Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
This document provides information and guidance about hoarding assessment and intervention for staff at a housing organization (HOC). It begins with training objectives focused on understanding hoarding, identifying behaviors, and effective intervention strategies. It then defines hoarding disorder based on proposed DSM-V criteria and specifies regarding insight level and excessive acquisition. The document outlines why hoarding is a problem in terms of safety, health hazards, isolation, and legal issues. It also discusses prevalence rates, common co-morbid diagnoses, conceptual models of hoarding, and effective multidisciplinary approaches. Finally, it details the roles of various HOC staff such as housing management, inspectors, resident services counselors in addressing hoarding
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA The complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
This document discusses trauma-informed care and trauma awareness. It defines different types of trauma including individual, group, community/cultural, and mass trauma. It also discusses how trauma can be caused by nature or humans, intentionally or unintentionally. The document outlines factors that influence how individuals respond to trauma, such as characteristics of the trauma itself, cultural and personal characteristics, and whether the trauma was expected. It emphasizes that treatment needs to avoid retraumatizing clients and nurture resilience.
This document provides an overview of trauma-informed care training. It defines trauma and discusses how adverse childhood experiences (ACEs) like abuse, neglect, and household dysfunction can negatively impact health and development. The ACEs study found strong correlations between early life stressors and poor physical, mental, and social outcomes later in life. Trauma can alter brain development, especially in children and teens. Becoming trauma-informed requires understanding how trauma affects individuals and systems in order to minimize further harm and support recovery. The training discusses trauma responses, resilience factors, and practical strategies for applying trauma-informed approaches.
Family interventions for substance use diordersJOBIN JOHN
This document discusses the importance of involving families in the treatment of substance abuse. It provides a history of family involvement in alcohol dependence treatment since the 1960s. Characteristics of families with substance abuse issues are described, such as chaos, conflict, and poor communication. Approaches to family therapy for substance abuse like the family disease model, family systems theory, and behavioral family theory are explained. The goals of family intervention and phases of intervention are outlined. Advantages and challenges of family involvement in treatment are also summarized.
This document discusses the psychological challenges faced by individuals with craniofacial differences, whether congenital or acquired. It notes that these individuals may struggle with trauma, pain, impaired self-image and relationships. Congenital differences can involve multiple surgeries and feeling different from others, while acquired differences result from accidents/events and the trauma of surgeries. Conditions like clefts or craniosynostosis can come with cognitive and physical complications. Proper psychological assessment is important but often lacking in craniofacial teams. Treatment may involve cognitive-behavioral therapy or positive psychology to address body image, social skills and quality of life.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/393/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
This document provides information and guidance about hoarding assessment and intervention for staff at a housing organization (HOC). It begins with training objectives focused on understanding hoarding, identifying behaviors, and effective intervention strategies. It then defines hoarding disorder based on proposed DSM-V criteria and specifies regarding insight level and excessive acquisition. The document outlines why hoarding is a problem in terms of safety, health hazards, isolation, and legal issues. It also discusses prevalence rates, common co-morbid diagnoses, conceptual models of hoarding, and effective multidisciplinary approaches. Finally, it details the roles of various HOC staff such as housing management, inspectors, resident services counselors in addressing hoarding
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA The complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
This document discusses trauma-informed care and trauma awareness. It defines different types of trauma including individual, group, community/cultural, and mass trauma. It also discusses how trauma can be caused by nature or humans, intentionally or unintentionally. The document outlines factors that influence how individuals respond to trauma, such as characteristics of the trauma itself, cultural and personal characteristics, and whether the trauma was expected. It emphasizes that treatment needs to avoid retraumatizing clients and nurture resilience.
This document provides an overview of trauma-informed care training. It defines trauma and discusses how adverse childhood experiences (ACEs) like abuse, neglect, and household dysfunction can negatively impact health and development. The ACEs study found strong correlations between early life stressors and poor physical, mental, and social outcomes later in life. Trauma can alter brain development, especially in children and teens. Becoming trauma-informed requires understanding how trauma affects individuals and systems in order to minimize further harm and support recovery. The training discusses trauma responses, resilience factors, and practical strategies for applying trauma-informed approaches.
