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DISASTER MANAGEMENT CONTINUUM

INTRODUCTION
- The disaster management continuum is a model that outlines the ongoing and
interconnected phases of disaster management. It emphasizes that disaster
management is not a one-time event, but rather a continuous cycle of
activities aimed at building resilient communities.

The core phases of the disaster management continuum are:

1. Mitigation: This phase focuses on preventing and reducing the impact of
disasters. It involves identifying potential hazards and taking steps to minimize
their effects. Examples include building codes, land-use planning, and public
awareness campaigns.
2. Preparedness: This phase involves planning and preparing for potential
disasters. It includes developing emergency plans, conducting drills and
exercises, and stockpiling supplies.
3. Response: This phase is the immediate action taken during and after a
disaster. It focuses on saving lives, protecting property, and meeting the basic
needs of affected communities. Examples include search and rescue
operations, providing shelter and food, and medical assistance.
4. Recovery: This phase focuses on rebuilding and restoring communities after
a disaster. It involves repairing infrastructure, providing financial assistance,
and supporting the long-term social and economic recovery of affected areas.
It's important to note that these phases are not always sequential and can overlap.
For example, recovery efforts may begin while the response is still ongoing. The
disaster management continuum emphasizes the importance of a holistic and
integrated approach to disaster management, where all phases are interconnected
and contribute to building resilient communities.

 Provides a framework for understanding disaster management:

 1
It offers a structured way to think about the different stages of disaster
management and how they relate to each other.
 Promotes a proactive approach: By emphasizing mitigation and
preparedness, it encourages communities to take steps to reduce their risk
and prepare for potential disasters before they occur.
 Facilitates effective response and recovery: It helps to ensure that
response and recovery efforts are well-coordinated and efficient, by providing
a framework for planning and resource allocation.
 Supports continuous improvement: The cyclical nature of the continuum
highlights the importance of learning from past disasters and using that
knowledge to improve future disaster management efforts.
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 Enhances community resilience: By promoting a holistic and integrated

approach to disaster management, it contributes to building communities that
are better able to withstand and recover from disasters.
Understanding the disaster management continuum is crucial for individuals,
communities, and organizations for a multitude of reasons:
 Effective Planning and Preparedness: The continuum emphasizes the
importance of proactive measures like mitigation and preparedness. By
understanding these phases, individuals and communities can develop
emergency plans, conduct drills, and build resilience before a disaster strikes.
 Coordinated Response: During a disaster, the continuum provides a
framework for coordinating response efforts. It helps ensure that resources
are allocated efficiently and that all necessary actions are taken to save lives,
protect property, and meet the immediate needs of affected communities.
 Efficient Recovery: The recovery phase is a critical part of the continuum,
and understanding it helps communities rebuild and restore infrastructure,
economies, and social systems. It also allows for learning from past disasters
and implementing measures to prevent similar impacts in the future.
 Community Resilience: By understanding the entire disaster management
continuum, communities can become more resilient. They can identify
vulnerabilities, implement mitigation strategies, and develop the capacity to
respond effectively and recover quickly from disasters.
 Reduced Impact: Ultimately, understanding the disaster management
continuum helps to reduce the impact of disasters. By focusing on all phases,
from mitigation to recovery, communities can minimize losses, save lives, and
build a safer and more sustainable future.
 Informed Decision-Making: Individuals, communities, and governments can
make informed decisions about resource allocation, infrastructure
development, and land-use planning by understanding the disaster
management continuum.
 Improved Communication: The continuum provides a common language
and framework for discussing disaster management, which can improve
communication and coordination among different stakeholders.
A. Pre-Impact
1. Prevention Mitigation
Prevention and mitigation are essential components of disaster risk reduction (DRR),
aimed at reducing the impact of natural and human-made hazards. It refers to a
document prepared before a disaster occurs. It assesses potential risks,
vulnerabilities, and preparedness measures. The goal is to provide an early warning,
guide mitigation efforts, and enhance readiness to minimize damage and loss of life.
This is typically created by government agencies, disaster management
organizations, or emergency planners. Various international organizations and
frameworks guide efforts in minimizing risks and enhancing resilience.
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• United Nations

The United Nations plays a critical role in global disaster prevention and mitigation
efforts. Through its specialized agencies, the UN supports nations in developing
strategies to reduce disaster risks, enhance preparedness, and ensure sustainable
development. The UN's efforts emphasize capacity-building, policy development,
and coordination among countries to mitigate the impact of disasters.

• International Strategy for Disaster Reduction (UNISDR)

The UN established the International Strategy for Disaster Reduction (UNISDR) in

1999 to lead global disaster risk reduction efforts. UNISDR, now known as the UN
Office for Disaster Risk Reduction (UNDRR), coordinates international cooperation,
promotes policies, and fosters partnerships to reduce vulnerabilities to disasters. Its
initiatives include:
-Advocating for disaster risk reduction policies at global and national levels.
-Supporting countries in implementing DRR strategies.
-Encouraging research and knowledge-sharing on disaster risk mitigation.

• HYOGO Framework for Action on Disaster Reducation

The Hyogo Framework for Action (HFA) 2005–2015 was a landmark global blueprint
for disaster risk reduction. Adopted at the World Conference on Disaster Reduction
in 2005, HFA focused on five priorities:

• Ensuring DRR is a national and local priority with a strong institutional framework.
• Identifying, assessing, and monitoring disaster risks and enhancing early warning
systems.
• Using knowledge, education, and innovation to build a culture of safety and
resilience.
• Reducing underlying risk factors through sustainable development practices.
• Strengthening disaster preparedness for effective response at all levels.

• Hazzard, Risk, and Vulnerable Analysis (HRVA)

HRVA is a fundamental approach in disaster risk management, helping to identify

hazards, assess risks, and determine vulnerabilities. This analysis enables
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governments, organizations, and communities to implement targeted prevention and

mitigation measures.
Component Defintion Focus Example
Hazard Analysis Identifies potential Nature, frequency, Identifying active
hazards and severity of volcanoes in a
hazards region
Risk Analysis Evaluates the Probability and Assessing
likelihood and potential earthquake risk for
impact of hazards consequences buildings in a city
Vulnerability Identifies Susceptibility of Determining how
Analysis weaknesses that people, structures, poverty increases
increase disaster and systems disaster
impact vulnerability

• Hazard Focus
A hazard-focused approach assesses potential threats such as earthquakes,
floods, hurricanes, landslides, and industrial accidents. It examines the frequency,
intensity, and potential impact of hazards to develop appropriate mitigation
strategies.

• Site-Specific Analysis
Site-specific HRVA considers the geographical, social, and economic characteristics
of a particular area. It identifies:
- Local hazards that pose a threat to communities.
-Population vulnerabilities, including marginalized groups and infrastructure
weaknesses.
- Potential mitigation measures, such as land-use planning, structural
reinforcements, and early warning systems.

