CCP Trainer’s Guide

Phasedown Training

Crisis Counseling Assistance and Training Program

Module 5

resilience

community

hope

recovery

partnership

outreach
How to Use This Trainer’s Guide

This trainer’s guide contains a suggested schedule and learning activities for delivering the 

required Crisis Counseling Assistance and Training Program (CCP) Phasedown Training. This 

training design includes a number of structured group activities intended to help a CCP prepare 

for project phasedown.

Trainers are encouraged to adapt and modify how they deliver the course to meet the needs of 

the specific program, audience, and circumstances, while keeping to the established course 

purpose and learning objectives. For example, the time available and the number of 

participants are two factors that would affect how the course is delivered.

This trainer’s guide presents a detailed plan of instruction for a 1-day course. The agenda 

assumes an 81⁄2-hour training day, including two 15-minute breaks (one in the morning and one 

in the afternoon) and 1 hour for lunch.

The activities and timing of this design are intended for a group of about 25 participants. If the 

group is smaller, the activities and group discussions may take less time than indicated in this 

plan of instruction. If the group is larger than 25, you will need to modify the activities in order to 

fit the time available. For example, when a table exercise is indicated in the design, with reports 

from each table, you may want to have the participants work in trios and take a few examples to 

process in the large group, rather than asking each small group to report out to the others. 

The trainer’s guide provides detailed instructions for suggested talking points and group 

exercises. It contains images of all slides. If you wish to print the slides out separately, you can 

do so directly from the PowerPoint file contained on the USB drive in the Trainer’s Toolkit. 

The CCP Phasedown Training Participant Workbook contains all the essential content from the 

slides that participants should have as reference material, along with worksheets tailored to the 

learning activities described in this training manual. The CCP Phasedown Training Participant 

Workbook is saved in Word format on the USB drive in the Trainer’s Toolkit; please modify the 

file, as necessary, before having it reproduced for participants. It is suggested that the CCP

Participant Workbooks be reproduced on three-hole-punch paper and provided to participants in 

a three-ring binder.
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CCP Trainer’s Guide: Phasedown Training

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CCP Trainer’s Guide

Phasedown Training

Table of Contents

Pre-Training Checklist................................................................................. 5

Recommended Agenda .............................................................................. 7

Welcome and Introductions ........................................................................ 9

SECTION 1: Phasedown Components .....................................................11

SECTION 2: Assessing and Addressing Remaining Survivor Needs ........15

SECTION 3: Assessing and Addressing Staff Needs ...............................21

SECTION 4: Revising Public Education and Media Plans.........................25

SECTION 5: Leaving a Legacy................................................................. 29

SECTION 6: Program Final Report ..........................................................33

SECTION 7: Phasedown Plan ..................................................................37

Applying Your Learning and Course Evaluation........................................41

Rev. 2/2013
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CCP Trainer’s Guide: Phasedown Training

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Pre-Training Checklist

Prior to the course, contact the CCP program manager to discuss:

Disaster Specifics

 Type of disaster

 Size and scope of disaster

 Unique dynamics of the disaster

 Population affected, including special populations and cultural factors

Program Data

 Regular Services Program (RSP) start and end dates, disaster anniversary date

 Size of program—number of providers and counselors, status of recruitment

 Background and experience of counselors:

− Ask the program manager about the strengths and needs of the staff in order to tailor 

the training appropriately.

 Current status of service provision

 Request a copy of key program documents:

− Summary of data on service provision to date

− Current Needs Assessment

− Current Outreach Strategy/Plan of Services

− Current Staffing Plan/Organizational Chart

− Maps of the disaster impact

Course Logistics

 Number of participants—encourage the program manager to attend the entire training. 

 Determine whether other community representatives would benefit from attending the 

training.

 Confirm length of course, and start and end times. 

 Location and training facility—training room size and setup

 Audiovisual support—LCD, computer, easel stands, and tear sheets

 Name tags, markers, etc.

