS

This information is taken from materials published by the Australian Funeral Directors Association. A variety of reading material is available. Inquiries may be directed to:

Australian Funeral Directors Association PO Box 291, Kew East VIC 3102 Telephone (03) 9859 9966 Email via [email protected]

“Arranging a funeral

When faced with having to make funeral arrangements, most people have no prior experience in organising such an event, and little idea of what to do.

Initial interviews with the funeral director can be at a location nominated by you. While some people may have a fairly clear knowledge of the arrangements they want to make, others may want to consider a myriad of alternatives before making any decisions. The funeral director is there to guide and advise on the many matters which need to be considered.

Decisions to make will include:

• Time and location of the funeral

• Type of service

• Burial/cremation (reflection of the religious or ethnic attitudes and family traditions)

• Type of coffin

mailto:[email protected]


• Viewing arrangements

• Choice of participants

• Floral arrangements, motor vehicles and other relevant matters.

The Funeral Director

The Funeral Director will take responsibility for arranging, with the family concerned, the time and place for an appropriate funeral service by coordinating and liaising with clergy members, doctors, hospitals and cemetery or crematorium officials.

The funeral director will lodge notices in the press, arrange floral tributes, provide a hearse and other vehicles, a funeral chapel and any other facilities and personnel required to carry out the wishes of the family being served.

All official forms must be completed and taken to the appropriate people at the right time. The funeral director, for example, registers the death with the Registrar of Births, Deaths and Marriages.

The funeral director ensures that human dignity both of the deceased and the survivors is preserved, and performs tasks in a sensitive and understanding manner.

Kindness, helpfulness, understanding and the empathetic handling of funeral arrangements are the vital psychological components of the funeral director’s role.

When someone dies

When death occurs, the first practical consideration in most cases will be the need for a doctor’s attendance. In Australia today, relatively few people die at home and in most cases the medical necessities and formalities will be taken care of by the relevant hospital or other authorities.

The deceased’s doctor or the hospital authorities will explain what steps, if any, are required to establish the cause of death and complete the necessary death certificate. Meanwhile, the family may begin making their desired funeral arrangements, which can be completed when the death certificate has been signed.

The funeral ceremony

All reputable funeral directors are able to provide a broad range of services to suit the precise requirements of the bereaved family.

Funerals can be as different as the people they are for, with their main purpose being to help the bereaved in the first stages of grief.

The order, style and content of service can all be varied to suit the family’s needs. A personal tribute from a family member or close friend, or perhaps including appropriate cultural traditions, may make the service more meaningful.

Special circumstances

Deaths from Suicide and AIDS may sometimes present special problems because of discrimination and/or social stigma. Nevertheless, the need for people to mourn and the rituals of the funeral are still essential for friends and family. When there is no body (e.g. drowning accidents, abduction) it is still important to acknowledge the life of the deceased and help the family and friends to accept that death has occurred. A special memorial service to allow everyone to say goodbye and be able to get on with their grieving is essential. The use of photos, significant objects associated with the deceased’s life, and perhaps candles, can be a great help to signify the loved one in place of the body.


Grieving

Grief is not a single response, but a complicated series of feelings, emotions and even physical manifestations of a person’s reaction to the bereavement.

Grieving is an intensely personal process. Each death is unique and everyone affected will respond differently. Most survivors however, will pass through similar stages of grief from initial shock, numbness, and often denial and anger to realisation, acceptance and finally re-adjustment.

The intensity of grief experienced will be affected by a number of factors, including the degree of attachment to the deceased and the duration and quality of relationship with them. The greater the attachment, the longer it is likely to take to resolve grief.

However, it is not the passage of time itself which brings resolution, but the working through of stages of grief. A meaningful funeral service can play a significant part in the crucial early stages of grieving.”

REAL LIFE ACCOUNTS (Taken from Anne Skea’s article, JANZSSA, 6, October 1995 and Ewa Solecka-Drew’s paper to the National ISANA Conference, December 1996).

Case Study 1: (A regional NSW University)

A 31-year-old sponsored mail student from Botswana, who had been studying for a degree of Bachelor of Natural Resources for 18 months, hanged himself in the grounds of the Vice-Chancellor’s residence. The body was found by fellow students who were looking for him. The body was identified for police purposes by a staff member from the International Programs Office and a member of the African Students’ Association. A Post-mortem examination was required and the Coroner recorded ‘Suicide’ as the cause of death.

