# OVERVIEW

At the end of this unit, students will be able to:

-   Plan for a drop in morale and productivity if the disaster recovery
    period is prolonged.

-   Describe steps they can take to maintain their morale and the morale
    of employees.

-   List techniques they can use to reduce stress and combat fatigue.

-   Prepare a family action plan to use if a disaster strikes again.

# CONTENTS

This unit includes the following sections:

-   Introduction and Unit Overview

-   Physical Effects of Stress

-   Mental Effects of Stress

-   Activity: Developing an Organization Action Plan

-   Activity: Developing a Personal Action Plan

-   Course Conclusion

# APPROXIMATE TIME

1 hour 30 minutes

# MATERIALS

-   Visuals 6.1 through 6.10

-   Handout 6.1: Organization Action Plan

-   Handout 6.2: Personal Action Plan

-   Handout 6.3: Course Evaluation Form

+---------------+------------------------------------------------------+
| # INTRODUCTIO |                                                      |
| N AND UNIT OV |                                                      |
| ERVIEW {#intr |                                                      |
| oduction-and- |                                                      |
| unit-overview |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.1    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image2.wmf){width="3.845833333333333in"    |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
|               | **Explain** to the students that they can expect to  |
|               | feel tired and discouraged during the aftermath of a |
|               | disaster.                                            |
|               |                                                      |
|               | -   At first, they may feel full of energy as they   |
|               |     work long hours dealing with emergencies.        |
|               |                                                      |
|               | -   Recovery to "normal" conditions may take many    |
|               |     months, leading to stress and fatigue.           |
+---------------+------------------------------------------------------+
|               | If the students have coped with a disaster within    |
|               | the last several years, **ask** the following        |
|               | questions and **lead** a guided discussion exploring |
|               | the students' experiences.                           |
+---------------+------------------------------------------------------+
| ![](media/i   | What unusual job demands did you and you             |
| mage3.wmf){wi | organization have to deal with after the disaster?   |
| dth="0.563888 |                                                      |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+
|               |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | As you worked through and after the disaster, when   |
| mage3.wmf){wi | did you feel like your morale and the morale of your |
| dth="0.563888 | employees was the lowest?                            |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+
|               |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | What caused morale to go down?                       |
| mage3.wmf){wi |                                                      |
| dth="0.563888 |                                                      |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| #             |                                                      |
| INTRODUCTION  |                                                      |
| AND UNIT OVER |                                                      |
| VIEW {#introd |                                                      |
| uction-and-un |                                                      |
| it-overview-1 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.2    | **Display** the following visual and **review** the  |
|               | unit objectives with the students.                   |
| ![](media/i   |                                                      |
| mage1.wmf){wi | ![](media/image4.wmf){width="3.845833333333333in"    |
| dth="0.614583 | height="2.872916666666667in"}                        |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # I           |                                                      |
| NTRODUCTION A |                                                      |
| ND UNIT OVERV |                                                      |
| IEW  {#introd |                                                      |
| uction-and-un |                                                      |
| it-overview-2 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.3    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image5.wmf){width="3.845833333333333in"    |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | Point out the following key points:                  |
| mage6.wmf){wi |                                                      |
| dth="0.609722 | -   Long hours and short tempers create stress.      |
| 2222222223in" |                                                      |
| heigh         | -   There are ways managers can maintain some        |
| t="0.19791666 |     control over stress to keep themselves calmer    |
| 666666666in"} |     and their lives more balanced.                   |
|               |                                                      |
|               | -   They can use various techniques to help relieve  |
|               |     their employees' stress.                         |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # PHY         |                                                      |
| SICAL EFFECTS |                                                      |
|  OF STRESS {# |                                                      |
| physical-effe |                                                      |
| cts-of-stress |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.4    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image7.wmf){width="3.845833333333333in"    |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | Review the following key points:                     |
| mage6.wmf){wi |                                                      |
| dth="0.609722 | -   Stress is not an illness or disease, but a       |
| 2222222223in" |     series of responses to perceived threat,         |
| heigh         |     challenge, or change. Stress can be a creative   |
| t="0.19791666 |     force.                                           |
| 666666666in"} |                                                      |
|               | -   Change is stressful. Losing a spouse takes an    |
|               |     average of 12 months for recovery. A contested   |
|               |     divorce takes about 18 months.                   |
|               |                                                      |
|               | -   After a disaster, changes in work routines and   |
|               |     hours can cause stress.                          |
+---------------+------------------------------------------------------+
|               | **Point out** that stress can cause physical         |
|               | reactions, including:                                |
|               |                                                      |
|               | -   Headache                                         |
|               |                                                      |
|               | -   Dehydration                                      |
|               |                                                      |
|               | -   Indigestion                                      |
|               |                                                      |
|               | -   Back pain                                        |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # PHYSI       |                                                      |
| CAL EFFECTS O |                                                      |
| F STRESS {#ph |                                                      |
| ysical-effect |                                                      |
| s-of-stress-1 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.5    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image8.wmf){width="3.845833333333333in"    |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | Review the following key points:                     |
| mage6.wmf){wi |                                                      |
| dth="0.609722 | -   An employee massaging his or her forehead may    |
| 2222222223in" |     have a stress headache.                          |
| heigh         |                                                      |
| t="0.19791666 | -   Pupils in our eyes dilate when we're stressed    |
| 666666666in"} |     and let in more light.                           |
|               |                                                      |
|               | -   The retina at the back of the eye is stimulated  |
|               |     by the increase in electrical activity and       |
|               |     becomes irritated.                               |
|               |                                                      |
|               | -   Blood vessels on either side of the head         |
|               |     constrict in reaction to the irritation.         |
|               |                                                      |
|               | -   We feel the pressure as pain.                    |
