ORGANIZING AND TRAINING SPECIAL RESCUE TEAMS
BY ROBERT RHEA
Organizing effective training programs for rescue teams begins well before the first text is opened or the first lesson plan is developed. For end results favorable from the instructor`s as well as the student`s perspectives, planning must begin with the actual development of the team. The development issues from which the skeleton of your training program will evolve include the following:
Identifying rescue target hazards.
Determining the need for a special team.
Identifying response alternatives.
Selecting the mode of response (in- cludes team makeup and equipment).
Identifying rescue target hazards begins with an evaluation of your response district and a review of your own past incidents as well as incidents that have happened across the country–chemical releases, train derailments, bombings, and collapses, for example. Generally, a specific emergency incident will act as a catalyst to prompt the development of a specialized team. It may be a series of drownings at a local riverfront park, several construction-related deaths as a result of trench collapses, or a serious transportation accident. Whatever the reason, it will be advantageous to review past related incidents to identify the frequency of specific responses, the dangers rescuers faced, and the actions rescuers took at the time to mitigate these hazards. In addition, it will be worthwhile to identify shortcomings of past operations to include the ineffectiveness of tools or procedures used. Such information will also be valuable during budget time to justify staffing and equipment.
The importance of evaluating your district for rescue target hazards cannot be overemphasized. Every jurisdiction, regardless of size or complexity, has specific areas that will prove to be difficult rescue scenarios if they are not first identified and preplanned. A common shortcoming is that a rescue group develops training programs for a specific rescue problem and tries to apply it to a variety of situations. An example of this would be a group who trains very effectively to perform high-angle rescues in an outdoor environment and then tries to apply these skills at an industrial confined-space rescue incident. The rope skills needed for entry/egress and patient removal may apply, but if rescuers are not effectively trained in atmospheric monitoring, ventilation, hazard assessment, and lockout procedures, the results could be fatal.
Therefore, it is necessary to perform a thorough assessment of rescue target hazards and then identify the various information, tools, and skills needed to perform specific rescue work. Rescue target hazards and the associated rescue problems generally fall into the following categories:
1. Construction related.
High-angle rescue.
Below-grade rescue.
Trench/excavation rescue.
Confined-space rescue.
Tunneling/underground operations.
Construction collapses.
2. Industry related.
Confined space.
High angle.
Machinery entrapments.
Surface mining operations.
Tunneling/underground operations.
Special process hazards.
3. Environment related.
High angle (rural or urban).
Water related.
Caves/mines.
Weather related (floods, tornadoes, storms).
Unique to the area.
Earthquakes.
4. Transportation related.
Vehicle traffic–difficult scenarios unique to the area (vehicle off-road/mountainous areas).
Mass transit system.
Rail.
Air.
Water craft.
Special/unique (ski lift, monorail, gondola).
5. Fire related.
Trapped or missing members.
6. Building collapses.
Procedures.
Searches.
Shoring.
DETERMINE THE NEED FOR A
SPECIAL RESCUE TEAM
The results of your rescue target hazard evaluation and past incident review should set the groundwork for determining whether you even need to establish a special rescue team. You may determine that you have never run any difficult rescues, that the problems of your jurisdiction do not warrant the need for any additional training, or that you are satisfied with the status quo approach of using the resources at hand to handle all types of calls. Or, there may be another lead agency that is identified, funded, staffed, and authorized to deliver this service. However, before making such a decision, consider other sources of information to help you identify your training needs.
1.Review case studies from:
Local jurisdictions–other departments.
Fire/rescue periodicals.
Trends occurring across the country–terrorism, abortion clinic bombings, etc.
Federal and state offices of the Occupational Safety and Health Administra- tion (OSHA).
The National Institute for Occupational Safety and Health (NIOSH).
The National Safety Council.
Safety offices–state/local.
Related industry publications (public works, and the like).
The National Fire Protection Associa-tion (NFPA).
2. Review standards and regulations:
OSHA (federal/state).
NFPA.
NIOSH.
