Episodes
Monday May 18, 2020
Monday May 18, 2020
Memory is changing. Research shows that as we use the Internet to support and extend our memory we become more reliant on it. Whereas before we might have tried to recall something on our own, now we don't bother. As more information becomes available via smartphones and other devices, we become progressively more reliant on it in our daily lives." Full blog post at safetyphd.com WHAT IS COGNITIVE OFFLOADING? Rather than attempt to mentally store and manipulate all the relevant details about a situation within the brains of individuals (also known as actors), we physically store and manipulate those details out in the world, in the very situation itself. All of us do this - some of us are more effective at it. Cognitive offloading is anything you do to reduce the cognitive demands of a task: basically, to make it take up less mental space. WHAT INFORMATION ARE WE EXPECTED TO MEMORIZE? In practice - cognitive offloading replaces memorizing maps, state capitals, names of former presidents -- instead, you know where this information is stored and; (A) how to query it; (b) how to access it; and (c) how to apply it. EXAMPLES OF COGNITIVE OFFLOADING. Here are examples of how humans cognitively offload information into the environment (instead of committing it to memory): (1) checklist for winterizing your lawn mower; (2) flipchart for what to do during a crisis; and (3) AED with voice output directions and various colored light cues to step you through how to use it to save a life. INTERNET HAS MADE OUR BRAINS LAZY. Per researcher Dr. Benjamin Storm, 30% of participants who previously consulted the Internet failed to even attempt to answer a single simple question from memory. We look external for answers instead of attempting to figure out things on our own. By discarding face validity (our own observations), we commit to trusting that search results will bring us the most vetted information. WHY IT’S DIFFICULT TO STUDY COGNITIVE OFFLOADING. Despite much research, the mechanisms that trigger cognitive offloading are not well understood at present -- such as why people offload some things and not others and how people optimise cognitive-offloading strategies without those strategies needing to be explicitly instructed. Researchers find it difficult to study the act of people creating reminders for delayed intentions without explicitly telling them about the existence of a compensatory strategy. People tend to do offload more in a condition they perceived as more difficult, not necessarily the condition that was objectively more difficult. WHAT COGNITIVE OFFLOADING LOOKS LIKE IN SCHOOL SAFETY. Cognitive Offloading manifests as crisis flipcharts hung by classroom doors or converted to electronic files accessible on desktop computers and mobile devices. It also takes the shape of the “step you through a crisis” phone apps that are inherent to most school safety protocols. FLAWS WITH COGNITIVE OFFLOADING IN SCHOOL SAFETY. Crises have befallen schools with elaborate school safety plans. These tools fatigue if not exercised by the actors - or the students, staff and families. You can’t just expect to retrieve critical safety information from the environment during a high-stakes crisis situation. You need some level of practice, of familiarity. If we could just retrieve information and immediately make sense of it per our stressed situation and context, each of us could successfully land an airplane. FOUR WAYS TO BE BETTER AT COGNITIVE OFFLOADING. (1) Probability of having to deal with a situation - if it’s infrequent, opt for cognitive offloading. Aso, use visuals, handwritten notes. Writing notes by hand generally improves your understanding of the material and helps you remember it better, since writing it down involves deeper cognitive-processing of the material than typing it. (2) Don’t offload things you need to memorize such as the rules of the road for driving. (3) Practice how to search for information from reliable sources such as JURN.org or by talking with your face validity member check network. You’ll excel at harvesting valid, trusted information and others will see this admirable characteristic in you. (4) Practice metacognition, or awareness of how you think, to avoid the Dunning-Kruger effect of cognitive bias in which people with low ability at a task overestimate their ability. These are the, “I’m smart enough to know how to do this…” FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show seeks to bring forward productive discourse & debate on topics relevant to personal or institutional safety. This is episode 136 of The Safety Doc Podcast published on 5-18-2020.
