Veteran’s Day Stories: Tom Satterly in Mogadishu

Originally created as Armistice Day after World War I, it was renamed “Veteran’s Day” after World War II. To commemorate Veteran’s Day in 2014, we will be sharing excerpts from our book Staying Alive: How to Act Fast and Survive Deadly Encounters. This is Part 3 of 3 of our Veteran’s Day series. For our final installment in this series, we feature the story of co-author Stephen Satterly’s brother, Tom Satterly. Tom served as a special operator for many years and saw action in Somalia as featured in this story. Tom also was part of the team that helped capture Saddam Hussein (more on this in the video after the excerpt). Tom Satterly is a “real American hero” in the flesh and has some truly amazing stories. For more on surviving traumatic stress, buy Staying Alive: How to Act Fast and Survive Deadly Encounters on Amazon.

From Staying Alive: How to Act Fast and Survive Deadly Encounters, Chapter 13: “Hope, Confidence and Resilience as Tools for Survival: You Can Do This!”

How to Improve Your Crisis Resilience

Nobody wants to fail in a crisis, but some of us prepare to do so inadvertently. There are those of us who take steps to prepare, and then there are those who fail to prepare, and thus are preparing to fail. Abe’s preparation by taking training in martial arts saved his life and the lives of four others. Marcus Luttrell’s training saved his life in Afghanistan. How can you take advantage of these same techniques without knowing what threat you might face?

We have introduced you to numerous skills like threat assessment, ways to build situational awareness, pattern matching and recognition to detect danger, and mental simulation to allow for stress inoculation. None of these skills will help you at all if you do not train yourself to use them, and use them well. One of the goals of training is to develop muscle memory. When a crisis occurs and your heart rate rises, you lose cognitive function and some manual dexterity. If you have developed muscle memory, your body will perform without thinking.

Reloading a gun in the middle of a shootout is a prime example of a skill that needs to be trained into muscle memory. Though a relatively simple action with a semiautomatic pistol, it can still be extremely challenging to reload while being shot at. The simple steps of pressing a button to drop an empty magazine, grabbing a loaded magazine, properly orienting it to the gun, pushing it into the magazine well, slapping it on the bottom to make sure it is seated properly, releasing the slide of the weapon to chamber the first round of ammunition, and firing the weapon takes considerable practice. To be able to perform these steps in a gunfight at 3:00 A.M. requires even more extensive hands-on experience. Practicing and training can dramatically help improve your ability to respond to crisis situations and save lives.

One man who can attest to this is Tom Satterly. Tom recently retired from the U.S. Army after serving twenty-five years, most of them in Special Operations. His first four years were spent as a combat engineer in the 54th Engineer Battalion in Wildflecken Germany. When Tom reenlisted, he went through Special Forces Qualifications, passed, and joined the 5th Special Forces Group, stationed in Ft. Campbell, Kentucky. The life of an elite Green Beret did not satisfy him, so he applied for even more elite schools, specifically the Selection Course for the Operator Training Course (OTC) – the training for what we know as the “Delta Force”.

Staying_Alive_Plate_23-Tom_Satterly

Tom Satterly early on in his military career.

In 1991 he made it through Selections and the grueling OTC to become a Delta Operator just as the First Gulf War was ending. His first service as an Operator was in Mogadishu, Somalia, where he spent a hellish night of combat in the action that become immortalized in the movie Blackhawk Down. For his valorous service in that operation, he was awarded a Bronze Star with a special commendation for valor. During the rest of his military service as an operator, he was involved in missions in Bosnia, Kuwait, Columbia, and Iraq, where he was the leader of the second Troop on the scene when Saddam Hussein was captured.

At this time Special Operations Command (SOCOM) decided to form a new squadron. Tom became one of the first members of this new Squadron, which was meant to keep Operators constantly deployed rather than having voids of inactivity. He also served in Algeria, Pakistan, and Afghanistan, where he saw combat numerous times. At the end of his service, he had earned five more Bronze Stars, two with special commendations for valor, and now suffers quietly with his pain from his injuries and the loss of friends in combat.