Family interventions for substance use diordersJOBIN JOHN
This document discusses the importance of involving families in the treatment of substance abuse. It provides a history of family involvement in alcohol dependence treatment since the 1960s. Characteristics of families with substance abuse issues are described, such as chaos, conflict, and poor communication. Approaches to family therapy for substance abuse like the family disease model, family systems theory, and behavioral family theory are explained. The goals of family intervention and phases of intervention are outlined. Advantages and challenges of family involvement in treatment are also summarized.
This document discusses the psychological challenges faced by individuals with craniofacial differences, whether congenital or acquired. It notes that these individuals may struggle with trauma, pain, impaired self-image and relationships. Congenital differences can involve multiple surgeries and feeling different from others, while acquired differences result from accidents/events and the trauma of surgeries. Conditions like clefts or craniosynostosis can come with cognitive and physical complications. Proper psychological assessment is important but often lacking in craniofacial teams. Treatment may involve cognitive-behavioral therapy or positive psychology to address body image, social skills and quality of life.
The document discusses crisis response in schools. It defines a crisis as an unexpected, overwhelming event that threatens survival and causes feelings of vulnerability. Examples of school crises include accidents, deaths, violence, or natural disasters. Crisis response aims to prevent escalation, help those affected return to normal functioning, and reduce long-term effects. It is recommended that schools have crisis response plans to be prepared for potential crises and handle them effectively through organized, planned, and practiced responses. The document outlines typical reactions students and teachers may experience after a crisis and interventions classroom teachers can provide, such as explaining what happened, modeling emotional expression, discussing reactions, and referring students for additional help if significantly struggling.
Legal & ethical issues provisions and programmes for elderlypradeepmk8
This document discusses several ethical issues related to research involving elderly subjects. It notes that elderly subjects may be more vulnerable due to physiological and psychological factors. Key issues include obtaining proper informed consent, assessing subjects' ability to make decisions, and evaluating risks and benefits of research for this population. The document calls for more interdisciplinary research on ethical guidelines to properly address these challenges and protect elderly participants.
This document discusses the challenges of implementing trauma-informed care. It suggests that trauma-informed care could make a difference for those with mental health problems by addressing their adverse experiences. However, achieving trauma-informed care will require building an evidence base through translational research, engaging stakeholders, developing systems to support the approach, and addressing challenges around complexity, costs, and politics. Ongoing translational research integrated with service development may be needed to optimally address adversities, build strengths, and enhance capacity for those affected by trauma.
This document discusses several topics related to mental health counseling including:
1. Crisis intervention, which aims to help clients return to pre-crisis functioning after situational, existential, or ecosystemic crises.
2. The three levels of prevention in mental health - primary, secondary, and tertiary - which aim to prevent disorders, identify at-risk individuals, and reduce impacts of existing disorders, respectively.
3. Stress management techniques like education, relaxation, problem-solving skills, and time management that can help clients cope with stress.
This is a presentation that I give to medical professionals educating them on the role and potential use of social work in the hospital setting. I presented this on May 22, 2009 to the Trauma Education & Research Committee.
The document discusses trauma informed care and the social-ecological model of trauma. It explains that trauma can impact individuals on multiple levels - individual, interpersonal, community/organizational, societal, and cultural/developmental factors. Trauma is influenced by gender, age, race/ethnicity, sexual orientation, homelessness and other demographic factors. The effects of trauma can include emotional, physical, cognitive, and behavioral reactions both immediately and delayed. The document also discusses secondary traumatization, screening tools, co-occurring disorders with substance use, combat stress reaction, and strategies for recovery coaches.
Any stressful event or hazardous situation has the potential for precipitating a crisis. A crisis differs from stress in that a crisis results in a period of severe disorganization resulting from the failure of individuals usual coping mechanism or the lack of usual resources or both. Crisis is any transient situation that requires the reorganization of one's psychological structure and behavior, that causes a sudden alteration in the person's expectation of self, and that cannot be handled with the usual coping mechanisms.
