SAR Fundamentals/Hazards

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== Subject ==
== Subject ==
{{prompt|What is this lesson plan about?}}
{{prompt|What is this lesson plan about?}}
 +
This section is about making decisions around risky situations.
 +
 +
It builds on the understanding of hazards that the students have previously developed.
 +
 +
This section could potential by renamed "Handling Risk".
== Authors ==
== Authors ==
{{prompt|List who wrote this lesson plan.}}
{{prompt|List who wrote this lesson plan.}}
 +
Brett Wuth
== Scope ==
== Scope ==
Line 13: Line 19:
:* Ch.9 "Environmental Hazards in SAR"
:* Ch.9 "Environmental Hazards in SAR"
:* Ch.10 "Animal, Insect, Snake Hazards"
:* Ch.10 "Animal, Insect, Snake Hazards"
 +
 +
The above material is assigned readings. This lesson plan builds on it.
== Prerequisites ==
== Prerequisites ==
{{prompt|What should students already know/have accomplished before the lesson is presented.}}
{{prompt|What should students already know/have accomplished before the lesson is presented.}}
 +
 +
The students should already have completed the assigned reading.
== Objectives ==
== Objectives ==
-
At the conclusion of this lesson the participants:
+
At the conclusion of this lesson the participants should be able to
-
# will be able to ...
+
# describe how to assess a hazard
 +
# describe general strategies for dealing with risk
 +
# identify common local hazards and risks
 +
# describe prefered strategies to deal with common risks
== Time Plan ==
== Time Plan ==
-
Total Time: ?? minutes
+
Total Time: 30 minutes
-
 
+
-
: usually assigned reading
+
-
: otherwise 0.5 hr
+
-
 
+
-
* Recognizing hazardous environments requiring special training/teams
+
-
** Is this the same as the [[SAR Fundamentals/Hazards]] sections?
+
-
** environments that put searchers at risks
+
-
*** slopes: rope rescue
+
-
*** swift water
+
-
*** avalanche
+
-
*** ice
+
-
*** severe weather
+
-
*** isolation
+
-
*** animal
+
-
** activities that aren't the best help for the subject
+
-
*** higher medical training
+
-
*** transport alternatives
+
-
 
+
-
 
+
{{lesson slides start}}
{{lesson slides start}}
Line 52: Line 46:
Present Objectives
Present Objectives
{{lesson slide|00:03|}}
{{lesson slide|00:03|}}
-
instructional points in normal font
+
'''Local Hazards'''
-
''aids, exercises, activities in italic''
+
''Lead a discussion of the hazards SAR workers might encounter in our area. Write on flip chart.'''
-
{{lesson slides end}}
+
-
== Aids ==
+
Some examples:
-
{{prompt|What materials are needed or useful in presenting this lesson.}}
+
* cliffs
 +
* swift water
 +
* avalanche
 +
* ice
 +
* extreme cold
 +
* bears
 +
* becoming isolated
-
== Question bank ==
+
{{lesson slide||}}
-
{{prompt|List of questions suitable for an review/exam of this section.}}
+
'''Recognition'''
-
See {{subpage|Question bank}}
+
-
Q: Name some potential conflicts during a SAR mission?
+
-
A:
+
Which are hazards you'd have known about before leaving the CP?
-
* human
+
-
* wildlife - bear, cougar, elk, moose, wolves
+
 +
Which are hazards you might only discover in the field?
-
Q: How thick must ice be for a vehicle to drive on it?
+
''Circle examples''
-
A: 8 to 12 inches
+
{{lesson slide||}}
 +
'''Risk'''
 +
''For one or more of the examples, discuss what the risk could be with the hazard. Might have to make the example more concrete with specific details.''
-
Q: Name 2 environmental problems found in the Pincher Creek area.
+
What are the worst case scenarios associated with the risk?
-
A:
+
* Discomfort?
-
* Wind
+
* Damage to equipment?
-
* Mountains
+
* Injury?
 +
* Death?
 +
What is the likelihood of these consequences?
-
Q: What is a PFD & what is it used for?
+
Risk = Impact x Probability
-
A: A PFD is a personal floatation device and designed to serve
+
{{lesson slide||}}
-
one primary purpose - to help keep the wearer's head above water.
+
'''Benefit'''
 +
What are the consequences of not facing the hazard?
-
Q: What are a few things do's and don't if you encounter a
+
Not your emergency. We don't have to face personal risks, like we would if was.
-
bear?
+
-
A:
+
A dead subject is no longer an emergency.
-
* do make noise
+
-
* don't approach
+
-
* don't run
+
-
* do retreat
+
 +
Risk vs. Benefit
-
Q: What is the best way to avoid a snake bite?
+
{{lesson slide||}}
 +
'''Deciding'''
-
A: Don't be in the same area as a snake
+
We need you to do the opposite of what your body is telling you to do.
 +
Adrenaline poisoning
 +
* fight or flight
-
Q: What should you do if you get bitten by a snake?
+
We need you to use your brain
 +
* S - Stop
 +
* T - Think
 +
* O - Observe
 +
* P - Plan
-
A:
 
