This Telecommunicator Emergency Response Taskforce (TERT) training course is designed to train experienced telecommunicators in one Public Safety Answering Point (PSAP) to assist another temporary, alternate, or permanent PSAP when assistance is needed.

Objectives: At the end of this course, you will be able to:

• Recognize the importance of adequate preparation in deploying to a disaster area.
• Mentally prepare for deployment to a disaster area.
• Physically prepare for deployment to a disaster area.
• Describe the role of interpersonal communication in a disaster area.
• Prepare to work as a telecommunicator in a disaster area.

This course is not designed to replace or substitute your agency’s established policies or procedures. Check with your agency, regional, or State directors for specific deployment information and other policy/procedure mandates.

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To receive credit for this course, you must:

Complete all of the lessons. Each lesson will take between 10 and 70 minutes to complete. It is important to allow enough time to complete the course in its entirety.

This lesson presents information on why adequate telecommunicator preparation is important when being deployed to a disaster area.

Objectives: At the end of this lesson, you should be able to:

• Read the experiences of telecommunicators who have been deployed to disaster areas.
• Outline the telecommunicator’s disaster deployment process.
• Identify the consequences for not obtaining authorization for disaster deployment.

During the course of organizing a major deployment for TERT teams, both at the local mutual aid level, as well as out-of state support in large disasters (both natural and man made), the National Joint TERT Initiative (NJTI) developed a guidance document called the APCO/NENA ANSI Standard For TERT Deployment.

It is highly recommended that every TERT team member become thoroughly familiar with the material contained in this guidance document.

Click this link to access the document:

Audio Transcript

Name: Amanda Maddox

Agency: Henry County Georgia Emergency Management

Deployment: Deployed to Hurricane Irma in 2017

Narrator: Amanda Maddox deployed to Collier County, Florida in September of 2017 as part of her Georgia TERT team supporting Hurricane Irma relief efforts. Listen to her experience during this time.

Question: What were the working conditions where you deployed and how did it differ from your home dispatch center?

Amanda Maddox: Six of us traveled down from Georgia. All six of us were from different centers. The only difference is our team lead and I had worked together at a center in Georgia. We split up half and half. Half of us worked day watch, half of us worked the overnight shift. We all met the morning after we arrived so that we could sit down with the trainers, who quickly went over how we were to answer the phones, how we were to input calls into the system. They gave us several cheat sheets, which helped a lot with their codes and how to enter things into the computer. Of course, it was something new for all of us. It was slow-moving, so we all worked through it. As you know, all centers use different equipment. So, none of us were really familiar with their system, with the exception of the medical protocol cards where we can give medical direction over the phone. Some of us from Georgia had the ability or were certified to do that, so we had the ability to take medical calls while we were down there. But other than that, the conditions were totally different than what we were used to.

Question: Did you experience a lack of common services at the dispatch center you were deployed to?

Amanda Maddox: Not really. Luckily for us, they had generator power. So, we had the ability to plug in air mattresses, our phones to charge. Some of us took fans down because we have to have the noise. So, we had the ability to plug things in. Of course, the building that we were deployed to was multi-leveled. We were housed on the same floor as the communications center. But the actual shower facilities were on a different floor. So, everything was there, we had the ability to do everything. They, of course, told us to watch how ever many times we needed to go to the bathroom because they were having water issues. It was the only issue that we had while we were deployed.

Question: Did you experience any high-stress calls, and what is your advice on how to handle them?

Amanda Maddox: Of course, anywhere you go into a 9-1-1 center you’re going to have high-stress calls. We deployed because of a hurricane situation. The six of us from Georgia had no inclination as to what to expect. We didn’t know what kind of calls we were going to get. We didn’t know what to be ready for. We were able to take calls just like we do in our normal everyday center at home. We took them. We moved on to the next one. We did have busy times. Some of us did receive a couple of subpoenas from the county where we deployed to. But luckily for us we didn’t have travel back down to attend court. So as far as handling stressful calls we’re all taught how to handle them. It’s just different types of stress when we deployed into a hurricane center.

Question: What is something you wish you had taken with you?