Because of superstitious beliefs amongst fellow students, it was necessary to perform certain rituals. Police, Coroner, hospital staff and undertakers were very helpful. The police, for example, allowed items associated with the hanging to be photographed so that the necessary rituals could be performed.

No crisis management policies were in place at the university. Staff of the International Programs Office, the sponsor, Police and the Coroner dealt with events and official procedures. Fellow students were very helpful and supportive.

A memorial service was held on campus and was attended by the VC, Dean of the Faculty, senior academics, lecturers, staff of the International Programs Office, family, friends and class-mates of the student and representatives from international student organisations.

Case Study 2: (A regional NSW University)

A 35-year-old student from Papua New Guinea, sponsored by AusAID, who was studying for a Master of Business Administration degree, died in hospital of a massive heart attack. He, with his wife and three young children, had been in Australia for four months. His wife was with him at the time of death and she identified the body. A post mortem examination was required and the Coroner recorded “Massive Heart Attack” as the cause of death.

Police, hospital staff (especially, the hospital social worker who stayed with the wife) and undertakers were helpful and sensitive to cultural aspects, such as the need for the family from PNG to view the body. PNG students and Pacific Islander students - a very close-knit community - were ‘tireless’ in their support for the family and in their cooperation. The deceased was a well-respected leader in his community and an elder of the Seventh-Day Adventist Church in PNG. The Church was very helpful and bore some of the expenses. There were superstitious, cultural complications affecting the return of the wife and children to PNG. To ease this situation, everything was done in accordance with the wife’s wishes. It was necessary for the brother of the deceased to fly to Australia to find out first-hand what had happened and for the body of the deceased to be returned to PNG. No university Crisis Management policy was in place, but the Counselling Service had put in place crisis management procedures following the suicide death (Case Study 1). Previous experience was drawn on to deal with the situation and the International Programs Office, AusAID, The Hospital Social Worker and Pastor of the deceased’s church dealt with events and official procedures.


A memorial service was held and attended by the VC and his wife, Director of the Graduate School of Management, Dean of the faculty, lecturers, International Programs Office staff, PNG and Pacific Islander students and their families, classmates and representatives of international student organisations and groups.

Case Study 3: (A metropolitan NSW University)

A 36 year old student from the People’s Republic of China, who had been in Australia for 18 months studying for a Ph.D in Industrial Chemistry on an OPRS scholarship was knocked down by a car as he crossed the road on his bicycle. A post mortem examination was required, the body was identified by university colleagues, and the Coroner certified death as due to ‘internal injuries”.

Back in China, the student’s family spoke only Chinese. Interpreters were therefore needed for official procedures. Chinese friends dealt with the search for a solicitor to deal with insurance claims and with funeral arrangements. The PRC consulate contacted the student’s family and assisted in finding accommodation for them whilst they were in Australia. The police were helpful in getting the accident report completed because it was needed for insurance purposes. Staff at the morgue and undertakers were understanding and sensitive. University staff negotiated with DEET for a refund of fees to cover funeral expenses, and with the bank to close his account without going through trustees and other formalities. University administrative staff dealt quickly with documents needed for solicitors. Other PRC students were very supportive of the family and they and the students’ Australian colleagues donated money to help with the living costs of the deceased’s father and brother whilst they were in Australia.

No Crisis Management policy was in place at the university. All the necessary arrangements and official procedures were coordinated by the International Students’ Office. A funeral service was arranged by the family and was attended by family, consulate staff, International Students’ Council representatives, the student’s supervisors and fellow students from his department, and many PRC students.

Case Study 4: (A metropolitan SA University)

A 29 year-old male Japanese student, who had been in Australia for seven months studying an M.Sc in Virology, committed suicide off campus. The body was identified by the student’s girlfriend. A post mortem examination was required and the Coroner specified “broken neck” as the cause of death.

Most of the transactions with police and undertakers were performed by the Japanese Consul who also contacted the student’s family and made the arrangements for them to come to Australia. The International Student Adviser was responsible for liaising with the Consul and for coordinating all the other necessary procedures. All expenses were paid for by the family but the university refunded half the student’s fee to help them with this.

No university Crisis Management Policy was in place at the time. Fellow students were very shocked and the Director of Student Services immediately arranged a debriefing session for them. Crisis Management procedures have recently been put in place because of the deaths of two more Australian students. A funeral service and a memorial service were arranged by the deceased’s family but they allowed only immediate teaching staff, the Director of the International Programs Office and the International Student Adviser to attend. Case Study 5: (A regional NSW University)

A 43-year-old AUSAID sponsored student from Papua New Guinea, studying for a Bachelor of Business degree died under hospital care after voluntary admission to casualty the evening prior to his death.