-
* first aid
 
-
* transport to nearest medical facility.
 
 +
Who decides?
-
Q: When are ticks most active?
+
Both you and your supervisor can decide the risk is too high for the
 +
benefit.
-
A: Spring & early summer
+
Team in the field has the most detailed information
 +
about the hazard.
 +
Overhead team has big picture.
 +
Talk to your Team Leader. Talk to the Command Post.
-
Q: Name some do's and don't's when dealing with wildlife?
+
{{lesson slide||}}
 +
'''Strategies'''
-
A:
+
''List the 4 categories''
-
* don't approach
+
* Avoid
-
* don't run
+
** withdraw from the situation
-
* remain calm
+
*** Don't send our team into an avalanche environment
-
* think
+
** remove the risk
 +
*** Have the rancher move his buffalo to another field
 +
* Reduce
 +
** mitigate the risk
 +
*** carry avalanche equipment
 +
*** have avalanche tech assess and plan route
 +
*** train in avalanche techniques
 +
* Share
 +
** ask someone else to do for us
 +
*** bring in a specialty team, technician
 +
*** Technical personnel should be used for technical rescue [Search and Rescue Fundamentals manual Page 99]
 +
** insurance
 +
*** WCB
 +
* Accept (Retention)
 +
** cross the river
 +
<small>
 +
''[Dorfman, Mark S. (2007). Introduction to Risk Management and Insurance (9 ed.). Englewood Cliffs, N.J: Prentice Hall. ISBN 0-13-224227-3. Taken from http://en.wikipedia.org/wiki/Risk_management#Potential_risk_treatments]''
 +
</small>
-
Q: What should you do if a team members is bit by a dog?
+
''Have students give examples of each category that bring out the sub strategies''
-
A:
+
 
-
* control bleeding
+
{{lesson slide||}}
-
* ensure ABC's
+
'''Other types of risks'''
-
* wash would with soap and water
+
 
-
* report the bite to animal control or police
+
beside the hazards of the environment.
 +
 
 +
'''Risks to the Subject'''
 +
 
 +
* unsafe rescue techniques
 +
* untrained medical interventions
 +
** medications
 +
 
 +
{{lesson slide||}}
 +
'''Risks to others'''
 +
 
 +
Our rescue techniques create new risks.
 +
 
 +
Most technical rescues
 +
transform but do not eliminate the risk.
 +
They move it to an area where there shouldn't be exposure.
 +
 
 +
By having untrained people or bystanders around,
 +
they may be exposed to risk.
 +
 
 +
Example:
 +
Rope rescue uses the ropes to reduce risk of falling,
 +
but if there's an equipment failure people standing in
 +
an otherwise safe area may get swept over the cliff.
 +
 