General fire preparedness refers to the proactive steps taken to prevent fires and
ensure a swift, organized response in the event of a fire emergency. It applies to
households, businesses, schools, healthcare facilities, and public spaces. Here are
the key elements for general fire preparedness:
1. Fire Prevention
 Maintain Smoke Detectors
 Fire Extinguishers
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 Electrical Safety
 Proper Storage of Flammable Materials
 Safe Cooking Practices
 Chimney and Fireplace Maintenance
2. Develop a Fire Escape Plan
 Plan Multiple Escape Routes
 Establish a Meeting Point
 Practice Fire Drills
3. Install and Maintain Fire Safety Equipment
4. Know Emergency Numbers and Contact Information
 Emergency Numbers
 Important Contacts
5. Educate and Train Household Members
 Fire Safety Education:
 How to Use Fire Extinguishers
 First Aid for Burns
6. During a Fire Emergency
 Stay Calm and Alert
 Evacuate Quickly and Safely
 Close Doors Behind You
 Call Emergency Services
7. Post-Fire Actions
 Wait for Clearance
 Assess Damage and Seek Help
 Provide Emotional Support
8. Fire Safety for Special Needs or Vulnerable Individuals
 Assistance for Children or Disabled Individuals
 Emergency Plans for Pets

Earthquake Preparedness involves taking proactive steps to reduce the risk of

injury, loss of life, and damage to property before, during, and after an earthquake.
Earthquakes can strike with little warning, and preparedness is key to ensuring
safety. Here are the essential components of general earthquake preparedness:
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1. Prepare Your Home and Workplace

 Secure Heavy Furniture and Objects:
 Anchor bookshelves, cabinets, and other large furniture items to the wall to
prevent them from toppling during shaking.
 Secure heavy objects such as televisions, mirrors, and glassware to avoid
them falling and causing injury.
 Check for Structural Stability:
 Ensure your home or building meets local earthquake-resistant building
codes. Older buildings may need retrofitting to strengthen them against
seismic activity.
 Reinforce Windows and Doors:
 Install safety film on windows to reduce the risk of glass shattering during an
earthquake.
 Ensure doors are easy to open and exit from quickly during an emergency.
 Create a Safe Space:
 Identify safe spots in each room (e.g., under sturdy tables, against interior
walls, away from windows) where you can take cover during shaking.
 Avoid staying near heavy objects, tall furniture, or glass windows.
2. Develop a Family or Team Earthquake Plan
 Create a Communication Plan:
 Establish a meeting point outside the house where everyone will go after the
shaking stops.
 Have a communication plan in case you and your family members are
separated. Choose an out-of-area contact person who can relay messages.
 Know how to send text messages as phone lines may be down during a
disaster.
 Practice Drills:
 Conduct regular earthquake drills with family members or coworkers,
practicing "Drop, Cover, and Hold On" during shaking and evacuation
procedures after the shaking stops.
 Practice how to use the emergency kit and how to turn off utilities like gas,
water, and electricity.
3. Prepare an Emergency Kit
 Essential Supplies:
 Water
 Food
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 First Aid Kit

 Flashlight and Extra Batteries
 Radio
 Cash
 Important Documents
 Personal Items
 Extra Phones and Power Banks
4. Know How to Turn Off Utilities
 Gas
 Water
 Electricity
5. Prepare for Aftershocks
 Expect Aftershock
 Reevaluate Safety
6. Protect Yourself During an Earthquake
 "Drop, Cover, and Hold On":
 Drop to your hands and knees to prevent being knocked over.
 Take cover under a sturdy piece of furniture (e.g., a table or desk) to
protect yourself from falling objects and debris.
 Hold on to the furniture to stay covered and prevent it from moving away
from you.
 If You're Outside:
 Move to an open area away from buildings, trees, and power lines. Drop to
the ground and cover your head.
 If You're in a Vehicle:
 Pull over to a safe location away from overpasses, bridges, and power
lines. Stay inside the vehicle with your seatbelt on, and remain there until
the shaking stops.
7. Community and Workplace Preparedness
 Workplace Earthquake Plans - Ensure that your workplace has a clear
earthquake plan, including evacuation routes, designated assembly areas,
and first aid stations.
 Familiarize yourself with the workplace’s earthquake evacuation protocol
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Preparing for a volcanic eruption involves taking several steps to ensure your
safety and minimize damage. Here’s a general preparedness guide:
1. Know the Risk
 Stay informed
 Research - Learn about the specific volcanoes near you, their eruption history,
and what signs of an impending eruption might look like.
2. Emergency Kit
 Basic supplies
 Important documents
3. Evacuation Plan
 Identify evacuation routes
 Know where shelters are
 Communicate
4. Protecting Your Home
 Seal windows and doors
 Roof preparation
 Remove loose objects
5. During an Eruption
 Stay indoors
 Limit exposure to ash
 Stay informed
6. Post-eruption Safety
 Wait for an official all-clear
 Clean up carefully
 Check for hazards

General Preparedness for Tornadoes, Floods, Typhoons, Cyclones, and

Tsunamis
Each of these natural disasters requires specific preparation to minimize risk. Below
are general guidelines for preparing for each:
Tornadoes
- Know the Risks:
 Stay informed by checking local weather and tornado alerts, especially
during tornado season.
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 Understand the typical tornado patterns in your area (e.g., "Tornado Alley"
in the U.S.).
- Emergency Kit:
 Stock a kit with essentials like water, non-perishable food, medications, a
flashlight, batteries, and a first-aid kit.
 Include a whistle, a battery-powered radio, and a phone charger.
- Safe Room
 Identify the safest part of your home—typically, a basement or an interior
room on the lowest level away from windows.
 Have a tornado-safe shelter or storm cellar if available.
- Evacuation Plan
 Have a plan to quickly move to a safe place and know multiple routes.
 Practice drills with family members.

FLOODS
- Know Flood Risks:
 Check your local flood zone and understand seasonal flood risks,
especially if you live near rivers, lakes, or in a low-lying area.
- Floodproof Your Home:
 Install sump pumps and water barriers to redirect water.
 Keep valuables in higher places in your home, and elevate electrical
outlets and appliances if you live in a flood-prone area.
- Emergency Kit:
 Include a portable radio, flashlight, water, and non-perishable food.
 Add extra clothing, first-aid supplies, important documents, and personal
hygiene items.
- Evacuation Plan:
 Know your area's evacuation routes and plan for relocation if necessary.
 Avoid driving through flooded areas—just 6 inches of water can cause a
vehicle to stall.
Typhoons and Cyclones
- Know the Risks:
 Understand if your region is prone to typhoons or cyclones, particularly if
you're near coastal areas.
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 Pay attention to weather forecasts, cyclone warnings, and evacuation

orders.
- Emergency Kit:
 Include essentials like bottled water, non-perishable food, a flashlight, first-
aid kit, batteries, medications, and a phone charger.
 Pack important documents in a waterproof container and add blankets,
rain gear, and a whistle.
- Home Protection
 Reinforce windows and doors, and remove any outdoor objects that could
be blown away.
 Secure your roof if possible.
- Evacuation Plan
 Know your nearest cyclone shelters and evacuation routes.
 If instructed by authorities, evacuate early to avoid dangerous conditions.

Tsunamis
- Know the Risks:
 Tsunami-prone areas are typically near tectonic plate boundaries and
coastal regions.
 Learn about tsunami warning systems and evacuation routes.
- Evacuation Plan:
 If you live in a coastal area, identify tsunami evacuation routes and high-
ground locations.
 Move inland or to higher ground immediately if you feel an earthquake or if
a tsunami warning is issued.
- Emergency Kit:
 Pack essentials like water, non-perishable food, a flashlight, first-aid
supplies, a whistle, and a portable phone charger.
 Have a map with evacuation routes and emergency contact information.