 Reproduce the CCP Phasedown Training Participant Workbook and other materials 

(handouts of program documents, CCP Job Aid for Crisis Counselors, etc.)—modify 

CCP Phasedown Training Participant Workbook, if desired/necessary. 
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Travel Logistics

 Flight recommendations

 Lodging recommendations

 Reimbursement procedure

Other Items

 Review the training agenda and activities with the program manager.

 Agree on how the staff input generated through the training activities will be captured 

and transferred to the program manager.

Post-Training 

 Make recommendations to the program manager about post-training followup—e.g., 

subsequent meetings, training, other actions.

 Submit completed participant evaluations and trainer feedback form to the Substance 

Abuse and Mental Health Services Administration (SAMHSA) Disaster Technical 

Assistance Center (DTAC). Participant feedback forms are included in the CCP

Phasedown Training Participant Workbook, and the trainer feedback form is included at 

the end of this trainer’s guide.
CCP Trainer’s Guide: Phasedown Training

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Recommended Agenda

Phasedown Training

8:30 a.m. Welcome and Introductions

9 a.m. Section 1: Phasedown Components

9:20 a.m. Section 2: Assessing and Addressing Remaining Survivor Needs

10:30 a.m. Break

10:45 a.m. Section 3: Assessing and Addressing Staff Needs

11:45 a.m. Lunch

12:45 p.m. Section 4: Revising Public Education and Media Plans

2 p.m. Section 5: Leaving a Legacy

3 p.m. Break

3:15 p.m. Section 6: Program Final Report

4 p.m. Section 7: Phasedown Plan

4:45 p.m. Applying Your Learning and Course Evaluation

5 p.m. Adjourn
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CCP Trainer’s Guide: Phasedown Training

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Welcome and Introductions 

(30 minutes)

15 minutes Welcome and Introductions

Begin the course by welcoming participants and 

introducing yourself.

Ask participants to introduce themselves by sharing the 

following: 

 Your name

 Your role or position in the CCP

 One thing you have appreciated about being a part of this 

CCP

15 minutes COURSE OBJECTIVES, AGENDA, AND NORMS

Review objectives of the course. Note that the course 

agenda and objectives appear in the CCP Phasedown 

Training Participant Workbook. 

Objectives:

By the end of the course, participants will be able to do 

the following: 

 Identify the issues associated with phasedown.

 Identify remaining survivor and community needs.

 Implement strategies to address remaining needs.

 Identify strategies to address staff needs related to 

phasedown.

 Adapt public education and media messaging for 

phasedown.

 Describe the CCP’s legacy for survivors, the community, 

and the staff.
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 Help develop a written phasedown plan.

 Assist with the preparation of the CCP Final Report.

Emphasize that the organizing theme of this course is to 

take stock of remaining needs and prepare for project 

phasedown.

Review the course schedule, and discuss how the 

objectives will be addressed during the training. 

Be sure to cover logistical details such as these: 

 Lunch and break times and locations

 Restroom locations

 Time (follow clock in the room)

Pause and ask for participants’ reactions or questions, 

and ask whether they feel there is anything missing from 

this program.

Introduce the CCP Phasedown Training Participant 

Workbook, and describe how it will be used during the 

course. Highlight the following: 

 The workbook will be used to convey key concepts 

covered in the course. 

 There is space to make notes and capture reflections. 

As in any course, having agreed-upon norms is helpful.

Write the following guidelines on an easel stand, and 

review them with participants. These guidelines also 

appear in the Phasedown Training Participant Workbook. 

 Keep time (start on time, return from breaks on time, end 

on time).

 Switch mobile phones off or to “vibrate.” 

 Participate fully. 

 Ask questions freely.

 Balance talking and listening.

 Respect each other’s points of view.

Ask the participants to decide on the following: 

 If there are any guidelines they would like to modify

 If any guidelines are missing

Write any additional guidelines on the easel stand, and 

check to see if everyone in the room can agree to the 

list. You can keep it light by asking them to shake hands 

with someone at their table to signify agreement with this 

“social contract.”
CCP Trainer’s Guide: Phasedown Training

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SECTION 1: Phasedown Components 

(20 minutes)

5 minutes SESSION INTRODUCTION

Introduce this session by telling participants that we’ll 

begin our discussion about phasedown by considering 

the current phase of disaster and reviewing some of the 

key principles the CCP should consider as the program 

comes to a close.