 +
Stay away unless specifically directed to help.
 +
 
 +
{{lesson slide||}}
 +
'''Risk of making the Search Harder'''
 +
 
 +
* scent contamination
 +
* untrained tracking
 +
 
 +
{{lesson slide||}}
 +
'''Legal Risks'''
 +
 
 +
* exceeding authority
 +
 
 +
* exceeding scope of practice
 +
 
 +
{{lesson slide||}}
 +
'''Specialty Teams'''
 +
 
 +
What are some of the specialty teams
 +
that could be brought in?
 +
 
 +
''Use list of hazards from before''
 +
 
 +
* higher medical training
 +
* transportation
 +
** helicopter
 +
** snowmobile
 +
* rope rescue
 +
* swift water rescue
 +
* ice rescue
 +
* fish & wildlife
 +
* police
 +
* animal control
 +
 
 +
Which teams could be part of a SAR group?
 +
Which are outside the mandate of a SAR group?
 +
 
 +
{{lesson slide||}}
 +
'''Doing it yourself'''
 +
 
 +
Accepting the risk.
 +
 
 +
Some SAR workers have unrecognized skills.
 +
We ask SAR workers to know how to improvise.
 +
 
 +
"A little knowledge is a dangerous thing."
 +
 
 +
"What you don't know, will kill you."
 +
 
 +
The single greatest problem is that responders underestimate the hazard.
 +
[Search and Rescue Fundamentals manual, Page 102]
 +
 
 +
Discuss with Team Leader and Command Post.
 +
Err on the side of caution.
 +
 
 +
{{lesson slide||}}
 +
'''Common triggers'''
 +
 
 +
At what point should you stop
 +
and evaluate the risk?
 +
 
 +
Request specialty team.
 +
Ask for overhead decision.
 +
 
 +
''Review hazards identified earlier. Give your thoughts on those risks. Expand to include the following guidelines.''
 +
 
 +
general guidelines:
 +
 
 +
* cliffs
 +
** no closer than 2 meters of 2 meter fall
 +
* other hazards with defined, unmoving boundary
 +
** no closer than 2 meters
 +
** swift water
 +
 
 +
* moving subject on slope
 +
** 20 degrees
 +
** hand on hip, elbow angle technique
 +
** other situations where consequences of slip are severe
 +
 
 +
* avalanche
 +
** don't enter area without equipment and risk assessment
 +
 
 +
* ice
 +
** avoid if possible
 +
** cross only good, clear, solid ice: 5 cm walking, 13 cm snowmobile
 +
 
 +
* extreme cold, wind chill
 +
** individual assessment of adequacy of clothing, starts at +10C
 +
 
 +
* bears
 +
** recent sign
 +
 
 +
* isolation
 +
** individual assessment of skills
 +
** train to 24 hr
 +
 
 +
{{lesson slides end}}
 +
 
 +
== Aids ==
 +
{{prompt|What materials are needed or useful in presenting this lesson.}}
 +
* {{subpage|Restricted|Non-publishable material}}
 +
* {{link|Image:Members:2013-02-27 19 42 02u-scan.pdf}}
 +
* {{link|Image:BearCougar Presentation OSAR Apr13,2013.pdf}}
 +
* [https://www.youtube.com/watch?v=WGZu5Lzgv1A YouTube video Canmore climber/avalanche concepts of Risk]
 +
* RADeMS
 +
** http://host.jibc.ca/gsar/
 +
** http://www.bcsara.com/RADeMS/html/calculator.html
 +
 