- Purchase Dr. Perrodin’s Book: School of Errors – Rethinking School Safety in America. www.schooloferrors.com
Friday May 15, 2020
Pandemic Lingo | Shaking a Contact Tracer | Bacon Maldito Interview
Friday May 15, 2020
Friday May 15, 2020
Guest Bacon Maldito talks about new terms since the COVID19 pandemic, shaking Contact Tracers, closing city streets for green space, permanent protocol changes for a temporary event, & deals at Dissmore's IGA. PANDEMIC LINGO - 15 NEW TERMS SINCE MARCH. In a mere sixty days, Americans have expanded their vocabularies with at least 15 new pandemic-driven terms / directives, including: (1) Practice Social Distancing; (2) Shelter in Place; (3) 6 Feet Apart; (4) Essential Travel Only; (5) Safer at Home; (6) Sanitize Every Hour; (7) Wear N95 Mask; (8) Use Gloves; (9) Wash Hands Every Hour; (10) Flatten the Curve; (11) Self-quarantine; (12) High-touch areas; (13) Essential business; (14) Essential Worker; and (15) Social Distancing. As Bacon and Doc carve through at least three of these terms, the matters of ambiguity and inter-rater reliability surface. What is an essential business? Is this static, or does it change throughout a prolonged crisis, such as a pandemic? Oh yeah, Bacon brings out the festivus pole for his extended “airing of grievances” periodically interrupted with plugs for restaurants, stores and products not otherwise endorsed by The Safety Doc Podcast. WEARING MASKS - THERE IS A RISK. The purpose of wearing a mask during a pandemic is recognized by Bacon and Doc. A mask will limit aerosol particles from entering a person’s nose or mouth and will also dampen aerosols expelled by the person through breathing, talking or sneezing. Yet, with a range of masks now being marketed to the public and a wider range of homemade masks, the media narrative is silent about masks contributing to excess CO2 inhalation which is known to present health risks and diminish cognitive abilities. In fact, the National Institutes of Health studied CO2 and O2 concentrations in integral motorcycle helmets. In the September, 2005, edition of Applied Ergonomics, one such study (and yes, there are several studies of closed-face helmets and masks relative to CO2 concentrations) found that motorcycle riders wearing full-face helmets could increase their CO2 intake by 4% or more - and this could contribute negatively to a motorcyclist’s cognitive abilities. As the media taps “experts” on how to make masks out of socks and coffee filters, a very real issue is not addressed - and that is how to create a mask that doesn’t result in a person inhaling some of the CO2 that they just exhaled? WHEN THE CONTACT TRACER COMES A KNOCKIN. H.R. 6666, the TRACE Act, was introduced on May 1st by US Rep. Bobby Rush. The bill would approve billions of dollars for contact tracing - both in technology and in staffing people that would work as contact tracers. After someone tests positive for COVID19 (or a future virus), a contact tracer would work to identify where the person has been and who he or she has come into contact with. Nearly 1,400 people are being trained to help with COVID19 contact tracing in Washington State. While participation in contact tracing in Washington State is voluntary, other states have sabre rattled consequences for persons refusing to cooperate if a contract tracer knocks at the door. Bacon, Doc and a lively chat room unpack the Pandora’s Box of information obtained by a contact tracer - and potential misuse of harvested data. DISSMORE’S IGA. Doc gives a nod to 2-time Safety Doc Podcast guest Nick Schulaner by displaying four outrageous grocery values from Dissmore’s IGA - located near Nick’s place in Washington State. BOOK IN CAN. And, friend of the show John Steele noted that canned goods can be feasibly mailed by the postal service if you claim it’s a “Book in a Can” - thus invoking the $3.33 flat media rate. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. This is episode 135 of The Safety Doc Podcast published on 5-14-2020.
- Purchase Dr. Perrodin’s Book: School of Errors – Rethinking School Safety in America. www.schooloferrors.com
Sunday Apr 12, 2020
Coronavirus is our Chernobyl (not our 9/11) | LIVESTREAM 4-11-2020
Sunday Apr 12, 2020
Sunday Apr 12, 2020
As an American teenager during the 1986 Chernobyl nuclear disaster, Doc recalls being cautioned to stay inside whenever it rained due to radioactive rain; camera companies warning people that film images might be peppered with blotches due to radiation; isotopes destroying farm fields; and to brace for an outbreak of cancer. In this livestream, he explains why the coronavirus event is similar to the 1986 Chernobyl disaster and also the flaws with calling the pandemic “our generation’s 9/11.” MEET TEENAGE DOC. In 1986, Doc lived with his parents and brother in a small town in central Wisconsin. He played baseball, mowed lawns and fished under the bridge. And, a bomb shelter in his home’s basement was a daily reminder that the United States and Soviet Union were on the brink of WWIII. The radio station played Nena’s chart-topper “99 Red Balloons,” a song protesting nuclear war; the movie Rocky IV portrayed Russia as corrupt, evil and powerful - only to fall due to the determination and grit of American boxer Sylvester Stallone. ABC’s 1983 TV movie “The Day After” left an indelible mark on Americans questioning what would happen if the US was pulverized by Soviet ICBMs. CHERNOBYL NUCLEAR REACTOR DISASTER. On April 26, 1986, there was an explosion in the number 4 reactor at