By Mardie Whitla
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Extra resources for Crisis Management and the School Community
Example text
P. H. (1983). Coping in crisis. Hong Kong University Press, Hong Kong. Young, M. (1998). Community response team training manual. C. 23 This page intentionally left blank Chapter A MODEL FOR A COMPREHENSIVE EMERGENCY MANAGEMENT PLANNING PROCESS IN SCHOOLS Trevor McManus Rationale for a comprehensive School Emergency Management Plan Schools are becoming increasingly aware of the need to provide support to those in the school community who have been exposed to the potentially disturbing experience of a serious accident, an act of violence or other traumatic incident.
Some teachers never give themselves permission to express their emotions about a particular trauma affecting their students and themselves. Frequently for these teachers, who may go directly from being the ‘carer’ at school to being the ‘chief carer’ at home, denial or repression of feelings may lead to a more intense or severe physiological or psychological reaction later. It is therefore important that teachers pay attention to their own mental and physical well-being, and take time to ensure they look after themselves, as well as their students, when trauma strikes.
Community response team training manual. C. 23 This page intentionally left blank Chapter A MODEL FOR A COMPREHENSIVE EMERGENCY MANAGEMENT PLANNING PROCESS IN SCHOOLS Trevor McManus Rationale for a comprehensive School Emergency Management Plan Schools are becoming increasingly aware of the need to provide support to those in the school community who have been exposed to the potentially disturbing experience of a serious accident, an act of violence or other traumatic incident. In their endeavours to develop effective plans to deal with the possible emotional and psychological effects of such experiences, 25 CRISIS MANAGEMENT AND THE SCHOOL COMMUNITY administrators and care-givers may tend to focus only on the welfareoriented tasks that need to be addressed after an incident has occurred.