Page 36 - Security Today, May/June 2020

“Universities need to find a cost- effective total solution for security that ensures that staff, faculty, and students are as safe as feasibly possible.”
the standard adopted by FEMA in March 2004 to guide overall emergency management practices. Fast forward to the post-Vir- ginia Tech era, and we find that the International Association of Campus Law Enforcement Administrators (IACLEA) has called for adoption of this same NIMS/ICS template as a core strategy in the blueprint for safer campuses across the board.
The Departments of Education and Homeland Security ad- vise that all key personnel involved in school emergency manage- ment and incident response take the NIMS, ICS, and National Response Framework (NRF) training courses and support the implementation of NIMS. The NRF, developed by FEMA, fo- cuses on response and short-term recovery and prepares for and responds to all-hazard disasters across all sectors of communities.
Schools should identify key staff to receive training based on their roles and responsibilities in the overall emergency management program as well as the specific responsibilities related to emergency preparedness, incident management, and response. These personnel include general, critical and leader- ship personnel.
ACTIONS DURING A CRITICAL INCIDENT
A very specific and specialized Critical Incident Management System class was created by BowMac Educational Services, Inc., licensed to IACLEA and funded by Homeland Security. This unique “simulation-based” training course features use of the “7 Critical Tasks” in dealing with the immediate response to a campus crisis. According to John McNall, president of BowMac, getting the initial response right goes a long way towards setting up for a successful recovery.
The goal of this response phase is to stabilize the scene prior to attempting resolution. Specific actions to be taken by the inci- dent commander during a critical incident include:
Establish communication and control. Announce your com- mand. Move the incident to a dedicated frequency if possible. Size up the situation as to “What am I dealing with?” Scope of fire, types of weapons, numbers of suspects, chemicals and structural problems.
Identification of the “Hot Zone.” Early identification of the “hot zone” results in the increased safety of the First Responders and general public. A portion of the initial communication to responders is to prohibit entry and movement in the “Hot Zone” and tightly control any exit from the zone. (While the term “hot zone” generally refers to an area that is considered to be danger- ous due to biological, chemical, or nuclear contamination, it also references “ground zero” of the campus crisis – whether it is a fire, a shooting or a pandemic outbreak).
Establishing an inner perimeter. Early establishment of perimeter points will save responder and civilian lives. No unauthorized per- sonnel are to have access to the inner perimeter. If plainclothes per- sonnel are initially used on the inner perimeter control points, they should be replaced with uniformed personnel as soon as possible.
Establishing an outer perimeter. By establishing the outer pe-
rimeter, you are able to limit and control access into the emer- gency incident area. Safe travel routes to and from the scene are identified. Media information areas are established.
Establish a command post. The Incident Command Post should be stationed between the inner and outer perimeter. It may begin with the initial supervisors’ vehicle but should transi- tion to a good decision-making environment where command- ers from the various agencies can set up Unified Command using the Incident Command System (ICS). (ICS is an on-scene, all- hazards incident management system actively used for years by firefighters, hazardous materials teams, rescuers and emergency medical teams. The ICS was established by the NIMS as the stan- dardized incident organizational structure for the management of all incidents.)
Establish a staging area. The staging area is established be- tween the inner and outer perimeter and used to position resourc- es that will be required for resolution of the event. It is never co-located with the command post and may provide a backdrop for media briefings. Use of a staging area prevents gridlock and accidental entry into the Hot Zone.
Evaluate and request additional resources. This crucial step involves team assessment of the need for additional personnel, equipment, agency support, or other specialized units. Early identification, requests and staging of these resources will avoid costly or dangerous delays during the incident.
Taking these simple steps in the initial phase of an incident will pay huge dividends in the aftermath of an incident in reduced casualties, property damage, crime scene protection, and the pub- lic perception of the competence of the organization’s response.
DEALING WITH THE PERSONAL IMPACT
OF A MAJOR INCIDENT
There is a wide body of experience dealing with the personal exposure and response to a major incident. Post-incident pro- fessional counseling for personal issues requires mobilizing as- sistance to those who might need support. Individuals will act out differently. Quick and broad response to an incident will help lower the stress that is certain to accompany a major incident.
A big challenge for staff is to avoid personalizing the tragedy, as in ‘if only I had been in that room to stop it’ or ‘I wish I had not taken a vacation day on Friday,’ etc. The recovery process really starts at a community level and narrows its way through affected groups and individuals.
TAP INTO TRUSTED NETWORKS
While there are a number of active organizations working to en- hance campus public safety, IACLEA maintains a longstanding position as the leading voice in safeguarding educational commu- nities. IACLEA provides a clearinghouse for information and is- sues shared by campus public safety directors across the country.
Membership in IACLEA is open to colleges, universities, and secondary schools throughout the United States, Canada and other countries, as well as individual campus law enforcement directors and staff, criminal justice faculty members, municipal chiefs of police, companies offering campus law enforcement products and services, and individuals who support professional- ism in campus law enforcement administration.
The organization’s collaborations with the Departments of Justice, Education, and Homeland Security – as well as with peer
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