When Tom was asked how he stayed alive through all these harrowing missions, he simply replied, “Training. Always train.” (T. Satterly, personal communication, July 12, 2013). Irwin Rommel, the famous ‘Desert Fox’ from World War II, would agree. He is quoted as saying, “The more you sweat in training; the less you bleed in battle” (Grossman, 2011). Proper training has a two-fold purpose: to teach the trainee a practical skill and to inoculate the trainee from the stresses they will feel while using that skill under duress.

Like public safety officials, you should decide what you need to practice, how you will simulate it, and then practice that way, over and over and over. For example, a police officer could improve their own training by adding stress to their shooting drills by trying to reload while being timed and having someone fire a pistol nearby to simulate the sounds of a gunfight. They might also simulate the stress of combat by running a few sprints, and attempting to change their magazine while their heart rate is elevated. As with any type of drill, adequate safety precautions should be implemented, especially when firearms are involved, loaded or not.

One simple but important concept that you can use when you practice for an emergency is called tactical breathing, or controlled breathing. To use controlled breathing, take in a full breath through your nose while silently counting to four, letting your belly expand, then hold for a count of four before exhaling through your mouth for a count of four, letting your belly deflate. This process should be repeated as many times as necessary as appropriate to slow your heart rate enough to be able to perform the task at hand (Grossman, 2011).

The key is to practice each action and slowly add additional skills, committing each to muscle memory. As you practice, take this time to engage in mental simulation. Envision yourself in a situation where you need that skill you are practicing. Visualize yourself being successful. Tom Satterly’s advice is, “Never visualize yourself losing.” (T. Satterly, personal communication, July 12, 2013). This means that even if you make a mistake, you should visualize yourself correcting it and successfully completing the scenario. If you wonder if this type of training really works, you could ask Captain Zan Hornbuckle, an Army officer during the invasion phase of the war in Iraq. At one point, 300 Iraqi and Syrian fighters surrounded him and his eighty men. Captain Hornbuckle and his unit engaged the enemy for eight hours. In the end, 200 of the enemy were dead, with zero American casualties (Grossman, 2011). This success is even more amazing considering that none of Hornbuckle’s soldiers had ever been in combat before.

While we have used examples from military combat to help convince you of the power of these concepts, you should consider how practicing these simple yet important skills and habits can save your life in everyday situations. For example, you should mentally prepare yourself and practice the important habit of leaving behind your belongings before moving to safety in a crisis. While you may need to take your cell phone or radio before retreating to safety so you can call for help, you should not fall prey to the common tendency for people to take precious time to gather personal items before moving to safety. There are a number of real life examples of this gathering behavior, including many occupants of the World Trade Center towers who took the time to gather purses, books, and other mundane personal items before evacuating. (Ripley, 2008).

Believing in Yourself

The physical skills needed to survive are absolutely important, but they would be improved tremendously with the belief that you can do what needs to be done. Captain Hornbuckle spent considerable time reminding his men that they could do extraordinary things in battles. He also emphasized that they needed to remember their training. Once the bullets started to fly, one of his primary jobs was to keep his men calm so they could remember their training. Tom Satterly recounts of his combat experiences, “If you have to think about what you are going to do, you’re lost. I developed confidence in myself because of the training. Don’t train to lose. You’re never calm, but you are methodical,” (T. Satterly, personal communication, July 12, 2013).

There will be times when you get frustrated, mad, and even upset. You may feel sore or get blisters, and wonder if the training is worth it. This is natural. But in a life or death situation, you cannot quit. As one SEAL instructor told Luttrell during Basic Underwater Demolition (BUDs) training, “The way out of that is mental – in your mind. Don’t buckle under to the hurt; rev up your spirit and your motivation,” (Luttrell, 2007). Tom Satterly echoes that sentiment, “Don’t give up in your mind. If you do, your body will follow.”