A Universal Emergency Code System is a framework for clear, concise, and

standardized communication during an emergency, ensuring that everyone involved
understands the situation and knows how to act quickly. This plan can be used in a
variety of emergencies (natural disasters, medical events, active threats, etc.) and is
particularly useful in communities, organizations, or households where people need
to communicate under stressful or confusing circumstances.
Example Communication Plan Outline for a Universal Emergency Code System:
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Code Red: Fire

 Action: Evacuate immediately. Head to the designated meeting point at the
park.
 Communication: "Code Red" by text and flash of red flag.
 Roles: Evacuation team leads people to the exits. Communication lead
contacts fire department.
Code Blue: Medical Emergency
 Action: Call 911 and administer first aid if trained.
 Communication: "Code Blue" by text and a whistle blow.
 Roles: First aid responders provide care. Communication lead calls
emergency services.
Code Orange: Severe Weather
 Action: Seek shelter in the designated storm shelter or basement.
 Communication: "Code Orange" via radio and flashing orange light.
 Roles: Evacuation team helps move people to shelter. Communication lead
keeps the group updated on weather conditions.
Code Black: Active Threat
 Action: Lock doors, shelter in place, and stay quiet.
 Communication: "Code Black" via text or a loud alarm.
 Roles: Security lead monitors the threat. Communication lead updates
emergency services.

Creating a Family Communication Plan for emergencies is vital for ensuring that
everyone in the household knows how to communicate and act when a crisis strikes.
This plan will help keep family members connected, even if normal communication
methods (like phone lines or internet) are unavailable.

Here’s how to develop a Family Communication Plan:

1. Create a Family Emergency Contact List
 Primary Contact: Choose a family member or trusted friend who lives outside
your immediate area to be the central point of contact for everyone.
 Include key details: Add the name, phone numbers, and email addresses of
all family members, including:
 Parents/Guardians
 Children
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 Extended family members (if relevant)

 Neighbors, close friends, and colleagues
 Medical and Important Information: Include important details like medical
conditions, allergies, and any special needs.
2. Designate Emergency Meeting Points
 Primary Meeting Point: Choose a nearby safe location where family members
will meet in case of evacuation (e.g., a local park, community center, or
neighbor’s house).
 Secondary Meeting Point: Select a backup meeting place that’s further away,
in case the primary spot is unsafe or inaccessible (e.g., a friend’s house or a
school).
 Ensure everyone knows the locations: Make sure everyone in the family is
familiar with the meeting points and how to get there quickly.
3. Establish a Communication Plan
How to Contact Each Other:
 Cell Phones: Ensure all family members have charged phones. Keep spare
charging cables and portable chargers available.
 Text Messages: In case of phone lines being overloaded, texting may be more
reliable. Agree that text messages should be sent first in emergencies.
 Landlines: If possible, have a backup landline phone, especially if cell
networks go down.
 Social Media or Email: Create a family email thread or use social media
platforms (like a private Facebook group) to update each other in case phone
communication is disrupted.
 Out-of-Town Contact: Establish one person outside your local area (a friend,
relative, or neighbor) to serve as a central point of contact. If your family gets
separated, they can check in with this person to ensure everyone is safe.
4. Develop a Plan for Special Needs
 Young Children: Make sure they understand basic safety information and the
importance of staying in one place during an emergency. Have a small kit
ready for them with snacks, toys, and comfort items.
 Elderly or Disabled Family Members: Identify who will assist them if
evacuation or movement is needed. Ensure they have necessary
medications, mobility aids, or equipment ready.
 Pets: Designate someone responsible for pets and include pet supplies (food,
leash, carrier) in your emergency kits.
5. Backup Communication Methods
In case regular communication methods fail (such as cell towers going down or loss
of electricity), develop secondary ways to reach family members.
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 Walkie-Talkies or Two-Way Radios: Ensure everyone knows how to use them

and that you have extra batteries.
 Signal Codes: Develop a simple signaling system (such as flashing lights or
blowing a whistle) to indicate that help is needed or a specific emergency
code is in effect.
 Community Alert Systems: Know how to sign up for local emergency alerts
(via phone, text, or radio) to receive emergency notifications from local
authorities.
6. Assign Roles and Responsibilities
Make sure each family member knows their role in an emergency to avoid confusion
and to act quickly:
 Evacuation Leader
 First Aid Coordinator
 Supplies Manager
 Communication Lead
 Pet Care
7. Prepare an Emergency Kit
Have a family emergency kit ready with enough supplies for 72 hours for each family
member. Be sure to include:
 Water and non-perishable food.
 First aid supplies (bandages, medications, pain relievers).
 Flashlight and extra batteries.
 Portable chargers or power banks for phones.
 Warm clothing and blankets.
 Personal hygiene items (soap, toothbrush, wet wipes).
 Important documents (ID, insurance, medical records) in waterproof bags.
 Baby supplies (if applicable), including formula, diapers, and baby wipes.
 Pet supplies (food, leash, water).

8. Practice and Test the Plan

 Conduct Regular Drills: Hold family emergency drills so everyone knows what
to do in different scenarios (fire, flood, earthquake, etc.). Practice meeting at
your designated locations and using the backup communication methods.
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 Review the Plan: Regularly review the family emergency communication plan
to ensure everyone remembers their role and that any new updates (e.g., new
phone numbers or changes in location) are incorporated.
9. Emergency Contacts for Local Resources
 Have a list of important contacts like local hospitals, fire departments, police
stations, and shelters.
 Include your nearest family and friends, as well as community members who
may be able to help in an emergency.
10. Keep the Plan Accessible
 Digital Access - Store an electronic copy of the family communication plan
and emergency contact list in an easily accessible location (such as a shared
cloud folder or family messaging app).
 Hard Copies - Print copies of the plan and keep them in several places in your
home (e.g., refrigerator, emergency kit, each family member’s bag).

PERSONAL AND HOME DISASTER SURVIVAL

Education for disaster preparedness can provide life-saving and life-
sustaining information and skills that protect in particular children and young people
during and after emergencies.
Disasters are not natural, they only occur when people lack preparedness or
the ability to cope with hazards: it is the combination of an exposed and ill-prepared
population or community with a hazard event that results in a disaster. Education
therefore has a vital role to play in preparing communities and building disaster
resilient societies and safe lives.
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Develop A Personal Preparedness Plan.

 Work with your family to develop a preparedness plan.
 Consider topics such as how to receive emergency information; how to
communicate with family members (including if local phone communication is
unavailable); and how to address basic needs such as food, water, shelter,
clothing, medication, sanitation, and transportation.