Review the session objective:

 Identify the issues associated with phasedown.

15 minutes KEY CONCEPTS 

Review the phases of disaster graph

(Zunin/Meyers, as cited in U.S. Department of Health and Human 

Services. (2000). Training manual for mental health and human 

service workers in major disasters (DHHS Publication 90–538). 

Washington, DC: U.S. Department of Health and Human Services, 

SAMHSA, Center for Mental Health Services). 

Ask participants to identify which phase of the disaster 

their community is currently in.

Suggested talking points:

 This graph is a simple model of typical community (rather 

than individual) reactions to disaster. It is used here to 

orient the group to where phasedown occurs in a typical 

disaster timeline.

 The circled area on the chart is the typical time during 

which phasedown occurs, but this timeframe is expected 

to vary by program and disaster.
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 Ideally, the CCP, a time-limited disaster relief program, 

should have been addressing phasedown from its 

inception. Sometimes people say that a “CCP works itself 

out of business.” In other words, the CCP supports and 

strengthens, but never replaces, natural individual and 

community supports. 

 About the phases of disaster graph: 

o This diagram identifies processes and events, in 

addition to the main phases of disaster.

o Inventory is the process by which communities 

and individuals come to realize the limits of 

disaster assistance. This usually begins later in 

the honeymoon phase and causes the decline 

into the disillusionment phase.

o Anniversary reactions are often responses to 

trigger events that occur around the time of the 

anniversary of the disaster. While each disaster 

is different, experience with past disasters has 

shown that anniversaries often are accompanied 

by painful memories and potentially stressful 

media, political, and community attention. Some 

of these reactions are predictable and can be 

planned for.

o Working through grief is the process of coming to 

terms with disaster losses, developing 

constructive coping strategies, and building a new 

post-disaster life. This process sometimes can 

take years.

o In catastrophic (long-lasting) disasters, the 

phasedown period may not coincide with the 

reconstruction phase.

Reinforce the nature of the CCP model (a time-limited, 

supportive disaster relief program) and some of the 

positive, growth-oriented aspects of phasedown.
CCP Trainer’s Guide: Phasedown Training

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Emphasize the key actions that the program should be 

focusing on in preparation for phasedown.

Tell participants that in today’s training, we’ll begin to

identify specific things they can do in these areas.

Use the last bullet on the slide to segue to the next 

section on assessing and addressing remaining survivor 

needs. 
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CCP Trainer’s Guide: Phasedown Training

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SECTION 2: Assessing and Addressing

Remaining Survivor Needs 

(1 hour, 5 minutes) 

5 minutes SESSION INTRODUCTION

Introduce this session by saying that in preparation for 

phasedown, it’s essential to assess and plan to address 

the remaining needs of individuals and communities. As 

part of the planning to transition services to community 

resources, it is necessary to assess the community 

service capacity.

In this session, we’ll talk about the key things to consider 

in these three areas (individuals, communities, and 

community service capacity), and then we’ll form working 

groups so that you can identify some next steps in 

carrying out these assessments and developing the 

phasedown plan. 

Review the session objectives:

 Identify remaining survivor and community needs. 

 Implement strategies to address remaining needs. 

30 minutes KEY CONSIDERATIONS IN ASSESSING AND 

ADDRESSING NEEDS 

Discuss the key questions that the CCP must ask and 

answer about individual needs in preparation for 

phasedown.

Don’t spend too much time trying to answer these 

questions in the large group. Mention that during the

working group session, one group will begin to answer 

some of these questions. 
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Before showing the next slide, ask participants what it is 

important for them to focus on with survivors at this point 

in the program and in the current phase of disaster. 

Take a few answers from the group; then, show the slide 

to reinforce what the participants said and to cover any 

points they didn’t raise. 

NOTE: The page with this content in their workbooks is in 

a fill-in-the-blank format. Encourage participants to 

complete the bullets with the content from the slides.

