America’s Preparedness for Terrorist Threats:

A Prevention Perspective

by Saul B. Wilen, MD

CEO, International Horizons Unlimited

San Antonio, Texas

Terrorist acts result in destruction, but more importantly, in situations that can have extensive physical and other collateral consequences. Terrorism works because of the psychological effects that can immobilize a population that feels vulnerable. Along with the physical and psychological effects, major re-allocation of resources occurs in order to repair the damage, recreate a sense of normality, and institute protective actions after the fact.

Preparedness is required of governments, agencies, and entities at all levels. A primary goal is to establish a coordinated, cooperative, central information repository that is capable of producing data integration to support effective planning, prevention, and interventions. This should incorporate a unified effort to integrate information from multiple sources simultaneously for analysis and appropriate action(s).

VULNERABILITY

Preparedness to prevent and respond to terrorist threats is the core issue. This requires universal cooperation through real-time shared information, communication, education, and allocation of resources.

Through assessing the present volatile environment, taking into account global, foreign, and domestic terrorist threats, and applying the threat prevention responsibilities and objectives of governments and the people, the need for unique and critical programs that function to prevent and protect is the priority. Our society tends to be reactive rather that pro-active in dealing with issues. It is imperative to focus on prevention strategies while maintaining readiness for disaster preparedness intervention and management.

The United States has many individual, local, state, regional, and national entities and jurisdictions that receive information relevant to threats. However, our government is highly vulnerable when it is not pro-actively prepared to react in a comprehensive and timely manner. Current information is often under-communicated, is seldom available or disseminated in real-time, and lacks tracking components. Real-time means the ability to implement intervention(s) while the threat is evolving, and support decision-making with the most current information. Timely personnel education and training must directly track current information.

Few systems presently exist that support the comprehensive availability of information from a central source about targets, terrorists, and threats (the focus by individuals and/or groups of actions or devices used to produce terror). No system focuses on integrating information, communication, and education to evaluate target, terrorist, and threat concerns with the applications of existing resources.

DIRECTION

A program to create preparedness must have flexibility, expandability, and adaptability, and produce real-time integration of concurrent threat information, planning, logistics, implementation, resources availability and management, and assessment.

The development and implementation of threat prevention, containment, and reversal in real-time requires five important steps:

· the incorporation of all information that supports pro-active capabilities for threat prevention;

· information gathering, management, integration, tracking, and retrieval;

· rapid communication;

· optimal education strategically incorporated into preparedness, early warning, and response capabilities at all levels; and

· resources (human, information, material) availability, development, allocation, reallocation, and management.

Innovative use and evaluation of information and resources (including significance assessment, validity evaluation, necessity and sufficiency criteria, and appropriateness analysis) using strategic directions designed to support the initiation of action(s) sets the prevention course. Defined and real-time communication serves as a foundation for decision-making and response preparedness. Integral to the program is personnel education and training processes that guarantee consistency and thoroughness of operation, understanding of policies and procedures, operational effectiveness, and motivation to apply problem solving and critical thinking to actual and/or potential threats.

AWARENESS - Targets, Terrorists, Threats

Major concerns, primarily potential targets, terrorist profile components, and threats must be determined and considered in the creation of a system based on prevention. Consideration of the healthcare implications and public health imperatives is essential. Disaster planning, preparedness, and management must also be simultaneously developed. Table 1 lists potential key targets.

Table 1. Potential Key Targets

- High-Tech Industries

- Petrochemical Industry

- Utilities

- Nuclear Facilities

- Military Facilities

- Weapons Production and Distribution Facilities

- Government Offices and Public Buildings

- Communications/Computer Facilities

- Financial and Commercial Centers

- Vital Industries

- The Public

In General

Specific Subsets

- Major Population Concentration Points

- Water Sources and Distribution Facilities

- Food Supply

- Transportation Facilities and Links (Harbors. Airports, Bridges, Tunnels, Rail Yards, Airplanes, Trains, Buses, Trucks, Rental Vehicles, and Ferries)

- Monuments and Symbols

The potential terrorists and threats must be identified. The information obtained requires assessment to support decision-making and action (see Tables 2 and 3).

Table 2. Potential Terrorist Profile Components

- Patterns of Terrorism and Significant Incidents

- Individual - Descriptions and Personal and Family History

- Group - Description and Strength

- Areas of Expertise

- Terrorist Attacks/Incidents

- Identities, Characteristics, Traits

- State Sponsor(s), External Support

- Domestic Activity

- Behavioral Patterns

- Active and Previous Associations/Affiliations

- Foreign Activity

- Detentions, Arrests, Convictions, Incarcerations

- Location, Base(s) of Operation

- Global Activity

- Financial Support Network

Table 3. Potential Threats

- Explosives

- Hijacking

- Nuclear Devices, Radiation

- Biological Agents

- Chemical Agents

- Water Contamination

- Air Contamination

- Kidnapping, Hostages, Assassinations

- Suicide Missions

- Riots

- Arson

- Facility Takeover

- Disruptions of Vital Services

- Computer and Information Systems Tampering

- Internet and World Wide Web

COMMUNICATION – Prevention, Decision Making, Response Preparedness

Dynamic communication concepts and processes that are important in preventing and evaluating threats, supporting decision-making and response preparedness, and creating multidirectional and multi-level communication are major components.