The student was a government employee in PNG and had been in Australia with his wife and four young children for three and a half years. The wife identified the body. A post-mortem examination was required. The Coroner deemed the death to be from natural causes but could not specify any particular cause of death.

Hospital staff, the PNG Consul and the undertaker were very helpful. The undertaker was sensitive, listened to the family and clarified the situation with the International Student Adviser. He allowed close family and friends to view the body and subsequently liaised with funeral directors in Sydney and Port Moresby. The funeral was held in Port Moresby.


Hospital staff, although helpful, were not sensitive to cultural needs of the wife and children, who had been sent home from the hospital the previous evening until further notice because the student was not in an apparently critical condition. Death occurred in the hospital toilets. Both these things caused considerable distress to the deceased’s wife: firstly, because she believed that the family should have been with him; secondly, because she believed that the place where the death occurred was unacceptable. Superstitious beliefs surrounding a death of a family member from unknown causes and the possible extension of this misfortune to others in the family were also the cause of serious anxiety for the wife.

No Crisis Management policy was in place at the university. A non-formalised procedure by which the Principal is notified first and then Student Services (to support students and others affected by the incident) is recognised to be not altogether satisfactory. Student Services have looked at crisis management from a counselling perspective and a university committee is currently examining Critical Incident Procedures. A memorial service was held a week after the death and was attended by members of staff but only two students were present.

Case Study 6: (A metropolitan QLD University) (Ten Lonely Days)

Helena is employed as the International Student Adviser. She and her colleagues are based in the international office, so they work next to other people who are working with international students. Helena returned to Australia on the weekend after a month’s holidays in Europe, and was visualising her first day at work as one full of stories about her holidays. This was not to be the case. A few minutes after she came to work, she was presented with the file of a student from the faculty in which the student was studying, with the information that on the Sunday night, the student had died in a car accident.

The name of the student didn’t mean anything to Helena. When she went to her notes however, she realised that she knew the young woman, Sophie, very well.

Helena knew one thing; there was no point in searching for a piece of paper with the policies for management of critical incidents, or a list of tasks for such events. She knew that her university didn’t have such a document. Luckily, she remembered that a document which could help did exist. After ISANA Queensland’s critical incident workshop, such a document was drafted. She called one of her colleagues and obtained it. Equipped with these few pages, she started her journey. It took ten days. During the journey, she was moving between cultures - the culture of her university, the bureaucracy, the culture of funeral directors and the culture of different countries with different customs and languages. She was able to observe how these cultures meet and mix and clash on some occasions. She was looking at all of these laments being wrapped in grief and pain which seemed to be universal.

Monday

The accident took place in a town six hours drive from Brisbane. By lunch time, Helena was on her way to identify the body. Already she had:

• contacted the police

• found that Sophie had been living on campus

• talked to the Head of Residence

• contacted a Residential Adviser who became her companion and main driver for the next ten days

• rented a car

• left a message about the event with the Pro Vice-Chancellor’s secretary, as no one at that level of the university was available.

Six hours later Helena walked into the police station, talked to the police and received more details of the accident. The car in which Sophie was killed was driven by Martin, a male international student from the same country, and same university. Martin was there. Admitted to hospital the previous night with minor injuries, he had already been released. He was in deep shock. He had difficulty communicating in English. This was a reflection of his stress rather than his fluency in English. Over and over again, he was asking one question, ‘What will happen to me?”

The police were in possession of all the things which were in the car. Martin identified them in Helena’s presence. Endless documents had to be signed. Helena then went to the morgue where she met a few of


Sophie’s and Martin’s friends from the university. She identified the body and went back to the police station. The police took responsibility for informing Sophie’s parents through their channels. Business cards were exchanged, and Helena took Martin with her. Two cars undertook the six-hour journey back to Brisbane. One, with Helena, the Residential Adviser and Martin; the second car with friends of Sophie and Martin, international students themselves. Helena gained a new appreciation of technology. Mobile phones were in both cars, so from time to time she was able to check that the people in the second car were OK.

Tuesday

Helena spent the day with her check list - ticking things off as she progressed:

• closing bank accounts

• contacting Sophie’s faculty

• contacting the agent who recruited Sophie in her country

• contacting the police in relation to Sophie’s family The list was long.......