One of the main points of SEAL training, Operator training, or Ranger training is to instill in the men who go through that training the belief that they can do whatever has to be done. During the American conflict in Vietnam, two Ranger School graduates found themselves under fire in a rice paddy. Facing a heavy onslaught from the enemy, one looked at the other and said, “Well, hell, at least we’re not in Ranger school.” (Grossman, 2011). You do not need to go through their level of brutal training to feel that same confidence within yourself. Basic personal preparation can help you develop the confidence you need to survive deadly encounters.

But belief in yourself is sometimes not enough. In a crisis, you will rarely ever be responding by yourself, but with others. Even though our favorite movies and TV shows focus on main characters that are “lone wolves”, in reality, responding to an emergency is a collaborative effort. Thus, while it is important for you to believe in yourself, it is no less important to believe in others who can help you during a crisis.

When Tom Satterly was in Mogadishu, things were bleak. His unit was in a firefight for eighteen hours straight, and it seemed as if they were fighting the entire city. When asked how he got through it, he replied, “I remember thinking, ’Are we ever going to get out of here?’ The higher ups, not on the ground, kept covering us with the Little Birds (gunship helicopters), getting the armor together from the Pakistanis. We knew we hadn’t been forgotten. You knew the other guys were doing their stuff, so you kept doing what you had to.” His belief that others were doing their job was one of the main factors that kept him doing his job.

The Power of the Mind

In 2011, Dave Grossman was interviewed for The First Thirty Seconds DVD training and evaluation series. In it he is quoted as saying, “The greatest survival tool the world has ever seen is the properly prepared human brain.” (Dorn, 2012). We believe Grossman is correct in this regard. The power of visualization, confidence, and hope are all derived from the human mind.

As Klein points out, there is considerable evidence that our brain can help us make correct life and death decisions with amazing speed and accuracy (Klein, 1998). Tom Satterly and Marcus Luttrell are two prime examples of just how much a human being can do to survive against seemingly impossible odds. While very few people will ever face situations as dire as these men, their drive to survive at all costs affords us powerful lessons that we can all apply. It would be a shame not to learn from their amazing efforts.

Know that You Can Do This!
As you read earlier, stay in touch with yourself, remember your preparation, and visualize yourself successfully completing the task. Above all, maintain hope. Hope is the understanding that, as bad as things might be right now, they will be better. Hope is not a strategy; it is a mindset. Tom Satterly was mired in seemingly endless combat in Mogadishu but never lost hope because he had confidence in his own abilities as well as those on his team.

Staying_Alive_Plate_23-Tom_Satterly-Family

Co-author Steve Satterly (top row, middle) and his brother Tom Satterly (top row, right) with their family members.

 Sources:

 Michael Dorn. (2012). Safe Topics: The First 30 seconds. Safe Topics. Macon, GA: Safe Havens, International.

 Dave Grossman; Loren W. Christensen. (2011). On Combat: The Psychology And Physiology of Deadly Conflict in War and Peace  

 Gary Klein. (1998). Sources of Power: How People Make Decisions. Cambridge, Massachusetts: The MIT Press.

 Mark Luttrell & Patrick Robinson. (2007). Lone Survivor: The Eyewitness Account of Operation Redwing and the Lost Heroes of SEAL Team 10: Little, Brown.

 Amanda Ripley. (2008). The Unthinkable: Who Survives When Disaster Strikes – and Why. New York: Three Rivers Press.

View a portion of the interview where Tom Satterly discusses how you can use some of the same skills that he used in combat to survive everyday trauma:

Staying Alive – Combat and Lessons for Every Day Crisis Stress from Safe Havens International on Vimeo.

And hear about how Tom Satterly used Pattern Matching and Recognition to help capture Saddam Hussein:

Staying Alive – Pattern Matching & Recognition from Safe Havens International on Vimeo.

Marysville-Pilchuck High School Shooting – Early Lessons

The Marysville-Pilchuck High School Shooting is the fourth K-12 Active Shooter Incident since Sandy Hook, according the the current FBI definition of an Active Shooter Incident.

As with any such incident, the information that has come out has shifted.  As of the time of this posting there are two dead, including the shooter, and four wounded, three of them critically.