PREPAREDNESS PLANNING
a. Assembling Emergency Kit
- The 72-Hour Emergency Kit should meet the basic survival needs of
your family for 3-7 days.
- Most families prefer to store their emergency supplies in one location
that is relatively safe, yet easily accessible if evacuation is required.
- Store items in a 32-gallon trashcan, suitcase, duffle bag, back pack,
footlocker, or use individual packs for each family member.
Emergency Needs Suggested Non- Sanitation Kit Standard First Aid Kit
Perishable Foods

battery powered radio Ready-to eat goods plastic bucket w/ Pen & paper
in unbreakable tightly fitted lid
containers

water storage (1 Canned or 'stay fresh baby supplies Work gloves

gallon/person/day) pouch' meats

water purification powdered milk plastic bags & ties Money

tablets

first aid kit & manual juice disinfectant First aid manual
utility knife

sleeping bags & infant care foods paper towels Aspirin or pain relievers
blankets (wool and
thermal)

manual can opener crackers improvised toilet seat Laxatives/ Diarrhea

medicine

waterproof/windproof peanut butter personal hygienic Petroleum jelly

matches needs

extra paper cups & plates Rubbing alcohol / cotton

eyeglasses/contact balls / cotton swabs
lenses

flashlight plastic utensils safety pins

non-perishable foods personal toiletries Scissors / thermometer

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essential medications Soap sanitary napkins (also

used as a pressure
dressing)

extra clothing

emergency battery- Gauze / band-aids/

operated candles or triangular bandage/
light sticks elastic bandage

cellphone with disposable diapers (also

chargers or back up use as a
batteries dressing/splint/padding)

micropore adhesive,
paper tape

Make Copies Of All individual medical needs

Legal Papers

b. Learning Preparedness Skills

Basic Life Support Skills
1. CPR (Cardiopulmonary Resuscitation) - Knowing CPR can save a life
in case of cardiac arrest. It's essential to act quickly and correctly to
restore blood circulation and breathing.
2. First Aid - First aid skills help you respond to minor injuries and prevent
more severe conditions from developing. It's crucial to know how to
clean and dress wounds, apply bandages, and use basic medical
equipment.
3. AED (Automated External Defibrillator) Operation - An AED can restore
a normal heartbeat in case of cardiac arrest. Knowing how to use an
AED can significantly improve survival chances.
Fire Safety and Response
1. Fire Extinguisher Use - Knowing how to use a fire extinguisher can help put
out small fires before they spread. It's essential to understand the different
types of extinguishers and how to use them correctly.
2. Fire Escape Planning - A fire escape plan helps ensure everyone in the
household knows how to get out quickly and safely in case of a fire. It's crucial
to identify at least two escape routes and designate a meeting point outside
the home.
3. Smoke Detector Maintenance- Working smoke detectors can alert you to a
fire, giving you precious time to escape. Regular maintenance, such as testing
and replacing batteries, ensures they function correctly.

Water and Food Safety

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1. Water Purification - Knowing how to purify water ensures access to safe

drinking water during emergencies. This skill is essential for preventing
waterborne illnesses.
2. Food Safety - Food safety skills help prevent foodborne illnesses. It's crucial
to know how to handle, store, and cook food safely, especially during power
outages or when using alternative cooking methods.
3. Water Storage - Storing water safely ensures access to clean drinking water
during emergencies. It's essential to use proper containers, store them in a
safe location, and regularly inspect and maintain them.

Shelter and Safety

1. Shelter Construction - Knowing how to build a shelter can provide protection
from the elements during emergencies. This skill is essential for creating a
safe and warm space.
2. Safety and Security - Safety and security skills help protect you and your
household from potential threats. It's crucial to know how to secure your
home, use personal protective equipment, and respond to emergencies.

Communication and Lighting

1. Two-Way Radio Operation - Knowing how to use a two-way radio ensures
communication with family members and emergency services during
emergencies.
2. Flashlight and Lantern Use - Flashlights and lanterns provide reliable lighting
sources during power outages. It's essential to know how to use them safely
and efficiently.
3. Solar Charging - Solar charging skills ensure access to power for essential
devices during emergencies. It's crucial to know how to use solar chargers
and maintain them properly.

Tool and Equipment Use

1. Basic Tool Use- Knowing how to use basic tools, such as hammers,
screwdrivers, and pliers, helps with minor repairs and maintenance during
emergencies.
2. Generator Use - Generator use skills ensure access to power for essential
devices during emergencies. It's crucial to know how to use generators safely
and efficiently.
3. Water Pump Use - Water pump use skills ensure access to clean water during
emergencies. It's essential to know how to use water pumps safely and
efficiently.

Disaster-Specific Skills
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1. Earthquake Response - Knowing how to respond during earthquakes,

including drop, cover, and hold on techniques, helps minimize injury and
damage.
2. Hurricane Response - Hurricane response skills help prepare for and respond
to hurricanes, including boarding up windows, securing outdoor furniture, and
evacuating if necessary.
3. Flood Response - Flood response skills help prepare for and respond to
floods, including sandbagging, evacuating, and avoiding contaminated water.

PATTERNS OF SURVIVAL (STAYING ALIVE)

- Patterns of survival refer to the common characteristics, behaviors, and
strategies that individuals and groups exhibit to survive and thrive in the face of
adversity, including natural disasters, emergencies, and other crises.

a. FINDING FAST SOLUTIONS NATURALLY

1. Develop a Survival Mindset
 Stay calm - Keep a clear head and think logically.
 Assess the situation - Quickly assess the situation and identify potential
hazards.
 Focus on solutions - Concentrate on finding solutions rather than
getting bogged down by problems.

2. Use Natural Resources

 Find or create a shelter - Use natural resources like leaves, branches, and
rocks to create a shelter.
 Start a fire - Use dry leaves, twigs, and other natural materials to start a fire
for warmth, light, and cooking.
 Find a water source - Look for natural water sources like streams, rivers, or
ponds.

3. Improvise with Available Materials

 Use everyday objects - Use everyday objects like belts, ropes, or clothing to
create makeshift tools or solutions.
 Create a makeshift first aid kit - Use available materials like cloth, sticks, and
rocks to create a makeshift first aid kit.
 Improvise a signaling device - Use available materials like mirrors, flares, or
brightly colored clothing to create a signaling device.

4. Leverage Your Senses

 Observe your surroundings - Pay attention to your environment and look for
potential resources or hazards.
 Listen for sounds - Listen for sounds that might indicate the presence of
water, animals, or other potential resources.
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 Smell for water - Smell for the presence of water, which can indicate a nearby
stream or river.

5. Stay Flexible and Adaptable

 Be prepared to adjust - Be prepared to adjust your plan if circumstances
change.
 Stay open-minded - Stay open-minded and consider alternative solutions.
 Learn from mistakes -Learn from mistakes and use them as an opportunity to
improve your skills.

6. Practice and Train

b. FOOD AND WATER PROCUREMENT
1. Water Procurement
 Finding Natural Water Sources
- Streams, Rivers, and Lakes - Look for areas with vegetation, animal
tracks, or bird activity, as these can indicate the presence of water.
- Springs - Search for areas with lush vegetation, moss, or ferns, as
these can indicate the presence of a spring.
- Wetlands - Areas with standing water, muddy soil, or aquatic plants
can be a good source of water.

 Rainwater Collection
- Roof Catchment - Collect rainwater from rooftops using gutters and
downspouts.
- Ground Catchment - Collect rainwater from surfaces like concrete,
asphalt, or compacted soil.
- Storage - Store collected rainwater in tanks, barrels, or cisterns.