the Chernobyl Nuclear Reactor Power Plant in Prypyat (Ukraine) spreading radioactive clouds all over Europe and a large part of the globe. CHERNOBYL CONTINUED TO DETERIORATE. The accident caused the largest uncontrolled radioactive release into the environment ever recorded for any civilian operation, and large quantities of radioactive substances were released into the air for about 10 days. This caused serious social and economic disruption for large populations in Russia and Europe - and placed the entire northern hemisphere on high alert for months. THE RESPONSE TO CHERNOBYL - WHAT THE PUBLIC WAS TOLD. The Russian government and state-controlled Russian media were slow to alert the public. Police wore gas masks, but residents only heard rumors. In Prypiat, life briefly went on as usual and seven weddings were held the day following the disaster. The government was uncertain how to stop the radioactive fires. Water would just intensify the blaze. Sand was an option, but it had to be delivered by helicopters - dumped into the damaged reactor - that could take weeks or months - and it might not work. 36 hours after the explosion, the 47,000 inhabitants of the nearby city of Prypiat were evacuated via more than a thousand buses. PERMANENT TEMPORARY EVACUATION. Residents were told to take few personal belongings and identity papers and that they would return home in several days. They never returned home. Prypiat, and a large swatch of land around Chernobyl, was deemed inhabitable for at least 180 years. HOW THE CHERNOBYL DISASTER IMPACTED DOC. Nuclear radiation was hard to comprehend and you couldn’t perceive it with your senses (similar to a virus). Fires, floods and tornadoes were tangible - radioactive isotopes were obscure sci-fi, but the tone of the reporters, the behavior of adults, it was obvious that this was a serious situation. Media advised people to avoid the rain because it might cause cancer. Doc’s baseball coach rambled about radioactive particles on the field and how players should “wash up” after practice or a game to chase away radioactive particles. Doc’s mom canned vegetables throughout the summer and fall to offset potential food shortages due to contaminated farm fields and livestock. Ironically, the shelves of the 1960s era bomb shelter were stocked to capacity in the fall of 1986. WHEN IT BECAME REAL FOR DOC. Radiation became tangible to Doc when his science teacher walked around the campus with a brick-sized Geiger counter that made static-sounding clicks as it detected radioactive particles. It clicked a lot outside. US MEDIA COVERAGE OF CHERNOBYL. On Sundays, Doc’s household received the Milwaukee Journal-Sentinel which was considered the “big city, reliable news source. The story about the Chernobyl explosion described “a deadly could of radiation across large sections of Russia and Europe.” But, the disaster was still portrayed as being remote and not something to worry about in the USA. The local library had an array of newspapers all clamped onto large wooden poles (remember those?). Per the Duluth Minnesota Herald, May 15, 1986: “Airborne radioactivity from the Chernobyl nuclear accident is now so widespread that it is likely to fall to the ground wherever it rains in the United States, the EPA said.” Doc had been to Duluth - it wasn’t that far away! COMMUNITY CONVERSATIONS. It was around that time, in mid-May, when local news, teachers and parents began talking more about radiation in America - in Wisconsin. People speculated about the government’s game plan. Would everyone be required to stay indoors? Doc and his peers were aware and invincible. WHY CORONAVIRUS IS SIMILAR TO CHERNOBYL AND NOT LIKE 9/11. Chernobyl and Coronavirus are rapid onset disasters that remained “in progress” for months. 9/11 - as horrific as it was, concluded on 9/11. Nobody feared another attack on September 13th and two weeks later, the NFL resumed and comedians returned to comedy clubs. Radiation and a virus are invisible. Humans best perceive them through secondary face validity such as watching what authorities are doing and supplies at stores. A flood is tangible. When a flood destroyed homes near Doc’s town in 2008, he went atop the levee and joined a crowd of onlookers watching and snapping photos of decks, shingles and water heaters bobbing down the river. Furthermore, it’s a different psychological construct to battle a fire or flood versus swinging at a ghost. In addition, both events continue to build to a peak - the onset isn’t the peak. And, these events might be corralled, but never eradicated. In fact, present-day wildfires near Chernobyl are releasing large amounts of radiation that was temporarily absorbed by trees. WHEN THE DISASTER IS PROLONGED - THE BREAKING POINT. In podcast #34 back in 2017, Doc talked about WWII psychiatrist, Dr. Appel, who studied frontline soldiers. He found that infantry soldiers survived a maximum of 238 aggregate combat days (ACD) before a fate of (1) physical casualty, (2) prisoner of war, or (3) psychiatric casualty. For the first time, it was realized that every soldier had a “finite voltage” and sooner or later would break – even if they appeared to have held up magnificently under incredible stress. So we have to ask, what’s the finite voltage for each of us now that we are 30 days into stay-at-home orders and a high velocity of information of changing contexts and situations? FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. This is episode 129 of The Safety Doc Podcast published on 4-11-2020.