Ask for examples of how you would do these things with 

survivors. What would you say, ask, or do?

Ask if they are currently doing these things. If so, are they 

encountering any challenges? 

Discuss additional actions crisis counselors should be 

taking with survivors.

Ask if they are doing these things and how they are doing 

them.

Review what the program should do to assess community 

needs.

Suggested talking points:

 Formal and informal needs assessments should occur 

throughout the life of a CCP. 

 The phasedown period is a time when a formal needs 

assessment must occur again to identify those who are still 

in need and to retarget services or messaging accordingly.
CCP Trainer’s Guide: Phasedown Training

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Discuss what the program should do to address 

community needs.

As you review these three slides on strategies to address 

community needs, ask for some ideas about how the 

program should do these things. Don’t spend too much 

time on this discussion in the large group, as the working 

group will be addressing this question.

30 minutes WORKING GROUP SESSIONS 

Explain how the working group sessions will operate:

 Participants will choose one of three working groups to 

participate in—Individual Needs, Community Needs, or 

Community Service Capacity.

 Each working group will have three or four questions to 

discuss (the questions are listed in participants’ workbooks 

and are listed here below).

 Working groups will have 30 minutes for discussion. 

 Choose a facilitator to guide the discussion, a recorder to 

take notes on the tear sheet, and a reporter to present 

highlights and any action items your group identifies.
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Ask participants to choose which group they would like to 

participate in. Designate different parts of the training 

room for each working group. Have participants go stand 

in the area designated for the working group in which they 

would like to participate. Check the number of participants 

in each working group, and adjust, as necessary. 

Depending on the number of participants overall, you 

might need to divide the working groups up into 

subgroups. The optimal group size is between four and 

eight participants.
CCP Trainer’s Guide: Phasedown Training

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Working Group Questions

Assessing and Addressing Individual Needs:

 What are the remaining needs of individuals?

 How will we identify individuals who need referrals—for mental health services or practical 

assistance?

 How will we handle newly identified survivors who may request services?

Assessing and Addressing Community Needs:

 What populations and areas have remaining needs? 

 What are the needs of those areas and groups?

 What are the challenges and opportunities for accessing these areas and groups?

Identifying Community Service Capacity:

 What are the remaining gaps in existing services and resources?

 Whom can you meet with to discuss those gaps and potential ability to address them?

 How will you engage with potential behavioral health providers and disaster-related organizations to 

establish partnerships?

After 30 minutes have passed, ask the working groups to bring their conversations to a close 

and prepare to report out to the rest of the group.

Remind the groups that their reports should be brief and should focus on highlights from their 

discussions and any action items they identified.

Have each group report out. (25 minutes total) If there are multiple groups discussing the 

same topic, have all of them report out, and then facilitate a discussion of similarities and 

differences across the group reports. If there is just one working group, have them report out, 

and then ask the other working groups if they have any clarifying questions to ask. 

After all the reports, ask participants where they see complementary or overlapping areas 

among groups’ action items. 

Summarize the key points from the reports.

Encourage program management to collect the tear sheets from the working groups during the 

break and use them in the development of the phasedown plan. 

Give participants a 15-minute break before proceeding to the next section. Tell participants that in 

the next section, we’ll be identifying staff needs during the phasedown of the project.

15 minutes BREAK
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SECTION 3: Assessing and Addressing 

Staff Needs (1 hour) 

5 minutes SESSION INTRODUCTION

Introduce this session by saying that it is just as important 

to consider and address the needs of the CCP staff during 

phasedown as it is the needs of survivors and 

communities. 

Tell participants that in this session, we’ll take some time 

to identify needs and concerns they have and to generate 

some recommendations for management to consider for 

the phasedown plan.

Review the session objective:

 Identify strategies to address staff needs related to 

phasedown. 

55 minutes ASSESSING AND ADDRESSING STAFF NEEDS

Discuss some of the common concerns CCP staff 

members have during phasedown. 
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Have participants take a moment to think about these 

questions: 

 What personal concerns do you have about the ending of 

the project?