Wednesday

Helena contacted the police as she wanted to know if Sophie’s parents had already been informed. The police had initially had problems contacting the family. Using Interpol, they finally did so on Wednesday. Soon after, faxes from Sophie’s family arrived at the university with requests for confirmation of this information, as the family did not believe the information which they had received was accurate. The last fax informed Helena that the family would be arriving in Australia the next day. More international students came to Helena, prompting her to arrange with the university counsellors for emergency counselling.

While this was happening, Helena was dealing with various bureaucracies, trying to release Sophie’s body from NSW and bring it to Queensland. She was also talking to undertakers and getting quotes for various related and necessary services. She was searching through her networks and preparing for the arrival of the family. Helena had some information about Sophie’s parents - she knew that they couldn’t speak any English, and she knew their religion. She found a priest and a nun of the same ethnic background who were willing to help her, and look after Sophie’s family. She booked a hotel room for the family. She organised a bus for transporting the family and the various other people who would be accompanying them.

Thursday

Helena went to the airport in the company of the priest and the nun and some of Sophie’s friends to meet the family. Everything was moving quickly. The family arrived. They expressed the desire to buy a few necessities: incense, food from McDonalds (Sophie’s favourite), and paper money were bought. They went to Sophie’s flat where a small ceremony was performed. It was a difficult day for Helena. She was both organiser and support person. At the same time, it was a day full of new experiences, and it was emotionally draining. When Helena eventually got home, she poured herself a big glass of Scotch.

Friday

Helena’s day started early. By 7am she, the family and 12 students were on their way to the site of the accident. This time the journey took longer than six hours, as they were travelling by bus. They went to the hospital where Sophie’s body was kept. They viewed the body. Sophie’s father seemed to age twenty years and he needed medical attention. The hospital staff, both the doctors and the social worker were very helpful.

The hardest thing was to keep things moving. The body was in the care of the coroner and it was already Friday afternoon, and Monday was a public holiday in NSW. Helena had 15 minutes to release the body and organised transport from one State to another. When she had achieved this task, there was another step - to go to the crash site. The police joined Helena, the student and the family in the next ceremony, which was similar to the one performed previously in Sophie’s flat. On the way back to Brisbane, Helena talked to Sophie’s parents, using students as interpreters. She noticed that the process of acceptance had started to occur.

Saturday and Sunday

Although the family was attended to by the priest, the nun and the students, Helena couldn’t relax, in anticipation not only of what Monday was going to bring, but also, she had received a few case related phone calls.


Second Monday

Helena received information that the body was in Brisbane. She went with the family to choose a coffin. Communication was very difficult. The family chose the most expensive one, but Helena couldn’t agree to this. For the previous few days, in addition to everything else she had been doing, she had been trying to get the university’s agreement to pay for a number of things, one of them being a coffin. She committed her university to doing that by having already made a promise to Sophie’s family. Eventually the decision on which coffin to buy was made.

Back to the university, and lunch. After the lunch, Helena had to spend some time with Martin, the driver of the car. She had to go with him to a solicitor. It was there that Martin expressed the desire to meet Sophie’s parents. They went back to the university and the Pro Vice-Chancellor met the family and talked with them. During this conversation, he arranged a meeting between Martin and the family. This took place in the afternoon and became a situation of confrontation. The Pro Vice-Chancellor had not anticipated that the session would be in another language, and that he and Helena would have to be passive observers of the meeting.

Second Tuesday

Martin’s father and a friend arrived in Australia. Confused students were coming to Helena - they were friends of both Sophie and Martin, and now they felt confused as to whose parents they should lend their support.

Second Wednesday

Helena went with the parents to the funeral parlour where for the last time the body was viewed. Then the lid was closed. Helena went with the family to book their flight back home on Friday.

Second Thursday

A memorial service took place near the university. In spite of the fact that the notice was put around the university, in addition to Helena, there was only one other person from the international office. The church was full but they were mostly other international students. The occasion was beneficial for Helena; she received a lot of support and recognition from the community. She also extended her networks and found a person who was willing to provide support for Martin. Then she said goodbye to Sophie’s parents.

On Friday, Sophie’s parents left Australia. On Sunday Sophie’s body was flown to her country. Helena could not take time off for the next few days. There were a lot of loose ends to be tied up and paperwork to be finished. She was still working with Martin. Eventually she took a few days off and was able to reflect on the management of the case. It had been a lonely journey for her.

