Developing Training Curriculum in Disaster Management

Dr Allison RowlandsFamily and Community Services Australia

The context and knowledge / skill base

The context

• managing convergence – the range of inputs, coordination

• communication • clarity of roles • understanding of needs and purpose• a big vision• engaging and genuinely involving the

affected community to hasten and support their recovery

The knowledge and skills base of disaster recovery

• crisis intervention; stress• loss and grief• trauma theory• community development and social support • strengths-based, solution-focused approaches• ecological; community recovery models• nuanced understanding of place of medical

model and social constructions

Skills base

• crisis intervention

• assessment

• interventions across continuum

• grief work; trauma work

• range of therapeutic models

• community development interventions

• evaluation and withdrawal/ termination

Core tasks

• across time frame of disaster recovery process

• across site of intervention and mode of response

The diversity of disaster recovery intervention

2008 Sichuan Earthquake

• training, project management, consultation • assessment• supervision of social workers and volunteers

including social work students• informal-looking interventions:

– Psychological first aid – Social support– Out of school play activities for children

• fund raising• no counselling or psychotherapy in early

stages

Zaviršek (2009)

• close collaboration with local communities • culturally sensitive practice• strengthening resilience and encouraging

different coping strategies of individuals• empowerment approaches; ↓ victimisation of

survivors yet considering grief and mourning • action-research community based projects

• multi-professional training for nurses, teachers and volunteers

• capacity building of communities and individuals

• cooperation with volunteers and local organisations

• sustainable support and the commitment for long-term involvement including research

2004 Asian Tsunami

• community development projects to ↑ individual and community capacity and self determination– training and development workshops for community-based

social service workers (Indonesia)– educational and play activities provided for displaced children

living in camps (Banda Aceh, Indonesia)– home garden project to supplement lost fishing livelihood and

provide counselling and peer support (Sri Lanka)– children and youth project providing singing, drama, dance

and play therapy (Sri Lanka)– community education project providing materials to facilitate

healing and recovery (Thailand)

1989 Newcastle Earthquake, Australia

• interventions build capacity in communities – Aboriginal or ethnic communities– children and youth– people with disabilities

• community information – newsletters and – community meetings

• case management

COORDINATIONDepartment of Community Services

WELFARE RECOVERY SERVICES

WELFARE RECOVERY SERVICES FUNCTIONAL AREA

RECOVERYCENTRES

ACCOMMODATION CLOTHING &PERSONAL REQUISITES

PERSONAL SUPPORTFINANCIAL

ASSISTANCE

CATERING

©DCS - MARCH’96 DISASTER WELFARE SERVICE COORDINATED BY DEPARTMENT OF COMMUNITY SERVICES - INTRODUCTION OHT 21

Training approaches and curricula

Social Work Curriculum

• social work interventions not imported but defined by conditions prevailing in each country

• incorporate across areas eg human behavior, social environment, social policy, social work practice, working with vulnerable groups

• powerful learning triggers – case material from international disasters

• unique experience of survivors, qualitative research, reflections of disaster practitioners, and media coverage

Social Work Curriculum

• examples of disaster recovery plans and critical analysis of examples of international guidelines on psychosocial intervention such as Sphere

• human rights• safe learning space• peer learning• assessment • reflection on learning

Multidisciplinary Interagency Training and Exercises

• greater understanding of each others’ roles as well as for developing relationships

• training at strategic as well as operational levels

• increasing interpersonal and assessment skills of front line responders ↑ effectiveness of recovery strategies > those receiving direct social work services

• Emergency Management Australia

Internal Agency Training

• sustain capability is sustained and high quality practice

• recovery centre management training– disaster recovery plan and roles of agencies– human resource management re staff and

volunteers– management of evacuation and recovery centres– registration and care of evacuated persons– financial assistance policy and administration – case management and outreach services – interagency collaboration– staff supervision and debriefing

Focused workshops for staff and volunteers recruited after impact

• broad audience includes social workers, mental health professionals, community workers, teachers, government agency staff and volunteers

• framework to understand the impact of disasters on individuals and communities

• online training options• post disaster debriefs, evaluations and

conferences

Training for the community itself

• disaster preparedness information eg bushfire season, floods, earthquake or tsunami prone areas