+---------------+------------------------------------------------------+
|               | **Explain** that someone with a stress headache      |
|               | should:                                              |
|               |                                                      |
|               | -   Take an over-the-counter pain medication with a  |
|               |     combination of acetaminophen, aspirin, and       |
|               |     caffeine.                                        |
|               |                                                      |
|               | -   Go to a darkened room.                           |
|               |                                                      |
|               | -   Avoid turning on the TV. Keep lighting subdued.  |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # PHYSIC      |                                                      |
| AL EFFECTS OF |                                                      |
|  STRESS  {#ph |                                                      |
| ysical-effect |                                                      |
| s-of-stress-2 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.6    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image9.wmf){width="3.845833333333333in"    |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | **Explain** that stress thickens saliva and causes   |
| mage6.wmf){wi | dry mouth, often resulting in:                       |
| dth="0.609722 |                                                      |
| 2222222223in" | -   Bad breath.                                      |
| heigh         |                                                      |
| t="0.19791666 | -   Cracked lips and a tendency to get cold sores.   |
| 666666666in"} |                                                      |
|               | **Point out** that dehydrated stressed people also   |
|               | are subject to kidney stones.                        |
+---------------+------------------------------------------------------+
|               | **Explain** that people under stress need to drink   |
|               | lots of water. **Emphasize** that plain water is the |
|               | best liquid. **Tell** the students they should:      |
|               |                                                      |
|               | -   Drink a glass of water every time they pass a    |
|               |     water cooler.                                    |
|               |                                                      |
|               | -   Aim to drink two quarts of water a day.          |
|               |                                                      |
|               | **Point out** that another way to deal with a dry    |
|               | mouth is to use hard candies to increase the flow of |
|               | saliva.                                              |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # PHYSI       |                                                      |
| CAL EFFECTS O |                                                      |
| F STRESS {#ph |                                                      |
| ysical-effect |                                                      |
| s-of-stress-3 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.7    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image10.wmf){width="3.845833333333333in"   |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | Explain that:                                        |
| mage6.wmf){wi |                                                      |
| dth="0.609722 | -   The supply of stomach acid needed for digestion  |
| 2222222223in" |     increases when someone is stressed.              |
| heigh         |                                                      |
| t="0.19791666 | -   The stomach is shaped like a Bartlett pear with  |
| 666666666in"} |     the narrow end up. A gas bubble can become       |
|               |     trapped in the narrow upper region of the        |
|               |     stomach and cause excruciating pain.             |
+---------------+------------------------------------------------------+
|               | **Point out** that ways to avoid or treat            |
|               | indigestion include:                                 |
|               |                                                      |
|               | -   Eating low-acid foods such as bread, pasta       |
|               |     (without red sauce), white meat of turkey, and   |
|               |     vegetables such as lettuce and asparagus.        |
|               |                                                      |
|               | -   Avoiding big meals late at night.                |
|               |                                                      |
|               | -   Eating about six small meals per day (grazing).  |
|               |                                                      |
|               | -   Avoiding foods with high fat, salt, and sugar    |
|               |     content.                                         |
|               |                                                      |
|               | -   Taking an antacid.                               |
|               |                                                      |
|               | -   Drinking lots of water.                          |
|               |                                                      |
|               | -   Avoiding caffeine.                               |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # PHYSI       |                                                      |
| CAL EFFECTS O |                                                      |
| F STRESS {#ph |                                                      |
| ysical-effect |                                                      |
| s-of-stress-4 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.8    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image11.wmf){width="3.845833333333333in"   |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | Review the following key points:                     |
| mage6.wmf){wi |                                                      |
| dth="0.609722 | -   Stress can cause back pain.                      |
| 2222222223in" |                                                      |
| heigh         | -   Vertebrae are separated by cartilage pads and    |
| t="0.19791666 |     connected by thin muscle fibers.                 |
| 666666666in"} |                                                      |
|               | -   Increased sodium infiltrates cartilage and       |
|               |     causes the pads to swell and become better shock |
|               |     absorbers.                                       |
|               |                                                      |
|               | -   The swelling pads push the vertebrae farther     |
|               |     apart and stretch the muscles.                   |
|               |                                                      |
|               | -   The muscles fire, trying to contract (get short  |
|               |     and thick) and continue to fire. The result is   |
|               |     pain.                                            |
+---------------+------------------------------------------------------+
|               | **Point out** that a doctor may prescribe a muscle   |
|               | relaxant and/or a diuretic to remove excess fluid.   |
|               |                                                      |
|               | -   The water pill pulls the excess water out of the |
|               |     cartilage pads.                                  |
|               |                                                      |
|               | -   The muscle relaxant prevents the muscles from    |
|               |     firing.                                          |
|               |                                                      |
|               | -   Asparagus is a natural diuretic. Eating          |
|               |     asparagus at two meals within 24 hours will      |
|               |     relieve back pain.                               |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| #             |                                                      |
|  MENTAL EFFEC |                                                      |
| TS OF STRESS  |                                                      |
| {#mental-effe |                                                      |
| cts-of-stress |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.9    | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image12.wmf){width="3.845833333333333in"   |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | Review the following key points:                     |
| mage6.wmf){wi |                                                      |
| dth="0.609722 | -   An adequate supply of zinc in the diet or from   |
| 2222222223in" |     vitamin supplements can help control mood        |
| heigh         |     swings. Dark green leafy vegetables such as      |
| t="0.19791666 |     spinach and turnip greens supply zinc.           |
| 666666666in"} |                                                      |
|               | -   Alcohol can be a factor in depression if used    |
| ##            |     inappropriately, and in any case should not be   |
|               |     used as a sleep aid.                             |
|               |                                                      |
