Module 1 – Citizenship Training

Lesson 12 - Role of Youth in Disaster Preparedness and

Management (DPR)

Learning Objectives

At the end of the lesson, students are expected to:

1. identify their roles in decreasing the vulnerability of their community;
2. make an active participation in various disaster risk reduction activities in the community
to strengthen resiliency.

Learning Content
Introduction

Disaster management is very important to survive in the case of a natural or a major human-
induced disaster and can be defined as the organization and management of resources and
responsibilities for dealing with all humanitarian aspects of emergencies, in particular,
preparedness, response, and recovery in order to lessen the adverse impact.

Thus, the role of the youth or the students in disaster preparedness and management are
very important in their respective school and community. When the studentsare trained well, they
can help in the prevention, preparedness, mitigation as well as in rehabilitation and resettlement of
victims at times of floods, earthquakes and drought etc. They can spread awareness to all about
the precautions to be taken at times of these national natural disasters. They can play a very
important role in disaster management

A student is a person who is having a great zeal at any subject. All educational system
should integrate disaster risk reduction and management in the curricula and provide training
programs to the students from school level to raise the helping nature in them at times of need. It
needs unity in people to come out of that disaster. When the students are trained well, they are very
good source of manpower. Thus disaster management plays a major role and youth plays a vital
role in responding in time of needs.

1. They can spread awareness to all about the precautions to be taken at times of disasters.
They will help the victims with basic needs and they will do whatever they can at times of
these disasters. It is the duty of the teachers and school management to let them understand
their duties and responsibilities during and after the disasters. This will minimize the
panicking and uncontrolled disaster to the most extent. They should be trainedwith the
knowledge of basic first aid to save lives.
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2. They can help to minimize the potential risks by developing early warning measures. It
helps to prepare and implement developmental plans to provide flexibility to such disasters
and also to mobilize activities including communication and medical services. The students
with effective managing role help in rehabilitation and post-disaster reconstruction.

3. Keep other students or youth informed. Students are often the best source of information
for other students. The student disaster management team can put together information to
pass on to other students and create posters to hang in the school hallways reminding
students of rules and emergency exits. Have them perform skits or presentations to educate
their classmates on proper behavior in case of an emergency.

Some other roles of the youth

1. Students could create pamphlets and fliers that spell out proper emergency procedures and
why they should be followed.
2. Hold workshops to inform and teach others ways to avoid crisis situations or how to diffuse
a high-stress situation.
3. Youths could also set up information booths during lunchtime to answer questions about
crisis management and provide further information about their program.
4. Involving in conducting drills. Students can prepare for disasters by holding drills.
Students could distribute information informing the school about drills and how to properly
act or [Link] these drills, students can assist teachers by retrieving or delivering
class lists, taking attendance and helping maintain order.
5. Students can also assist in disaster cleanup and preparations for continuing classes
elsewhere while the building returns to normal. Through these drills, students prepare
themselves for how to behave properly if a real crisis should occur. Students have a major
role to play in managing disasters.
6. Organize mock camps in holidays in neighboring villages to train people to cope-up with
disasters like earthquakes
7. Be part of ’emergency rescue teams’ – mostly the training goes side by side along with
some military training programs.

The basic role of the student is AWARENESS of what to do before, during and after
disasters. This would lessen panicking, paranoid and uncontrollable people running around.
Knowing what to do when disaster strikes will also lessen the death toll.

Learning References
Module 1 – Citizenship Training

1. Ms. Janice Montes Padagdag Civil Defense Officer II Office of Civil Defense Department
of National Defense (OCD-DND) July 27, 2020 retrieved:
[Link]

2. [Link]
disastermanagementRetrieved July 29, 2020

3. [Link]
Retrieved July 29, 2020

Lesson 13 - Basic First Aid and Basic Life Support

Learning Objectives

At the end of the lesson, students are expected to:

1. acquire knowledge and skills in assessing person with cardiopulmonary problems
2. perform basic operation in doing the cardiopulmonary resuscitation (CPR);
3. identify person that needs first aid assistance and respond with necessary action

Learning Content

Basic Life Support

Basic Life Support (BLS) is an emergency procedure consists of recognizing respiratory or cardiac
arrest or both and the proper application of cardiopulmonary resuscitation (CPR) to maintain life
until a victim recovers or advanced life support is available.

BLS sustains a non-breathing victim with rescue breathing or the breathing and circulation of a
cardiac arrest victim with cardiopulmonary resuscitation (CPR). Cardio refers to heart and
pulmonary refers to the lungs. Proper and prompt CPR serves as a holding action until more
advanced life support (defibrillation, oxygen, medication) can be provided. Cardiac arrest victims
have a good chance of surviving if CPR is started within four (4) minutes of the arrest and advanced
cardiac life support is received within eight (8) minutes of the heart stoppage.

