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INSTRUCTOR GUIDE
TEEN CERT ANNEX
MARCH 2012
Table of Contents
About This Annex......................................................................................................................... 1
Background................................................................................................................................. 1
Teen CERT Time Line and To Do List..........................................................................................2
Techniques for Teaching Teenagers.............................................................................................4
Unit-by-Unit Modifications............................................................................................................ 7
Unit 1: Disaster Preparedness.....................................................................................................7
Unit 2: Fire Safety and Utility Controls.........................................................................................8
Unit 3: Disaster Medical Operations Part 1...............................................................................9
Unit 4: Disaster Medical Operations Part 2...............................................................................9
Unit 5: Light Search and Rescue Operations.............................................................................10
Unit 6: CERT Organization........................................................................................................ 10
Unit 7: Disaster Psychology.......................................................................................................11
Unit 8: Terrorism and CERT.......................................................................................................12
Unit 9: Course Review, Final Exam, and Disaster Simulation....................................................13
Appendix: Other Resources for CERT Training for Teens..........................................................14
Background
A number of local CERT programs around the country began to include teenagers after
The Federal Emergency Management Agency (FEMA) launched the national CERT
Program in 1994. The first federally sponsored Teen CERT Train-the-Trainer course was
developed by Eastern Michigan University (EMU) through a grant from the Department
of Homeland Security (DHS). EMU reports that, under the grant, they trained more than
900 instructors to teach more than 10,000 adolescents in preparedness skills.
DHS has identified schools as part of the critical infrastructure of our country, and while
many schools have taken measures to provide for site security analysis and equipment,
less effort has gone into training staff and students in school security and emergency
response procedures.
FEMA is now working to involve youth in the countrys overall emergency preparedness
and response plans.
Teen CERT aims to train students in emergency preparedness and response to ensure
that they have the skills needed to protect themselves, and assist others, in the event of
an emergency. The training of our youth will have a tremendous impact on all aspects of
emergency management. Some things to consider are:
School faculty and staff are not adequately qualified to respond to natural or
manmade disasters.
Students lack the proper education on how to prepare for and respond to a
school emergency or disaster.
Students will carry home the disaster preparedness information that they learn in
school.
Notes/To Do
Done
Prepare to Teach
CERT Basic Training course
CERT Train-the-Trainer course
Gain Approval
Approach administrator at local high school
CERT representative and school
administrator meet with School District
representative
Organize Training After Approval
CERT representative and school
administrator develop training schedule
Select students
Schedule and plan Parents Night
Conduct Parents Night (distribute
permission forms)
Arrange subject (e.g., medical operations,
fire suppression) instructors
Arrange for First Aid, CPR, AED (if
appropriate)
Deliver Training (CERT Curriculum)
Unit 1 (Disaster Preparedness)
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Read aloud.
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Use a variety of teaching activities. The Teen CERT curriculum lends itself well to
interactive activities and student participation. Active learning, or learning by doing,
improves retention and involves students in the learning process more than passive
lecturing. You can supplement learning with a variety of teaching activities that engage
the class and sustain interest.
Demonstrations give you the opportunity to model proper technique. You can
demonstrate the skill and coach on proper technique as the students practice.
Puzzles and worksheets are useful for teaching vocabulary and terminology and
reinforcing lesson content.
Question and answer activities reinforce learning material. You should prepare
questions in advance and call on students to answer. This is good for use as a review of
each unit. The CERT Basic Training Instructor Guide includes review questions for each
of the units.
Group inquiry allows students to gain an in-depth understanding of course concepts.
You will present basics of a topic in lecture form and then divide the class into groups.
Each group decides on three or four questions to ask you on topics they want to learn
more about. The class comes together again as a group and you answer their
questions. Unit 8, on terrorism, is good for group inquiry as it provides opportunities for
lots of questions and discussion.
Group discussion is a good technique to use when a subject is controversial or of a
sensitive nature. Talking as a group can help students apply concepts to real-life
situations. Divide the class into groups and have them discuss a topic; then reconvene
the class and have each group present. Potential topics include how students were
affected by the terrorist attacks of September 11, 2001, or by Hurricane Katrina.
