Hazmat Disaster Preparedness Training Program (HDPTP)

消防部门为全国各地的社区提供无价的服务。他们对所有紧急情况做出反应。他们也会对非紧急服务电话和善意电话做出回应。 通常，向调度员描述的内容并不反映实际事件。尽管如此，消防部门已接受培训，做好了应对各种情况的准备。在美国，每年大约有100名消防员在执勤时被杀。尽管过去20年来消防员死亡人数一直在稳步下降，但每10万起事件中消防员死亡的发生率实际上有所上升。尽管上世纪90年代初有所下降，但消防员的死亡人数已恢复到上世纪80年代的水平。 据报道，2005年有8万名消防员因公受伤，比前一年增加了5.6%。2006年，据报道约有8.3万名消防员在工作中受伤。“即使经过了大量的培训，许多受伤是可以通过简单的行为改变和将安全作为首要价值观来预防的。 例如，尽管要求佩戴安全带的国家标准自1987年以来一直存在，但美国消防管理局(USFA)的统计数据显示，没有系安全带的机动车撞车事故(MVC)中的消防员死亡事件仍然存在。在知道使用安全带的情况下，4名死者中有3名没有系安全带。研究表明，安全问题发生在个人、小组/团队(船员)、整体组织(消防部门)和系统(消防服务和应急机构)级别。LAFF支持NIEHS WETP的信念，即事前培训对可能发现自己应对灾难的工人至关重要。LAFF的前线安全课程旨在解决这一问题。该计划加强了当前危险材料工人和化学反应人员(消防员)的安全和健康培训，并加强了在各种高风险环境中的预防准备工作。在许多情况下，消防部门的安全文化是负责任的。 对于不幸的、可预防的事故和死亡。为了扭转这些本可以预防的局面 意外/可预见的意外，了解安全和文化是很重要的。火 战士们已经接受了上述令人遗憾的统计数据，认为这是他们所从事的“业务”的一部分。这些统计数据是不可接受的。如果消防员以安全为首要价值，他们可以减少伤亡。因此，LAFF请求继续延长NIEHS危险灾害准备培训计划(HDPTP)下的资金，以进一步培训危险材料方面的第一反应人员，重点是健康和安全。 在接下来的段落中，劳资关系框架将记录其在规划、实施和运营工人健康和安全培训方案以及 使用成人教育技术。自1987年获得第一个NIEHS奖以来，LAFF更新了现有的计划，并开发了新的计划，以满足目标人口不断变化的需求。到目前为止，LAFF已经制定了15个培训方案，以满足急救人员的需求。其中许多课程是以讲师培训/培训员培训(TTT)的形式提供的，使各部门能够培养自己的内部教官队伍。 LAFF过去在培训方案的绩效和有效性方面取得的成功将是 在整个提案中都进行了非常详细的讨论。LAFF培训计划旨在达到或超过联邦法规和国家行业标准的最低要求。这些培训计划包含了关于潜在危险的信息，描述了适当的行动个人防护和其他救援设备，并强调了预先计划的重要性。此外，LAFF培训计划旨在满足成人学习者的需求，并融入学生积累的知识和经验。LAFF提供了成人学习的七个关键组成部分： 1.学生感到安全和得到支持的环境，个人需求和 独特性得到尊重，能力和人生成就得到认可 受人尊敬。 2.营造促进知识自由和鼓励实验的环境 创造力。 3.在这样一种环境中，教师将成年学生视为同龄人，被接受和尊重为聪明的有经验的成年人，他们的意见被听取、尊重和欣赏。 4.自主学习，学生对自己的学习负责。LAFF设计了个人学习计划，解决了每个人的需要和想要学习的问题，以便在他们的职业中发挥最佳作用。 5.步调或智力挑战。最佳步速正在挑战着人们，不仅仅是他们 目前的能力水平。 6.主动参与学习，而不是被动地听课。学生们在哪里 在教师的互动和对话中，练习和经验被用来支持事实和理论，成年人成长得更多。 7.定期的反馈机制，让学生告诉主要教师什么最适合他们，什么是他们想要和需要学习的，以及根据学生的意见听取和做出改变的教师。 主要参与方过去五年的工人健康和安全活动摘要 建议计划中的组织

Fire departments provide invaluable services to communities nationwide. They respond to all emergency situations. They also respond to nonemergency service calls and good intent calls. Often what is described to dispatchers does not reflect the actual incident. Nevertheless, fire departments are trained and prepared to respond to a broad array of situations. Each year in the United States approximately 100 fire fighters are killed while on duty. Although the number of fire fighter fatalities has steadily decreased over the past 20 years, the incidence of fire fighter fatalities per 100,000 incidents has actually risen. Despite a downward dip in the early 1990s, the level of fire fighter fatalities is back up to the same levels experienced in the 1980s.' In 2005, 80,000 fire fighter injuries in the line-of-duty were reported¿an increase of 5.6 percent from the year before. In 2006, an estimated 83,000 fire fighter injuries were reported as occurring in the line-of-duty." Even with considerable amounts of training, many injuries can be prevented by making simple behavioral modifications and adopting safety as a primary value. For example, although national standards requiring seat belts have been in place since 1987, statistics from the United States Fire Administration (USFA) show fire fighter fatalities in motor vehicle crashes (MVC), where seat belts were not worn, persist. In cases where the use of seat belts was known, 3 of 4 fatalities were not wearing their seat belt.'" Research shows safety problems occur at the individual, group/team (crew), overall organization (fire department) and systems (fire service and emergency response agencies) levels. The lAFF supports the NIEHS WETP belief that pre-incident training is critical for workers who may find themselves responding to a disaster. The lAFF's Frontline Safety curriculum seeks to address this. This program enhances the safety and health