Advanced Cardiac Life Support

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This is the use of special equipment to maintain breathing and circulation for the victim of
a cardiac emergency

Chain of Survival

1. The First Link (Early Access) - It is the event initiated after the patient’s collapse until the
arrival of emergency medical services (EMS) personnel prepared to provide care.
2. The Second Link (Early CPR) – It is started immediately after the victim collapse. The
probability of survival approximately doubles when it is initiated before the arrival of EMS
personnel.
3. The Third Link (Early Defibrillator) – It is most likely to improve survival. It is the key
intervention to increase the chances of survival of patient with out-of-hospital cardiac
arrest.
4. The Fourth Link (Advance Care) – It is provided by highly trained personnel like
paramedics providing the advance care outside the hospital.

Adult Rescue Breathing and CPR

If you see a motionless person…

1. Check responsiveness by tapping or gently shaking the victim.
2. Activate the EMS system for help. Activate by calling local emergency hotline or
telephone number.
3. Roll person onto back. Ig head or neck injury is suspected, move only if absolutely
necessary.
4. Open airway. Use the head-tilt/chin-lift method. Lift the chin gently with one hand while
pushing down on the forehead with the other hand.
If a neck is suspected, do not victim’s head or neck. Lift up the jaw with your
fingers just below ears.
5. Check for breathing (10 seconds). Put your ear over victim’s mouth and nose while
keeping airway open. Look at victim’s chest to check for rise and fall; listen and feel for
breathing.
6. Give two (2) slow breaths. While using the head-tilt/chin-lift to keep airway open, pinch
the nose shut. Take a deep breath and seal your lips tightly around victim’s mouth. Give
2 slow breaths (2 seconds each), pausing between them to take a breath. Watch chest rise
to see if breaths go in.
If neither of these 2 breaths goes in, retilt the head and try 2 more breaths. If still
unsuccessful, suspect choking (foreign body airway obstruction) and use appropriate
procedures.
7. Check circulation (10 seconds). While keeping victim’s head lilted back, check for
movement, coughing, or breathing in response to your two (2) breaths.
8. Perform rescue procedures based upon what you found or knew. If signs of circulation exist
but no breathing, give one (1) rescue breath every 4-5 seconds. Every minute stop and
recheck circulation.
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If there are no signs of circulation, give CPR. Find the

proper hand position by placing the heel of one (1) hand on
the lower half of the sternum between nipples. Place the
other hand on top and using both hands give 15
compressions, pushing breastbone straight down 1 ½ to 2
inches. Count as you push down: “one, two, three, four,
five,six,… fifteen.” Follow compression with two (2) slow
breaths.,
Continue cycles of 15 compressions to 2 breaths. Recheck circulation every few minutes. If
still no signs of circulation, restart CPR with chest compressions.
Continue until relieved by trained help, you are completely exhausted, or victim is revived.

Adult Choking
Choking occurs when the upper airway becomes blocked and the victim cannot breathe.

How to recognize choking:

Partial airway obstruction:

• Good – indicated by coughing forcefully by conscious victim.
• Poor – indicated by weak, ineffective cough; high pitched noise; blue, gray, or ashen skin,
lips and under fingernails Complete airway obstruction:
• Unable to speak, breathe, or cough
• Clutches neck with one (1) or both hands (known as the “universal distress signal fr
choking)
• Unconsciousness

First Aid for Conscious Choking Adult:

If a person is conscious and cannot speak, breathe, or cough…

➢ Give abdominal thrusts: Stand behind victim; wrap your arms

around victim’s waist. Make fist with one (1) hand and place it
just above the victim’s navel and well below the tip of the
breastbone with the knuckles up. Grasp fist with your other
hand. Press fist into victim’s abdomen with quick, upward
thrusts. Each thrust should be a separate and distinct effort to
dislodge object.
➢ Repeat abdominal thrusts until victim coughs up object, start to breathe or coughs
forcefully, you are relieved by EMS or other trained person, or victim becomes
unconscious (then use methods for unconscious victim)

For a late-stage pregnant woman or obese person, stand behind the victim, place your arms
under the victim’s armpits, and encircle the chest. Place a fist on the middle of the victim’s
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breastbone with your knuckles up. Grasp your fist with your other hand and press backward with
quick thrusts.

First Aid for Unconscious Choking Adult

If a person is unconscious and your two (2) breaths have not gone in, and after retilting the
head two (2) more breathes have not gone in…

➢ Begin CPR. Each time you open the airway to give a breath, look for an object in the throat.
If seen, remove it.

Child Basic Life Support

Basic life support for a child aged one (1) to eight (8) is the same as for an adult with these
exceptions:

• Activate the EMS system after one (1) minute of resuscitation (in adults, activate EMS
system immediately after determining unresponsiveness).

• For rescue breathing:

1. Give 1 to 1½ second breaths (in adults give 1 ½ to 2 seconds breathes)
2. Give 1 breath every 3 seconds (in adults give 1 breath every 4 to 5 seconds)

• For CPR:
1. Give chest compressions with one (1) hand while keeping other hand on child’s
forehead (adult requires 2 hands on victim’s chest for compressions).
2. Compress breastbone 1 to 1 ½ inches (adult requires 1 ½ to 2 inches)
3. Give 1 breath after every 5 chest compressions. (Adult CPR requires 2 breaths after
every 15 compressions).