Tom Porpiglia presents on addictions and getting to the core issues. The document discusses addictions as dis-eases rather than diseases, caused by adverse childhood experiences that impact the mind-body connection. Porpiglia advocates treating the trauma underlying addictions, rather than just the symptoms, using a holistic approach like Emotional Freedom Techniques to resolve emotional wounds and reprogram beliefs. The goal is to reduce clients' pain and need to self-medicate by getting to and resolving the core issues driving their addictive behaviors.
This document discusses psychological disorders and is divided into several sections. It introduces the medical model of psychological disorders and defines what constitutes a psychological disorder. It describes different perspectives on the etiology of psychological disorders and the risks and benefits of diagnostic labels. It also outlines several major classes of psychological disorders, including anxiety disorders, obsessive-compulsive disorder, trauma-related disorders, depressive disorders, schizophrenia, personality disorders, and substance use disorders.
This document provides an overview of trauma and trauma-informed care. It defines trauma as experiences that overwhelm an individual's ability to cope, such as abuse, violence, loss or disasters. Trauma has widespread impacts on physical, emotional and cognitive functioning. High rates of trauma are seen in populations experiencing homelessness, addiction and mental illness. The core principles of trauma-informed care emphasize safety, trust, choice and empowerment. Trauma-informed practices view behaviors as adaptations to past trauma and focus on building safety and resilience. Implementing trauma-informed care requires organizational changes and self-care to prevent burnout among providers from secondary traumatic stress.
Multimedia presentation: Substance Use and AbuseJaclynRenee
This document discusses substance use, abuse, and addiction. It defines substance use and abuse, describes how substances affect the brain's reward system, and lists some common classes of substances like depressants, stimulants, and opioids. The document also examines some causes of substance abuse, signs and symptoms, and health risks. Finally, it discusses the stigma associated with substance abuse and how labels can negatively impact people's self-concept and willingness to seek help. Reducing stigma is important so people feel comfortable accessing treatment and support services.
Misha Fell, Independent Psychologist and Lynn Fordyce Family Therapist presentation at the Supporting Families in Difficult Times Conference held on 18-19th September 2014
The document summarizes the introductory meeting of the Trauma Informed Care Network (TICN) held on March 14, 2014 in Salt Lake City, Utah. TICN was formed in 2013 by mental health and medical professionals to increase collaboration and education around trauma-informed care. The meeting discussed the impacts of trauma, goals to increase awareness and access to treatment, and potential initiatives for the network such as establishing a speakers bureau and website. Attendees were asked to sign up for the network and its provider list.
This document provides an overview of trauma-informed care (TIC). It defines TIC as a strengths-based approach grounded in an understanding of trauma that prioritizes safety, empowerment and resilience. The document outlines key objectives of TIC such as recognizing the prevalence of trauma, understanding how it affects people, and responding with trauma-sensitive practices. It also discusses the impact of trauma, characteristics of resilient individuals and trauma-informed organizations, and the importance of a strengths-based approach to treatment.
This document discusses trauma informed care and practice, with a focus on childhood trauma. It notes that while trauma is a core issue for many consumers, current mental health services seldom identify or address trauma. Childhood trauma can have widespread impacts and coping strategies adopted in childhood often persist into adulthood. The document calls for a trauma informed approach that recognizes a person's traumatic life experiences rather than just focusing on diagnoses. It outlines some key principles of trauma informed care including safety, choice, and empowerment.
The document summarizes an evaluation of an early intervention outreach mental health clinic for young people experiencing homelessness. It finds that the clinic facilitated improved access to mental health services by providing assessments and brief interventions on-site at a youth homelessness service. The clinic adopted a youth-friendly approach and built connections with clients by meeting them in their living environment and addressing their fears about traditional mental health services. However, engaging with clients was challenging due to the high mobility and turnover of young people experiencing homelessness. The consistent presence of the clinic and its flexibility helped to create safety and trust with clients.
