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Crisis Management Workshop for the International Student and

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Presentation on theme: "Crisis Management Workshop for the International Student and"— Presentation transcript:

1 Crisis Management Workshop for the International Student and
Scholar Services Office NAFSA National Conference San Diego, May 2014 Welcome

2 Presenters Dr. Patricia Burak, Ph.D Syracuse University
Director, International Student & Scholar Services Sean Milton, M.S., MTESL Northern Arizona University ISSS Adviser Deborah Parris, BSBA, M.S. (in progress) Embry-Riddle Aeronautical Univ. Associate Director, Center for International Programs & Services Full blurbs in workbook p. 2. Each presenter introduce, short.

3 Table Discussion Share with your table: Name Institution
Role at your school One thing you hope to learn from this workshop Short ice-breaker. All presenters circulate during activity. Debi will scribe & Pat will lead a short summary of participants goals.

4 Crisis Management Workshop
Agenda Concept of Crisis Management KC-ISSS Task Force and Resource Library Areas of Impact Pre-crisis Preparation Sample Checklists Case Studies Post-crisis Pat Discuss workshop norms or ground rules

5 What is the Value in Having a Crisis Management Plan?
Sean - briefly describe pictures (audience input). Have participants remember situations, possible situations on their campuses. Jot down ideas in notebook. Virginia tech, Avian flu, tsunami, Libya These have all happened in recent years. All of these had implications for international students in the U.S. Sometimes far-away events that we think of as only news items, abstract and distant, have serious results for our students.

6 Concept of Crisis Management
Crisis is the period of time that warrants immediate action because it is the period of danger or uncertainty. Crisis can arise due to our faults, lack of attention or unforeseen circumstances. It can be in any area like economic crisis, political crisis or even a family crisis. Crisis management helps us to emerge from this crisis successfully, without incurring heavy loss. Presence of mind and timely execution of a good plan are the keys to get out of crisis. A Chinese proverb goes thus, “a crisis is an opportunity riding the dangerous wind”. Pat, Sean, Debi – personal thoughts about the topic (short) and quote

7 Concept of Crisis Management
The Big Picture Make a plan Build relationships and connections ahead of time Understand how campus system work Understand roles and responsibilities Believe that one individual can make a difference Pat

8 KC-ISSS Task Force and Resource Library
Pat: Pandemic Planning & Haiti Earthquake – these two events shed light on the need for crisis management planning in ISSS. NAFSA looked at the resources that were available for the Education Abroad community and realized that there were not any comprehensive resources on the NAFSA website for the ISSS community. (refer to the slide bullets) From this, a task force was formed to look at crisis management from a larger perspective to offer support and accessible information in the event of a crisis situation. The task force was called upon when the Tsunami hit in Japan and resources were posted to the NAFSA website to help institutions form a plan of action. In May 2011, the full comprehensive resource was posted (next slide)

9 NAFSA’s Comprehensive Resource on Crisis Management
Checklists Currently Available Before, During, and After a Crisis: Questions to Ask Responding to a crisis in a student’s/scholars home country Responding to a international student/scholar death Responding to a missing student/scholar Responding to a serious injury of a student/scholar Working with international students and scholars with mental health issues Responding to a world-wide crisis (e.g. H1H1) Responding to arrest of a nonimmigrant student Sean and Debi - tell participants that these are in their workbooks. Important point that these lists are somewhat artificial – often these categories will overlap. What about other lists that need to be created?

10 Impact on Student or Scholar
Areas of Impact Academic Family Immigration Financial Cultural Debi – reference p. 4. Other areas of impact? Input from group.

11 Are you prepared for a crisis?
Assessment Survey Are you prepared for a crisis? Sean, Debi – generate some feedback. On a scale of 1-10, with 1 being not-at-all prepared, and 10 being totally prepared – how well are you (and your office) prepared? Look at p. 5 – take 2 minutes to complete this, and answer once more on a scale of 1-10 in your group. Have them complete survey (p. 5) & share at table with one other person

12 Before a Crisis Crisis management begins before a crisis happens. International student and scholar advisers must plan in advance to ensure that they have the resources they need, that responsibilities have been clarified, that lines of communication are open, and that responsibilities are clear. Thorough preparation will allow for a more effective response once a crisis occurs, improving the process for our students, scholars, and institutions. Sean, Debi – good example here is the need for health insurance for int’l students and scholars, and what kind of health insurance is needed (medical evacuation, repatriation)

13 Pre-Crisis: Factors to Consider
Responsibility Support structure on campus Determining roles Resources Campus Community Relationships Building connections Sean, Debi - discuss these briefly. These are critical preliminary, proactive tasks that can and should be done now. Not only do they help organize and prepare, but they are helpful in reminding everyone to be mindful. In considering responsibility and resources, there needs to be some proactive thinking and planning about campus systems in the event of university breaks, for example.