When asked how she was able to manage the loneliness of the experience Helena listed support at home, combined with previous experience and energy, (one of her strong personal attributes), as the elements that allowed her to finish this journey. Be that as it may, this story shows, among other things, that one person should not and cannot work alone in the case of a critical incident.

The following section contains a series of emergency protocols that have been developed by the Council of Christian Colleges and Universities (USA) to ensure the safety and security of American students and staff in the midst of a crisis in their Australian studies abroad program. Different protocols have been developed to adapt to different contingencies. The list of protocols is not exhaustive, as it is impossible to anticipate every potential crisis the students may face. The studies abroad program has, however, sought to identify the potential and most likely emergencies it will face and to develop emergency protocols to respond to and mitigate the impact of the crisis. These protocols should provide further examples of appropriate responses for Excelsia College staff faced with critical incidents affecting students.

A. Fire and Evacuation In case of a fire, gas leak, or other hazard that necessitates the evacuation of students and faculty, the following steps will be taken as per the Excelsia College Emergency Procedure (WP-GEN-06):

• Chief Warden will activate alarms in the facility.

• Chief Warden will contact the proper authorities, i.e. Fire Department, Police Department, etc. by calling 000.

REMOVE Yourself and others from Danger ALERT Raise the Alert

• Notify Wardens

• Notify Chief Warden, John Leung, Ext. 854

• Notify Emergency Service Dial 0’-000’

CONTAIN The Fire by using correct fire fighting equipment (only if safe and if you are trained) EVACUATE If smoke or fire is dangerous

• Take others with you

• Close doors behind you (Do Not lock them)

DO NOT COLLECT BELONGINGS, DO NOT RE-ENTER UNTIL AUTHORISED

• If in danger or advised by your Warden, evacuate via the nearest safe exit

• Ensure people with disabilities and visitors are assisted

• Obey instructions of Wardens who are identified by the coloured safety helmets or arm bands

• Do not collect belongings unless directed to do so

• Go to Assembly Area

• Do NOT re-enter until authorised to do so

GO TO EMERGENCY ASSEMBLY AREA

CRITICAL INCIDENT PROTOCOLS


B. Bomb Threat It should be noted that a bomb threat/hostage claim could be received in a number of ways such as a phone call to the College, a phone call to a Staff member’s home, by letter, by graffiti or in person. All such threats should be taken seriously and reported to the authorities immediately. This list of procedures is specific to a call received at Excelsia College. In other instances, the tasks undertaken should be altered to fit the situation. If you receive a phone /bomb threat:

• Ask as many questions to keep the person on the phone

• Be subtle with your questions, but while on the phone gesture the emergency with the ‘code words’ for

someone to contact the Chief Warden

• Notify the Chief Warden who will sound evacuation alarm and dial 000

• Evacuate as per evacuation details

• If you find suspicious parcel follow procedure as below

• Record details of threat and time on PHONE THREAT REPORT FORM if possible

• If you find a suspicious parcel

1. Do not touch

2. Secure and make area safe

• Act as instructed by Chief Warden


Bomb Threat Checklist BY TELEPHONE: The person receiving the call is to note/record as many details and ask as many questions as possible. Record this on this form as soon as is practicable. FROM ANOTHER SOURCE (e.g. NSW POLICE): This form is still to be used. The source of notification is asked to provide as much detail as possible.

TELEPHONE BOMB THREATS (Response Checklist)

1. General Questions to Ask

• What is it? .........................................................................................................................................

• When was it set to explode OR When will the substance be released? ...........................................

• Where did you place it? ....................................................................................................................

• What does it look like? ......................................................................................................................

• When did you put it there? ...............................................................................................................

• How will the bomb explode OR how will the substance be released? .............................................

• Did you put it there? .........................................................................................................................

• Why did you put it there? .................................................................................................................

2. Bomb Threat Questions

• What type of bomb is it? ...................................................................................................................

• What is the bomb? ............................................................................................................................

• What will make the bomb explode? .................................................................................................

• When is it set to explode? .................................................................................................................

3. Chemical/Biological Threat Questions

• What kind of substance is it? ............................................................................................................

• How much of the substance is there? ...............................................................................................

• How will the substance be released? ................................................................................................

• Is the substance a liquid, powder or gas? .........................................................................................

4. Other Questions to Ask

• What is your name? ..........................................................................................................................

• Where are you? .................................................................................................................................