 What are your needs as the project comes to a close?

Tell them to make notes on the worksheet in their 

workbooks. 

Have participants share their concerns and needs with a 

partner. Give the pairs about 10 minutes for their 

discussion.

Ask the pairs to share some of the needs and concerns 

they identified. Record these concerns on a tear sheet. 

The goal is not to record all the concerns/needs they 

identified, but rather to get a representative list.

Give the following table task:

 Consider the list of concerns and needs generated.

 What recommendations do you have for program 

management?

o Brainstorm a list of recommendations. 

o Choose two or three to report back. 

 You have 10 minutes for your discussion. 

Have each table report their recommendations. Facilitate

the reports as a round-robin: Ask each table to give just 

one recommendation. Each table should make sure not to 

repeat any recommendations already presented by 

another group. Keep cycling through the tables until all 

recommendations are presented. 

Record the recommendations on a tear sheet.

Make sure the program manager gets the tear sheet of 

staff concerns/needs and recommendations at the end of 

the training.
CCP Trainer’s Guide: Phasedown Training

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Following the reports, summarize and emphasize the 

methods of addressing staff needs.

Suggested talking points:

 Communicating a firm end date helps staff realize that the 

program is indeed going to end and is not going to be 

extended indefinitely.

 Stress management opportunities are important throughout 

the CCP to address the stress risks to staff. CCPs often 

increase stress management opportunities toward the end 

of the program (as cumulative stress risks are higher).

 In addition to more formal stress management, simply 

providing staff with time and opportunities to share 

experiences and accomplishments can be an effective 

stress-reduction and mutual-support technique.

 Connect staff with employment resources (such as the 

One-Stop Career Centers website at 

http://www.dol.gov/dol/topic/training/onestop.htm), and allow 

time, as appropriate, for job search activities. Incorporate 

future planning into individual supervision sessions.

 As a good deal of training is often provided to staff in a 

CCP, preparing written acknowledgement of completed 

training can be useful for staff in their job searches.

 Recognition opportunities or ceremonies both honor 

achievement and promote appropriate closure. Some 

programs arrange for certificates or letters of appreciation 

signed by an official (a commissioner of mental health, 

governor, etc.). 

 Some programs have found it helpful to combine more 

formal recognition for the CCP as a whole, with informal 

gatherings (such as potluck dinners) for individual providers 

or teams.

 Just as the CCP respects the wishes of the groups it serves, 

it should respect the wishes of the CCP staff and encourage 

them to decide what types of recognition or closure activities 

are right for them. 

 The main goal of these strategies is to help staff address 

stress and concerns so that they can effectively carry out 

continued services as the CCP phases down.

Bring this session to a close, and give participants a 

lunch break. Tell them that when we reconvene, we’ll be 

spending time looking at how to adapt public education 

and media messaging to support phasedown.

1 hour LUNCH
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CCP Trainer’s Guide: Phasedown Training

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SECTION 4: Revising Public Education and

Media Plans (1 hour, 15 minutes) 

5 minutes SESSION INTRODUCTION

Introduce this session by telling participants that we’ll be 

doing some concentrated work in groups again to identify

modifications to the CCP public education and media 

plans, and develop talking points.

NOTE: If you are conducting this training immediately 

following the Anniversary Training, then ask participants to 

be sure to join a different group than the one they 

participated in during the Anniversary Training, as this 

activity is very similar to the one in the Anniversary 

Training.

Review the session objective:

 Adapt public education and media messaging for 

phasedown.

15 minutes KEY CONCEPTS

Review the key questions one should answer when 

adapting the public education strategy for phasedown.

Give some illustrative examples for each question listed 

on the slide.
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Discuss the questions to be answered when revising the 

media plan for phasedown.

Give some illustrative examples—or ask participants for 

examples—of the messages that need to be conveyed 

during phasedown.

Review what phasedown talking points should convey.

NOTE: The page with this content in the workbooks is in a 

fill-in-the-blank format. Encourage participants to 

complete the bullets with content from the slides.