ANSI.
Federal/state/local codes.
The review of case studies from a variety of sources will most likely serve as an eye opener. The hazards that department members face should be addressed through training. There will probably always be certain gray areas of safety to which rescue personnel will be exposed. However, if effective mitigation tactics exist that can enhance personnel safety, they should become part of a department`s SOPs, and training programs should be developed that cover these tactics.
If a review of case studies is not enough to identify the need for a special rescue team, look into how your department is affected by federal and state OSHA laws. The question to answer is, Does your department operate within federal or state OSHA regulations? Even if rescue organizations are not required to comply with the law, if they are requiring employees to work in these environments they must do so within safe limits and recognized standards.
EVALUATING RESPONSE LEVEL ALTERNATIVES
If your department has determined through incident review and target hazard evaluation that it needs a specialty rescue team, next it must identify a level of response that it can adequately provide and to which it can train. The level of response can vary, depending on your department`s capabilities and local resources. Let`s look at some of the alternative response levels that may be applicable.
Status quo response–the department must be able to accept the risk to rescuers and the service delivery to the citizens as it is.
Trained personnel using the department`s modified equipment–for example, personnel are adequately trained in ice rescue tactics but use existing modified fire department equipment such as a stokes basket with truck innertubes attached for flotation devices.
Trained personnel using equipment from community resource contacts–for example, personnel are properly trained in trench rescue techniques but use shoring materials from the local public works department. Keep in mind that with this alternative you may experience difficulty due to the contact`s availability and timeliness of response.
Using local industrial (private) rescue teams–personnel and/or equipment are used in conjunction with trained members. This may involve cross-training and sharing of equipment.
Trained personnel “on call” using specialized equipment–on-call personnel may be assigned throughout the department and respond when alerted by radio, pager, or other alerting system. The equipment would be specially identified tools that were acquired specifically for the rescue specialty involved–air shores, rope rescue equipment, and atmospheric monitoring equipment, for example. Again, be sure to consider response time for on-call personnel.
Full-time staffing of trained personnel using specialized equipment. The level of full-time staffing will vary. It may range from full-time staffing of the driver only with the rest of the team “on call” (this may not be the best choice for rescue work, but it may be your only choice) to full-time staffing of the entire crew. Obviously, the level of staffing of trained personnel and the ability to acquire specialty tools and equipment depend on local resources. The budget monster, consistent membership participation, and the success of fund drives may all play a part in the level of response you select.
The response level you select will obviously have a major impact on the organization of training programs. Initial training programs for specialized rescue operations that result in the certification of a “team” should include some method to measure skills on a regular basis and a skills maintenance program.
TRAINING CRITERIA FOR SPECIALIZED
RESCUE TEAMS
1. Develop initial certification training for new team members (must be comprehensive).
2. Limit class size to a manageable level that allows for full participation by all students.
3. Maintain an instructor-to-student ratio that guarantees full-time observation of all students during high-hazard operations and adequate hands-on opportunities.
4. Constantly review team methods and teaching outlines. Make sure they stay up-to-date as progressive changes are identified through experience.
5. Establish a skills maintenance program. It is a much bigger problem to coordinate and monitor the maintenance of specialized skills than it is to do initial certification training. Establish a series of regularly scheduled refresher training classes. Publish refresher dates–make requirements well known!
6. Make the training objectives measurable. Establish a benchmark for success and make it known to all students.
7. Make the training meaningful. Plan to accomplish more than just recording productivity hours on a training report. This is especially true when training more experienced team members so they will not get tired of the “same old thing.” Sometimes we tend to establish training marathons rather than meaningful training sessions.
8. Make the training result in a feeling of accomplishment. Work to build confidence by setting reachable goals for all evolutions, not just time frames for accomplishing a task, which will result in frustration. Challenge senior team members.
9. Make the training “real world.”
Use actual rescue target hazard sites, such as industrial complexes and specific hazard sites. Ensure that these are safe locations in which to work.
Get away from the fire station/training academy environment.