|               | -   Exercise can relieve depression and also help    |
|               |     reduce stress-induced increases in cholesterol   |
|               |     levels.                                          |
|               |                                                      |
|               | -   Stress counselors sometimes are available after  |
|               |     disasters to help you and your families.         |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # MENTAL EFFE |                                                      |
| CTS OF STRESS |                                                      |
+---------------+------------------------------------------------------+
| Visual 6.10   | **Display** the following visual.                    |
|               |                                                      |
| ![](media/i   | ![](media/image13.wmf){width="3.845833333333333in"   |
| mage1.wmf){wi | height="2.872916666666667in"}                        |
| dth="0.614583 |                                                      |
| 3333333334in" |                                                      |
| heig          |                                                      |
| ht="0.7319444 |                                                      |
| 444444444in"} |                                                      |
+---------------+------------------------------------------------------+
| ![](media/i   | **Point out** that other mental and emotional        |
| mage6.wmf){wi | changes caused by stress include:                    |
| dth="0.609722 |                                                      |
| 2222222223in" | -   Absent-mindedness                                |
| heigh         |                                                      |
| t="0.19791666 | ```{=html}                                           |
| 666666666in"} | <!-- -->                                             |
|               | ```                                                  |
|               | -   Colorful memories arising from disasters may     |
|               |     result in the loss of blocks of time when no     |
|               |     memory is formed.                                |
|               |                                                      |
|               | -   Absent-mindedness and the inability to remember  |
|               |     names are very common among people who have been |
|               |     stressed for awhile.                             |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   Decreased attention span and slowed learning     |
|               |     speed                                            |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   During stress, learning time slows.              |
|               |                                                      |
|               | -   It takes approximately 1-1/2 times as long to    |
|               |     train a stressed person than it does to train    |
|               |     someone who is unstressed.                       |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   Decreased self-awareness                         |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   The sense of knowing where the body is in space  |
|               |     deteriorates during stressful times.             |
|               |                                                      |
|               | -   People become more accident-prone.               |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   The "blahs"                                      |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   People may find they don't enjoy activities that |
|               |     ordinarily bring pleasure.                       |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   Anger                                            |
|               |                                                      |
|               | ```{=html}                                           |
|               | <!-- -->                                             |
|               | ```                                                  |
|               | -   Point out that the only positive purpose for     |
|               |     anger is to provide the mental and emotional     |
|               |     energy for change.                               |
|               |                                                      |
|               | -   Tell the students they can deal with anger in    |
|               |     themselves and others by acknowledging it and    |
|               |     figuring out what needs to be changed.           |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| # M           |                                                      |
| ENTAL EFFECTS |                                                      |
|  OF STRESS {# |                                                      |
| mental-effect |                                                      |
| s-of-stress-2 |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
|               | **Ask** the students:                                |
+---------------+------------------------------------------------------+
| ![](media/i   | What steps might you take or recommend in your       |
| mage3.wmf){wi | workplace to relieve the stress?                     |
| dth="0.563888 |                                                      |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+
|               |                                                      |
+---------------+------------------------------------------------------+
| ![](media/im  | **Record** the responses on chart paper.             |
| age14.wmf){wi |                                                      |
| dth="0.702777 | -   *Possible answers include:*                      |
| 7777777777in" |                                                      |
| heig          | ```{=html}                                           |
| ht="0.7076388 | <!-- -->                                             |
| 888888889in"} | ```                                                  |
|               | -   Make scheduling changes to allow more            |
|               |     flexibility.                                     |
|               |                                                      |
|               | -   Find ways to give time off to individual         |
|               |     employees.                                       |
|               |                                                      |
|               | -   Find ways to recognize and reward achievement.   |
|               |                                                      |
|               | -   Encourage humor in the workplace (but make sure  |
|               |     employees understand that jokes about the        |
|               |     disaster are inappropriate when dealing with     |
|               |     citizens).                                       |
|               |                                                      |
|               | -   Streamline operations, if possible, to cut       |
|               |     workloads.                                       |
|               |                                                      |
|               | -   Improve the work equipment, lighting, noise      |
|               |     levels, or other environmental factors.          |
+---------------+------------------------------------------------------+
| ![](media/i   | What are some techniques that you might use to deal  |
| mage3.wmf){wi | with an employee who is especially frustrated and    |
| dth="0.563888 | discouraged?                                         |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+
|               |                                                      |
+---------------+------------------------------------------------------+
| ![](media/im  | **Record** the responses on chart paper.             |
| age14.wmf){wi |                                                      |
| dth="0.702777 | -   *Possible answers include:*                      |
| 7777777777in" |                                                      |
| heig          | ```{=html}                                           |
| ht="0.7076388 | <!-- -->                                             |
| 888888889in"} | ```                                                  |
|               | -   Refer the person to crisis or stress counseling, |
|               |     if available. Community mental health resources  |
|               |     may be available.                                |
|               |                                                      |
|               | -   Empathize and show concern; give the person      |
|               |     "face time."                                     |
|               |                                                      |
|               | **Lead** a discussion about the effects of long      |
|               | hours on personal lives. If the students have coped  |
|               | with a disaster within the last several years,       |
|               | **ask:**                                             |
+---------------+------------------------------------------------------+
| ![](media/i   | In hindsight, what would you have done differently?  |
| mage3.wmf){wi |                                                      |
| dth="0.563888 |                                                      |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+