Amanda Maddox: We all didn’t really know what we were going into, like I’ve mentioned several times before. We didn’t know if we were going to have food, water, what type of shelter we were going to go into. We all brought different items with us, and most of us took those same items home with us because the center we deployed into; they were prepared for us to be there. Surprisingly, we went there, they provided everything that we needed while we were there. The only thing that I can suggest for people that deploy in the future is make sure you take towels. Yes, it’s the little things such as towels. None of us, none of the six of us that travelled down had one single towel. However, the director of the center where we deployed to went to Walmart and purchased several towels for all of us. So, we were prepared for the time that we stayed down there.

Question: What is the one thing about deployment working conditions that you would tell to a new TERT member?

Amanda Maddox: Be prepared for anything. You don’t ever know what you’re going to walk into. You don’t know the situation that you’re going into. We, of course, knew it was related to the hurricane. But none of us had previous working experience working in the aftermath of a hurricane, what type of calls we were going to be taking. The one thing that I can tell you is just to relax and breathe and don’t be afraid to ask questions. The group that we actually relieved when we were down there, they were a plethora of knowledge on how to do things, questions that may have come up while they were there that they passed on to us. The good thing for us, like I said before, none of them were afraid to answer questions for us. They all knew that we were brand new coming into it. So, they all helped us in taking calls and, like I said, any questions we had, they were very eager to answer for us.

Audio Transcript

Name: Samantha Czaplewski

Agency: Georgia TERT Team

Deployment: Baldwin County Alabama in 2020 for Hurricane Sally

Narrator: Samantha Czaplewski deployed to Baldwin County, Alabama on September 21st, 2020 as part of her Florida TERT team supporting the Hurricane Sally relief effort. Here is a description of her experience.

Question: Where and when were you deployed as a TERT team member?

Samantha Czaplewski: I was deployed to Baldwin County, Alabama on September 21st to assist Baldwin 9-1-1 Center after Hurricane Sally hit their area as a Category 2. We were there for a seven-day deployment. We were there from the 21st till the 29th and then our drive back home. So, we arrived home on the 30th.

Question: How did you prepare for your deployment?

Samantha Czaplewski: I went over the TERT checklist to double-check all the items that I would need for deployment. I then made a list and headed to the store to get food, beverages, and any other supplies that I would need. I packed my bags with enough clothes to last me just in case they didn’t have any laundry services available. And I also checked in with my TERT coordinator Natalie Duran to get some inside information regarding sleeping arrangements, food, and conditions outside.

Question: When you arrived, how were the conditions inside and outside of the dispatch center?

Samantha Czaplewski: The conditions outside, there was a good amount of downed trees. There were several homes that were lost. When we arrived, most businesses had power, but they were still under a curfew. The conditions inside the office, the dispatchers were stressing about their homes, but were mostly happy that we were there to assist them.

Question: How did your deployment impact your mental health?

Samantha Czaplewski: So, even though the deployment didn’t feel stressful at that time, my body was showing signs of being stressed, such as my face was breaking out and I was feeling fatigued. Our agency had a debriefing for us when we returned, which was a great way for us to talk about our experience and talk about healthy ways to deal with the stress after the deployment.

Question: What positive impact did your deployment have on you?

Samantha Czaplewski: The most positive aspect for me was being able to help the other dispatchers take off so that they could take time to deal with their personal matters. It’s always a blessing to be able to interact with other dispatchers from other agencies and to share ideas. I was able to bring back ideas to my center that I thought their center did very well.

Question: What lessons did you learn, and what suggestions do you have for other TERT members?

Samantha Czaplewski: A suggestion for other TERT members is to gain as much knowledge as possible about the agency that they are deploying to, such as finding out their signals and/or ten-codes, and what their CAD or phone system they use. There’s a lot that you can do while driving to your destination such as studying their CAD and phone system on the way. Especially for us; we had a ten-hour drive. So, it’s a lot of down time during our drive. My other suggestion is just to ensure that your agency takes your mental health seriously and provides you with assistance both during and after your deployment.

• The TERT deployment process is highly dependent on effective and direct communication between multiple local, State, and Federal agencies.
     