The document discusses Rhode Island Emergency Management Agency (RIEMA) grant programs and requirements. It provides details on grant reimbursement procedures, required quarterly progress and fiscal reports, and documentation needed for reimbursement requests such as receipts, timesheets, and training rosters. Guidelines are given for allowable expenses like meals, generators, and training.
"The Interdependencies of Events and Their Effect on Supply Chains" - Douglas N. Hales, CTL, PhD, Associate Professor of Operations & Supply Chain Management College of Business Administration, The University of Rhode Island
During the March 2010 floods in Rhode Island, the Rhode Island Emergency Management Agency (RIEMA) activated its State Emergency Operations Center (SEOC) to coordinate the emergency response. The SEOC handled over 500 messages and supported local incident commanders from March 14-23. RIEMA activated Emergency Support Functions 1 through 13 and exercised memorandums of understanding with partner organizations. RIEMA worked closely with federal, state, and volunteer partners to conduct needs assessments and provide resources to affected cities and towns. RIEMA also initiated three requests through the Emergency Management Assistance Compact for equipment and personnel.
Keynote Speaker – "Infrastructure Interdependencies: Connections that Alter Consequences" - Michael J. Collins III, Infrastructure Analyst, Infrastructure Assurance Center, Argonne National Laboratories
The document discusses crisis response in schools. It defines a crisis as an unexpected, overwhelming event that threatens survival and causes feelings of vulnerability. Examples of school crises include accidents, deaths, violence, or natural disasters. Crisis response aims to prevent escalation, help those affected return to normal functioning, and reduce long-term effects. It is recommended that schools have crisis response plans to be prepared for potential crises and handle them effectively through organized, planned, and practiced responses. The document outlines typical reactions students and teachers may experience after a crisis and interventions classroom teachers can provide, such as explaining what happened, modeling emotional expression, discussing reactions, and referring students for additional help if significantly struggling.
Legal & ethical issues provisions and programmes for elderlypradeepmk8
This document discusses several ethical issues related to research involving elderly subjects. It notes that elderly subjects may be more vulnerable due to physiological and psychological factors. Key issues include obtaining proper informed consent, assessing subjects' ability to make decisions, and evaluating risks and benefits of research for this population. The document calls for more interdisciplinary research on ethical guidelines to properly address these challenges and protect elderly participants.
This document discusses the challenges of implementing trauma-informed care. It suggests that trauma-informed care could make a difference for those with mental health problems by addressing their adverse experiences. However, achieving trauma-informed care will require building an evidence base through translational research, engaging stakeholders, developing systems to support the approach, and addressing challenges around complexity, costs, and politics. Ongoing translational research integrated with service development may be needed to optimally address adversities, build strengths, and enhance capacity for those affected by trauma.
This document discusses several topics related to mental health counseling including:
1. Crisis intervention, which aims to help clients return to pre-crisis functioning after situational, existential, or ecosystemic crises.
2. The three levels of prevention in mental health - primary, secondary, and tertiary - which aim to prevent disorders, identify at-risk individuals, and reduce impacts of existing disorders, respectively.
3. Stress management techniques like education, relaxation, problem-solving skills, and time management that can help clients cope with stress.
This is a presentation that I give to medical professionals educating them on the role and potential use of social work in the hospital setting. I presented this on May 22, 2009 to the Trauma Education & Research Committee.
The document discusses trauma informed care and the social-ecological model of trauma. It explains that trauma can impact individuals on multiple levels - individual, interpersonal, community/organizational, societal, and cultural/developmental factors. Trauma is influenced by gender, age, race/ethnicity, sexual orientation, homelessness and other demographic factors. The effects of trauma can include emotional, physical, cognitive, and behavioral reactions both immediately and delayed. The document also discusses secondary traumatization, screening tools, co-occurring disorders with substance use, combat stress reaction, and strategies for recovery coaches.