 +
== Question bank ==
 +
{{prompt|List of questions suitable for an review/exam of this section.}}
 +
See {{subpage|Question bank}}
== Frequently Asked Questions ==
== Frequently Asked Questions ==
Line 139: Line 298:
A: Wolverines are 9-25 kg, max 32.
A: Wolverines are 9-25 kg, max 32.
They have been known to prey on animals as large as moose,
They have been known to prey on animals as large as moose,
-
but more often are carrion eaters. Don't disturb it's kill. Give it
+
but more often are carrion eaters. Don't disturb its kill. Give it
a wide berth. If it's attacking you, presume it's prey behaviour and
a wide berth. If it's attacking you, presume it's prey behaviour and
fight back.
fight back.
-
 
* http://en.wikipedia.org/wiki/Wolverine
* http://en.wikipedia.org/wiki/Wolverine
 +
== Feedback ==
== Feedback ==
{{prompt|When has this lesson been presented. What was the feedback.}}
{{prompt|When has this lesson been presented. What was the feedback.}}
Line 150: Line 309:
{{prompt|What can others do with this lesson?}}
{{prompt|What can others do with this lesson?}}
-
Recommended license below. Fill in the year and the author's name(s):
+
Copyright © 2013, Brett Wuth.
-
Copyright © YEAR, Author.
 
This work is licensed under a
This work is licensed under a
Creative Commons Attribution-NonCommercial 2.5 Canada License.
Creative Commons Attribution-NonCommercial 2.5 Canada License.

Current revision

This page is based on the Lesson plan template.

Use that template to make similar pages.

Contents

[edit] Subject

What is this lesson plan about?

This section is about making decisions around risky situations.

It builds on the understanding of hazards that the students have previously developed.

This section could potential by renamed "Handling Risk".

[edit] Authors

List who wrote this lesson plan.

Brett Wuth

[edit] Scope

What is included in this lesson, what's not and why.

SAR Fundamentals Manual: Ch.8 "Problems Associated with Specific SAR Environments"
Basic SAR Skills Manual:
  • Ch.9 "Environmental Hazards in SAR"
  • Ch.10 "Animal, Insect, Snake Hazards"

The above material is assigned readings. This lesson plan builds on it.


[edit] Prerequisites

What should students already know/have accomplished before the lesson is presented.


The students should already have completed the assigned reading.

[edit] Objectives

At the conclusion of this lesson the participants should be able to

  1. describe how to assess a hazard
  2. describe general strategies for dealing with risk
  3. identify common local hazards and risks
  4. describe prefered strategies to deal with common risks

[edit] Time Plan

Total Time: 30 minutes


Time Material


00:00

3 min

Introduce topic title

Introduce Instructor

Present Objectives

00:03


Local Hazards

Lead a discussion of the hazards SAR workers might encounter in our area. Write on flip chart.'

Some examples:

  • cliffs
  • swift water
  • avalanche
  • ice
  • extreme cold
  • bears
  • becoming isolated



Recognition

Which are hazards you'd have known about before leaving the CP?

Which are hazards you might only discover in the field?

Circle examples



Risk

For one or more of the examples, discuss what the risk could be with the hazard. Might have to make the example more concrete with specific details.

What are the worst case scenarios associated with the risk?

  • Discomfort?
  • Damage to equipment?
  • Injury?
  • Death?

What is the likelihood of these consequences?

Risk = Impact x Probability



Benefit

What are the consequences of not facing the hazard?

Not your emergency. We don't have to face personal risks, like we would if was.

A dead subject is no longer an emergency.

Risk vs. Benefit



Deciding

We need you to do the opposite of what your body is telling you to do.

Adrenaline poisoning

  • fight or flight

We need you to use your brain

  • S - Stop
  • T - Think
  • O - Observe
  • P - Plan


Who decides?

Both you and your supervisor can decide the risk is too high for the benefit.

Team in the field has the most detailed information about the hazard.

Overhead team has big picture.

Talk to your Team Leader. Talk to the Command Post.



