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

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Presentation on theme: "Crisis Management Workshop for the International Student and Scholar Services Office NAFSA National Conference San Diego, May 2014."— Presentation transcript:

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

2 Dr. Patricia Burak, Ph.DSyracuse University Director, International Student & Scholar Services Sean Milton, M.S., MTESLNorthern Arizona University ISSS Adviser Deborah Parris, BSBA, M.S. (in progress) Embry-Riddle Aeronautical Univ. Associate Director, Center for International Programs & Services Presenters

3 Share with your table:  Name  Institution  Role at your school  One thing you hope to learn from this workshop Table Discussion

4 Agenda  Concept of Crisis Management  KC-ISSS Task Force and Resource Library  Areas of Impact  Pre-crisis Preparation  Sample Checklists  Case Studies  Post-crisis Crisis Management Workshop

5 What is the Value in Having a Crisis Management Plan?

6 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”. Concept of Crisis Management

7 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 Concept of Crisis Management

8 KC-ISSS Task Force and Resource Library

9 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 NAFSA’s Comprehensive Resource on Crisis Management

10 Areas of Impact  Academic  Family  Immigration  Financial  Cultural Impact on Student or Scholar

11 Assessment Survey Are you prepared for a crisis?

12 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. Before a Crisis

13 Responsibility  Support structure on campus  Determining roles Resources  Campus  Community Relationships  Building connections Pre-Crisis: Factors to Consider

14 International Populations  Graduate  Undergraduate  Exchange  Sponsored  Non-degree Pre-Crisis: Responsibility  ESL students  Visiting scholars  Are there populations that you AREN’T responsible for but YOU will get the call?

15 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 Pre-Crisis: Responsibility

16 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 Pre-Crisis: Resources

17 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 Pre-Crisis: Communication & Relationships

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

19 Consider:  Is your campus insurance policy adequate?  Is it required?  Is it waived (and when)?  Who on your campus is the contact? Pre-Crisis: The Campus Health Insurance Policy

20 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: Pre-Crisis: Campus FERPA and HIPAA Practices

21 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. Responding to a Crisis in a Student's or Scholar's Home Country

22 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 Responding to a Crisis in a Student's or Scholar's Home Country

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.

24 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 Responding to an International Student or Scholar Death

25 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 Responding to an International Student or Scholar Death

26 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. Working with Students with Mental Health Issues

27 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 Working with Students with Mental Health Issues

28 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 Working with Students with Mental Health Issues

29 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 Working with Students with Mental Health Issues

30 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 Working with Students with Mental Health Issues

31 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. Working with Students with Mental Health Issues

32 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. Responding to a Missing Student or Scholar

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.

34 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. Responding to the Arrest of a Non-Immigrant Student

35 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 Responding to the Arrest of a Non-Immigrant Student

36 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 training-plan.pdf training-plan.pdf  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 Responding to the Arrest of a Non-Immigrant Student

37 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 Responding to the Arrest of a Non-Immigrant Student

38 Group Case Studies  Crisis in a home country  Student in mental health crisis  Injury and death of a student Case Studies

39 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. Post Crisis

40 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 e-mails and file them  Make detailed notes of what happened  who was involved and their contact information Post Crisis

41 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 Post Crisis

42 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 Post Crisis

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

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