• What is your address? .......................................................................................................................

5. Observations from the voice

Speaker was: Male Female Child

Age: Very Young Adolescent Adult Old

Sobriety: Normal Intoxicated Drugged

Speech: Normal Stammer Slurred Lisp

Incoherent Well spoken Abusive Irrational

Accent was: Message sounded like it was being read by caller

Message was taped

Other: .....................................................................................................................

6. Observations about the call

Source: Did it sound as if a public telephone was used? Yes No

Background Noises:

Music Children Talking Typing Traffic

Machinery Aircraft Harbour Other

Call received by: ......................................................................... At .................................... am/pm

Line No: ............................................Ext No: .........................................................


TELEPHONE BOMB THREATS (Response Checklist)

Duration of Call: Time: .....................

Origin of Call: Bomber Police Fire Brigade Other

7. Other information you are able to add

..................................................................................................................................................................

..................................................................................................................................................................

C. Incidents of Natural Disaster

1. Upon notification of a severe weather warning, the Chief Executive may choose to have students locate to the following locations:

Flood, Tsunami, or Cyclone: The Chief Executive and CMIT will monitor the weather situation. If

evacuation is necessary or required, WI staff and students will leave together for higher ground, being sure to follow the NSW evacuation plan.

Fire: Evacuate the building and Call 000 immediately. Go to the Emergency Assembly Area located at the front of the College near Waterloo

Road

Tornado: Go to the interior and lowest point of the building, covering head and neck with arms. If outside, locate the nearest building. If outside and unable to locate a building, go to the lowest point in the ground (a ditch or a ravine). Always get out of vehicles, caravans, or any other unsafe structure. If possible, take with you a flash light, batteries, radio, water, and first aid kit.

2. The Chief Executive will verify that all students are aware of the announcement and have moved to

the appropriate locations. 3. The Chief Executive will decide when the situation is resolved and it is safe to return to the campus

or student housing.

D. Riots

1. In a riot or threat of riot situation, it is important to remain calm and think clearly.

2. If possible, avoid any riot or threat of riot.

3. If a student or staff member is caught in a riot they should try to leave the area and return to their homestay, student housing, or home.

4. If it is not possible to leave the area, then try to spot an emergency official (such as a police officer,

fireperson, paramedic, etc.) or emergency building (such as a police station, fire department, or hospital) to seek help and shelter.

5. Notify Chief Executive, or other emergency staff contact of situation and location.

6. Staff will notify authorities and try to remove student from harm.

E. Building Intruder Access to the building through the front and side doors is via use of a FOB ONLY. Visitors are not to enter the building without a staff member to authorise entry at the door.


1. If a visitor is unknown at the entrance they must be shown to the telephone directory for them to

call a staff member.

2. If an intruder gains access to the building report the intruder to the Chief Executive or the Chief Warden.

3. The Chief Executive will determine if the police should be notified, and how to remove the intruder.

F. Medical Emergency The staff must be prepared to respond quickly to medical emergencies. It is imperative that the staff remains calm and relays accurate and clear information and instructions. Upon awareness of a medical emergency on campus affecting a student, a staff member should contact one of the First Aid Officers.

1. If you can’t reach a First Aid Officer, and the student needs immediate medical assistance, call 000 and try to ensure assistance and safety for the student until qualified emergency medical personnel take over. Assign a staff member/student to accompany the student to the hospital if needed.

2. Complete an Incident Report form and send the form to the Director of People and Culture.

3. The Director of People and Culture will inform the Chief Executive who will determine if it is necessary

to notify the students’ family.

G. Personal Safety Issues Personal Safety issues may include, but are not limited to mugging, theft, sexual harassment, sexual assault, rape, etc.

1. Students will be advised on issues regarding personal safety during orientation.

(a) Students are encouraged to report any and all instances where they feel uncomfortable or unsafe.

(b) Students are likewise encouraged to report any & all instances where they perceive or suspect any other student to be uncomfortable or unsafe.

2. Students will be instructed on what to do and where to meet in case of fire or other incident on

camps as well as what to do and where to meet in case the campus becomes unsafe.

3. Upon report of a student safety issue, the Chief Executive will take concrete steps to provide for the safety and felt safety of the student. In general, the criteria for safety will be how the student feels. Questions to ask include:

(a) Do you feel safe?

(b) Is there anything we can do that would make you feel safer?

4. After looking after the safety of the student, the Chief Executive will make decisions regarding dealing with perpetrators and contacting local authorities.

