1. TRAINING TRAINERS TO PREPARE VOLUNTEERS FOR DISASTERS RAQUEL COHEN, MD, MPH

2. To prepare volunteers to assist individuals in the community in the event of a disaster Goal for Train-the-Trainer Session

3. Discuss and teach the course objectives and content Discuss the main features of the training approaches used in the course Recognize the training needs of the volunteers Describe the use of the training workbook, “Are You Prepared?” Plan and conduct the preparedness course using the workbook Course Outcome Objectives At the end of this course, trainers should be able to:

4. Issue 1: How do we achieve motivation and action to prepare for a potential disaster? Response: Communication with the trainer is a process that requires receiving, understanding, believing and personalizing the contents of the message. This processes influence motivation. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

5. Issue 2: Does it make any difference how we teach individuals to be prepared? Response: The mode of teaching will influence the transmission and interpretation of the content, which is designed to mitigate the effects of the disaster, save lives, reduce injuries and safeguard property. The credibility of the trainer is central to motivating behavior. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

6. Issue 3: Do we have to tailor our approach and content to motivate individuals of different cultures? Response: In our multi-cultural population it is not sufficient to simply transmit the warning signals because message content is interpreted within the socio-cultural context of the individual hearing the message. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

7. Issue 4: Do we have to tailor our approach and content to motivate individuals of different cultures? Response: Variables like language, literacy, household and family status, and immigration situation have to be considered when interacting with individuals. Economics, job status, unemployment, health capacity and lack of information regarding how to proceed are barriers to preparedness. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

8. Issue 5: Is it important to differentiate “Phases of a Disaster” to know what to do? Response: Effective messages containing “forecast”, “watches” and “warnings” have to be conveyed within the social context and culture of the target populations. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

9. Issue 6: How de we ascertain that individuals will follow our guidance? Response: Some groups will need confirmation from trusted individuals before they will act. The social networks are strong resources for confirmation leading to action. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

10. Issue 7: How do individuals decide to act? Response: Most individuals will move through a multi-stage decision-making process, which includes comprehension, believing the facts and deciding that acting is for their benefit. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

11. Issue 8: How do we encourage an individual to act? Response: For action to occur the individual must be convinced that protective behavior is necessary and possible. The content of the message must be personalized to motivate the desired behavioral response. Preparedness Training Issues Source: Phillips BD, Morrow BH (2005). Social Science Research Findings

12. Obtain a baseline assessment of volunteer knowledge. This will organize your teaching. Ascertain the level of knowledge, experience and expectation of the volunteers who will help the population at the community level. Applied Issues for Educating Volunteers Who Will Assist Individuals

13. Ascertain from participants: Knowledge How much do they know about issues of stress, coping and other reactions to potential trauma? Experience Have they experienced a disaster? Expectations What do they expect to obtain from the training? Volunteer Needs

14. Trainers aim to prepare volunteers to: Instruct the contents of the course (embodied in the workbook) Guide volunteers through the course materials and contents. Training Outcomes (1)

15. Use the strategy of anticipatory guidance to emphasize the positive outcomes of being prepared. Teaching individuals about how they may react to a future event prepares them to overrule the anticipated reaction. Training Outcomes (1)

16. Motivate volunteers based on the fact that preparedness mitigates stress and prepares citizens to cope with the effects of the disaster Encourage volunteers to start putting guidelines into action. Support volunteers to engage in problem-solving to examine barriers to implementation and to find solutions. Training Outcomes (2)

17. Trainers can achieve these objectives through: Imparting knowledge according to the needs of the volunteers Using and modeling simple language as an example for volunteer use Listing practical and feasible actions – using common sense and community wisdom Training Strategies

18. Trainers can achieve these objectives through: Presenting experiential examples Using the teachings in the workbook Using in question and answer periods Training Strategies

19. Thank you!