- Purchase Dr. Perrodin’s Book: School of Errors – Rethinking School Safety in America. www.schooloferrors.com
Wednesday Jan 22, 2020
Morgan Ballis Interview | Preparing for an Active Assailant on Campus
Wednesday Jan 22, 2020
Wednesday Jan 22, 2020
As a school crisis develops, more time means more options. This episode’s guest works to put seconds back on the clock by teaching people steps to improve their chances for survival during a chaotic situation. ABOUT MORGAN BALLIS. Morgan Ballis is the Director of Strategic Planning & Training with Campus Safety Alliance which is a network of emergency management professionals, law enforcement trainers, and educational leaders providing evidence-based safety solutions for PreK-12 facilities and faith-based organizations. He is a firearms instructor, United States Marine Corps veteran, and is currently completing a doctoral degree in Emergency Management. ACTIVE SHOOTER DATA is CONFUSING. The number of school shootings over the past 20 years depends upon the source of the data. Morgan advocates for using data curated by the FBI which includes: number of attacks, locations of attacks, relationship of the shooter, timelines, and casualties. WHAT’S THE ORIGIN OF THE TERM LOCKDOWN? Lockdowns have become commonplace in today’s schools. Morgan shares that the origin of lockdown drills is rooted to 1970s Southern California when the threat was that someone driving by would shoot at a school. Imagine getting beneath window-level and pulling thick curtains on exterior windows. He noted that early lockdown drills where informally known as “Drive-By Drills” as the threat was external to the school. DIFFERENCES BETWEEN LOCKDOWNS IN THE 1970s and TODAY. Unlike the drive-by threats of the 1970s, contemporary active assailant threats are manifesting within the school. Morgan shares data that these incidents are shorter in duration (3-5 minutes) and more often completing before the arrival of law enforcement – especially in rural areas. These changes in the profile of an active assailant event are rationale for Morgan’s support of an options-based response. SITE-SPECIFIC TRAINING. The school is the unit of measure. Morgan stresses the importance of addressing each school setting within a school district and going beyond quantitative data to interview students, staff, and stakeholders. He revealed that some prominent school safety firms deploy architectural engineers who assess the school environment from a design, hardware and software approach. This creates a conflicted interest as the company conducting the safety assessment will subsequently market solutions that it will sell and install, such as cameras – despite other priorities of defining safety terminology, equipping staff with reliable 2-way radios and teaching standard communication protocols. A TEAM OF EXPERTS. Morgan embraces building a team of content experts to work with him – a group that is matched to the needs of the location. This is known as small group theory and is similar to how the CDC operates when faced with a potential pandemic. IF MORGAN HAD JUST ONE HOUR IN A SCHOOL. Schools seldom have more than ten days of contracted non-student time during a school year. This time is quickly carved into bits for developing curriculum, mandated training on blood borne pathogens, grading, setting up classrooms, ... School safety has secured its place at the table of professional development, but there’s never enough time, right? Morgan advises schools to identify how much time they will allocate to staff training for school safety. The first priority is defining terminology and establishing inter-rater reliability. The second priority is a reliable communication system with 2-way radios for all staff. Morgan’s emphasis on communications aligns to this 2013 interview with communications expert Fred Varian: https://tinyurl.com/Varian-Interview-ComSec LEARNING OBJECTIVES. Threaded throughout this interview was the need to cultivate learning objectives for school safety activities. Are we testing the school’s 2-way radios? Are we measuring the mass communication system that alerts parents? How might a few learning objectives completely change the tone of a school district and outside agencies conducting oft-controversial intruder exercises? And, what do most schools overlook? FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com. This is episode 117.