Excelsia College Counselling Centre 9719 1924

Domestic Violence Centre 1800 656463

Rape Crisis Centre 9819 6565

Mental Health Information Services 1300 794 991


H. Assault on a Student A sexual assault includes such crimes as indecent assault and battery, rape, rape with force, rape and abuse, assault with intent to rape and unnatural and lascivious acts. The staff member who becomes aware of the assault will immediately contact the Chief Executive and will stay with the victim of the alleged assault until help arrives.

I. Missing Student The purposes of the guidelines listed below are to provide a calm, unified approach to locating students who are, or have been identified as missing or lost. These occurrences must be handled in an organised manner, so the time frame for locating the student remains minimal. The initial hour is critical in providing the information needed to be successful in the locating of a lost student.

1. Once a staff member has made the determination that a student is missing he/she should notify the Chief Executive who will make decisions on contacting the authorities and the student’s family.

2. The staff member should compile as much information as possible about the student. This would

include: name, any information on possible location, physical description and clothing worn. To minimise the likelihood of missing/lost students, the college will, whenever possible, take the following steps:

1. Orient students with the Excelsia College campus, the Macquarie Park area, and the surrounding suburbs.

J. Death of a Student 1. On-campus. The staff member making the discovery will secure the area, disturbing as little as possible

and contact the Chief Executive immediately. If possible, the staff person should stay at the scene. 2. The Chief Executive will:

a) contact local authorities; b) arrange to secure the campus; c) identify all witness and bring them together.

3. Off-campus. The Chief Executive or his delegate will go directly to the scene or wherever the authorities direct.

4. The Chief Executive will contact the student’s family, and the relevant government officials. 5. The Chief Executive will tell the staff and students what has happened and make them aware of

counselling and support available at the college and in the Sydney area.

Excelsia College Counselling Centre 9719 1924

NSW Grief Support Line 9489 6644

Mental Health Information Services 1300 794 991


K. Suicide Attempt or Intent 1. The staff member who becomes aware of the suicide intent will ensure that the student is not left alone

and, if possible, will accompany the student to the school Coordinator. 2. The Coordinator will notify all staff members of the situation. 3. The Coordinator, with the assistance of the Chief Executive, will coordinate any needed counselling

services from the Excelsia College Counselling Center or other counselling resources as appropriate. 4. In the case of an actual suicide attempt, the Coordinator will ensure the student receives any needed

medical attention. 5. The Chief Executive will notify parents, home school and/or CCCU office.

Excelsia College Counseling Centre: (02) 9719 1924 The Shiloh Centre: (02) 9999 1414 NSW Grief Support Line: (02) 9489 6644 Mental Health Info Service: 1300 794 991 Lifeline: 13 11 14

L. Incident During Program Travel for International Students The following steps should be followed for any student trip leaving the Sydney area.

1. Prepare an Emergency Contact Sheet for each trip, including destination and contact information, as well as, a map of the destination.

2. A copy of the Emergency Contact Sheet will be placed in each Emergency Notebook/File before

departure.

3. Have a mobile phone list available for everyone going.

4. An emergency first aid kit and the Emergency Notebook/File (which includes a copy of this crisis management plan, the students’ medical forms, and Excelsia College emergency contact information) will be taken all on trips outside of the Sydney area.

5. Any incident should be reported to the Chief Executive.

6. The staff member in charge of the trip will assess the necessary actions based on the emergency.

7. The Chief Executive will determine what, if any, further action should be taken apart from those

taken by the staff member on scene.

M. Violence: Weapon or Hostage Situation There are numerous scenarios that can be created by individuals with weapons. The type of weapon and the person’s intentions can create situations that cannot be totally anticipated and prepared for. The basic response for staff and students facing the threat of weapons should be to have a rapid action that protects the largest number of people quickly. Any armed person(s) should be immediately reported to the Chief Executive. Staff members are encouraged not to confront or challenge an armed individual. The first priority is the safety of the students and yourself. Try to remain calm. Anyone who becomes aware of a weapons/hostage situation should take the following steps:

1. Make a rapid assessment of the situation.

2. Call the Chief Executive.

3. Isolate the incident.


4. Control the incident by removing spectators.

5. If in a classroom, remove the students into a safe location.

6. If the incident involves weapons,

(a) isolate the incident by moving all persons into a safe room and secure the room. (b) notify the Chief Executive of any information that may be crucial to response. (c) determine the level of threat, and person(s) attitude/intentions:

LOW Weapon is not located on person(s); however is on campus. Person(s) are not confrontational.