14 Pre-Crisis: Responsibility
International Populations Graduate Undergraduate Exchange Sponsored Non-degree ESL students Visiting scholars Are there populations that you AREN’T responsible for but YOU will get the call? Sean, Debi - Start having them use the workbook (p. 6-7)

15 Pre-Crisis: Responsibility
Responsibility for these groups regarding crisis management Your office’s role Other offices on campus and their role Determine institutional responsibility Consult with legal affairs on campus Sean, Debi - Clarify what your office's role will be in a crisis and how it relates to the roles of other offices on campus. What is the dean of students' responsibility? What is campus health's responsibility? Do responsibilities change with different student populations? An international office may be responsible for crisis management. That is, making sure that other offices have fulfilled their responsibilities and that a student/scholar has the support that he or she needs. Understand who on campus is responsible for different kinds of crises; for example, natural disasters, mental health emergencies, or criminal activity. Research who communicates with the media in times of crisis. Look into who notifies family in cases of student/scholar deaths. How do you determine institutional responsibility? Meet with your attorneys to understand what your institution's responsibility is with respect to different kinds of crises. Make sure that different units on campus are prepared to play an appropriate role in fulfilling institutional responsibility.

16 Pre-Crisis: Resources
What’s available on campus and in the community? Campus health insurance / institutional contractor Campus health center Institutional risk management offices Community health centers and hospitals Are students/scholars provided resources in advance that will help them respond to a crisis? What are the considerations of students/scholars accessing particular resources? Immigration Financial Eligibility Legal/ Public Welfare Sean, Debi - What resources on and off campus are available to international students and scholars who are in crisis? (Think about your campus offices and also what’s in your community – what services would they offer) This is page 7 in the workbook.

17 Pre-Crisis: Communication & Relationships
Connections Dean of students office Campus security/police University communication (to handle the media) Risk management Residence life Counseling and psychological services Campus health Campus office for relationship violence, Human resource office for employee assistance (for scholars) University attorney's office Sean, Debi: give time to participants to write down additional ideas (p. 8)

18 Pre-Crisis: Communication/Relationships
Established lines of communication for emergencies Phone tree Is your office a part of that communication plan? After hours phone number or emergency phone Debi

19 Pre-Crisis: The Campus Health Insurance Policy
Consider: Is your campus insurance policy adequate? Is it required? Is it waived (and when)? Who on your campus is the contact? Sean new page 12 Make a push for this (requiring a solid health plan) as an extremely important issue, one that would be worth taking on as a personal mission.

20 Pre-Crisis: Campus FERPA and HIPAA Practices
Consider: Who is the authority on your campus regarding the FERPA and HIPAA policies? Are you familiar enough with FERPA and HIPAA? What forms/procedures are used on your campus to waive FERPA/HIPAA? FERPA & HIPAA Online resources: www2.ed.gov/policy/gen/guid/fpco/brochures/postsec.pdf Sean new page 13. Emphasize the need to be familiar with FERPA, HIPAA, so that you aren’t spending valuable time during a crisis doing basic research. Have the forms ready and available to get waivers immediately as needed.

21 Responding to a Crisis in a Student's or Scholar's Home Country
Crises in a student's or scholar's home country may be political, social, economic, environmental, or health-related. Floods, tsunamis, earthquakes, political upheaval and war throughout the world can cause enormous stress for those affected. Sean p. 10 – Intro.

22 Responding to a Crisis in a Student's or Scholar's Home Country
Resource Checklist Contact your Counseling Center provide additional counselors/advisers group sessions Contact HR and Employee Assistance Program Contact International Student Organizations Contact local immigrant communities Provide embassy/consulate contact information Arrange for the student to call home Stay informed of special immigration benefits Consider financial implications; provide temporary assistance from university Research financial resources Sean Resource checklist from p. 10

23 Responding to an International Student or Scholar Death
Recognize that some university protocol may not be sufficient for the unique needs of an international student or scholar. Be prepared to offer support to various offices as needed. Have a comprehensive, shared, and readily available written plan. Debi – Intro

