A lot of media attention, and rightly so, has been focused on the psycho with lethal weapons massacring children teens, and adults in our schools, movie theaters, shopping malls, you name it.  If you’ve followed this blog site, more likely than not you know that I have shared beaucoup thoughts and suggestions on stopping the Active Shooter before he (or, she) can stop you.

There’s been beaucoup focus, and rightly so, on the dreaded psycho-with-lethal weapons massacring scores of children adolescents and adults in our schools, workplaces, movie theaters, and shopping malls, and from what I can tell, many of these workplaces are doing the right thing and upgrading their security measures, arming security with guns, and, lordy, I sure hope, training their staff to maximize our safety against these nut-jobs.

But what about a mentally disturbed or simply enraged student, parent, (domestic) terrorist, or even (former) teacher taking a hostage or hostages – maybe one of your teachers, administrators, or one or more students – and barricading him(her)self?  Does your school (or workplace) have a Critical Incident Plan to deal with such a disturbing and potentially catastrophic event?

And even if it does, is your school’s chain-of-command (many school do not even have a pre-designated chain-of-command for dealing with Critical Incidents) trained and prepared to maximize the safety of its staff and its students during the critical time period between the critical event and the arrival of law enforcement and other related authorities?

THE ICER-RESPONSE PARADIGM

• THE PRINCIPAL.  The most effective Plans-of-Action involve a pre-determined chain-of-command.  The principal/administrative head or designated individual should assume control of the situation until law enforcement arrive on the scene.  School security officers should work closely with the principal, etc.  School radios should be used once it is determined that the Hostage-Taker (HT) does not have one.  If the HT has one, maybe the radios should not be used.
• Isolate the hostage zone.  That means isolating the HT and the hostages he/she has under his/her control. Make sure no one else is exposed to the HT.
• Contain the HT’s movements.  Limit the HT to the smallest area possible.  Try to limit the HT’s ability to observe police activities or other movements of security and other school staff (evacuations, etc).
• Evaluate information provided by others on the scene, including the HT, hostages, etc.  Without escalating emotions, gather as much 4-1-1 regarding the situation, including the number of hostages, the nature of any injuries, death(s); the appearance and number of the HT(ers); weapons used; weapons on the scene; threats; demands; the events leading up to the Critical Incident, etc.  Assess the threat(s) and estimate resources that may be required to handle or resolve the situation.
• Report all the cogent information that will be helpful to SWAT, police, and, of course, professional negotiators, including but not limited to:  number of hostages; number of HT; injuries; deaths; weapons; shots fired; appearance and description of HT; anything said by HT; restricted inner-perimeters (where is the HT & H restricted to); status of other students; locations, etc.  Evacuated students, teachers, staff, etc.  Location, if known, of any vehicles used by HT.  Names or nicknames, if known, of any HT and names, ages, etc of hostages.

EVACUATING A HOSTAGE SITUATION

Finally, I must ask if your school has an Evacuation Procedure, and, if it does, does it practice (The 3 P’s of Survival are to Prepare, Plan, and Practice) its plan like they do their ordinary and routine fire drills?  Evacuations should be performed using a pre-arranged signal and the evacuation must be performed immediately in such a way and in such a manner that students/staff do not go near the confined “Inner Perimeter (where the HT is).”  There should be a pre-arranged location to where all should proceed.

Until Part II.  “Negotiating with the Devil,” Stay Safe.

Hammer