HIGH Person(s) are displaying weapons Person(s) are confrontational and have made specific statements or threats against individual(s).

7. Apply first aid if it is safe to do so.

N. Act of Terrorism The threat of terrorism is very real in the world today. Staff must be aware of the potential threat, and ready to act if such an event takes place. If an act of terrorism takes place the following steps should be followed:

1. The Chief Executive and staff will find out up-to-date information through the Australian Government, and other authorities.

2. The Chief Executive and staff will contact all students and Families.

3. The Chief Executive will make decisions about further actions, contacts, etc.

O. Chemical, Biological or Nuclear Emergency The following procedures are suggested by Emergency NSW, a division of the NSW Government’s office for Emergency Services.

1. Chemical Chemicals may be harmful to people and the environment and can be released either accidentally or deliberately.

• If you are not directly affected, stay away from the area • Move upwind of the contaminated area quickly and calmly • Call 000.


If you are ill or have come into contact with the chemical

• Move away from the chemical if possible but do not leave the area before being examined by emergency services

• Do not put your hands near your mouth or eyes • Take off any outer clothing that may have chemical on it • Wash affected parts of your body if able • Identify yourself to emergency services workers • To assist emergency services, keep track of any symptoms including breathing, heart rate,

perspiration, dizziness, blurred vision, etc.

If you are asked to shelter in place

• Stay or move inside and close all windows and external doors • If directed to do so by emergency services, turn off all fans, heating and air conditioning

systems • Close any fireplace vents and internal doors to reduce air movement • Go to an internal room - ideally on the ground floor without external windows • Monitor radio and television closely for advice from emergency services • If advised to do so, use tape to seal cracks around doors, vents and windows.

If you believe a toxic chemical has been released in a confined space, such as a tunnel or building

• Move away quickly to an upwind location • Call 000 • If you have chemicals on your skin or clothes, avoid touching your mouth or eyes • Identify yourself to emergency services when they arrive as you may need to undergo

decontamination. The decontamination process may involve removal of outer clothing garments.

2. Biological - Including 'white powder' hoaxes and threats

NSWs emergency services are trained and equipped to respond to a biological incident. Supplies of antibiotics, vaccines, anti-viral drugs and chemical antidotes are available.

The most important consideration to remember in the event of a biological incident is to minimise your exposure to these agents, then listen to radio or watch television for instructions from emergency services.

• Leave the package or substance where it was found • Carry out a risk assessment to determine if it is suspicious. Check for the following signs that

the item may be suspicious:

Proper names and title, or incorrectly used Address - handwritten or poorly typed Restrictive markings e.g. 'Confidential' Common words misspelt Either unusual or foreign origin Lacks address of sender.

• Get everyone out of the room and close the door • Do not allow anyone to enter the area or room • Call 000 • Alert the building security and fire wardens • Wait in a safe place until receiving instructions from emergency services


• Turn off air-conditioning in the area • Wash your hands and if possible shower with soap and luke warm water. Do not touch your

mouth and eyes with your hands • Isolate those persons exposed to possible contamination to a safe area.

Emergency services may require that on-site decontamination be conducted. Ensure that your name and address is recorded for any health-related notifications.

3. Radiological

Australian and New South Wales emergency managers have strategies in place to deal with such an event. Should a radiological incident occur:

If you are outside at the time

• Move away and upwind of the incident site • Call 000 • If you think you have been contaminated, tell the emergency services when they arrive • You may have to undergo preliminary decontamination by removing your outer clothing and

rinsing your hair and body with lukewarm water.

If you are inside at the time

• Remain inside • Call 000 • Close all windows and external doors • If directed to do so by emergency services, turn off all fans, heating and air conditioning

systems • Close any fireplace vents and internal doors to reduce air movement • Go to an internal room - ideally on the ground floor without external windows • Monitor radio and television closely for advice from emergency services • If advised to do so, use tape to seal cracks around doors, vents and windows.

Document Status

Author Director of Quality July 2012

Approving Authority Management Committee July 2012

Publication Issue 5 August 2018

Review Date Issue 5 August 2020

Documents

CRITICAL INCIDENT MANUAL - Excelsia College · TABLE OF CONTENTS . INTRODUCTION ... (ESOS Act, Comp No 33, June2018) requires the College to notify DEEWR and DIAC as soon as practical