• When a disaster strikes and a Public Safety Answering Point (PSAP) determines outside assistance is necessary, the PSAP will identify the specific needs and make a formal request through established local and State channels. These needs will be coordinated between various States and at the Federal level. Telecommunicators in the assisting State will be identified and teams will be created to deploy and assist the requesting PSAP in the disaster area.

During each TERT deployment, a team leader will be designated.

• The Team Leader is selected based on qualification, not their position within a PSAP.
  
  
• The Team Leader is responsible for all team members. Both team leaders and team members are responsible for documentation requirements related to deployment.
  
  
• The telecommunicators within the team must follow the directives of the Team Leader and recognize the team leader as the first person in their chain-of-command.
  
  
• The establishment of a team leader facilitates efficient and effective communication and management in the disaster area.

• The authorization for telecommunicator deployment must be obtained by the appropriate governmental agency prior to deployment.

• Authorization for deployment is not "red-tape"; authorization is a critical component in coordination of resources to a disaster. Each State TERT organization will have a specific, well-defined deployment process, which must be strictly followed. Self-deployment is not permitted. Deploying without proper authorization could leave a person open to individual liability, whereas deploying through a state emergency management agency protects the individual from this.

• Resources from many different States or other organizations may be involved in the deployment effort and each resource (including telecommunicators) must be deployed in the most efficient and effective manner possible.
  
  
• The Emergency Management Assistance Compact webpage is a good resource for further information on deployment.

The authorization for telecommunicator deployment must be obtained by the appropriate governmental agency prior to deployment.

There are several consequences for entering a disaster area without proper authorization:

• Unnecessarily complicating a response effort
• Could endanger the telecommunicator or others 
• Ineligibility for worker's compensation or financial reimbursement
• Prohibited access to communication centers

The authorization for telecommunicator deployment must be obtained by the appropriate governmental agency prior to deployment.

Self-deployment can also lead to the draining of already limited resources by a host agency having to accommodate the unanticipated team's arrival and needs.

The level (i.e., local, State, and Federal) and type of authorization may vary considerably among different agencies and States. Therefore, team members are expected to be well versed in their own deployment procedures.

• The specific deployment process, to include State authority, process, and procedure, may vary from State to State.
  
• Please take the time to contact your State TERT representative to locate the specific process used in your state. The TERT State Coordinators Webpage can be found at National Joint Tert Initiative Contacts
  
  
• As previously mentioned, it is critical to have proper authorization before deployment.

This lesson presented information on why adequate telecommunicator preparation is important when being deployed to a disaster area.

The next lesson introduces the environmental conditions, the mental challenges associated with these conditions, and various strategies for coping in disaster environments.

This lesson introduces the environmental conditions, the mental challenges associated with these conditions, and various strategies for coping in disaster environments.

Objectives: At the end of this lesson, you should be able to:

• Explain the characteristics of the working conditions in a disaster area.
• Recognize the importance of family communication prior to deployment.
• Describe the different coping strategies effective in reducing stress.
• Explain the importance of reporting and dealing with stress and fatigue.

The mental preparation for disaster deployment is an integral component of pre-deployment.

The ability to recognize the characteristics of disaster areas and the associated stress typically resulting from working in these areas, as well as different coping strategies, can have a significant impact on a telecommunicator's ability to function in a disaster area.

The working conditions in a disaster area may vary depending on:

• The type of disaster.
• The length of time that has passed since the disaster.
• The magnitude of the emergency response effort.

Underlying each of these factors is the dynamic working conditions of a telecommunicator. Adaptability and flexibility are key considerations in working effectively in disaster areas as a telecommunicator.

The fundamental characteristics of working in a medium to large-scale disaster may include any one of the following barriers:

• Amount of Change
• Lack of Common Services
• Sleeping Conditions
• Working Conditions
• High Stress Calls
• Mass Casualty Incidents

Click this link to access information on each of the barriers.

Most everyone is familiar with the signs of stress and fatigue. Try and remember a time when you were tired, overworked/loaded, and were in a situation in where you had little control over your surroundings.

What were the signs and symptoms?

They may have included:

• Irritability.
• Inability to concentrate.
• Mistakes in job performance.
• Forgetfulness.

The specific indicators of stress and how to cope with these stressors may vary considerably depending upon the:

• Nature of the disaster.
• Work environment.
• Job demands.