Ask participants who would convey these talking points 

and where.

55 minutes WORKING GROUP SESSIONS

Explain that we will be dividing into working groups as we 

did for this morning’s activity on individual and community 

needs. 

Describe how the working groups will operate:

 You’ll choose which topic you want to discuss: public 

education, media plan, or developing talking points.

 The questions to be addressed are listed in your workbook 

(and below for the trainer’s reference).

 You have 20 minutes for your discussion.

 Choose a facilitator to guide the discussion, a recorder to 

take notes on the tear sheet, and a reporter to present the 

highlights of your discussion.
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Working Group Questions

Assessing and Revising Public Education Strategies: 

 Who needs to be educated about the CCP phasedown?

 How will you reach them? 

 What are the messages we want to convey to them?

 What methods will we use to convey these messages? 

Assessing and Revising the Media Plan: 

 What is the current media plan?

 What messages have been conveyed?

 What messages need to be conveyed about phasedown?

 Who should be involved in developing and implementing the 

revised plan?

Developing Talking Points: 

NOTE: These talking points can be used for public education or 

the media plan.

 What are the talking points for the CCP phasedown? 

 How should these phasedown talking points be used?

o Who should deliver them?

o Who are the target audiences?

o Where should they be presented—in what venues 

or media?

Ask participants to join the group on the topic in which 

they are most interested. Adjust the size of the groups so 

that you have a relatively similar number of participants in 

each of the three groups.

If you have a very large group, you may want to have 

more than three groups, e.g., two groups for each topic 

area.

After 20 minutes have passed, ask the working groups to 

bring their conversation to a close and prepare to report 

out to the rest of the group.

Remind the groups that their reports should be brief and 

should focus on highlights from their discussion and any 

action items they identified.
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Have each group report out. (20 minutes total) If there 

are multiple groups discussing the same topic, have all of 

them report out, and then facilitate a discussion of 

similarities and differences across the group reports. If 

there is just one working group, have them report out, and 

then ask the other working groups if they have any

clarifying questions to ask. 

Ask participants these questions— 

 What similarities and differences do you see across the 

messages developed by each working group?

 Are there any other complementary or overlapping areas 

among groups’ reports?

Summarize the key points from the discussion.

Encourage program management to collect the tear 

sheets from the working groups and use them in the 

development of the phasedown plan.

Segue to the next section on leaving a legacy.
CCP Trainer’s Guide: Phasedown Training

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SECTION 5: Leaving a Legacy 

(1 hour) 

5 minutes SESSION INTRODUCTION

Introduce this session by noting that every CCP leaves 

an important legacy. As the program approaches its 

end, it’s important to be aware of and intentional about 

the legacy the program is leaving behind—for survivors, 

for the community, and for the staff. 

Review the session objective:

 Describe the CCP’s legacy for survivors, the community, 

and the staff. 

55 minutes LEAVING A LEGACY

Facilitate a large-group discussion around the questions 

on the slide. (5 minutes)
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Building upon this initial discussion of what a legacy is

and whom it is for, tell participants that we’re going to 

spend some time identifying what this program’s legacy 

is for survivors and the community.

Divide the room in half, and ask all the tables on one 

side to discuss survivors, and all the tables on the other 

side of the room to discuss the community.

Tell participants to take 10 minutes at their tables to 

discuss what legacy the program is leaving for their 

assigned group.

Facilitate the reports from the tables, discussing 

survivors first. 

Emphasize the key points about legacy for survivors 

using the points on the slide.

Facilitate the reports from the tables discussing the 

community next. 

Emphasize the key points about legacy for the 

community using the points on the slide.

Say that the personal legacy for each staff member is 

also important.

Ask participants to spend a few moments reflecting on 

what the legacy of the program is for them personally: 

 What have you done to leave a legacy?

 What would you like to do before the CCP is done?

You can have them either make notes in their 

workbooks or draw a picture.

Have them find a partner and share their reflection. 

(5 minutes)
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Facilitate a large-group discussion of their personal 

legacies.