Infant Basic Life Support

Basic life support for an infant (under 1 year of age) is the same as for a child, with these
exemptions:

• For rescue breathing:

1. Cover the infant’s mouth and nose with your
mouth while giving rescue breaths (child requires
covering only victim’s mouth).
• For CPR
2. Locate the proper hand position by placing 2
fingers on the breastbone 1 finger’s width below
the imaginary line connecting the nipples (child uses 1 finger’s width above the notch
where breastbone and rib meet).
3. Depress the infant’s breastbone with 2 fingers (child uses heel of hand).
4. Depress the infant’s breastbone ½ to 1 inch (child requires 1 to 1 ½ inches).
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5. Give chest compressions at the rate of at least 100 per minute (child requires 100 per
minute)
• For choking (foreign body airway obstruction), use cycles of up to 5 back blows and up
to 5 chest thrusts (child uses abdominal thrusts).

First Aid
This is the immediate care given to an injured or suddenly ill person. First aid does not
take place of proper medical treatment. It consists only of furnishing temporary assistance until
competent medical care, if needed is obtained, or until the chance for recovery without medical
care is assured. Most injuries and illnesses require only first aid care.

Scene Survey
The first step in any emergency situation is to do a scene survey. The following guidelines
apply in most cases:
1. Take charge of the situation.
2. Shout for help to attract bystanders.
3. Scan for hazards. If the scene is unsafe, make it safe. If you are unable to make the scene
safe, do not enter.
4. Determine the number of victims.
5. Determine the likely cause of the injury or nature of the illness for each victim.
6. Identify yourself as a first aider. Offer to help and obtain consent.

Victim Assessment
After sizing up an emergency situation initially and deciding if it safe to provide first aid
for the victim there, the first aider can then find out what is wrong and how serious it is by
following a systematic approach known as victim assessment. Victim assessment of an
injured or an ill person consist of:
✓ Initial assessment
✓ Physical exam and history

✓ Initial assessment – the initial assessment covers these areas in this order:
A – Airway open?
B – Breathing normal?
C – Circulation normal?
The initial assessment finds and corrects life-threatening conditions.

Airway. Ask yourself: Does the victim have an open airway? If the person can talk or is
conscious, the airway is open. Take proper precaution if a spine injury is suspected.

Breathing. Ask yourself: Is the victim breathing? Conscious victims are breathing, but
look for any breathing difficulties or unusual breathing sounds. For an unconscious victim, keep
the airway open and look for the chest to rise and fall, listen for breathing, and feel the air coming
out of the victim’s nose and mouth.
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Circulation. Ask yourself: Is the unconscious victim’s heart beating? Determine this by
checking for signs of circulation such as movement, coughing, and breathing. A conscious
victim’s heart is obviously beating.

Also ask for yourself: Is the victim bleeding heavily? Check for severe bleeding by looking
over the victim’s entire body for blood-soaked clothing.

✓ Physical exam and history-Having completed the initial assessment and attended to any
life-threatening problems, take a closer look at the victim to discover problems that do
not immediately threaten life but may do so if they remain uncorrected.

Physical examination – check the victim from head to toe.

• Head and neck. Check the scalp for bleeding or deformity (‘goose egg” or depression).
Do not move the head during this procedure. Check the ears and nose for a clear fluid of
bloody discharge. Look in the mouth for blood or foreign materials.
• Eyes. Notice whether pupils are constricted or dilated. Cover the eyes then uncover to see
if the pupils react. Look for unequal pupils, since a difference in their size almost always
means a medical emergency.
• Chest. Check the chest for cuts, bruises, penetrations, and embedded objects.
• Abdomen. Check for penetrating objects and protruding organs. Ask the victim to point to
where it hurts.
• Extremity assessment. Check the arms and legs by feeling and looking for injury,
deformity, and tenderness. Compare one side of the body with the other.
• Back. In victims with possible spinal injury as well as those with suspected stroke, check
sensation and strength in all extremities by pressing a foot against your hand and having
them squeeze your hand with theirs.

SAMPLE History
Important information about the victim’s condition can be collected from the victim, and
possibly family members, by following a simple questioning technique known as SAMPLE
history. Also look for a medical alert tag, worn as a necklace or bracelet that may identify a
victim’s problem.

Important Questions – SAMPLE History

Description Sample Questions
S – Symptoms What’s wrong? (known as the chief complaint)
A – allergies Are you allergic to anything?
M – Medications Are you taking any medications?
P – Past medical history Have you had this problem before? Do you have other
medical problems?
L – Last oral intake When did you last eat or drink anything? What was it?
E – Event leading up to the Injury: What led to this problem?
illness or injury
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