Stress in disaster situations may include:

• Fear of making a mistake.
• Disgust.
• Feeling overwhelmed.
• Many emotions all at once.

This section will review several different strategies for coping with the stress and fatigue that may accompany deployment in disaster areas.

As previously mentioned, disasters may range from minor to severe and having an awareness of the potential deployment environment, conditions, duties, and constraints can prepare a telecommunicator to more effectively cope in mentally challenging situations.

Critical Incident Stress Management Critical Incident Stress Management (CISM) is the selection and implementation of the most appropriate crisis intervention tactics to best respond to the needs of the situation at hand. CISM has multiple components that can be used before, during, and after a crisis. The purpose of CISM is to mitigate the impact of an event, accelerate the recovery process, and assesses the need for additional or alternative services

The purpose of the CISM crisis intervention component is to mitigate the impact of an event, accelerate the recovery process, and assess the need for additional or alternative services. Crisis intervention, a part of an overall CISM program, is provided through trained and carefully selected peer supporters and licensed, Mental Health Professionals (MHP) who specialize in trauma.

The specific communications equipment used across the nation varies. The hardware in terms of use of microphones or headsets, arrangement of screens, and vintage and manufacturer of consoles, as well as the software programs used to track and monitor emergency workers may vary.

If the opportunity presents itself, telecommunicators may want to examine different systems, not to learn how to use them, but to recognize the differences and similarities. Remembering that the functions of the hardware and systems are the same will help you adapt and quickly learn to use different systems.

Telecommunicators should talk with their family and explain how the destruction in a disaster area and shift work may impact their ability to call home. Additionally, telecommunicators who have been deployed in a disaster area may not be able to return home immediately and may need to wait for transportation or until the end of the deployment cycle.

When the opportunity exists, call loved ones, friends, and family. Their voice, knowledge of events at home (even seemingly insignificant events, such as school activities), and an outlet for your emotions may relieve stress.

Depending on the nature of the deployment and disaster, the emotional impact of deployment may necessitate professional and/or peer assistance.

While it is beyond the scope of this course to prescribe at what point this should be considered, telecommunicators should seek assistance when the emotional stress interferes with employment, family, or other social events.

Critical Incident Stress Management (CISM) and Employee Assistance Programs (EAP) can be very useful tools for managing trauma.  This website provides valuable information regarding these:  National Interagency Fire Center

Changes in sleep, appetite, relationships, reoccurring dreams, or other indicators of depression may be signs of long-term emotional trauma.

The long-term consequences for failing to seek help, if necessary, can lead to a number of physical and mental illnesses. Unfortunately, professionals (including telecommunicators) are often independent and rarely acknowledge the need for help.

This lesson presented information on the environmental conditions, the mental challenges associated with these conditions, and various strategies for coping in disaster environments.

The next lesson introduces the physical preparation requirements (personal preparation and packing of essential items) for disaster deployment.

This lesson introduces the physical preparation requirements (personal preparation and packing of essential items) for disaster deployment.

Objectives: At the end of this lesson, you should be able to:

• Recognize the need to arrange for the continuation of personal services during deployment.
• Prepare a list of personal services to be continued during deployment.
• Identify appropriate personal supplies needed during deployment.
• Prepare a packing list of appropriate personal supplies to take into a disaster area.

Personal preparation should include a review of:

• Personal Health – A disaster area may not have readily available pharmacies and the air quality may be poor. Ensure allergies, medical or physical conditions will not interfere with their job performance. The consequences may involve hospitalization, severe illness, or even death.
• Child, Elder, or Pet Care – If necessary, will relatives (including a spouse) be able to adequately care for children, elderly relatives, or pets during your absence? If alternative arrangements cannot be made, deployment may cause unnecessary harm and should not be attempted.

Personal preparation should also include a review of:

• Bills, Mail, and Other Services – Can someone check your mail, pay your bills, and check your home during deployment? Do not assume you will have internet access during deployment. If applicable, schedule electronic payments in advance. Although local law enforcement agencies are different, many agencies generally check the homes of citizens on vacation and business trips. Extra patrol should be requested. If necessary, stop mail service temporarily.
• Family Explanations – It will be necessary to thoroughly explain the deployment to family members. They must understand the constraints and work environment, as well as the inability to immediately call home or receive calls. The discussion concerning deployment between a deployed telecommunicator and his/her family is a personal decision that is highly recommended.