 Transpiration Method
- Materials - Plastic bag, rock, and a leafy branch.
- Process - Place the plastic bag over the branch, weigh down the center
with a rock, and collect the water that accumulates in the bag.

 Water Purification
- Boiling - Boil water for at least 1 minute to kill bacteria, viruses, and
other microorganisms.
- Filtration - Use filters like ceramic, carbon, or sand to remove impurities
and contaminants.
- Disinfection - Use disinfectants like chlorine, iodine, or UV light to kill
bacteria and viruses.

2. Food Procurement
 Hunting and Fishing
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- Hunting - Use firearms, bows, or traps to hunt animals like deer,

rabbits, or birds.
- Fishing - Use fishing rods, nets, or traps to catch fish in rivers, lakes,
or oceans.
 Foraging
- Plant Identification - Learn to identify edible plants like berries, nuts, or
greens.
- Food Preparation- Learn to prepare foraged food by cooking, drying,
or preserving.

 Food Preservation
- Smoking - Smoke food to preserve it by dehydrating and adding a
smoky flavor.
- Drying - Dry food to preserve it by removing moisture and preventing
bacterial growth.
- Canning - Can food to preserve it by heating and sealing it in airtight
containers.

 Gardening
- Soil Preparation - Prepare soil by adding fertilizers, compost, or mulch.
- Seed Selection - Choose seeds suitable for your climate and growing
conditions.
- Irrigation - Water plants regularly, using techniques like drip irrigation or
mulching.

 Food Storage
- Container Selection - Choose containers that are airtight, waterproof,
and durable.
- Storage Location - store food in a cool, dry, and dark location, away
from pests and rodents.
- Food Rotation - Rotate food regularly to ensure older items are
consumed before they expire.

Food and Water Safety

 Handling Food Safely
- Hand Washing - Wash hands regularly, especially before handling food.
- Food Handling - Handle food safely by using utensils, cutting boards,
and plates.
- Food Storage - Store food safely by keeping it at the correct
temperature and preventing cross-contamination.

 Storing Food Properly

- Temperature Control - Store food at the correct temperature, usually
below 40°F (4°C) for refrigerated items.
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- Humidity Control - Store food in a dry location, away from moisture and
humidity.
- Pest Control - Store food in airtight containers, away from pests and
rodents.

 Purifying Water
- Boiling - Boil water for at least 1 minute to kill bacteria, viruses, and
other microorganisms.
- Filtration - Use filters like ceramic, carbon, or sand to remove impurities
and contaminants.
- Disinfection - Use disinfectants like chlorine, iodine, or UV light to kill
bacteria and viruses.

 Cooking Food Thoroughly

- Temperature Control - cook food to the recommended internal
temperature, usually above 165°F (74°C) for poultry and meat.
- Food Handling - Handle cooked food safely by using utensils, cutting
boards, and plates.
- Food Storage - Store cooked food safely by keeping it at the correct
temperature and

c. SIGNALS
Importance of Signaling
 Rescue - Signaling is crucial for alerting rescuers to your location, increasing
the chances of a timely rescue.
 Communication - Signaling enables communication with rescuers, allowing
you to convey vital information, such as your location, number of people in
your group, and medical needs.
 Moral Boost - Signaling can provide a moral boost, as it allows you to take
proactive steps towards rescue, rather than simply waiting.

Types of Signals
 Visual Signals - Visual signals, such as smoke, mirrors, and flags, are
effective during the day and can be seen from a distance.
 Audible Signals - Audible signals, such as whistles, horns, and gunfire, are
effective during the day and night and can be heard from a distance.
 Electronic Signals - Electronic signals, such as radio and cell phone signals,
are effective for sending distress messages and can be used day or night.

Signaling Techniques
 SOS Signal - The SOS signal (three short signals, followed by three long
signals, followed by three short signals) is a widely recognized distress signal.
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 Signal Fires - Building three fires in a row can create a signal fire that can be
seen from a distance.
 Signal Mirrors - Using a mirror to reflect sunlight towards any aircraft or
potential rescuers during the day can be an effective signaling technique.
 Ground Signals - Creating ground signals using rocks, palm fronds, or other
materials to spell out "HELP" or "SOS" can be seen by rescuers.

Signaling Tools
 Mirrors - Mirrors can be used to reflect sunlight towards any aircraft or
potential rescuers during the day.
 Whistles - Whistles are loud and can be heard from a distance, making them
an effective signaling tool.
 Flares - Flares can be used to signal for help at night or in low-visibility
conditions.
 Radios - Radios can be used to send distress messages and communicate
with rescuers.

d. NAVIGATION
refers to the process of moving safely and efficiently from one location to
another, often in unfamiliar or hazardous environments. This can involve:
1. Evacuation - Navigating away from the disaster area to a safe location.
2. Search and Rescue - Navigating through the disaster area to locate and
assist survivors.
3. Relief Efforts - Navigating to deliver aid, supplies, and personnel to affected
areas.
4. Recovery - Navigating to restore critical infrastructure, services, and facilities.

Navigation plays a crucial role in disaster survival, as it enables individuals to:

 Evacuate safely
 Find shelter and resources
 Avoid hazards
 Reunite with family and friends
 Access medical care
 Preserve energy
 Reduce stress and anxiety

Types of navigation used in disaster survival:

 Map reading
 Compass use .
 GPS navigation
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 Dead reckoning - Using past speed and direction of travel to estimate current
position.
 Pilotage - Using visual references, such as landmarks and buoys, to navigate.

Importance of navigation skills in disaster survival:

 Increased self-reliance - Navigation skills enable individuals to be more self-
reliant and less dependent on others for survival.
 Improved decision-making - Navigation skills enable individuals to make
informed decisions about their route and destination.
 Enhanced situational awareness - Navigation skills enable individuals to have
a better understanding of their surroundings and potential hazards.
 Reduced risk of injury or death - Navigation skills enable individuals to avoid
hazards and reduce the risk of injury or death.

e. Special Needs
- refers to the unique requirements and considerations of individuals who may
need additional support or accommodations to ensure their safety and well-being.
These individuals may include:
 People with disabilities - Those with physical, sensory, cognitive, or mental
health disabilities may require special assistance, such as wheelchair-
accessible evacuation routes or sign language interpreters.
 Older adults - Seniors may need additional support due to decreased mobility,
sensory impairments, or chronic health conditions.
 Children and infants - Children and infants may require special care, such as
baby supplies, child-friendly food, and emotional support.
 Pregnant women - Pregnant women may need special medical attention,
nutritional support, and accommodations for their physical needs.
 People with chronic medical conditions- Individuals with conditions like
diabetes, heart disease, or respiratory problems may require special medical
attention, medication, and equipment.
 Mental health needs - People with mental health conditions, such as anxiety,
depression, or post-traumatic stress disorder (PTSD), may require special
emotional support and counseling.
 Non-English speakers -Individuals who do not speak the dominant language
of the affected area may require language assistance and interpretation
services.
 Culturally diverse populations - People from diverse cultural backgrounds may
have specific needs related to food, shelter, and spiritual practices.

