Page 12 - Creating a Community of Resiliency

Executive Summary
Personalized Information: Disseminate the following information:
 Community specific: Tailor information to address different risks, some attributable to the provider’s geographic location (e.g., located in a mosque, by an Air Force base).
 Specific by type of site: home, center, etc.
 Specific to language and literacy level: Provide visuals, video if possible,
information in Chinese and Spanish.
Psychological Preparation: Train providers on what to do and say, what not to do or say.
 Train providers to identify roles of staff based on their skill sets. Staff who are naturally good at talking with parents can communicate with the adults; staff who are good at action can be in charge of supplies; staff who are good with children can focus on the children.
 Train providers to have this discussion with staff, parents, and children ahead of time.
 Train providers to ensure there is a list of staff contact information, including CPR/first aid training status.
Training Materials and Resources—Video: Develop a video to support emergency preparedness training.
 Include information on how to obtain reference materials, including flip cards.
 Rather than live reenactments, include photos and voice overs as well as verbal
information to back up the written information to help with literacy barriers.
 For family child care providers, prepare videos in English, Spanish, and Chinese.
 For center-based providers, prepare video in English.
Training Materials and Resources—Flip Cards: Develop flip cards in English, Spanish, and Chinese that are specific to the emergencies listed by providers (and refer to the flip cards in the video).
Partnerships: Build an emergency response community NOW before an emergency happens.
 9-1-1 responders may not be able to help if there is a widespread disaster like Katrina, Sandy, and the 1994 Northridge Earthquake.
 Parents, immediate neighbors are your community .
Creating a Community of Resiliency | x