Now that you have a basic familiarization of what types of personal preparation must be made prior to deployment, please download, open, and print the Personal Preparation Worksheet. Take the time to reflect on the type of personal preparation arrangements you would need to make prior to deployment and then complete the worksheet.

Click this link to access the Personal Preparation Worksheet.

When packing for disaster deployment, do not assume common services will be accessible. While this may seem extreme, a disaster environment may require an extended amount of time to travel to the area. Remember, that the ability to travel, even by car may be limited by fuel shortages or heavy road damage. Check with your team leader regarding specific guidance on what to pack before deploying. 

Also, depending on when the disaster occurred and when the TERT team arrives to the disaster area, the PSAP may not be physically ready for additional personnel. The amount of luggage permitted during deployment may be restricted. Therefore, pack only what is necessary and what you are capable of carrying (i.e., smaller and soft duffle bags).

As a rule of thumb, pack enough to be self-sustaining for 72 hours. There are essentially two different types of equipment and personal items that must be packed for deployment: general and specific.

General items include:

Click each image for a brief description. Click this link to access information on specific items that must be packed.

Specific items include:

As with the personal preparation worksheet, it is time for you to consider what physical items you would need to pack for deployment. Please download, open, and print the Physical Preparation Worksheet. Take the time to reflect on the type of physical and personal items you would need to pack prior to deployment and complete the worksheet.

Click this link to access the Personal Preparation Worksheet.

This lesson presented information on the physical preparation requirements (personal preparation and packing of essential items) for disaster deployment.

The next lesson introduces active and effective listening, techniques in comforting emotionally upset persons, and assertive communication techniques.

This lesson introduces active and effective listening, techniques in comforting emotionally upset persons, and assertive communication techniques.

Objectives: At the end of this lesson, you should be able to:

• Recognize the importance of interpersonal communication in disaster areas.
• Identify active and effective listening strategies.
• Explain the difference between assertive, passive, and aggressive communication techniques.

Telecommunicators who are deployed to a disaster area may face resentment from resident telecommunicators.

The resentment factor may be challenging and not well understood for the deployed telecommunicator who is often anticipating an accepting and relieved telecommunicator reception. However, telecommunicators must remember many resident telecommunicators may feel an obligation to remain at their "post" until all calls for service have been resolved, may feel the deployed telecommunicator does not know the communication (radio/telephone) system, the surrounding area, or the community well enough to assume the position; or the resident telecommunicator may feel as if he/she is being "replaced" rather than supported. These emotional perceptions are difficult to adequately predict and may not be present in all cases.

Deployed telecommunicators must first recognize these perceptions may exist and they are not "personal," but rather a common reaction in a disaster situation. Patience, understanding, and a non-defensive response are all key techniques that should be employed as necessary. Most importantly, deployed telecommunicators should step back and try to view the situation from the other person's perspective in order to gain a better appreciation of the circumstances.

Three different communication techniques are presented in this section:

1. Effective/active listening
2. Calming emotionally upset persons
3. Assertiveness

These are by no means the only communication techniques available; rather these should be perceived as the minimum strategies a deployed telecommunicator should consider using in disaster areas.

Active listening requires conscious concentration on the verbal and nonverbal communications of the speaker.

Consider the following characteristics of an active and effective listener:

• Develop a positive attitude – Develop and maintain a positive attitude concerning the information sent by or being received by the other individual. A person's attitude will either facilitate or block effective communication.
• Limit unnecessary talking/interruptions – Refrain from excessive talking. It is difficult to listen if you talking or interrupting the person talking.

Consider the following characteristics of an active and effective listener (cont.):

• Remain objective to the message – Listen to the person and the message completely. Things or events may be conveyed that are difficult to believe (i.e., working 24 hours a day for three days). If the speaker is mentally closed off, effective communication will not occur.
• Paraphrase and use feedback – When the speaker has finished talking, paraphrase what was interpreted. Feedback by the listener ensures what was said was interpreted correctly.