Strategies

List the 4 categories

  • Avoid
    • withdraw from the situation
      • Don't send our team into an avalanche environment
    • remove the risk
      • Have the rancher move his buffalo to another field
  • Reduce
    • mitigate the risk
      • carry avalanche equipment
      • have avalanche tech assess and plan route
      • train in avalanche techniques
  • Share
    • ask someone else to do for us
      • bring in a specialty team, technician
      • Technical personnel should be used for technical rescue [Search and Rescue Fundamentals manual Page 99]
    • insurance
      • WCB
  • Accept (Retention)
    • cross the river

[Dorfman, Mark S. (2007). Introduction to Risk Management and Insurance (9 ed.). Englewood Cliffs, N.J: Prentice Hall. ISBN 0-13-224227-3. Taken from http://en.wikipedia.org/wiki/Risk_management#Potential_risk_treatments]

Have students give examples of each category that bring out the sub strategies



Other types of risks 

beside the hazards of the environment.

Risks to the Subject

  • unsafe rescue techniques
  • untrained medical interventions
    • medications



Risks to others

Our rescue techniques create new risks.

Most technical rescues transform but do not eliminate the risk. They move it to an area where there shouldn't be exposure.

By having untrained people or bystanders around, they may be exposed to risk.

Example: Rope rescue uses the ropes to reduce risk of falling, but if there's an equipment failure people standing in an otherwise safe area may get swept over the cliff.

Stay away unless specifically directed to help.



Risk of making the Search Harder

  • scent contamination
  • untrained tracking



Legal Risks

  • exceeding authority
  • exceeding scope of practice



Specialty Teams

What are some of the specialty teams that could be brought in?

Use list of hazards from before

  • higher medical training
  • transportation
    • helicopter
    • snowmobile
  • rope rescue
  • swift water rescue
  • ice rescue
  • fish & wildlife
  • police
  • animal control

Which teams could be part of a SAR group? Which are outside the mandate of a SAR group?



Doing it yourself

Accepting the risk.

Some SAR workers have unrecognized skills. We ask SAR workers to know how to improvise.

"A little knowledge is a dangerous thing."

"What you don't know, will kill you."

The single greatest problem is that responders underestimate the hazard. [Search and Rescue Fundamentals manual, Page 102]

Discuss with Team Leader and Command Post. Err on the side of caution.



Common triggers

At what point should you stop and evaluate the risk?

Request specialty team. Ask for overhead decision.

Review hazards identified earlier. Give your thoughts on those risks. Expand to include the following guidelines.

general guidelines:

  • cliffs
    • no closer than 2 meters of 2 meter fall
  • other hazards with defined, unmoving boundary
    • no closer than 2 meters
    • swift water
  • moving subject on slope
    • 20 degrees
    • hand on hip, elbow angle technique
    • other situations where consequences of slip are severe
  • avalanche
    • don't enter area without equipment and risk assessment
  • ice
    • avoid if possible
    • cross only good, clear, solid ice: 5 cm walking, 13 cm snowmobile
  • extreme cold, wind chill
    • individual assessment of adequacy of clothing, starts at +10C
  • bears
    • recent sign
  • isolation
    • individual assessment of skills
    • train to 24 hr



[edit] Aids

What materials are needed or useful in presenting this lesson.

[edit] Question bank

List of questions suitable for an review/exam of this section.

See Question bank

[edit] Frequently Asked Questions

What are some of the questions that students typically ask. Include the answers.

Q: How should you respond if you encounter a wolverine?

A: Wolverines are 9-25 kg, max 32. They have been known to prey on animals as large as moose, but more often are carrion eaters. Don't disturb its kill. Give it a wide berth. If it's attacking you, presume it's prey behaviour and fight back.

[edit] Feedback

When has this lesson been presented. What was the feedback.


[edit] License

What can others do with this lesson?


Copyright © 2013, Brett Wuth.

This work is licensed under a Creative Commons Attribution-NonCommercial 2.5 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/2.5/ca/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.

[edit] Reference Material

If you need to cite sources, do so here.


[1]

[edit] Notes

Any additional notes, etc.

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