Summarize the discussion, and emphasize the points 

on the slide about individual staff legacies. 

Discuss the strategies for leaving a legacy as a 

program.

Bring this session to a close, and give participants a 15-

minute break.

Tell participants that when we return we’ll be talking 

about how to take all the good work they’ve done here 

today and integrate it into two key documents: the CCP 

Final Report and the phasedown plan.

15 minutes BREAK
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SECTION 6: Program Final Report 

(45 minutes)

5 minutes SESSION INTRODUCTION

Introduce this session by telling participants that we’re 

going to discuss the importance of the CCP Final 

Report, what the report contains, and how staff can 

contribute to the development of the report.

Review the session objective:

 Assist with the preparation of the CCP Final Report.

15 minutes KEY CONCEPTS

Make the link to the previous session on legacy by 

asking how the CCP Final Report is part of the legacy. 

Before showing the next slide, ask—why is a Final CCP 

Report important? Take a few responses from the 

group; then discuss the bullets on the slide.

Suggested talking points:

 Focus on the positive aspects of the Final Report. 

Emphasize that it should not be an afterthought, but rather 

the public document that tells the story of the CCP.

 Reassure the group that the Federal Emergency 

Management Agency, SAMHSA, and SAMHSA DTAC will 

read the report thoroughly and retain best practices, 

materials, and promising approaches to inform future 

CCPs.
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Before showing the next slide, ask what should go into 

the CCP Final Report. 

Take a few responses from the group; then discuss the 

bullets on the slide.

Suggested talking points:

 When presenting data and activities, reflect back to the

program’s goals and targets originally written in the RSP

application:

o Were the initial goals met?

o If not, what changed and why?

o If changes were made, what factors influenced

those decisions?

Continue to discuss the components of the Final 

Report.

Refer participants to the copy of the Final Report format 

in the Participant Workbook. Give them a moment to 

review the format. Ask if they have any questions about 

the format.

Continue to discuss the components of the Final 

Report. 

Tell participants that we’re going to take some time to 

identify key points for each of these sections or 

strategies for gathering the necessary information.
CCP Trainer’s Guide: Phasedown Training

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25 minutes FINAL REPORT BRAINSTORM

Divide the participants into six groups. You can have 

them count off from one to six. Alternatively, you can list 

each of the six areas on a tear sheet and post the six 

tear sheets around the room. Then, have participants 

go stand by the tear sheet they are most interested in 

discussing.

The six areas are as follows: 

 Program vision and accomplishments

 Survivor success stories

 Community success stories

 Challenges and how they were addressed

 Program “best practices”

 Personal achievements of staff

Have each group take 10 minutes to brainstorm either 

key points for that section of the Final Report or key 

actions to take to gather the information for that section.

Remind participants of the ground rules for 

brainstorming—listed in the Participant Workbook: 

1. Focus on quantity—The greater the number of 

ideas generated, the greater the chance of 

producing an outstanding idea. 

2. Withhold criticism—By suspending judgment 

until later, individuals feel free to generate 

unusual ideas. 

3. Welcome unusual ideas—New ways of thinking 

may provide better solutions. 

4. Combine and improve ideas—Good ideas may 

be combined to form a single better idea.

Facilitate quick reports for each group. (15 minutes)

Make sure the program manager gets the tear sheets to 

use after the course.

Summarize the discussion, including any key followup 

actions to be taken, and segue to the next section on 

developing the phasedown plan.
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37

SECTION 7: Phasedown Plan 

(45 minutes)

5 minutes SESSION INTRODUCTION

Introduce this session by telling participants that 

developing a written phasedown plan is absolutely 

critical for the successful phasedown of the project. 

We’ve spent virtually all of today discussing the things 

that need to be considered, planned for, and 

implemented as part of phasedown. 

Review the session objective:

 Help develop a written phasedown plan. 
38

40 minutes PHASEDOWN PLAN

Begin by discussing the actions program managers and 

crisis counselors take in preparing for phasedown—

independent of developing the written plan.

Review the role of program managers in preparing for 

phasedown.