Consider the following characteristics of an active and effective listener (cont.):

• Do not formulate an instant response – Avoid creating a response while the person is talking. When this occurs, listening has stopped and important points to the message are likely to be missed.
• Maintain eye contact with the person – It has been said that "listening is done with the eyes." A great deal of information may be obtained and credibility gained by looking at a person's eyes. Is the person being deceptive? Is the person maintaining normal eye contact? In many cases the speaker will believe he/she is being listened to if eye contact is maintained.
• Control emotions and nonverbal communication – With practice, emotions and nonverbal communication can be controlled.

A disaster often has an unpredictable emotional impact on telecommunicators, citizens, and other public safety personnel. When an emotionally upset person or telecommunicator is encountered, certain techniques should be used to calm or comfort the person before effective communication and dialogue can take place.

These include:

• Use available time
• Allow the person to talk
• Provide and enable support
• Physical contact (should be done in a non-offensive or non-threatening manner)

Click this link to access information on calming an emotionally upset person.

The behavior of individuals can be described and placed on a continuum of being submissive, assertive, or aggressive. When one person violates the personal space or beliefs of another, the other person typically responds submissively, assertively, or aggressively. Click on each image to learn more about each behavior.

Click this link to access information on a communication type.

Imagine you are in a movie theater where several people seated behind you are talking and distracting your attention from the movie. Now, consider how a submissive, assertive, or aggressive person would respond verbally.

• Submissive – A submissive person would say nothing and suffer in silence.
• Assertive – The assertive person would turn around; look directly at the talkers, and say, "Your talking is distracting from my enjoyment of the movie."
• Aggressive – An aggressive person would turn around and snarl at them, "Don't you have any respect for others? If you don't shut up immediately, I'll call the manager and have him throw you out of the theater!"

What are the key differences in these behaviors? Think about the key differences and then click the link below for a detailed explanation of the key differences.

First, the submissive person did not do anything. There may be times when a deployed telecommunicator will need to be submissive and say nothing. For example, if a deployed telecommunicator arrives at a PSAP and is told by the resident telecommunicators: "We have everything under control", "We didn't ask for or need your help", or "We can take care of things ourselves", do not take an aggressive stance. How would you behave if the situation was reversed? How would you feel if some "stranger" came in to relieve you, at your place of work, where you are in control? These are normal reactions and shouldn't be ignored. Rather, provide an avenue for the resident telecommunicator to vent their feelings.

Second, both the assertive and aggressive behaviors took an action, but these were distinctly different: eye contact was made with the talker and the assertive person was not judgmental ("your talking" versus "Don't you have any respect."). Granted, the assertive person may need to bring the matter to the attention of the manager, but this step may not be necessary. Based on the situation, the demeanor of the resident telecommunicator, and many other factors, assertive messages may be appropriate or inappropriate when a deployed telecommunicator is confronted with the previously mentioned situation. For example, an assertive response may be: "Your angry and hurtful tone is really upsetting me and making me question why I volunteered to leave my family, travel hundreds of miles, and to help fellow telecommunicators." This communication technique may enable the speaker to realize the impact of his/her behavior.

The components of an assertive message and additional techniques of using assertive communication are beyond the scope of this course. However, additional information may be obtained by selecting the link below and reviewing People Skills by Robert Bolton, which was the primary reference for this section.

Click this link for additional information on assertive communication.

This lesson presented information on active and effective listening, techniques in comforting emotionally upset persons, and assertive communication techniques.

The next lesson introduces security and personal safety issues, disaster types, and potential telecommunicator challenges in disaster areas.

This lesson outlines the security and personal safety issues, disaster types, and potential telecommunicator challenges in disaster areas.

Objectives: At the end of this lesson, you should be able to:

• Identify the personal security issues surrounding deployment to a disaster area.
• Recognize the need to be flexible and adaptable in a disaster area.
• Identify the potential differences in agency structure and protocol.
• Identify the technology limitations in a disaster area.
• Recognize the differences in responding to calls for service from citizens and first responders in a disaster area.

Two separate factors create a dynamic and difficult working environment in disaster areas:

• Changes in equipment
• Procedures and continual change

The operating environment in a disaster area will often be considerably different than what a telecommunicator is generally accustomed. Equipment, software, and facilities will be different.