Special needs considerations in disaster planning and response:

1. Accessibility - Ensure that evacuation routes, shelters, and other facilities are
accessible to people with disabilities.
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2. Communication - Provide alternative formats for communication, such as

Braille, large print, or sign language interpretation.
3. Medical support - Ensure that medical personnel and equipment are available
to support individuals with special medical needs.
5. Food and water - Provide food and water that meet the dietary needs of
individuals with special requirements, such as kosher or halal meals.
6. Emotional support - Offer emotional support and counseling services to
individuals who may be experiencing trauma or stress.
7. Cultural sensitivity - Ensure that disaster response efforts are culturally
sensitive and respectful of diverse populations.
8. Inclusive planning - Involve individuals with special needs and their families in
disaster planning and decision-making processes.

PACE Planning
PACE Planning is a comprehensive approach to planning for emergency
situations, particularly in the context of disaster response and recovery. PACE stands
for Primary, Alternate, Contingency, and Emergency.

a. Primary, Alternate, Contigency, Emergency

PACE Planning is a comprehensive approach to planning for emergency
situations, particularly in the context of disaster response and recovery. PACE stands
for Primary, Alternate, Contingency, and Emergency.

Primary Plan
 Identify primary goals and objectives - Determine the primary objectives of
the plan, such as evacuation, search and rescue, or provision of aid.
 Assess resources and capabilities - Evaluate the resources and capabilities
available to support the primary plan.
 Develop a detailed plan - Create a detailed plan outlining the steps to be
taken, including timelines, responsibilities, and resources required.

Alternate Plan
 Identify potential disruptions - Anticipate potential disruptions or failures that
could impact the primary plan.
 Develop an alternate plan - Create an alternate plan that can be implemented
if the primary plan is disrupted or fails.
 Identify additional resources - Determine additional resources that may be
required to support the alternate plan.

Contingency Plan
 Identify potential contingencies - Anticipate potential contingencies or
unforeseen events that could impact the primary or alternate plans.
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 Develop a contingency plan - Create a contingency plan that outlines the

steps to be taken in response to potential contingencies.
 Identify additional resources - Determine additional resources that may be
required to support the contingency plan.

Emergency Plan
 Identify emergency situations - Anticipate potential emergency situations that
could arise, such as a natural disaster or major accident.
 Develop an emergency plan - Create an emergency plan that outlines the
steps to be taken in response to emergency situations.
 Identify emergency resources - Determine emergency resources that may be
required to support the emergency plan.

Benefits of PACE Planning

 Improved preparedness - PACE Planning helps organizations prepare for a
wide range of potential scenarios.
 Increased flexibility - The framework allows for flexibility and adaptability in
response to changing circumstances.
 Enhanced resilience - PACE Planning helps organizations build resilience by
identifying potential risks and developing strategies to mitigate them.
 Better decision-making - The framework provides a structured approach to
decision-making, ensuring that all potential scenarios are considered.

b. Shelter in Place or Bugging Out

Sheltering in Place
Sheltering in place involves staying in your current location, such as your
home or office, during an emergency. This option is often preferred when:
 Immediate danger is not present - If the emergency is not life-threatening,
sheltering in place may be the best option.
 Infrastructure is intact - If basic services like water, electricity, and sanitation
are still available, sheltering in place may be more comfortable.
 Special needs are considered - For individuals with disabilities or special
needs, sheltering in place may be more suitable, as it allows them to remain
in a familiar environments.
Bugging Out
Bugging out involves leaving your current location and relocating to a safer
area. This option is often preferred when:

 Immediate danger is present - if the emergency poses an immediate threat to

life or safety, bugging out may be necessary.
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 Infrastructure is compromised - If basic services are disrupted or unavailable,

bugging out may be the best option.
 Long-term sustainability is uncertain - If the emergency is expected to last for
an extended period, bugging out to a more sustainable location may be
necessary.

PACE Planning Considerations:

1. Risk assessment - Evaluate the potential risks and hazards associated with
each option.
2. Resource availability - Consider the availability of resources, such as food,
water, and medical supplies.
3. Communication - Plan for communication with family members, emergency
services, and other stakeholders.
4. Transportation - Identify transportation options for bugging out, if necessary.
5. Alternative shelter - Identify alternative shelter options, such as emergency
shelters or temporary housing.

Develop a PACE plan that includes:

1. Primary plan - shelter in place or bug out, depending on the emergency
scenario.
2. Alternate plan - Identify an alternative shelter location or evacuation route.
3. Contingency plan - Develop a contingency plan for unexpected events, such
as a power outage or transportation disruption.
4. Emergency plan - Establish an emergency plan for life-threatening situations,
such as a fire or medical emergency.

Impact response refers to the actions and mechanisms put in place to address and
mitigate the effects of a sudden, significant event, such as a disaster, crisis, or
emergency. The key components of impact response typically include:

1. Assessment: Rapid evaluation of the situation to understand the severity, scale,

and scope of the impact. This includes gathering data on damage, casualties, and
resources needed.

2. Coordination and Communication: Collaboration between various agencies,

organizations, and stakeholders to ensure a unified response. Effective
communication channels are critical for sharing information and aligning efforts.
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3. Resource Mobilization: Deployment of necessary resources, including personnel,

equipment, medical aid, and financial assistance, to areas affected by the event.

4. Emergency Services: Immediate provision of essential services like search and

rescue, medical care, food, water, and shelter to those impacted.

5. Logistics and Supply Chain Management: Ensuring the efficient delivery and
distribution of supplies and services to affected areas.

6. Security and Safety: Protection of affected populations from further harm,

including law enforcement, crowd control, and securing of affected zones.

7. Recovery and Reconstruction: Longer-term efforts to restore infrastructure, rebuild

communities, and provide psychological and financial support to help victims recover
from the event.

8. Public Information and Awareness: Providing timely and accurate information to

the public about the situation, safety measures, and available resources.

9. Monitoring and Feedback: Continuous tracking of the response efforts to ensure

they are effective and adjust strategies as needed.

10. After-Action Review: Evaluation of the response after the event to learn lessons,
improve preparedness, and prevent future occurrences or mitigate their effects.

Each component works together to minimize the immediate harm and facilitate long-
term recovery.
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POST IMPACT: Recovery, reconstruction, and rehabilitation

1. Critical Incident Stress Debriefing
 Supportive Communication Skills
 Assisted Coping Techniques
 Common Emergency Stress Reactions
2. Psychological First Aid (PFA)
 Role of Psychological First Aiders in a Crisis
 Fear Management Strategies
3. Public Health Interventions

Post-Impact Phase
Recovery beings during the emergency phase and end with the return of the
normal community order and functioning. The main goal is to assess the full
extent of a disaster's impact, define the needs for recovery/reconstruction, and
serve as the basis for the development of the recovery/reconstruction strategy.

Objectives of Post-Impact Phase:

 To restore peopleʼs mean of livelihood and continuity of economic activities
 and business.
 To restore shelter and other buildingʼs/installation
 To reconstruct infrastructure and other public utility
 To assist in the physical and psychological rehabilitation of persons who
 suffered from the effects of the disaster.