+---------------+------------------------------------------------------+
| ![](media     | # ACTIVITY: developing an organization ACTION PLAN   |
| /image15.emf) |                                                      |
|               | 1.  **Introduce** the activity by asking the         |
| ![](media/im  |     students to think about how they would want to   |
| age16.wmf){wi |     prepare their organizations for a future         |
| dth="0.511805 |     disaster.                                        |
| 5555555555in" |                                                      |
| height        | 2.  **Distribute** Handout 6.1: Organization Action  |
| ="0.51875in"} |     Plan form, and **tell** the students to review   |
|               |     the form and fill out the items that they can    |
| HO 6.1        |     plan at this time.                               |
|               |                                                      |
|               | 3.  **Point out** that some of the items should be   |
|               |     considered and possibly discussed with others in |
|               |     the organization before deciding on the best     |
|               |     actions.                                         |
|               |                                                      |
|               | 4.  **Allow** about 10 minutes for students to begin |
|               |     their plans. Then **ask:**                       |
+---------------+------------------------------------------------------+
| ![](media/i   | What items are the easiest to plan for? Which are    |
| mage3.wmf){wi | most difficult?                                      |
| dth="0.563888 |                                                      |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+
|               | 5.  **Encourage** the students to complete their     |
|               |     plans and have them available just in case they  |
|               |     have to cope with a disaster in the future.      |
+---------------+------------------------------------------------------+

