Active Shooter Planning - Essay Example

Active Shooter YourFirst YourLast Active Shooter Planning and Response in a School Setting Active shooter occasions at a learning institution presents very unique challenges to the community and the institution itself; teachers may be faced with decisions in regard to leaving vulnerable children; and the young children may be unable to evacuate in time because of lack of basic knowledge in handling such emergencies. Active Shooter(s) is described as a person(s) or an individual(s) who is actively participating or engaged in an attempt to execute other individuals in an enclosed and populated area. Such situations are very random and it is hard to calculate the events because they evolve quickly (Pashiardis, 1993). As a result, people need to get prepared to manage active shooter events prior to law enforcers’ arrival on the scene. Moral Deliberations during a School Active Shooter Situation The community and the school administration have a duty to care for the students for which they are accountable. Because Active Shooter situations keep on changing all the time, some moral deliberations may be required to be executed to guarantee minimum casualty levels (Implementing an active shooter-training program, 2015). The community and the school administration need to ensure that all the available options are taken to safeguard the lives of the affected individuals, however, should such efforts become difficult to execute, and several decisions need to be made. Distribute assets in a fair manner with special attention directed towards the most vulnerable individuals (Basu, 2002). Minimize the severity of the damage to the maximum level achievable. With few assets, teachers and community members may be unable to meet the needs of all the students involved. Have individuals empowered to give first aid to injured students who may need help before they are brought to safety Understand that some people, especially parents who are free from danger may choose to expose themselves to dangerous locations and situations. Preventing an Active Shooter Circumstance Warning Signs There exist no definite signs that can pinpoint an active shooter. Nevertheless, research has shown that a few tell –tale signs may emerge from a would-be active shooter hence the community should learn and be able to detect such signs in an individual and device ways of preventing a potential incident by using internal means or seeking external help (Hamilton, 2014). By identifying familiar pre- attack characteristics exhibited by former offenders, government researchers have initiated ways of preventing and detecting catastrophic attacks of violent behavior including incidences of active shooting. Expert units in government such as SO13 ATB (Anti- Terrorist Branch) in liaison with other police units such as SCO19 are continuously engaged in assessing individuals of concern in various settings such as workplaces, schools, among others who show trajectory signs to violent acts. Further research indicates that prior identification of potential violent persons could lead to disruption of a violent act including active shooting incidences (Payne, 2002). There are numerous behavioral indicators which should signal to members of a community of a potential active shooter and which should warrant attention from law enforcers as well as school safety stakeholders. These include inappropriate acquirement of various weapons, an unusual recent increase in target practice, a weird fascination with prior shootings and a perceived or significant real experience of loss by death, dismissal from work or a breakup. EOP’s (Emergency Operation Plans) should be set in place by the community with elaborate goals and the necessary courses of action in case of an active shooter scenario (Canton, 2011). Such plans should be linked with the assessments made and updated with every new assessment thereof. Various stakeholders should be involved in preparing the emergency plans such as legal, leadership and emergency management including local law enforcement personnel. An effective plan must have: An ideal system for reporting active shooter occurrences A mass departure strategy and route Crisis fleeing procedures and itinerary assignments including safe zones and floor plans Procedures for lockdown of individual divisions and sites and other school structures Information regarding local area crisis response organizations and hospitals, which include names and telephone numbers as well as their distance from a particular location. Learning institutions are nowadays common sites for hazardous and unusual activities. Local communities should ensure the construction of safe rooms in the school with selected places where students and staff including visitors can recoil into when there arises signs of imminent danger (Department of Education, 2007). Such rooms should have reinforced doors and be equipped with telephones and threat buttons. It is imperative that the community shares its planning process with First Responders. First Responders must have a recent and well- documented assessment of the site including any other information that may be of help to them. Among the materials that should be facilitated to the First Responders by the school, include snapshots of both outside and inside the school. In addition, information regarding the location of windows and doors of buildings, the types of locks in use, access controls situation should be facilitated Collaborating with law enforcement agencies and fire department officials should also be forefront in the planning process. This means that the community should ensure that the school reveals to such officials the exact locations of any public address systems, alarm controls, and security cameras. By offering such information to First Responders, the community is assured of a swift takeover by the First Responders in an event of a volatile nature (Implementing an active shooter-training program, 2015). Technology gadgets should be securely stored to facilitate their use by first responders in cases of active shooter incidences for them to correspond with law enforcement agencies and it is imperative that more than one person know their location and has access to it. Effective planning also involves performing drills with specialized security teams and well trained local law enforcement officers, whose main responsibilities include dealing with emergencies. The community should ensure that the IC Norcom high school students and staff should engage in practicing with these helpful partners so that in case of an active shooter incident, everyone will be aware of what to do. This includes specific roles by specific individuals and the evacuation routes to follow including the manner in which such an exercise should be undertaken. Such drills are very crucial because they prepare students to avoid a stampede in cases of imminent danger. Most evacuation drills are practiced for incidences such as fires and the various natural disasters that take place occasionally. It is quite rare for active shooter drills to be performed in institutions such as schools because many school administration heads would consider it an encouragement to would-be perpetrators. It is therefore important that the