As time passes, services will be restored and the operating conditions may change for the better or worse. Priorities, command structures, and the routing of citizen calls for services may change daily.

The personal security and safety of deployed telecommunicators is a critical consideration. The constituency in a disaster area immediately following the event may range from victims, emergency responders, to criminals.

When deployed, consider:

• Learn as much as possible about the deployment/disaster area. The terrain, conditions, and location of important landmarks. Danger areas, such as those not patrolled by law enforcement or known to have environmental risks, should be avoided.
• Do not go out of the PSAP alone. A "buddy system" should be used. This means telecommunicators should travel in pairs.
• Recognize signs and symptoms of stress and fatigue and react accordingly.

When deployed, consider (cont.):

• Make sure drinking water is safe. Do not assume tap water is safe. Contamination of public water supplies and private wells after a disaster pose a significant threat of serious illness days and weeks after a disaster. If there is any uncertainty about the water quality, use only bottled water.
• Always carry identification and possibly health information. You should always carry your identification and deployment documents. If issued an identification card by the requesting agency, wear it at all times. Essential medical information, such as medical conditions, drug and food allergies, prescribed medicines and emergency contacts, should also be carried.

When deployed, consider (cont.):

• No sightseeing. Take advantage of "down time" to relax or sleep. Telecommunicators may become injured or lost while sightseeing in unfamiliar areas after a disaster.
• Wear appropriate clothing. Clothing should be selected based on the working environment and weather conditions of the disaster area. Long pants and closed-toe shoes or boots should be worn in all conditions. TERT responders should only wear shirts, jackets, and hats with their team designations or their home agency designation. If these are not available, they should wear clothing without any team designation. Someone responding with TERT should not wear a USAR (urban search and rescue) shirt. Do not wear clothing that may be considered offensive because of language, images, or cut.

The type of disaster will have a direct influence on the working conditions. Catastrophic disasters, such as hurricane Harvey in Eastern Texas, essentially eliminated safe drinking water, electricity, transportation routes, and brought the entire region to a standstill for days and weeks.

Terrorist attacks, such as the World Trade Center attacks, started and ended within a couple of hours, though the recovery took many months and even years.

Tornados like the one in Joplin Missouri, may last minutes, yet the destruction may be widespread over a considerable and narrow area.

Depending on the extent of the destruction, the job duties of a telecommunicator and the length of deployment may vary considerably. The important point to remember is the recovery may change from deployment to arrival. As a result, telecommunicators must be able to adapt and change accordingly.

Since the operating environment will be different, it is imperative that telecommunicators:

• Overcome challenges.
• Improvise as necessary.
• Adapt to the situation.

This may be a continual process. Be prepared to learn quickly and "on the fly."

Make careful observations of how resident telecommunicators function and ask questions as often as necessary.

Overcome your unfamiliarity with the geography of the area you are deploying to by consulting maps and map applications on your phone.  Ask those who live in the area whether there are colloquial names for roads and locations that you should be aware of (such as the "Shirley Highway" rather an I395 in northern Virginia).

PSAP/Agency Structure and Protocol

The structure of the PSAP, technology, and the operational protocol are likely to be different and they may change over time as services are restored and additional emergency workers are brought to the area. You must adapt to the structure and protocols in use at the stricken PSAP.

Structure:

• Chain-of-command
• Center Categorization
• Dispatcher and Call Talker Separation

Click this link to access information on the PSAP structure.

PSAP/Agency Structure and Protocol (cont.)

Technology Differences – Equipment

• The equipment (i.e., CAD, phones, software) will likely be different, not fully functional, improvised, or nonexistent.
• Become familiar with equipment and limitations.
• Consider dynamics and continual change.

Click this link for information on the technology considerations listed above.

The equipment (i.e., CAD, phones, software) will likely be different, not fully functional, improvised, or nonexistent. Alternative methods of documentation, learning how to use existing equipment, and a general focus on the job should be the main priority. Do not be immediately concerned with "how outdated" the equipment may be or the "inefficiency" of the current system. These issues can be, if necessary, addressed later. The focus needs to be on learning the system to move to a supportive role as soon as possible.