+---------+------------------------------------------------------------+
| ![      | #  handout 6.1: organization actio                         |
| ](media | n plan {#handout-6.1-organization-action-plan .Heading-SM} |
| /image1 |                                                            |
| 6.wmf){ |                                                            |
| width=" |                                                            |
| 0.51180 |                                                            |
| 5555555 |                                                            |
| 5555in" |                                                            |
| heigh   |                                                            |
| t="0.51 |                                                            |
| 875in"} |                                                            |
+---------+------------------------------------------------------------+

+------------------+-----------------------+---------------------------+
| **Item**         | **Do Now**            | **Do in Case of           |
|                  |                       | Disaster**                |
+------------------+-----------------------+---------------------------+
| Workplace(s)     |                       |                           |
|                  |                       |                           |
| Office           |                       |                           |
|                  |                       |                           |
| Other            |                       |                           |
+------------------+-----------------------+---------------------------+
| D                |                       |                           |
| ocuments/Records |                       |                           |
+------------------+-----------------------+---------------------------+
| Government       |                       |                           |
| Vehicles         |                       |                           |
+------------------+-----------------------+---------------------------+
| Government       |                       |                           |
| Property: (List) |                       |                           |
+------------------+-----------------------+---------------------------+
| Emergency work   |                       |                           |
| assignments      |                       |                           |
+------------------+-----------------------+---------------------------+
| Other: (List)    |                       |                           |
+------------------+-----------------------+---------------------------+

+---------------+------------------------------------------------------+
| ![](media     | # ACTIVITY: developing a personal ACTION PLAN        |
| /image15.emf) |                                                      |
|               | 1.  **Introduce** the activity by asking the         |
| ![](media/im  |     students to think about how they would want to   |
| age16.wmf){wi |     prepare themselves and their families for a      |
| dth="0.511805 |     future disaster.                                 |
| 5555555555in" |                                                      |
| height        | 2.  **Distribute** Handout 6.2: Personal Action Plan |
| ="0.51875in"} |     form and **tell** the students to review the     |
|               |     form and fill out the items that they can plan   |
| HO 6.2        |     at this time.                                    |
|               |                                                      |
|               | 3.  **Point out** that some of the items should be   |
|               |     considered and possibly discussed with families  |
|               |     before deciding on the best actions.             |
|               |                                                      |
|               | 4.  **Allow** about 10 minutes for students to begin |
|               |     their plans. Then **ask:**                       |
+---------------+------------------------------------------------------+
| ![](media/i   | What items are the easiest to plan for? Which are    |
| mage3.wmf){wi | most difficult?                                      |
| dth="0.563888 |                                                      |
| 8888888889in" |                                                      |
| height        |                                                      |
| ="0.61875in"} |                                                      |
+---------------+------------------------------------------------------+
|               | 5.  **Encourage** the students to complete their     |
|               |     plans and keep them handy just in case they have |
|               |     to cope with a disaster in the future.           |
+---------------+------------------------------------------------------+