- Purchase Dr. Perrodin’s Book: School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Learn more about this show’s guest at www.campus-safety.us
Thursday Nov 07, 2019
Interview with Max Eden | Education Policy Expert and Coauthor of Why Meadow Died
Thursday Nov 07, 2019
Thursday Nov 07, 2019
In this episode of The Safety Doc Podcast, I talk with the co-author of Why Meadow Died: The People and Policies That Created The Parkland Shooter and Endanger America’s Students. He discusses student discipline reform, student disability policies, abeyance agreements, and pressures on institutions to ‘look as though they have no problems,’ and more in light of recent school shootings. ABOUT MAX EDEN. Max Eden is a senior fellow at the Manhattan Institute. Before joining MI, he was program manager of the education policy studies department at the American Enterprise Institute. Eden’s research interests include early education, school choice, and federal education policy. He was coeditor, with Frederick M. Hess, of The Every Student Succeeds Act: What It Means for Schools, Systems, and States (2017). Eden’s work has appeared in scholarly and popular outlets, such as the Journal of School Choice, Encyclopedia of Education Economics and Finance, Washington Post, U.S. News and World Report, National Review, Claremont Review of Books, and The Weekly Standard. He holds a B.A. in history from Yale University. WHO IS IN CHARGE OF STUDENT SAFETY? 43 states have laws for school safety plans, but there is minimal accountability. Schools submit logs to denote that drills were conducted and nobody at the state-level offers feedback. It’s the difference between completing a requirement and learning from an activity. DISCIPLINE POLICY. Mr. Eden has written extensively about the complexities of inconsistent applications of discipline policy. He discusses what gets reported and considerations of the perceived interplay of personal and institutional biases in discipline and consequences. Dr. Perrodin iterates the absence of inter-rater reliability between states and notes the examples of North Carolina having more than 100 possible reporting codes for school discipline infraction - including affray which is defined as an instance of fighting in a public place that disturbs the peace. Administrative discretion versus zero-tolerance policies were also scrutinized in this episode. Policies are applied differently for students identified with disabilities due to certain legal protections. BUYING ACCESS. David sought Max’s response to the article Superintendents Association Recommends School Security Companies — for a Fee. Safety Experts Call It ‘Buying Access’ and Decry Lack of Transparency (by Mark Keierleber of the74million.org; October 21, 2019). Are national and state school organizations selling out to vendors? In Keierleber’s article, he writes, “[The] company and others like it pay $18,000 a year for the right to call themselves “School Solutions” partners with AASA, The School Superintendents Association — an arrangement that has raised ethical questions among some security experts. THE SILENT SHAME OF ABEYANCE AGREEMENTS. Schools have a tool, often per the guidance of their attorney, to deliver a lesser form of discipline that isn’t reportable to any local, state or federal entity. What is an abeyance agreement and how is it undermining student safety? PRESSURES TO PORTRAY A GLOWING SCHOOL IMAGE. In the modern age of open enrollment and government shaming for reporting “authentic” discipline figures, schools are actively managing their public image. School-shopping parents, local realtors, businesses and powerful local interests want “good” schools and not “honest” schools. Dr. Perrodin shares his own account of this as a school administrator and how perception was valued over reality. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com. This is episode 111.
- Purchase Dr. Perrodin’s Book: School of Errors – Rethinking School Safety in America. www.schooloferrors.com
Wednesday Oct 16, 2019
Wednesday Oct 16, 2019
In 2013, A 7-year-old Maryland kid chewed his breakfast pastry into the shape of a gun at school and wound up with two days suspension. The pastry in question was not named, but it's gotta be a Pop-Tart, right? This dubious outcome, and others like it, are often the result of what is known as Zero-tolerance school safety policy. . WHAT ARE ZERO TOLERANCE POLICIES? Zero-tolerance policies were written into school handbooks in the 1990s, created originally to be a deterrent for bringing weapons into schools. Many students under strict zero-tolerance policies are punished without a second thought. School administrators are not afforded discretion to use professional judgment to match a consequence to a violation of the code of student conduct. This type of disciplinary procedure has been proven in research to have an overall negative effect on students, and a disproportionately negative effect on minorities. ABOUT RESEARCHER ANN MARIECOTMAN. Ann Marie Cotman is a doctoral student researching school policing at Texas State University. An educator since 1995 and a mother since 1998, Ann Marie fully respects and underscores that schools' first and most important obligation is to creating and maintaining a safe learning environment. As a researcher she is determined to make sure that safety driven policies truly support the safety of ALL students and are not unexamined practices that instead produce poor and inequitable outcomes. When not reading, writing, and researching, Ann Marie loves to play analog games with her three children and create art. She also gets to know the coolest kids in Austin Texas through her summer camp program and private tutoring! FOUR WAYS ZERO-TOLERANCE DISCIPLINE POLICIES UNDERMINE SCHOOL SAFETY: (1) prioritizes compliance over self-management/critical thinking; (2) undermines students' development of and confidence in their own decision making; (3) hides race (and gender, and other) inequities under the fig leaf of equal treatment; (4) discourages and interrupts the relationship building that is critical to creating a culture in which all community members want to come forward with concerns. ZERO-TOLERANCE PRETENDS TO REMOVE SUBJECTIVE DECISION MAKING THIS A PROBLEM FOR TWO REASONS: (1) Why would we want to remove the human element from addressing discipline problems? (2) We know both in design and application that it does NOT create an objective decision process. BETTER OPTIONS. Ann shifts the discussion to looking at the safety priorities of the school. Is it worth the time and investment to maintain polarizing Zero-tolerance policies at the detriment of cultivating relationships with students and families? And, for policies to be effective across the hundreds of thousands of school buildings in America, they need to be melded to each school setting. That involves affording the principal discretion to interpret and apply policies to best fit the setting. It’s not capitulating – it’s sensemaking. Ann also shared an example of a school that invited four students to serve on its safety committee and simple, potent positive changes that resulted from a group of educators and students working to solve the problem of chronic vaping by youth. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com. This is episode 110.