RECOVERY: These are the activities that restore vital life support systems to
normalize operating standards and long-term activities that return life to normal.
Examples: Community clean-up efforts; Physical infrastructure repair;
Enhancement of pre-disaster state; Build resilience; Provide new
structures/housing that will able to withstand a similar disaster in future;
Involves systematic integration of disasters and long-term development
RECONSTRUCTION: Follows relief and lasts for up to 2 years. It is aimed at
rebuilding the infrastructure and shelter so as to pave way for fresh beginning.

Examples: Setting up of shelter; Health, food and facilities in the campus;

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Education; Training of people/students/volunteers

REHABILITATION: A long term process involving reinstating lost livelihoods,
improving economic opportunities, reducing vulnerability and enhancing
capacities.

Critical Incident Stress Debriefing

What is Critical Incident?
 It is an event (or a cascade of events) that overwhelms normal coping
 mechanisms and can interfere with oneʼs usual ability to function.
 A critical incident can involve any situation or events faced by emergency or
 public safety personnel (responders) or individual that causes a distressing,
 dramatic or profound change or disruption in their physical (physiological) or
 psychological functioning.
[note: not every stressful event is a critical incident]
Examples of Critical Incidents:
 Disasters
 War
 Death
 Assault [physical, sexual, or psychological-being threatened with harm
 Being a witness
Signs and Symptoms following a Critical Incident:
 Restlessness
 Anxiety
 Muscle tremors
 Irritability
 Startle reactions
 Difficulties concentrating
 Excessive fatigue
 Depression
 Nightmares
 Sleep disturbances
 Moodiness
 Vomiting
 Diarrhea
 Suspiciousness
Common Unhealthy Coping Strategies:
 Self-medication
 Alcohol/tobacco consumption
 Isolation
 Blaming and anger
 Overcompensation [work, study]
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What is Critical Incident Stress Debriefing?

Critical Incident Stress Debriefing (CISD) is a specific, 7-phase, small-group,
supportive crisis intervention process. It is just one of the many crisis intervention
techniques which are included under the umbrella of Critical Incident Stress
Management (CISM) program. The CISD process does not constitute any form of
psychotherapy. It is simply a supportive, crisis-focused discussion of a traumatic
event (which in this context is called a “critical incident). The Critical Incident
Stress Debriefing was developed exclusively for small, homogenous groups who
have encountered a powerful traumatic event. It aims a reduction of distress and a
restoration of group cohesion and unit performance.

Who can facilitate session?

 Clinical psychologists often have extensive training in trauma therapy and
crisis intervention
 Psychiatrists, particularly those with expertise in trauma psychiatry, can also
facilitate CISD sessions
 Licensed clinical social workers LCSWs) with experience in trauma-informed
care may facilitate CISD sessions, offering support and resources to
individuals affected by critical incidents
 Licensed professional counselors LPCs) or therapists trained in trauma-
focused therapy can play a vital role in facilitating CISD and providing
emotional support to participants
 Some CISD programs train emergency response personnel, such as
firefighters, paramedics, or police officers, to facilitate debriefing sessions for
their colleagues following critical incidents
 Trained volunteers who have undergone specific CISD training may facilitate
debriefing sessions under the supervision of mental health professional

Structured Process
PHASE DESCRIPTION
1. Introduction Phase The introduction phase of a debriefing is when the team
leader introduces the CISD process and approach,
encourages participation by the group, and sets the ground
rules by which the debriefing will operate. Generally, these
guidelines involve issues of confidentiality, attendance for
the full duration of the group, however with non-forced
participation in discussions and the establishment of a
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supportive, noncritical atmosphere.

2. Fact Phase During this phase, the group is asked to describe briefly their
job or role during the incident and, from their own
perspective, some facts regarding what happened. Usually,
a few individuals provide core facts while others fill in the
missing details(Pulley, 2000). The basic question is: "What
did you do at the scene?ˮ
3. Thought Phase Touching on the emotional aspects begins during the
thought phase. The CISD leader asks the group members to
discuss their first thoughts during the critical incident: "What
went through your mind after you came back from auto-
pilot?ˮ
4. Reaction Phase This phase is designed to move the group participants from
the predominantly cognitive level of intellectual processing
into the emotional level of processing. "What was the worst
part of the incident for you?" This is the most intense phase
of the process. Not everyone will feel comfortable sharing
his or her feelings in this phase. However, listening to the
others talk about their feelings during this phase of the
debriefing will be beneficial in and of itself. Many participants
will discover that the reactions they had or are currently
experiencing are similar
to the feelings and reactions of their peers

5. Symptom Phase This phase begins the movement back from the
predominantly emotional processing level toward the
cognitive processing level. Participants are asked to
describe their physical, cognitive, emotional, and behavioral
signs and symptoms of distress (see Table 1) which
appeared (1) at the scene or within
24 hours of the incident, (2) a few days after the incident,
and (3) are still being experienced at the time of the
debriefing: "What have you been experiencing since the
incident?ˮ
6. Teaching Phase Information is exchanged about the nature of the stress
response and the expected physiological and psychological
reactions to critical incidents. The process of critical incident
stress, stress reactions, and techniques to decrease stress
are explored. This serves to normalize the stress and coping
response, and provides a basis for questions and answers:
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"What can we learn from this experience?ˮ

7. Re-entry Phase This is a wrap-up, in which any additional questions or
statements are addressed, referral for individual follow-ups
are made, and general group solidarity and bonding are
reinforced: "How can we help one another the next time
something like this occurs?" and "Was there anything that
we left out?"

Supportive Communication Skills

The aim of 'supportive communication skills' is to help a certain individual to solve
their own identified problem rather than solving it for them, thus giving them more
ownership of the solution and making it more likely that they will implement it. The
Nurse or the Team Leader becomes a facilitator rather than 'fount of all
knowledge'.

Supportive communication skills means:

 Listen to what is being said rather than offer advice/guidance
 Show interest by looking at the person, nodding agreement
 Allow the person time and space to talk
 Check your understanding by summarizing and feeding back, or ask for
clarification/more information
 Encourage the person to speak freely, expressing their views and opinions
 Accept that feelings may emerge unexpectedly and that it is ok for this to
happen
 Try to identify the important aspects and not be distracted by lots of little
issues
 Facilitate the clarification of solutions and a timeframe for their
implementation
 If there is difficulty identifying solutions, using ‘incisive questionsʼ may resolve
this. Incisive questions aim to ‘replace a limiting assumption with freeing oneʼ

The suggested questions can be used as a ‘backboneʼ for discussion for further
reflection. “GROWˮ

G: Goal The goal i.e. the identified problem:

 Explain briefly the issue or problem that you are
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currently facing.
 What are the outcomes that you wish to achieve?
 What is the timeframe for achieving these objectives?
R: Reality  What is going on that makes this a problem?
 What are the key factors that have led to the current situation?
 What aspects do you personally have control over?
 What actions have you taken so far?
 What obstacles do you see in the way?
 What resources would you need that are not already
available?
 Where could these resources realistically come from?
 What really is the issue here?
 What is the root cause that makes this an issue?
O: Options  In what ways could you approach this issue?
[An idea storm of  Make a list of all possible options – large or small, realistic or
possible options bizarre
(the
 What else could you do?
idea is to
 What would be your ideal scenario?
generate
 What other suggestions can you make?
ideas, not to
sensor  Grade each of the suggestions listed on a scale of 1 10  one
them at this having the least appeal/impact, 10 having the most
stage)]
 Which of these actions appeals to you the most?
 Which would have the most positive impact?
W: Will  Which of the list of options do you choose to take action on?
[What will you  Do these actions wholly meet your objectives?
do? (The
 What is your measurement for assessing this?
action plan)]
 What is the timescale (start and finish) for doing these
actions?
 What obstacles might arise to hinder the completion of your
actions?
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 What support do you need/require to undertake your chosen

actions or overcome hindrances?
 How will you obtain this support?
 What commitment on a scale of 110 1  least, 10  most) do
you have to taking the identified actions?
 What prevents your grading from being 10?
 How can you raise the grade nearer to 10?