A lone gunman entered the cafeteria and targeted a group of students. After shooting his targets, he reportedly shot himself in the head.  Local news coverage showed a student describing what she went through on the other side of the school.  She stated that the fire alarm went off, and that the students evacuated, but were then told they were in lockdown.  They had to return to the school.

Marysville-Pilchuck High School is a large school of over 2,000 students. This story exemplifies the chaos that often accompanies these terrible incidents.  Prior planning can help schools deal with chaos, and maintain a higher state of order that can help save lives.

Of interest is the location of the shooting.  A school cafeteria is an open, unsecured area that requires special considerations when planning to respond to events like this.  Safe Havens International teaches a protocol called Room Clear that would have been very useful in this situation.

Room Clear involves students quickly and safely exiting a room or area to a pre-arranged place of safety.  In classrooms, it is very useful for removing students from the source of violent or emotional outbursts.  In this type of situation, Room Clear could be used to get students from the cafeteria to an area of safety.

The use of this protocol, like others, requires planning and practice. It also requires the understanding that various situations for which Room Clear can be used may happen.  This requires that planning occur now, that practice using it occur now.  Room Clear will not prevent an Active Shooter Incident, or any other incident. What it can do is remove students from a source of danger, and get them to a place of safety.

Marysville-Pilchuck High School Shooting

Police in North Carolina practice clearing a school hallway, similar to what was done today during the Marysville-Pilchuck High School Shooting.

 

 

 

The FBI Study: Implications for Campus Safety Professionals

FBI Study

The FBI released a major study on September 24, 2014 entitled A Study of Active Shooter Incidents in the United States Between 2000 and 2013. The primary purpose of the FBI study is to provide law enforcement with data that will help them to better prepare and respond to Active Shooter Incidents (ASI’s), which will result in saving more lives and decrease the chance of copycat incidents.

The FBI identified 160 ASI’s between 2000 and 2013, resulting in 486 people killed, excluding the shooters, and 557 others being wounded. One of the major findings was that ASI’s are becoming more frequent. The first seven years of the study show an average of 6.4 incidents annually, while the last seven years show 16.4 incidents annually.

It was also noted that all but six shooters were male. Of the six female shooters, two of the ASI’s were in Institutes of Higher Education (IHE), and four were in businesses. The six female shooters accounted for 15 dead and 7 wounded. A third finding worth mentioning is that 90 (56.3%) of the ASI’s ended on the shooter’s initiative. That means they either committed suicide or fled the scene. Twenty-one ASI’s (13.1%) were ended by unarmed citizens restraining the shooter.

The findings also reflect the damage from ASI’s that can occur in a matter of minutes. Even when law enforcement personnel were present or able to respond within minutes, civilians typically had to make life and death decisions without much time to react. This means that school staff must be engaged in training and discussions on the decisions that need to be made within the first moments of an ASI or any other crisis event. There were 64 incidents in which the duration of the incident could be determined. Forty-four (69.0%) of the 64 incidents ended in 5 minutes or less, while 23 ended in two minutes or less.

The data in this study underpins the notion that campus safety professionals should provide all levels of employees with adequate training to help them make the necessary life or death decisions to respond to these events until law enforcement officerarrive (which in the best case scenario can take two to three minutes). Even with an ideal law enforcement response time, the decisions that will have the most impact on the outcome of the event are likely to take place within the first few seconds of the event.

Our research shows that the best defense against an Active Shooter can be to identify the violent offender before they begin the actual attack phase. This approach has helped stop many attempted ASI’s outright and has reduced the loss of life in many other instances. An effective threat assessment using multi-disciplinary threat assessment teams is another evidence-based method in prevention measures. Finally, educating people on the warning signs of violence most often present before a violent act should be incorporated into every prevention program. The research shows that the old adage “An ounce of prevention equals a pound of cure” holds true when preparing for violence as well.It is equally important to teach people situational awareness skills that emphasize awareness of their environment. These skills can often help people avoid dangerous situations and will help them to assertively act on the input they gather fast enough for them to take protective action in time to make a difference in the outcome.