Purchase Dr. Perrodin’s Book: School of Errors – Rethinking School Safety in America.
Wednesday Aug 07, 2019
The Making of School of Errors - Interviewing Author David Perrodin
Wednesday Aug 07, 2019
Wednesday Aug 07, 2019
Enjoy the amazing story of the making of the most honest book written about the school safety industrial complex! Hector Solis, producer of the riveting investigative truth Awareness Podcast, interviewed author David Perrodin and gifted him a brilliantly-rendered episode titled: The Making of School of Errors. ABOUT SCHOOL OF ERRORS. School of Errors: Rethinking School Safety in America released on August 7, 2019. The book establishes another voice in the discussion of how to promote safe schools. It challenges the unchecked expansion of school fortification and questions the realized benefit of inter-agency collaboration during a sentinel event. School of Errors offers an alternative to traumatizing simulations by providing clear options for improving school safety by the empirically-proven effective measures of leakage detection and sensemaking. Dr. Perrodin restores the scientific method to school safety and clears a path through the media rhetoric fogging this vital topic. THE ARTICLE THAT BECAME A MANUSCRIPT. In 2015, an education journal published David's school safety article. Fortunately, the journal’s editor was friends with an editor at book publisher Rowman & Littlefield. Connections were made and, confident in his expertise and experience, David aimed to write a book that would peel away the rhetoric and deliver an empirically-based, and at times punchy, account of the forces shaping school safety in America. He submitted a book outline and was subsequently offered a book contract. SPEECH-LANGUAGE PATHOLOGY AND DE-CONSTRUCTING COMMUNICATION. Hector recognized how Dr. Perrodin’s university degrees and work in communicative disorders and speech-language pathology centered the de-construction of the communication process - breaking words into phonemes, or sounds, and carefully monitoring expressed communicative messages to ensure they aligned to how the recipient actually comprehended the message. This keen observation shed light upon David’s prioritization of communication systems, including 2-way radio systems and concise communications protocols, as being fundamental to safety. Clear messages. Conveying information. Checking for understanding. In the first pages of School of Errors, David writes about a time when he urged a colleague to assess his district’s communication systems before making a decision to spend money on surveillance cameras. MEMBER CHECKS RAISED THIS BOOK ABOVE OTHERS. First, this book is packed with short stories. You will NOT be bored by a textbook disguised with a fancy cover. The narratives ease you from page to page and the themes couple like railcars being systemically assembled on the tracks. David willingly submitted his manuscript to authentic experts and sought their candid feedback of this work. Dr. Paul Rapp, Dr. Seann Dikkers, Hector Solis, and others, calibrated the manuscript as it clawed forward through edits and proofs. The robust reference section and index are tributes to the depth of research and input from members of the safety community. Additionally, personal interviews with Katie Pechon and Kevin Sullivan bring forward vibrant stories from which the reader will better understand chaos and order as it manifests in the real world -- in ways that are NOT found in binders or flowcharts. WHAT WAS THE MOST SURPRISING THING THAT HAPPENED WHILE WRITING THE BOOK? David and his family were grocery shopping at 8PM on a Friday night. His phone rang and he answered. “I found it!” exclaimed a voice loud enough to be heard in the bread aisle. On the phone was Yvette from the New York City Planning Department. She helped fulfill David’s requests for NYC documents specific to the study of the 9/11/2001 attack on the city. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com This is episode 105. Thank you to Hector Solis for conducting the interview and producing this show!