• NGO and govt resources on coping after a disaster, common reactions, self help and details for local support services

• disaster plans include protocols for community information

• community information sessions, meetings for various groups, education and support programs

• preparatory training for volunteers and community groups

• developing self-advocacy skills in a community

Worker attributes and the nature of the work

Worker attitudes

• belief that survivors are reacting normally to very abnormal situations

• willingness to reach out to survivors• ability to avoid creating dependence• acceptance of rejection by survivor• ability to feel comfortable helping a

survivor with practical concrete assistance

• cultural sensitivity

• able to set aside clinical categorisation of emotions and behaviours

• ability to resist impulse to promise to supply all the needs of survivors

• ability to remain objective• flexible – able to deal with rapid changes, unclear lines

of authority, shifting agency structures• realistic – other participating agencies have different

goals and guidelines• acknowledgement of need for rest and self-care

Nature of disaster work/workers

• different backgrounds and levels of experience

• work long hours with little thought for food and sleep

• come from different organisations → role conflict and ambiguity

• may cope well or poorly

Burn-out

• = occupational stress for disaster workers– state of mild, moderate or severe exhaustion, irritability and

fatigue which markedly decrease an individual’s effectiveness

• some workers may not identify or address their own (normal) physical or emotional needs

• risk factors:– high professional standards and self expectations– reluctance to discuss feelings– denial or suppression of feelings in order to function– difficulties in judging one’s own reactions and performance– shame re own survival/ good fortune

Conditions present in occupational stress

• time pressures

• work overload

• minimal positive reinforcement

• high probability of conflict

• prolonged expenditure of energy and attention to survivors

• personal crisis in the life of the worker

Mitigating burn-out

• thorough training• repertoire of coping strategies• realistic self-expectations and role boundaries• control of over-identification with survivors• awareness of fantasies of “omnipotence”• minimal role confusion• comfort in using support system and helpful

supervision

Guidelines for workers

• plan for communicating with own family• awareness of conditions in the field before

reporting for duty• having necessary supplies including info on

stress management and self-care• knowing chain of command and supervision• establish roles and responsibilities• coordination with community resources• alertness for signs of stress in colleagues• ongoing training and supervision

Tips: “Do’s”

• get ample rest• good diet and exercise• take time for leisure activities• maintain reasonable structure• talk to supportive peers/family• learn about post trauma stress• spend time with family and friends• expect strong emotions• get extra help as needed

Tips: “Don’ts”

• drink alcohol +++• use substances to numb feelings• withdraw from significant others• stay away from work• reduce amount of leisure activities• have unrealistic expectations for success of

post-disaster counselling recovery• make major life changes or decisions at this

time• be too hard on yourself or others

Tips: if you don’t live in this community…

• establish your credibility• be dependable/responsible• be well-informed• be genuine• be sincere• allow yourself time to be educated by key members of

the community• start slowly• learn about local politics• respect boundaries• be a good listener

Recovery Manager

• knowledge & skills – – assessment, planning, advocacy,

communication, mediation

• personal qualities – – participatory management, cope with

pressure, energy and resilience, belief in the rights and integrity of individuals, intuitive, flexible

• supervision and consultation

Some considerations in planning disaster recovery training

• “tread carefully and act with caution”• culturally sensitive practice Critical stance re

western models of assessment and intervention

• privilege social support systems• ethical practice; humility in large doses • sensitivity to the local service system• quality supervision for all workers• self care

Other considerations

• participants’ skill and experience base; • own trauma or disaster experience; • culture and diversity issues of the participants

and impacted community; • political context and role of media; • problems with a medical model approach;• issues of convergence, managing volunteers,

relief funds and welfare policy frameworks; • a coherent framework for encouraging the

training of rescue and response personnel

Questions?

• what is my auspice for intervening?

• what are my qualifications and skills?

• to whom am I accountable?

• how can I facilitate community resilience and control of recovery?

References

• Australian Red Cross After the Emergency www.redcross.org.au

• Australian Red Cross Helping Children and Young People Cope with Crisis www.redcross.org.au

• Australian Red Cross Kids Activity Book www.redcross.org.au