Plan realistic mockup evolutions if actual rescue sites become unavailable.
Work in “real” environments.
Cut “real” materials.
Lift “real” weights.
Move “real” bodies, when possible.
Use outside resources and instructors to add variety and interest to classes. Again, this is especially true with the more experienced members.
As the team members advance in their abilities and become more experienced in the specialty training, add multiple problems and deteriorating conditions to your training scenarios. Make participants strive for a higher level of accomplishment. Make them think, improvise, adapt.
Include in on-site training at industrial plants or other rescue target hazards actual interfacing with plant personnel or other representatives that will be of assistance during actual rescue incidents. Clarify who is in charge if an incident occurs there and the who, what, and when of certain rescue procedures to be used.
10. Evaluate skills by directly applying them under realistic conditions. It is easy to demonstrate how to properly apply a harness to perform a high-angle victim rescue in a classroom setting. However, if the individual is responsible for performing this act as part of a rescue team, he must be tested on this in an actual high-angle environment.
11. Perform scene management procedures training as part of your regular training program. Evolution training should include the use of an established incident command system for your team. Its proper use should be evaluated and shortcomings noted. Unsuccessful or sloppy rescue operations often can be attributed to poor scene management techniques, as well as poor skills and training. Make sure that nonrescuers involved in scene management (other agencies) understand the “rescue mentality” and SOPs before an incident occurs.
12. Establish a training program for call takers/dispatchers. It is very important that they be able to gather the needed information from the caller and have a general knowledge of team procedures. This is very important if you have to pass on information to other responding parties or if the dispatchers need to interface with outside resource people.
13. Keep upper management aware of your capabilities. Too often, good capabilities are developed and then underused because people are unaware of them.
14. Identify safety concerns at training sites to all involved parties prior to beginning operations and during actual rescue operations. Take mitigation actions as necessary.
Remove existing hazards.
Identify and establish secondary escape routes or methods.
Establish and identify evacuation signals/procedures.
Have a backup team standing by.
Provide personnel accountability and health assessment.
15. Make attendance of team members at your established skill maintenance program mandatory if you are to consistently operate in a safe and efficient manner, especially if you want to maintain the program`s validity.
16. Maintain accurate training records on attendance. You may be challenged by team members on the proper maintenance of their certification.
17. Identify community resources you may likely interact with and develop a liaison with them. Develop integrated training programs that include their participation in meetings and multiagency drills. This will help you identify their limitations and help them identify your needs and operational procedures.
18. Develop a program to review and analyze changes in technology. Determine the effects such changes will have on your program. You must strive to keep up with current and advancing technology and adjust your training accordingly. Do not become stagnant.
19. Use a limited instructor cadre for specialized rescue training to maintain consistency. Try to use instructors who base their teaching on actual experience.
Organizing effective training programs for special rescue teams begins well before you even consider writing teaching outlines. It begins with the actual development of the team. It involves evaluating the need for a team, identifying rescue target hazards, and determining response alternatives. This lays the groundwork for a successful training program. The success of your program, as always, will depend on your personnel (the instructors and especially the students). This is why it is especially important to maintain your program with training sessions that build interest, confidence, and feelings of success. n
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Industry-related rescue problems may include high-angle rescue situations. (Photos by author unless otherwise noted.)
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Environment-related target hazards may include high-angle or water rescue problems. (Photo by Roy Baughman.)
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Construction-related target hazards include the potential for trench or excavation collapse incidents.
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Limit class size to a manageable level. Allow all students to participate fully.
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Transportation rescue target hazards exist in every response area. (Photo by James W. Hood.)
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Establish a regularly scheduled skills maintenance program. Publish dates and make attendance requirements well known.
n ROBERT RHEA is a captain II and 17-year veteran of the Fairfax County (VA) Fire and Rescue Department, currently assigned as the director of Fire Training Programs. He is rescue team manager of the Fairfax VA-TF1, USAR Task Force. Rhea served as the senior technical officer in charge of the department?s Technical Rescue Operations Team.