Purchase Dr. Perrodin’s Book: Schools of Errors – Rethinking School Safety in America
Sunday Jun 23, 2019
Customer Perceived Value - Putting a Price on Safe Schools
Sunday Jun 23, 2019
Sunday Jun 23, 2019
You can’t put a price tag on keeping schools safe – or can you? The $3 billion school safety industry is on a nonstop trajectory for both number of bills proposed and bills enacted to legislate, and sometimes fund, a staggering array of new mandates and unchecked block grants for school safety. CUSTOMER PERCEIVED VALUE. Customer perceived value (CPV) is the notion that the success of a product or service your business offers hinges on whether customers believe it can satisfy their wants and needs. Most of us can relate to this when purchasing a car. The salesperson will gauge what is important to us and tailor the pitch. If we are looking for a family vehicle, then safety and space are selling points. If it’s a commuter, then it’s fuel economy and ease to maneuver in traffic. WHEN THE PARENT IS THE CUSTOMER. Let’s be honest, school boards are entry-level political positions. Superintendents last 2-3 years in the role, and a teacher with 5 years in the same school is a seasoned veteran. The stats support all of that, but there’s something else going on. School boards and school leadership were entrusted to become informed and then to make the critical decisions about school operations. Today, the CPV model has changed. The parent is the customer and the school leaders and boards are dancing to their tune. When the perceived value is increased student safety, it’s practically unthinkable to assign a price tag to “peace of mind.” This isn’t a callous statement. But, with all the grant money being hurled at schools with minimal guidance and even less accountability, the vendors swoop with amazing presentations to sell schools unproven window dressings. And, it works as we are now convinced that (1) any device might contribute to making a school safer and (2) it’s savage to put a price limit on school safety. IMPLICATIONS FOR SCHOOLS. First, the current model of school safety spending isn’t sustainable. Just as we accept that there isn’t a price cap on school safety, couldn’t the argument be made to spend ten times what we are spending now for more bollards, armored busses, fences, guards – and, you know, the things they use at prisons? Second, school safety conferences have become overrun by fortification vendors. The list of speakers is FBI, CIA, FBI, and whatever. The scholars of the field don’t get to the stage as they know we can’t fortify our way to safety – and that message isn’t congruent with the $50,000 the conference is raking in from device-selling vendors and sponsors. The latest trend is to hand the breakout sessions over to the vendors. Instead of a breakout on learning about conducting focus groups with students, it’s now a presentation about window films to slow an intruder. What? And, once these practices are vetted, the weeds are difficult to remove and the lawn is just green and that’s fine, I suppose. ARE GOVERNMENT SAFETY GRANTS AN ATTEMPT TO MAINTAIN THE SOCIAL CONTRACT? The message from the heap of safety bills and plush grant funding is that to “solve” the problem of school safety, administrators, boards, teachers, parents and students must look external to the government. It’s called the transference dynamic and it was used as a political means to justify all kinds of spending to fortify the US from Russia in the early 1980s (read School of Errors – Rethinking School Safety in America). To makes schools safer, we need to get the kids involved – and crack the Youth Code of Silence in which 81% of the time someone else, usually a peer, was aware ahead of time of a pending school attack. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. Email David: thesafetydoc@gmail.com LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com This is episode 101.
Purchase Dr. Perrodin’s Book: Schools of Errors – Rethinking School Safety in America
Friday Jun 07, 2019
Force Majeure is the Ripcord of School Safety
Friday Jun 07, 2019
Friday Jun 07, 2019
In 2011, I co-founded what would become one of the largest school-based positive behavior summits in the Midwest. As my partners and I crafted legal contracts with the conference center, vendors and presenters, we were introduced to the term “Force Majeure” which is very significant in Wisconsin in February. Ever since, I’ve considered force majeure as it relates to school safety – and that inevitably leads into chaos theory. WHAT IS FORCE MAJEURE? Force Majeure is French for “superior force”. Force majeure refers to a clause that is included in contracts to remove liability for natural and unavoidable catastrophes that interrupt the expected course of events and restrict participants from fulfilling obligations. In other words, if solar flare fried our electrical grid, we wouldn’t be on the hook to pay conference presenters their speaking fees as Tuesday’s conference wasn’t going happen as the communication, power and transportation structures largely left people with few options other than to stay in their homes or hoof it to the nearest supply depot. WAS 9/11 FORCE MAJEURE? Yes. New York, for example, hadn’t encountered a terrorist attack via commercial aircraft – ever! And, nobody had experienced all commercial planes grounded across the nation for days. If you couldn’t fly your shipment of XYZ from Boston to LA in 24 hours, as promised, then the force majeure clause would have been activated and you wouldn’t be held at fault for not fulfilling the contract. CAN FEMA DECLARE FORCE MAJEURE? I don’t think so. And, if FEMA has this ability, it hasn’t exercised it. But, it would be helpful for strengthening rescue forces during sentinel events, such as flooding. For example, in 2017, the nonprofit Cajun Navy Relief volunteered boats, trucks, food, manpower and other resources to rescue people from flooded areas. FEMA was largely