Residence
I live in a fairly unsafe place. The nuclear reactor that is closest to me is 50 miles away. This means that in the event of a nuclear emergency, the food and water around my home would not be safe to consume. The beach is only two miles away, which exposed me to the risks of a tsunami. These risks include the lack of electricity and a wide range of health hazards. My home is only one mile away from the highway, which makes transport easily accessible in the case of a disaster or emergency. My living situation is a low-rise dwelling which minimizes the risk of injury in the event of a building collapse. However, the crime rates around my home are relatively high, which increases our exposure to criminal activities.
Sociometric Living Situation
As the youngest in my household, I am not living with or responsible for small children. While my aunts bring along my younger cousins for visits, there are no little children living in our home at the moment. As my grandmother lives with us, however, I am partly responsible for her care. My responsibilities include helping with household chores, monitoring their health, and providing any assistance that they may require. Monitoring her health usually involves ensuring that she takes all her medication on time. I share this responsibility with my parents, who all have specific duties in regard to her care. There are two pets in our home; a cat and a dog. I am also responsible for the care of these pets and usually have to ensure that they are constantly fed and have a clean and hygienic environment around them. I also have to take the dog for a walk each day for at least half an hour.
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Occupational Situation
At the moment, I do not intend to have a professional role with vulnerable populations. However, I do want to work in a helping capacity with the homeless. Over the last few months, I have engaged in volunteering activities associated with helping homeless individuals. Volunteering in homeless shelters mainly involves informing others about the services being provided, organizing clothes and helping individuals find the appropriate services, cooking food, and speaking to the individuals involved. In my future volunteering activities, I plan to continue taking on these roles.
Strengths
My main strengths are my ability to be organized and communicate succinctly and clearly. I believe that this skill will be crucial in the event of a disaster or emergency for several reasons. One of the main reasons is that effective communication will enable me to get the information I need concerning an ongoing emergency. This information will not only help me to establish a strategic plan for myself and those around me but also ensure that these plans are aligned with ongoing governmental efforts. My organizing capabilities will also enable me to clearly interact with my family, remembers and organize our responses to any potential disaster. Through a combination of both skills, I can assign specific actions and establish a hierarchy of communication channels that will support survival in an emergency.
Personal Disaster Plan
My personal disaster plan for a fire includes the following steps:
Installation of the right number of smoke alarms.
Ensure that every household member knows two ways to escape.
An establishment of a family emergency communications plan (Ingham et al., 2017).
Fire drills every six months.
My personal disaster plan for a natural disaster includes the following steps:
Identification of hazards in the home.
Have proper storage of first aid supplies.
Have a disaster meeting place and family contact (Tkachuck et al., 2018).
Adequate water storage.
Adequate food supply.
Storage of emergency suppliers, including power flashlights, toiletry articles, and filtered masks.
References
Ingham, V., & Redshaw, S. (2017). Vulnerable voices on fire preparedness: Policy implications for emergency and community services collaboration. Australian Journal of Social Issues , 52 (4), 313-330.
Tkachuck, M. A., Schulenberg, S. E., & Lair, E. C. (2018). Natural disaster preparedness in college students: Implications for institutions of higher learning. Journal of American college health , 66 (4), 269-279.