Become familiar with equipment and limitations. Identify the placement of equipment, resources, and information. Ask plenty of questions to ensure you have minimally obtained a basic ability to operate the equipment. The accessibility of local computer records, as well as the caller's information (ANI & ALI and/or Wireless Phase II location information) may not be fully accessible or functional.

Consider dynamics and continual change. The equipment type and shortcomings may change as services are restored. As a result, the "system" of taking calls, dispatching first responders, and documenting activities may change daily.

PSAP/Agency Structure and Protocol (cont.)

Protocol

Consider:

• Policy, codes, and local procedure.
• Prioritization of calls.
• Documentation.
• Working with a diverse group of emergency responders.
• Alternative job duties.

Click this link for information on the protocol considerations listed above.

Consider:

Policy, codes, and local procedure. Existing local procedures may not be in place depending on the nature of the disaster. The policy may be similar to the deployed telecommunicator's home policy, but the CAD codes, if used may be different. In addition, it is important to remember that the use of "10 codes" will be dropped in such situations and all radio transmissions will revert o plain English.

Prioritization of calls. How calls are prioritized and the order in which emergency workers are dispatched may vary.

Documentation. Automatic 9-1-1 and CAD documentation of incoming calls and dispatched units may be done manually with a pen/paper or log book.

Working with a diverse group of emergency responders. It is not uncommon to work with a variety of different first responders (perhaps even including public works and private utility company employees). Keep in mind, these emergency responders may be from different states and may not have worked together before. Thus, the use of plain language in communication is critical.

Alternative job duties. Deployed telecommunicators may be asked to do a number of different jobs/functions such as assist in staffing an EOC.  These jobs should be appropriate given the situation, if not, remember you are in a disaster area and advise your team leader.

Request for Service/Assistance

The types of calls or requests for service will often be significantly different from those typically handled on a routine daily basis in a communication center. While it is common for telecommunicators to effectively manage high stress calls and periods of high volume, it is not common to continually handle a high volume of high stress calls.

Request for Service/Assistance (cont.)

Be careful in making assumptions based on the number of incoming calls. For example, if 200 calls come in one day, some telecommunicators from larger metropolitan areas may perceive this as a low number. However, if only two telecommunicators are taking the calls and dispatching emergency responders, the volume of calls has a new meaning.

Other Issues and Considerations for Deployed Telecommunicators

Geographical implications. It is unlikely a deployed telecommunicator will be familiar with the geographical area in terms of streets, addresses, and other landmarks. By the same token, emergency responder may find it difficult to determine their location due to the destruction of landmarks and in the absence of street signs.

Type of service requests. The PSAP may be the main point of contact for every citizen need, including restoration of utilities, resources, assistance, city/county offices, and any other type of need imaginable.

Quality of information. The quality of information from callers may be poor. The caller may be emotional, angry, impatient, and may not know their physical location. Be prepared for a high volume of high stress calls. Remember, the caller has likely experienced a traumatic situation and their demeanor may be a result of the disaster and not a personal attack.

Responding to calls/questions. Be truthful to callers and avoid promising anything that cannot be delivered. Avoid giving legal advice. The laws and civil statutes in states tend to vary considerably. What is true in one state may be incorrect in another state. Responses concerning similar questions must be consistent. The availability or lack of services/resources should be identified and any changes noted.

Inability to respond. Be prepared to be unable to respond. The unavailability of first responders to provide a timely response may be limited due to limited personnel, impassable roads, or other conditions. There may not be little, if anything you can immediately do for the caller. These and other difficult calls will be very challenging.

Emergency responder requests for assistance. Generally when emergency responders request assistance, backup is immediately sent. However, the resources may not be available in disaster areas. Additionally, emergency responders may make unrealistic requests (that would otherwise be common in non-disaster areas). Be patient.

This lesson presented information on security and personal safety issues, disaster types, and potential telecommunicator challenges in disaster areas.

The next lesson provides a brief summary on the topics covered in this training program.

This lesson provides a brief summary on the topics covered in this training program.

Objectives: At the end of this lesson, you should be able to:

• Provide a general explanation of the topics covered in this training program.