a passive partner in this process – not overtly assisting Cajun Navy Relief in most instances, but also not a barrier to their interface into the government rescue system. This changed with Hurricane Florence in 2018 as FEMA was significantly less cooperative with nonprofits such as Triton Relief Group. If FEMA declared a state of force majeure, however, that act might clear the way for nonprofit rescue forces to play bigger roles, and in expedited fashion, with large scale rescues. WHAT DOES FORCE MAJEURE MEAN FOR SCHOOL SAFETY? This is a slippery interface. First, a declaration of force majeure might convey to some that the situation if insurmountable and they will simply surrender. On the other hand, force majeure can acknowledge that the state of similarity has officially transitioned into chaos – and actually embracing chaos can help people narrow down and make decisions that might save lives. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. Email David: thesafetydoc@gmail.com This is Episode #100. LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com
Monday May 20, 2019
What Common Rule Means for School Safety Drills
Monday May 20, 2019
Monday May 20, 2019
As of May, 2019, only 43 of 50 states require schools to have safety plans and conduct safety drills (Education Commission of the States, 2019). When states mandate schools to have safety plans and conduct safety drills, it is the individual schools left to determine how they will design said plans and drills. In some states, the safety plan must be presented to a school board and submitted to the state Department of Justice. However, without templates and rubrics, there is littler inter-school reliability. What is a “good” safety plan or “effective” safety drill? Nobody knows. STANFORD PRISON EXPERIMENT WAS THE TIPPING POINT FOR PROTECTING HUMAN SUBJECTS. While the Stanford Prison Experiment was originally slated to last 14 days, it had to be stopped after just six due to what was happening to the student participants. The guards became abusive, and the prisoners began to show signs of extreme stress and anxiety. These were university students, assuming assigned roles, as part of an experiment that attempted to investigate the psychological effects of perceived power, focusing on the struggle between prisoners and prison officers. THE MELTDOWN. Similar to the infamous 1963 Milgram shock experiment, Stanford’s experiment flew off the rails as subjects in positions of power followed directives that seemingly brought pain or harm to recipients. Were the subjects acting as prison guards cruel, despicable people? Probably not. But, they were in a university context and a professor was mingling among them. They probably assumed that some measures were in place to prevent harm to recipients - and simultaneously lacked awareness of the endorphin rush they received from exerting their will over others. IRB WAS FORMED. In 1974, universities collectively ratified the Institutional Review Board (IRB) process. The mandate of the IRB is to provide ethical and regulatory oversight of research that involves human subjects by: Protecting the rights, welfare and well-being of human research participants, recruited to participate in research conducted or supported by the university. Psychological and physical welfare are carefully considered and risks are identified and mitigated. WHAT IS COMMON RULE? In 1991, 16 federal agencies formally adopted the core of these regulations in a common Federal Policy for the Protection of Human Subjects also known as the "Common Rule" (Grady, 2015). I propose that adopting the IRB in K-12 settings will increase safety for all drill participants and, through the scientific model, increase efficacy of school safety drills. Common Rule applies, for example, to the Food and Drug Administration and clinical trials for medications. Common Rule was updated in 2019 with greater emphasis placed upon simplifying subject consent forms and clearly explaining potential consequences of participating in studies. IRB or COMMON RULE WOULD ELEVATE SCHOOL SAFETY DRILLS. Schools can establish their own standards for school safety plans and safety drills as long as they are complying with state mandates. In other words, schools IRB or COMMON RULE for these reasons: (1) Corral theatrical intruder drills that might traumatize or physically harm participants. This happens - just do a search on Google for “Intruder Drill Lawsuit”. Also, hyper-realistic drills are not the gold standard. If they were, we would conduct fire drills and tornado drills with similar drama. So, a committee of administrators, teachers, students, parents and board members review each proposed safety drill. (2) Each drill would have at least one learning objective. For example, “If a lockdown is announced during passing time, students would go to a safe location.” You can define “safe” per your site. Another example of a learning objective is, “Emergency responders will learn 3 techniques to engage with students with disabilities.” FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com The Safety Doc Podcast is hosted & produced by David Perrodin, PhD. ENDORSEMENTS. Opinions are those of the host & guests. The show adheres to nondiscrimination principles while seeking to bring forward productive discourse & debate on topics relevant to personal or institutional safety. Email David: thesafetydoc@gmail.com LOOKING FOR DR. TIMOTHY LUDWIG, PHD? Dr. Perrodin’s “Safety Doc Podcast” negotiates school and community safety. To be informed about industrial safety, please contact Appalachian State University Professor Dr. Timothy Ludwig, PhD, at www.safety-doc.com
Resources used in this post:
- Grady C. Institutional Review Boards: Purpose and Challenges. Chest. 2015;148(5):1148–1155. doi:10.1378/chest.15-0706
- https://www.ecs.org/50-state-comparison-k-12-school-safety/
Purchase Dr. Perrodin’s Book: Schools of Errors – Rethinking School Safety in America