| Summary: | This work explores two possible psychological causes of insufficient or counterproductive learning that can emerge from the civil protection simulation exercises and relief drills. The theme of confusion of contexts and the problem of insufficient creation, in the drills, of models that describe the variables of psychosocial events are discussed. Focusing on individual and organizational learning goals of the drills, we propose to distinguish between demonstrations, exercises and simulations, and then elaborate on the topic of simulation. In particular, it’s stressed the heuristic and educational value of simulations designed on the basis of an adequate theoretical knowledge and founded on articulate theoretical models of the mind in an emergency. In order to optimize resources and efforts in the direction of a useful learning, are finally provided some methodological suggestions for the construction of psychologically oriented simulations and the participation of emergency psychologists in the design phases of every civil protection drill.
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