training of current hazardous materials workers and chemical responders (fire fighters) and augments prevention preparedness efforts in a wide variety of high-risk settings. The safety culture in the fire service is, in many cases, responsible for unfortunate, preventable accidents and fatalities. In order to reverse these preventable accidents/predictable surprises, it is important to understand both safety and culture. Fire fighters have come to accept the above unfortunate statistics as part of doing the "business" they are in. Those statistics are unacceptable. Fire fighters can reduce injuries and fatalities, if they act with safety as the primary value. The lAFF, therefore, requests continued renewal of funding under the NIEHS Hazardous Disaster Preparedness Training Program (HDPTP) to further train first responders in hazardous materials, with a focus on health and safety. In the following paragraphs, the lAFF will document its past successes and effectiveness in planning, implementing and operating worker health and safety training programs and employing adult education techniques. Since receiving its first NIEHS award in 1987, the lAFF has updated its existing programs and developed new programs to meet the changing needs of the target population. To date, the lAFF has developed 15 training programs to meet the needs of first responders. Many of these classes are offered in an Instructor Training/Train-the-Trainer (TtT) format, allowing departments to develop their own, in-house cadre of instructors. The lAFF's past successes in performance and effectiveness of training programs will be discussed in great detail throughout this proposal. lAFF training programs are designed to meet or exceed minimum requirements of federal regulations and national industry standards. These training programs incorporate information on potential hazards, describe appropriate actions personal protective and other rescue equipment, and stress the importance of preplanning. Additionally, lAFF training programs are designed to meet the needs of the adult learner, and incorporate students' accumulated knowledge and experience. The lAFFprovides seven key components of adult learning: 1. An environment where students feel safe and supported, where individual needs and uniqueness are honored, where abilities and life achievements are acknowledged and respected. 2. An environment that fosters intellectual freedom and encourages experimentation and creativity. 3. An environment where instructors treat adult students as peers, accepted and respected as intelligent experienced adults, whose opinions are listened to, honored and appreciated. 4. Self-directed learning, where students take responsibility for their own learning. The lAFF designs individual learning programs that address what each person needs and wants to learn, in order to function optimally in their profession. 5. Pacing or intellectual challenge. Optimal pacing is challenging people just beyond their present level of ability. 6. Active involvement in learning, as opposed to passively listening to lectures. Where students and instructors interact and dialogue, where exercises and experiences are used to bolster facts and theory, adults grow more. 7. Regular feedback mechanisms for students to tell master instructors what works best for them and what they want and need to learn, and instructors who hear and make changes based on student input. Summary of worker health and safetv activities for the last five years for the major participating organizations in the proposed program