Suggested talking points:

 If an extensive continued need can be clearly justified, a 

CCP may request a formal extension of the program. This 

is not typical, and the program should confer with the 

assigned Center for Mental Health Services (CMHS) 

project officer prior to preparing any formal extension 

request.

 The end date may be prior to the 9-month program period.

 CCP leadership should confer with the assigned CMHS 

project officer to identify the dates to begin formal 

phasedown, as well as the actual end date of program 

services.

Discuss the role of crisis counselors in preparing for 

phasedown.
CCP Trainer’s Guide: Phasedown Training

39

Before showing the next slide, ask participants what 

they think should be included in the phasedown plan. 

Review the components of the phasedown plan. Point 

out that they have already made great progress today in 

identifying the key points for each of these sections 

through our activities. 

Emphasize that any written plan is virtually worthless if 

it is not appropriately disseminated and then 

implemented.

Facilitate a large-group discussion: (15 minutes)

 How should the phasedown plan be communicated to 

staff and other community stakeholders?

 How can the CCP ensure effective implementation of the 

plan? 

Record on tear sheets the key actions and ideas 

generated by the group. 

Make sure the program manager gets the tear sheets at 

the end of the session.

Summarize the key points from the discussion, and 

bring this session to a close. Transition to the final 

session—Applying Your Learning and Course 

Evaluation.
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CCP Trainer’s Guide: Phasedown Training

41

Applying Your Learning and Course 

Evaluation (15 minutes)

10 minutes APPLYING YOUR LEARNING

Tell participants that what we’re about to do is the most important part of any 

course. Studies have shown that if you don’t use new skills you have acquired 

during training within 2 weeks of the course, those new skills are lost to you. It is 

therefore essential to take a few moments to review your learning and set your 

intention to apply what you have learned in the real world. 

Have participants turn to the reflection worksheet in their workbooks and complete 

the worksheet there. Give them about 5 minutes to complete it.

Tell the participants to find a partner and share their plans with each other.

Encourage them to make a commitment to check back in with each other in 2 

weeks to see if they’re following through on the actions they’ve identified.

Give them about 5 minutes for their discussion. 

Ask for a few examples of the following:

 Key learning

 Specific actions they intend to take to apply that learning

5 minutes COURSE EVALUATION

Hand out the course evaluation form, and ask participants to complete it.

Encourage them to write specific comments on the form, as the feedback is 

collected and use to improve future deliveries of this course.

Thank them for their time, hard work, and attention. 
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CCP Trainer’s Guide: Phasedown Training

43

Crisis Counseling Assistance and Training Program (CCP) 

Training Feedback Form for Trainers and Leadership

CCP Name/Disaster Number: ______________________________________________________ 

1. The content of this training module included all of the elements necessary for participants 

to adequately understand and deliver CCP services.

Strongly Disagree Strongly Agree

1 2 3 4 5 

2. The supporting materials, including slides, handouts, and instructor’s notes, facilitated 

effective delivery of module content.

Strongly Disagree Strongly Agree

1 2 3 4 5 

3. The content of the training module was thorough and well organized.

Strongly Disagree Strongly Agree

1 2 3 4 5 

4. The material was adequately covered in the time allowed.

Strongly Disagree Strongly Agree

1 2 3 4 5 

5. The Exercises and Trainer’s Tips booklet contained activities that effectively facilitated 

learning. 

Strongly Disagree Strongly Agree

1 2 3 4 5 
44

6. The overall training session was well received by the participants.

Strongly Disagree Strongly Agree

1 2 3 4 5 

7. What elements of this training session were most effective in facilitating learning?

8. What, if anything, would you change to improve the content or organization of the training

materials?

Thank you for your valued feedback. Please return this form and all the participant evaluations 

to the state CCP director. Remember to inform the state CCP director to send copies of all 

forms to the Substance Abuse and Mental Health Services Administration (SAMHSA) Disaster 

Technical Assistance Center (DTAC) at the following address:

SAMHSA DTAC 

c/o IQ Solutions 

11300 Rockville Pike 

Suite 901

Rockville, MD 20852