In the event of an ASI, there are several measures that can be employed until the police arrive. Immediate steps should be taken to protect oneself, based upon the tactical considerations at the time of the incident. Once critical life preserving steps have been taken, it may be necessary to protect others, again based upon the tactical considerations at the time. There is considerable debate as to which training approach is most practical for this purpose, but there are many success stories that should be researched and considered.

Of particular interest is the fact that this FBI study has changed the definition of an Active Shooter. In 2013 the Department of Homeland Security, the FBI, along with other federal agencies defined an Active Shooter as “an individual actively engaged in killing or attempting to kill people in a confined and populated area; in most cases, active shooters use firearms and there is no pattern or method to their selection of victims.” However, in the current study the FBI excluded the word ‘confined’, explaining that it could omit incidents that occurred outside a building. In addition, the FBI also dropped the randomness of victim selection from this study’s definition. This is why there is a noticeable increase in the number of active shooter events, injuries and deaths. In 2013, victim selection was an integral part of the Active Shooter definition. By removing victim selection, more incidents are listed as an Active Shooter Incident. This significantly affects the results, especially in light of finding that ASI figures are increasing by more than 250% compared to previous studies.

The study indicates that while more ASI’s have occurred, no additional acts of violence actually took place. We feel this is a very important point. How the data is interpreted will affect the types of intervention and response that will be applied. It is important to understand that a change in how the federal government defines ASI’s, rather than interpreting the ASI data, will show a sudden increase in ASI’s themselves. What is unclear is whether the change in definition indicates a change throughout the federal system, or whether the change is specific to this study.

The FBI provided a graphic that showed the number of ASI’s per year from 2000-2013, along with a trend line that showed the incidents were on the increase:

FBI Study Active Shooter  Incidents Annually

From the recent FBI Study that shows ASI’s on the increase.

A recent study entitled Relative Risks of Death in U.S. K12 Schools1 listed the ASI’s in K-12 schools from 1998-2012. Adding the K-12 incidents in 2013, using the 2013 DHS definition, will make the chart look like this, with the trend line added:

FBI Study: From the SHI study on ASI's in K-12 Schools

From the SHI study on ASI’s in K-12 Schools

1 http://safehavensinternational.org/file/2014/08/Relative_Risks_of_Death_in_U.S._K12_Schools.pdf

Note that K-12 schools ASI’s have a neutral trend in the number of ASI’s per year. In fact, even though the FBI study finds that ASI’s are increasing overall, it does not show an increase in K-12 environments. Therefore, for K-12 school safety professionals, this highlights the accomplishments in preparedness efforts that have been made in the past 16 years. Schools have improved their threat assessment processes, hardened their facilities, and improved their responses to acts of violence, and it shows. While ASI’s appear to be on the rise in other settings, they seem to remain stable in the school environment during the same time period using the same metrics. Perhaps the practices being used in schools could be modified and used in businesses, houses of worship and hospitals to help lower the incidents of ASI’s in their facilities.

These practices are best when they are researched, are proven to work, and can be replicated in any facility. The FBI study is a great start for campus safety professionals look deeper into the Active Shooter phenomena and its impact in our profession. A critical eye is necessary to consider the report and its implications well as the applications to our profession. This report underscores the need for more research and considerations of the long-term implications for any plan we implement.

A good start for training for the increase in ASI’s is the free FEMA courses IS-360 Preparing for Mass Casualty Incidents: A Guide for Schools, Higher Education, and Houses of Worship2 and IS-907 Active Shooter: What You Can Do3. Of course, it is always helpful to start with a solid foundation in the other topics covered in the free training offered on the topics of emergency management, exercise design, National Incident Management System (NIMS), and other courses covering the groundwork for a solid emergency preparedness and response plan.

Lastly, we want to point out that schools are still the safest place to be for children. As pointed out above, the actual rate of violent incidents has not changed, just their categorization. That means that school-related homicides still account for less than 1% of all juvenile homicides. As found in Relative Risks of Death in K-12 Schools, school transportation-related deaths are still the leading cause of fatalities in K-12 school environments.

2 https://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=IS-360

3 https://training.fema.gov/is/courseoverview.aspx?code=IS-907