24 Responding to an International Student or Scholar Death
Resource Checklist Create a case file and include the following items: Print outs of the student's or scholar's records from the institution's information systems Contact page template Contact appropriate people on campus Contact student’s home consulate Contact your institution's sponsoring health insurance company regarding repatriation procedures Don’t disclose information unless pertinent (FERPA) Contact counseling center and/or Employee Assistance Program Determine what campus constituencies are affected roommates, classmates, colleagues, faculty, staff Counselors to classroom Possible memorial service Debi – Resource checklist in workbook from p. 13. For the file- (contact info, immigration information, advising notes, class schedule, emergency contact information)

25 Responding to an International Student or Scholar Death
Resource Checklist (continued) Discuss more formal announcements (e.g. newspaper article) with university relations Offer condolences in a culturally appropriate manner Advise the family of the appropriate documentation needed to process/close the deceased student's or scholar's records Upon receipt of official documentation, draft and distribute an official death notification for designated university Update SEVIS if necessary Assist with arrangements for the student's belongings, including academic work, to be returned to the family Debi Inform the family that the university will take care of all administrative details related to the student (i.e. registrar, financial aid, university housing, student accounts, and faculty). This will avoid having the family needlessly contacted at a later date about details of withdrawal from classes, refund due, etc. Forward family request(s) for posthumous degree conferment to the appropriate college/school/department. The college/school/department will determine whether or not to initiate a formal request to the office of the registrar

26 Working with Students with Mental Health Issues
Perceptions of, and reactions to, mental crises are rooted in cultural norms. This can make it difficult to communicate with a student's family, sponsoring agency, or home institution regarding the crisis. While reacting to a mental health crisis, be aware that cultural differences will make it challenging to communicate with parties from different cultural backgrounds. Pat – Intro to the topic

27 Working with Students with Mental Health Issues
Know the Warning Signs Noticeable change in behavior Change in appearance Sporadic communication patterns Declining grades Missing classes, work, meetings, or appointments Beginning to socially isolate themselves Bizarre behaviors Pat – workbook from p. 24

28 Working with Students with Mental Health Issues
Resource Checklist Encourage the student/scholar to seeking counseling services Assess the situation If you feel threatened or concerned: Call the campus security Call another colleague into the situation If you suspect the student/scholar is in danger or missing Work with counseling office & campus security Refer to "Responding to a Missing International Student or Scholar“ checklist Determine your level of involvement Pat

29 Working with Students with Mental Health Issues
Resource Checklist (continued) If involved, create a case file, and include the following items Records Contact page Determine if the student/scholar has restricted directory information If appropriate, seek to speak with the student/scholar yourself When speaking with student/scholar, be an active listener Utilize resources on campus that can assume specific responsibilities of the situation Counseling services Health services Employee Assistance Program Pat

30 Working with Students with Mental Health Issues
Resource Checklist (continued) If appropriate, check with other points of contact to assess the student's/scholar's level of crisis. Consider meeting together to create a plan to support the student/scholar Establish "lead" contact person in the appropriate campus departments Contact the student's or scholar's academic connections Dean's office of the student's college, department of the employee Academic adviser, supervising professor, faculty members, teaching assistants Contact relevant campus units Campus police department (to see if the student/ scholar has been involved in any incidents), housing staff, residence hall director, apartment coordinator If severe, it may be necessary to contact family members or emergency contacts Pat

31 Working with Students with Mental Health Issues
Resource Checklist (continued) Gather information concerning health insurance benefits. If a student/scholar has access to additional mental health services or facilities, it's important to note. Determine if the student has medical evacuation services, and if deemed necessary, know the process. If student/scholar is able to continue, monitor the student's/scholar's well-being during the course of their program. If the student/scholar is not able to continue, assist in making plans for departure and settling affairs. If medical evacuation is necessary, work with insurance provider. Pat

32 Responding to a Missing Student or Scholar
It is difficult to set a specific time frame in which to consider a student or scholar as missing. Each case must be considered on an individual basis, taking into account the circumstances of the case. Sean – Intro – For example, if a professor reports that the student has not attended class for a couple of weeks, it is clearly important to begin investigating the situation. In the case of a scholar, it may be a fellow faculty member realizing he has not seen the scholar in the lab, or that he/she has not shown up for work for the past week. However, in another case in which a student/scholar is reported to have not come home for one night but also sent concerning messages to family and friends, it also would be necessary to investigate immediately. Even though only a short time has passed, the added concern regarding the messages indicates that the student/scholar is potentially in danger or at risk. When information is received regarding a missing student/scholar, the following is a list of suggestions for beginning the search for the student/scholar and documenting the process:

33 Responding to a Missing Student
If the student or scholar is found during the course of this investigation, there may be a variety of other protocols to consider. The student or scholar may need additional services including healthcare, mental healthcare, and legal assistance. If the student or scholar has not been found after exhausting all resources, work with family members and local authorities to discuss the possibility of filing an official missing persons report. Continue to keep records of all communication. Sean – from p. 28 For example, if a professor reports that the student has not attended class for a couple of weeks, it is clearly important to begin investigating the situation. In the case of a scholar, it may be a fellow faculty member realizing he has not seen the scholar in the lab, or that he/she has not shown up for work for the past week. However, in another case in which a student/scholar is reported to have not come home for one night but also sent concerning messages to family and friends, it also would be necessary to investigate immediately. Even though only a short time has passed, the added concern regarding the messages indicates that the student/scholar is potentially in danger or at risk. When information is received regarding a missing student/scholar, the following is a list of suggestions for beginning the search for the student/scholar and documenting the process:

34 Responding to the Arrest of a Non-Immigrant Student
International students may not understand the U.S. criminal justice system, and their legal situation could be complicated because of their immigration status. International advisers should follow established campus policies and procedures in providing advice and assistance. In particular, it is important to limit advice to the areas of staff expertise and refer the student to qualified practitioners when expert advice is required. Debi

35 Responding to the Arrest of a Non-Immigrant Student
Resource Checklist Understand that any conversation that you have with the student could be used in a judicial proceeding Student should seek counsel from both a criminal and immigration attorney, offer assistance in seeking counsel if possible If necessary, notify key offices on campus Consider whether or not the Office of Public Affairs should be informed If the students requests, utilize campus channels to notify academic department (student unable to attend classes Debi Do not tell offices or departments on campus unless they need to know. Public Affairs. For example- domestic violence case. They media already has the story. It eventually comes out that this person is an international student. This leads to scrutiny over international students being on campus and in the community.

36 Responding to the Arrest of a Non-Immigrant Student
Resource Checklist (continued) Speak with police to determine: Where student is being held What charges have been filed Other pertinent details regarding the case If student’s consulate has been notified by law enforcement If bail has been set, offer to assist student in contacting family and friends to see if they can offer help Offer assistance to family traveling from abroad In case of serious offences, student may be temporarily removed from campus. May need assistance in finding housing Help student to understand the difference between campus proceedings and criminal court process Debi

37 Responding to the Arrest of a Non-Immigrant Student
Resource Checklist (continued) Determine whether or not student’s SEVIS record will be terminated. If student is in your exchange visitor program, you may be required to report the incident to Department of State Special Note about Scholars Scholars may not be afforded the same benefits as students, such as access to resources on campus Scholar who is an employee of the campus may be subject to employee disciplinary procedures Debi

38 Case Studies Group Case Studies Crisis in a home country
Student in mental health crisis Injury and death of a student Pat will frame this and lead the “report back”. 3 case studies, each given to 2 groups of 8. Each group has 1 case study. Give 5-7 minutes for the task, then report back. One group reads the case study, each assigned group reports their actions. Presenter tells how things happened/resolved in reality.

39 Post Crisis When the crisis is over or has passed is a time to wrap up responsibilities, but also an important time to reflect and to learn. No crisis is managed perfectly. Mistakes are made and processes sometimes do not work as planned. While our instincts are to put the past behind us and move forward, we do so at the cost of improving our ability to manage crises in the future. Sean

40 Post Crisis What follow up is needed?
Ensure that everyone involved in the crisis is okay Thank those that helped you respond to the crisis. If appropriate, engage in culturally sensitive follow-up with the student/scholar's family and friends. What documentation needs to be kept? Secure all documentation Print all s and file them Make detailed notes of what happened who was involved and their contact information Sean

41 Post Crisis Reflection
How would you handle a similar crisis in the future? Discuss what information could be given to students or scholars in advance to avoid this kind of crisis Explore how office policies could be changed to reduce the likelihood of having this crisis occur again Identify the resources that you used in responding to the crisis. If they were inadequate, make the changes necessary to ensure that you have adequate resources in the future Determine if processes worked as they were meant to or if changes need to be made. Think about whether communication between different offices on campus worked well Pat

42 Post Crisis Remember: Be proactive in your preparations
Consider best practices, consider reality (budget, etc.) Be empathetic, professional, conscientious, reliable Reach out for help (NAFSA) Protect yourself, and your office Know the limits of your responsibilities Pat

43 Crisis Management Workshop
Thank you – Pat Burak, Syracuse, Sean Milton, Northern Arizona, Debi Parris, Embry-Riddle, Pat


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