Portsmouth community initiate strategic ways of executing such drills without motivating such thoughts of violent behavior in students or staff. Every individual in the community carries a three-fold obligation. The first is that every person needs to learn the signals of an impending unstable situation and methods of preventing an incident. Community members should additionally gain knowledge on the best strategies for surviving especially when faced with an active shooter circumstance (Canton, 2011). Community members should be ready to operate with law enforcement agents in the duration of the response. Plain Language Communication Even though there is general agreement that putting up clear signs and warnings may generate a lot of fear and restlessness, studies have revealed that the majority individuals do not fear when provided with self-explanatory and explanatory admonitions. They prefer being provided with accurate information and self-explanatory directives on how to defend themselves in cases of emergency (Hamilton, 2014). There are some individuals within the community, students or individuals visiting the learning institution, who will not understand code language and signage on particular areas. In this regard, plain text and clear directions need to be provided to make certain that all the people understand the need to act. As pertains suitability to the community, the messages should assist individuals with social and language needs. Threat Assessment Teams (TAT) Studies have shown that culprits of directed violence acts participate in both clandestine and overt activities prior to their attacks. They deliberate, strategize, organize, share, at other times act (Penven & Janosik, 2012). A fundamental asset that academic institutions can develop to recognize, assess, and tackle these worrying indicators is a multidisciplinary TAT (Threat Assessment Teams). A Threat Assessment Team with varied composition frequently will function more proficiently and effectually. Members of TAT should comprise of community leaders, school administrators, school staff related stakeholders, police and community counselors. The TAT operates as a primary organizing group to make certain that cautionary signage observed by various individuals are not regarded as isolated cases and do not go unnoticed, as they truly may denote a rising trend of great concern. Learning institutions should note that the significance of depending on real information. In addition, it is vital to monitor the behavior that is observed and to continue abiding by the code of ethics and other laws applicable within Portsmouth and UK. In order to maintain efficiency and consistency, a TAT needs to be structured and applied in harmony with IC Norcom High School policies and similarly should highlight yearly training needs and how frequently to meet. In addition, workers presently operating to find workers requirements can turn out to be an important source of information on disconcerting conduct for a TAT. The TAT evaluates worrying or intimidating conduct of existing kin and students, guests, workers, or other individuals brought to the attention of the TAT. The TAT anticipates an all-inclusive valuation and organization strategy that contemplates the numerous characteristics of the possible threat to human life—educational, residential, and community. In addition to putting emphasis on threats and signage, the TAT valuation comprises a varied general study of varying and applicable behaviors. The TAT considers, as suitable, evidence about performances, numerous varieties of public services, not-yet validated info, intimidations made, safety trepidations, domestic matters, or association issues that might involve a troubled person. Response Plans The main aim of drafting the response plan shall be to avoid restricting the limit entry to probable victims and to alleviate the loss of life. Various factors should be considered while developing the response plan. Run, Hide, Fight Active Shooter Response Run, Hide, Fight is a three-step practice to avert or minimize deaths in an active shooter occasion. Run – is to instantaneously leave the area Hide – finding a safe location where you can hide without being restricted Fight – attacking the active shooter when all else has been tried and tested Avoid-Deny-Defend Avoid- This is an option that is being favored and it beginnings with situational awareness of a person’s environment before the occurrence of an active shooting. It similarly comprises developing a plan in advance, concerning what an individual would do in such occasions ahead of time concerning what an individual would do. Deny- If evasion is not a viable option, find means to thwart the assailant from having access to people and other individuals around you. Defend- Act! As the only hope, individuals have a right to protect themselves if under the notion that their lives are exposed to impending danger. Window of Life Active Shooter Response According to the window of life analogy, an individual facing crises has numerous accountabilities and responsibilities (Weeks et al., 2013). The most important of them all is that an individual owes unto himself the mandate of protecting himself. While facing different crises, it is of paramount importance to note that an individual is responsible for his own safety and protection It is also a person’s responsibility to protect individuals in his place. Having already secured him and warned those in close proximity, it is vital that others, who are also within the premises are alerted, especially the ones who might get affected immensely by the crisis. It is also an individual’s duty to inform public safety. References Basu, R. (2002). Active and Dormant Neighborhoods: A Look at the Geographical Response to School-Based Care. Journal Of Planning Education And Research, 21(3), 274-284. doi:10.1177/0739456x0202100305 Canton, L. (2011). Emergency Plans: Are They Really Necessary? Five Steps to Better Response Operations. Risk, Hazards & Crisis In Public Policy, 2(3), 1-4. doi:10.2202/1944-4079.1090 Department of Education, (. (2007). Responding To and Recovering From an Active Shooter Incident That Turns Into a Hostage Situation. Lessons Learned From School Crises and Emergencies, Volume 2, Issue 6, 2007. US Department Of Education Hamilton, S. C. (2014). Active-Shooter Incidents: Planning Your Response. Fire Engineering, 167(9), 55. Implementing an active shooter training program. (2015). AORN Journal, 101(1), C5-C6. doi:10.1016/s0001-2092(14)01325-8 Pashiardis, P. (1993). Strategic Planning: The Public School Setting. International Journal Of Educational Management, 7(4). doi:10.1108/09513549310040259 Payne, S. (2002). Britains new anti‐terrorist legal framework. The RUSI Journal, 147(3), 44-52. doi:10.1080/03071840208446776 Penven, J., & Janosik, S. (2012). Threat Assessment Teams: A Model for Coordinating the Institutional Response and Reducing Legal Liability When College Students Threaten Suicide. Journal Of Student Affairs Research And Practice, 49(3). doi:10.1515/jsarp-2012-6339 Weeks, S., Barron, B., Horne, M., Sams, G., Monnich, A., & Alverson, L. (2013). Responding to an active shooter and other threats of violence. Nursing, 43(11), 34-37. doi:10.1097/01.nurse.0000435201.57905.38 Read More