Assisted Coping Techniques

Tips for Coping:
 Talk about it- By talking with others about the event, you can relieve stress
and realize that others share your feelings.
 Spend time with friends and family- They can help you through this tough
time. If your family lives outside the area, stay in touch by phone. If you have
any children, encourage them to share their concerns and feelings about the
disaster with you.
 Take care of yourself- Get plenty of rest and exercise, and eat properly. If you
smoke or drink coffee, try to limit your intake, since nicotine and caffeine can
also add to your stress.
 Limit exposure to images of the disaster- Watching or reading news about the
event over and over again will only increase your stress.
 Find time for activities you enjoy- Read a book, go for a walk, catch a movie
or do something else you find enjoyable. These healthy activities can help you
get your mind off the disaster and keep the stress in check.
 Take one thing at a time- For people under stress, an ordinary workload can
sometimes seem unbearable. Pick one urgent task and work on it. Once you
accomplish that task, choose the next one. “Checking offˮ tasks will give you a
sense of accomplishment and make things feel less overwhelming.
 Do something positive- Give blood, prepare “care packagesˮ for people who
have lost relatives or their homes or jobs, or volunteer in a rebuilding effort.
Helping other people can give you a sense of purpose in a situation that feels
“out of your control.”
 Avoid drugs and excessive drinking- Drugs and alcohol may temporarily seem
to remove stress, but in the long run they generally create additional problems
that compound the stress you were already feeling.
 Ask for help when you need it- If you have strong feelings that wonʼt go away
or if you are troubled for longer than four to six weeks, you may want to seek
professional help. People who have existing mental health problems and
those who have survived past trauma may also want to check in with a mental
health care professional. Being unable to manage your responses to the
disaster and resume your regular activities may be symptoms of post-
traumatic stress disorder (PTSD), a real and treatable illness. Help is
available. Make an appointment with a mental health professional to discuss
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how well you are coping with the recent events. You could also join a support
group. Don’t try to cope alone. Asking for help is not a sign of weakness.

Common Emergency Stress Response:

1. Shock and Disbelief: Immediately following the event, individuals may feel
stunned, numb, or in disbelief about what has happened. This initial reaction
can serve as a protective mechanism, allowing individuals to cope with
overwhelming emotions.
2. Fear and Anxiety: Feelings of fear and anxiety are common reactions to
emergencies, especially if the event was life-threatening or involved violence.
Individuals may experience heightened arousal, including rapid heartbeat,
sweating, trembling, and a sense of impending danger.
3. Sadness and Grief: In the aftermath of a traumatic event, individuals may
experience profound sadness and grief, particularly if they have lost loved
ones or witnessed significant loss or destruction. These feelings may be
accompanied by tearfulness, despair, and a sense of emptiness.
4. Anger and Irritability: Many individuals may experience feelings of anger and
irritability following an emergency, directed towards the situation, themselves,
or others involved. These emotions can stem from a sense of powerlessness,
injustice, or frustration.
5. Guilt and Shame: Some individuals may experience feelings of guilt or shame,
particularly if they believe they could have done something to prevent or
mitigate the impact of the emergency. These feelings may be irrational or
exaggerated but can be very distressing nonetheless.
6. Difficulty Concentrating: Cognitive difficulties, such as difficulty
concentrating, memory problems, and confusion, are common stress
reactions in the aftermath of an emergency. These difficulties can interfere
with daily functioning and exacerbate feelings of distress.
7. Hyperarousal and Hypervigilance: Individuals may experience heightened
arousal and hypervigilance, constantly scanning their environment for
potential threats or danger. This state of hyperarousal can lead to difficulty
relaxing, disrupted sleep, and physical symptoms such as muscle tension and
headaches.
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8. Avoidance and Withdrawal: Some individuals may cope with the stress of an
emergency by avoiding reminders of the event or withdrawing from social
interactions. While this avoidance may provide temporary relief, it can
ultimately prolong the healing process and increase feelings of isolation.
9. Flashbacks and Intrusive Memories: Intrusive memories, nightmares, and
flashbacks of the traumatic event are common stress reactions, particularly in
individuals with post-traumatic stress disorder (PTSD). These re-experiencing
symptoms can be distressing and disruptive to daily life.
10. Physical Symptoms: Stress reactions to emergencies can manifest in a
variety of physical symptoms, including headaches, stomachaches, dizziness,
fatigue, and changes in appetite or sleep patterns. These symptoms are often
a result of the body's physiological response to stress.

Psychological First Aid (PFA) in Disaster Nursing

Psychological First Aid (PFA) is a humane, supportive response to a person who is
suffering and who may need support. It involves basic principles of psychosocial
support to promote natural recovery. It is not about diagnosing or treating mental
health conditions, but rather about providing practical help, reassurance, and
connection to resources.
Role of Psychological First Aiders in a Crisis
Psychological First Aiders can be anyone who has received basic training in PFA. In
a crisis, their role is to:
 Provide a safe and supportive environment:
 Assess needs and concerns:
 Offer practical help:
 Provide emotional support:
 Connect to resources:

Fear Management Strategies

Fear is a natural response to a crisis. However, excessive fear can be debilitating
and prevent people from taking necessary actions to protect themselves and others.
Psychological First Aiders can help people manage their fear by:
 Providing accurate information:
 Encouraging problem-solving:
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 Promoting relaxation techniques:

 Connecting to support networks

Public Health Interventions in Disaster Nursing

Public health interventions in disaster nursing aim to prevent and control the spread
of disease, promote health and well-being, and address the long-term health needs
of affected communities. These interventions may include:
 Surveillance and disease control: This involves monitoring for outbreaks of
infectious diseases, providing vaccinations, and implementing measures to
prevent the spread of disease.
 Water and sanitation: This includes ensuring access to safe drinking water
and sanitation facilities to prevent the spread of waterborne diseases.
 Food and nutrition: This involves providing access to adequate food and
nutrition to prevent malnutrition and other health problems.
 Mental health: This includes providing mental health support to individuals
and communities affected by the disaster.
 Environmental health: This involves addressing environmental hazards,
such as contaminated water or air pollution, to protect public health.
 Health education: This includes providing information to the public about
how to protect themselves from health risks and access available services.
Example:
In the aftermath of a typhoon, public health interventions might include:
 Setting up temporary shelters with access to clean water and sanitation
facilities.
 Providing vaccinations against waterborne diseases.
 Distributing food and nutritional supplements.
 Offering mental health support to survivors.
 Monitoring for outbreaks of infectious diseases.
 Cleaning up debris and removing environmental hazards.
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