The anticipation of potential consequences necessitates a communication system for warning, informing, supporting, and assisting both the internal and the surrounding communities. A system must foster early detection and response efforts resulting in effective and productive outcomes.

On-going community relations programs are important. They emphasize communication of preparedness concepts, encourage cooperation-based trust, and ongoing open interaction. The concept of cultural competence relating to work place, environmental, and sub-unit internal communities, as well as the outside and surrounding communities is integral to communication. Potential communication problems can impede intended appropriate action. Language, racial, ethnic, religious, social factors, customs, values, and beliefs are contributing elements determining community and individual access, involvement, and acceptance.

Success for the preparedness process is in the multidirectional flow of information to thwart/prevent any threat, guarantee preparedness, create an alert status, and formulate tactical considerations. Logistics and implementation decisions follow. Once a threat is detected, the specific action(s) to initiate response(s) are set into motion.

EDUCATION

Education and training should be focused in six (6) major directions simultaneously. Table 4 enumerates these directions.

Table 4. Major Focus Directions for Education and Training Processes

I. Use, Operation, Trouble-shooting, and Maintenance of Preparedness Functions

II. Understanding by all Personnel Involved with Preparedness of:

- Purpose, Goals, Rapid and Defined Communication, and the Operational Team

- Function and Responsibility, Multiple Applications, Prevention

- Early Detection, Rapid Definitive Response Intervention

- Limiting Consequences;

- Controlling Interfering Tendencies and Other Impeading Factors

III. Organizing and Tracking of Information, Transfer and Retrieval of Information

IV. Community Considerations, Public Education, Public Notification

V. Cultural Competence (knowing, appreciating, and applying the characteristics of cross-cultural situations to meet the needs for program understanding and participation)

VI. Outcomes Assessment with Appropriate Re-tooling and Implementation

Known human behaviors tend to foster counterproductive responses that interfere with effective, necessary, and orderly procedures. Optimal education for all personnel with subsequent reinforcement modules contributes significantly to the effectiveness of the operational systems and the control of interfering tendencies.

Cost effective (getting the most and the best out of the approaches taken for the dollars expended) training programs are mandatory. Programs should be comprehensive and consistent, providing ongoing re-training, and be easily modified and updated thereby adding educational versatility to support preparedness. An active team approach includes all participants in the [information-communication-education-tracking-prevention-response-outcomes-assessment] continuum cycle (Figure). This approach is part of any educational system.

Team members must be educated about their role in the team process, the roles of the other team members, the goals and roles of other teams, and the process as a whole. An optimal understanding of all aspects of preparedness and necessary commitments are major educational goals.

Figure - Components of the Continuum Cycle

Maintaining motivation of personnel poses a significant challenge. Therefore, educating the team members/teachers who in turn perform future training has been demonstrated to enhanced participation and consistent motivation of the team.

Educational strategies applied in evaluating and understanding potential threat(s), threat detection, information transfer, communication, information and communication tracking, resources management, and definitive action(s) to defeat the threat(s) are basic elements. These strategies transform teams into effective, cohesive response units.

The educational contributions to understanding and responding to the spectrum of threats is critical. The value of education in creating and maintaining the process is significantly underestimated. The preparedness spectrum includes developing problem solving, observational, and communication skills. The application of early pro-active containment and intervention strategies, the knowledge of existing resources, Aout-of-the-box@ thinking approaches, the consideration of outliers and local (internal and external) natural variations must become routine.

INFORMATION, COMPUTERS, and SOFTWARE AS WEAPONS

Systems should utilize and share vital information for effective planning and assessment. This, when coupled with resources management produces effective actions. Any response should consider prevention and early detection, and avoid uninformed, counterproductive tendencies. Expected results accruing from the applications of these systems include:

1. limiting the extent/consequences of potential threats,

2. the prevention/containment of panic,

3. the optimal performance of the participating personnel, and

4. the management, development, and allocation of resources.

A multi-disciplinary approach allows for the incorporation of practical experiences. The array of contributed expertise constitutes the elements necessary to meet the information, communication, and educational needs, and forms the structural backbone for preparedness.

The totality of prevention, containment, and response comes from blending:

1. intelligence,

2. effective communication,

3. information access, management, multidirectional flow, and

tracking,

4. physical/mechanical inhibitors,

5. detection mechanisms,

6. resources management and development,

7. early responses and interventions,

8. optimal educational strategies,

9. team process, and

10. critical thinking.

PERSPECTIVES

Information, communication, and education systems that are flexible and adaptable readily support analysis and actions. The application of a preparedness program provides systems to deal with all forms of threat, supporting real-time actions that prevent and protect.

International Horizons Unlimited (www.intlhorizons.com) in cooperation with Accountability Initiatives (www.ainitiatives.com) has developed such a preparedness prevention system. Further information can be obtained by calling (210) 692-1268 or via e-mail: IHU@intlhorizons.com.