Page 51 - Creating a Community of Resiliency

Summary of Focus Group Findings and Recommendations
was with Katrina, Sandy, and the 1994 earthquake, it is possible that police and fire will NOT be able to come. This needs to be clearly communicated because many providers seem to think that 9-1-1 will help them in a widespread disaster.
Related Action: All of this information will be incorporated into the trainings.
Related Action: Disseminate recommendations for providers and for parents (establishing that emergency response community applies not only to providers but also to parents). By targeting parents in addition to providers, we can ensure “market pressure” if parents begin asking child care providers what their emergency plans are, what their reunification plans are, etc. It will also help providers by reminding parents of the importance of being involved and ensuring their contact information is always current.
Related Action: Disseminate recommendations for providers and parents to the CCALA to distribute to R&R agencies. Consider using the following communication vehicles:
 Websites
 Newsletters
 Seasonal dissemination plans (e.g., fall: disaster preparation; April: child abuse; summer: don’t leave children in cars)
Training Opportunities
Finding: Providers indicated that they are prepared for an earthquake. They have lists of supplies, and know what to do, but they would want additional training such as training on psychological preparedness.
Finding: Child care providers expressed a desire to receive personalized emergency preparedness information and more frequent trainings. Providers want information specific to their situations (provider type, language, literacy, etc.).
Recommendation: 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.
Recommendation: Train providers on what to do and say and 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
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