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After the Wolf Has Visited the Village – . Healing after unthinkable tragedies. The Numbers. One out of every 4 children attending school has been exposed to a traumatic event that can affect learning and/or behavior. Crisis Response in a Nutshell. Principle of Opposites: - PowerPoint PPT Presentation
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After the Wolf Has Visited the Village –
Healing after unthinkable tragedies
The Numbers
One out of every 4 children attending school has been
exposed to a traumatic event that can affect learning
and/or behavior.
Crisis Response in a Nutshell
Principle of Opposites:
Intervening in Crisis requires one to stay calm and be focused on basic needs:
If cold, add warm.If wet, add dry.
If hard, add soft.If dark, add light.
If hungry, add food.If thirsty, add water.
If homeless, add shelter.If naked, add clothes.
If lost, add orientation.If hopeless, add hope.If crowded, add space.If isolated, add people.
Walk into the middle of a crisis, stay calm, and apply the principals of opposites
Excerpt from Beginnings, Middles, and Ends – Sideways Stories on the Art and Soul of Social Work by Ogden W. Rogers
Psychological First Aid – Resources
National Child Traumatic Stress Network• Psychological First Aid for Schools Field Manual• Free 6 hour interactive course• PFA Mobile App for iPhone, iPad, (Android 2013)• http://www.nctsn.org/ • http://www.nctsn.org/resources/audiences/schoo
l-personnel
World Health Organization• Psychological First Aid: Guide for field workers• http://whqlibdoc.who.int/publications/2011/978924154
8205_eng.pdf
Psychological First Aid or PFA
For use in any number of emergencies large and small:› Acts of violence› Natural Disasters› Terrorist Attacks› Medical emergencies› Transportation accidents› Sports Injuries› Peer Victimization› Sudden death of a member of the school
community
Psychological First Aid - PFA
Schools are first to resume operations
after disaster/emergencie
s
Preparing for emergencies is critical for ALL
school staff
Emergencies affect students’ academic
and social achievement
Trauma-related distress can have a long term impact if
left untreated
Brief interventions can produce positive
results that last
Psychological First Aid - PFA Evidenced informed intervention model
used by a range of organizations
Used in the immediate aftermath of an emergency
Goal of reducing initial distress and facilitate adaptive functioning/coping
Psychological First Aid - PFA For use immediately following an
incident (one hour to a couple of weeks)
Time limited, goal directed, strength-based
Can be delivered by any staff member – because it is NOT psychotherapy
PFA Crisis intervention is not designed
to eliminate/alleviate pain Crisis intervention is designed to
reduce the likelihood of lasting trauma/suffering
PFA - basics Goals:
› Establish positive connections
› Enhance immediate safety
› Calm and orientate› Offer practical
assistance› Connect to support
networks› Empower
Avoid:› Assumptions about
experiences/trauma
› Pathologizing› Patronizing› Talking when not
necessary› Asking for details
of the event› Speculation
PFA – Preparation Knowledge is Power – Gathering
Information› Learn about the school› Identify the Features of the Event
Location, time, number of people involved, cause, unique features, rumors
› Be aware of at-risk populations› Be aware of diversity issues
PFA Core ActionsContact and Engagement
Safety and Comfort
Stabilization
Information Gathering:
Current Needs and Concerns
Practical Assistance
Connection with Social Supports
Information on Coping
Linkage with Collaborative
Services
Core Actions – Contact and Engagement
To initiate contacts or respond to contacts by students and staff in a non-intrusive, compassionate, and helpful manner› Before you approach – observe› Offer practical assistance (food, water)› Ask simple questions › Exude calm, be direct, no acronyms› Expect some resilience – not everyone will
need help!
Core Actions – Contact and Engagement
Core Actions - Safety and Comfort
Enhance immediate and ongoing safety, and provide physical and emotional comfort › Physical safety, physical comfort› Provide a sense of predictability› Provide information
Core Actions - Safety and Comfort
Do provide information that is accurate, direct, and clear
Do address immediate needs and concerns
Do discourage the excessive viewing of media coverage
Do not guess or speculate regarding the situation
Do not reassure through the promise of services or events unless you know they will be available
Do not probe for details or for emotional reflection
Core Actions – Safety and Comfort
Provide tasks to students, staff, and families
Active
Practical
FamiliarSoothing
Core Actions - Stabilization To calm and orient emotionally
overwhelmed or disorientated students and school staff› For individuals who appear disorientated or
extremely agitated› Most individuals will not require
stabilization› Utilize a grounding activity (5 senses)
Core Actions – StabilizationAdults, adolescents, or school-aged children who need
stabilization may be: Disoriented: engaging in aimless disorganized behavior Disconnected: numb; startlingly unaffected by the event Confused: not able to understand what is happening around them;
not making sense Panicked: extremely anxious; unable to settle; their eyes wide and
darting Hysterical: sobbing uncontrollably; hyperventilating; rocking Excessively preoccupied: unable to think about anything else In denial: refusing to accept that the event took place In physical shock: not being able to move; frozen Glassy-eyed and staring vacantly; unable to find direction Unresponsive to verbal questions or commands Exhibiting frantic searching behavior Feeling incapacitated by worry Engaging in risky activities
Core Actions - StabilizationYoung children who need stabilization may be: Staring blankly Unresponsive Displaying behaviors they had outgrown (e.g.,
urinating in inappropriate places, sucking a thumb) Screaming Crying or sobbing uncontrollably Hyperventilating Moving in an agitated way (thrashing, pushing
away) Hiding (in a corner or under a table) Clinging excessively
Core Actions - StabilizationWhat do you see?
What do you hear?
What do you smell?
What do you feel/touch?
GROUNDING
Core Actions - Stabilization Never underestimate the power of
Core Actions: Information Gathering
To identify immediate needs and concerns, gather additional information and tailor interventions to meet needs
Core Actions: Information Gathering
How are you doing right now? What do you need right now?
What happened to you during the event? How were you affected?
How has the event impacted you/family/friends?
Do you have concerns/worries about the future?
Core Actions: Information Gathering
Core Actions: Practical Assistance
To offer practical help to students and staff to address their immediate needs and concerns› Identify the most immediate needs› Clarify the Need› Discuss an Action Plan› Act to Address the Need
Core Actions: Practical Assistance
Those who have experienced emergencies have more favorable outcomes if:
They are optimistic They have confidence that life is predictable They have a belief that they can achieve the goals
they set They have a belief that the community is willing to
help They engage in positive self-talk They have the knowledge that they will have the
resources they need (such as support from others, money for essentials items)
Core Actions: Connection with Social Supports
To help establish brief or ongoing contacts with primary support persons or other sources of support, including family, friends, teachers, and school and/or community resources
Core Actions: Connection with Social Supports
Core Actions: Information on Coping
To provide information about stress reactions and coping to reduce distress and promote adaptive functioning › Provide basic information about stress
reactions› Adaptive versus maladaptive coping› Helping with difficulties with concentrating
and learning› Monitoring Warning Signs
Core Actions: Information on Coping
Linkage with Collaborative Services
To link students and staff with available services they need now or will need in the future.