+---------+------------------------------------------------------------+
| ![      | #  handout 6.2: PERSONAL A                                 |
| ](media | CTION PLAN {#handout-6.2-personal-action-plan .Heading-SM} |
| /image1 |                                                            |
| 6.wmf){ |                                                            |
| width=" |                                                            |
| 0.51180 |                                                            |
| 5555555 |                                                            |
| 5555in" |                                                            |
| heigh   |                                                            |
| t="0.51 |                                                            |
| 875in"} |                                                            |
+---------+------------------------------------------------------------+

+------------------+-----------------------+---------------------------+
| **Item**         | **Do Now**            | **Do in Case of           |
|                  |                       | Disaster**                |
+------------------+-----------------------+---------------------------+
| Home             |                       |                           |
|                  |                       |                           |
| Vehicle          |                       |                           |
|                  |                       |                           |
| D                |                       |                           |
| ocuments/records |                       |                           |
|                  |                       |                           |
| Va               |                       |                           |
| luable/important |                       |                           |
| possessions:     |                       |                           |
| (List)           |                       |                           |
+------------------+-----------------------+---------------------------+
| Emergency kit    |                       |                           |
| (flashlight and  |                       |                           |
| batteries, cell  |                       |                           |
| phone,           |                       |                           |
| battery-operated |                       |                           |
| radio, supply of |                       |                           |
| drinking water,  |                       |                           |
| nonperishable    |                       |                           |
| food, etc).      |                       |                           |
+------------------+-----------------------+---------------------------+
| Prescription and |                       |                           |
| other            |                       |                           |
| medications,     |                       |                           |
| eyeglasses, and  |                       |                           |
| other health     |                       |                           |
| needs            |                       |                           |
+------------------+-----------------------+---------------------------+
| Insurance        |                       |                           |
| coverage; health |                       |                           |
| insurance        |                       |                           |
| information      |                       |                           |
+------------------+-----------------------+---------------------------+
| Alternative      |                       |                           |
| housing, if      |                       |                           |
| needed           |                       |                           |
+------------------+-----------------------+---------------------------+
| Alternative      |                       |                           |
| child care       |                       |                           |
| arrangements, if |                       |                           |
| needed           |                       |                           |
+------------------+-----------------------+---------------------------+
| Pet care         |                       |                           |
+------------------+-----------------------+---------------------------+
| Other: (List)    |                       |                           |
+------------------+-----------------------+---------------------------+

+---------------+------------------------------------------------------+
| # Course Conc |                                                      |
| lusion {#cour |                                                      |
| se-conclusion |                                                      |
|  .unnumbered} |                                                      |
+---------------+------------------------------------------------------+
| ![](media     | **Distribute** Handout 6.3 and **ask** the students  |
| /image17.emf) | to complete the course evaluation form.              |
+---------------+------------------------------------------------------+
| ![](media     | **Thank** the students and the instructional staff.  |
| /image18.emf) |                                                      |
+---------------+------------------------------------------------------+

1.  After completing this course, I am better prepared to meet the needs
    of citizens and my employees after a disaster.

> Strongly Agree Agree Disagree Strongly Disagree
>
> Comments:

2.  The most effective part of this course was:

3.  Please add specific comments on how this course could be improved.

4.  Overall, how would you rate this course?

> Poor Adequate Good Very Good Excellent
>
> Comments:

List additional comments on the back of this page.

***Thank You!***