Information search helps students take ownership of their learning. Divide the class
into groups and give each group a set of questions for which they must find the answers
in reading material provided.
Learning tournaments are a good activity for developing teamwork and for reviewing
large amounts of material, especially if material is dull. Divide the class into teams and
explain what material should be studied. Then ask questions of the class. The first
group to respond with the correct answer gets a point. The group with the most points at
the end wins.
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Unit-by-Unit Modifications
There are several activities not found in the CERT Basic Training Instructor Guide that
can be added to each of the units. These activities should make the training more
applicable to teens. As an instructor for the Teen CERT course, you should be prepared
to include these activities in your delivery of the basic training unit. (Page numbers refer
to the CERT Basic Training Instructor Guide.)
1-16 Personalize the training by updating the unit slides to make it more relevant to
the students. Include photos and disaster threats specific to their school,
community, and city.
1-37 Some students may not have the economic resources needed to purchase kit
supplies. Show students how to put together a kit on a budget. Consider soliciting
local merchants for assistance.
1-62 Provide detailed explanations and expectations for homework and any
preparation necessary for the next unit. As this is the first unit, students may not
know what to expect in terms of homework and preparation.
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A safety officer is required for this unit. You should emphasize personal safety at
all times and students should understand that it is ok to stand by and call for
additional help.
5-43 An additional exercise is on triangulation. You should divide the class into groups
of 3, with 2 searchers and 1 victim. Using a darkened room with obstacles to hide
behind, such as an auditorium, victims hide while rescuers are out of the room.
Rescuers of each group will then use a triangulation technique to find their victim
one group at a time. (A blindfold can be used if necessary.) If there is enough
space, the class can observe how other teams work. This should be conducted
at the school, perhaps in more than one location, so students will be prepared if
something happens.
5-66 Instead of demonstrating proper lifting techniques with each other, you will call on
several students to demonstrate the proper lifting technique when lifting and
carrying you on a tarp.
As this unit contains a lot of CERT terminology, you can use puzzles or
worksheets to reinforce key points.
6-15 The unit also lends itself well to additional exercises. First is an Incident
Command (IC) role play. You play the role of the Incident Commander. You
should have a school-related disaster scenario prepared. The class is divided
into operational groups, e.g., search and rescue, fire suppression, etc. You will
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As this can be a sensitive subject and may be difficult for teens to discuss, you
may want to include a mental health professional as a guest speaker. The
biggest issue most rescuers face is being instructed to rest. You should stress to
students that they should not take this personally and that resting is for their own
good as well as the good of the team. You will also want to stress confidentiality.
Gossip tends to permeate high schools, and you will want to be sure students
understand the importance of not disclosing personal information and feelings
they learn about others at an incident.
7-6
Teens need practice discussing stressful situations and their feelings about them.
You will lead a discussion of a stressful event. You can assign partners or allow
students to choose someone they are comfortable talking to. Each person will
then share a stressful event in his or her life. When discussing the event, the
student will identify the symptoms of stress he or she experienced and describe
how the stress was reduced. The discussion should then move to how they
would react to a stressful situation during an incident. Each partner will identify
the type of directive to accept from team members if a break was needed during
an incident.
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You may conduct a group well-being activity. Divide the class into 4 groups. The
first member comes up with 5 to 8 physical signs of stress. Another member then
comes up with 5 to 8 psychological signs of stress. A third member describes 5 to
8 ways to reduce stress. You will act as team leader and talk to the group as if
they are preparing to respond to a disaster situation. You should emphasize the
importance of good leadership for the teams well-being. All team members must
be able to recognize stress and techniques for relieving it.
7-22 You may pose some What would you do if questions to ensure that students
understand the concepts of this section. Examples: What would you do if you
were attempting to rescue a victim and the victim became hysterical? What
would you do if someone you know was injured?
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Teen CERT: Launching and Maintaining the Training Guide for program
managers
Frequently Asked Questions about Teen CERT for teens interested in taking
the training and separately for adults interested in starting the training
Teen CERT PSAs English and Spanish downloads for individuals and
organizations promoting local training deliveries
Links to other Teen CERT videos for individuals and organizations interested in
seeing how various communities are involved in Teen CERT
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