Any stressful event or hazardous situation has the potential for precipitating a crisis. A crisis differs from stress in that a crisis results in a period of severe disorganization resulting from the failure of individuals usual coping mechanism or the lack of usual resources or both. Crisis is any transient situation that requires the reorganization of one's psychological structure and behavior, that causes a sudden alteration in the person's expectation of self, and that cannot be handled with the usual coping mechanisms.
Tom Porpiglia presents on addictions and getting to the core issues. The document discusses addictions as dis-eases rather than diseases, caused by adverse childhood experiences that impact the mind-body connection. Porpiglia advocates treating the trauma underlying addictions, rather than just the symptoms, using a holistic approach like Emotional Freedom Techniques to resolve emotional wounds and reprogram beliefs. The goal is to reduce clients' pain and need to self-medicate by getting to and resolving the core issues driving their addictive behaviors.
This document discusses psychological disorders and is divided into several sections. It introduces the medical model of psychological disorders and defines what constitutes a psychological disorder. It describes different perspectives on the etiology of psychological disorders and the risks and benefits of diagnostic labels. It also outlines several major classes of psychological disorders, including anxiety disorders, obsessive-compulsive disorder, trauma-related disorders, depressive disorders, schizophrenia, personality disorders, and substance use disorders.
This document provides an overview of trauma and trauma-informed care. It defines trauma as experiences that overwhelm an individual's ability to cope, such as abuse, violence, loss or disasters. Trauma has widespread impacts on physical, emotional and cognitive functioning. High rates of trauma are seen in populations experiencing homelessness, addiction and mental illness. The core principles of trauma-informed care emphasize safety, trust, choice and empowerment. Trauma-informed practices view behaviors as adaptations to past trauma and focus on building safety and resilience. Implementing trauma-informed care requires organizational changes and self-care to prevent burnout among providers from secondary traumatic stress.
Multimedia presentation: Substance Use and AbuseJaclynRenee
This document discusses substance use, abuse, and addiction. It defines substance use and abuse, describes how substances affect the brain's reward system, and lists some common classes of substances like depressants, stimulants, and opioids. The document also examines some causes of substance abuse, signs and symptoms, and health risks. Finally, it discusses the stigma associated with substance abuse and how labels can negatively impact people's self-concept and willingness to seek help. Reducing stigma is important so people feel comfortable accessing treatment and support services.
Misha Fell, Independent Psychologist and Lynn Fordyce Family Therapist presentation at the Supporting Families in Difficult Times Conference held on 18-19th September 2014
The document summarizes the introductory meeting of the Trauma Informed Care Network (TICN) held on March 14, 2014 in Salt Lake City, Utah. TICN was formed in 2013 by mental health and medical professionals to increase collaboration and education around trauma-informed care. The meeting discussed the impacts of trauma, goals to increase awareness and access to treatment, and potential initiatives for the network such as establishing a speakers bureau and website. Attendees were asked to sign up for the network and its provider list.
This document provides an overview of trauma-informed care (TIC). It defines TIC as a strengths-based approach grounded in an understanding of trauma that prioritizes safety, empowerment and resilience. The document outlines key objectives of TIC such as recognizing the prevalence of trauma, understanding how it affects people, and responding with trauma-sensitive practices. It also discusses the impact of trauma, characteristics of resilient individuals and trauma-informed organizations, and the importance of a strengths-based approach to treatment.
This document discusses trauma informed care and practice, with a focus on childhood trauma. It notes that while trauma is a core issue for many consumers, current mental health services seldom identify or address trauma. Childhood trauma can have widespread impacts and coping strategies adopted in childhood often persist into adulthood. The document calls for a trauma informed approach that recognizes a person's traumatic life experiences rather than just focusing on diagnoses. It outlines some key principles of trauma informed care including safety, choice, and empowerment.
The document summarizes an evaluation of an early intervention outreach mental health clinic for young people experiencing homelessness. It finds that the clinic facilitated improved access to mental health services by providing assessments and brief interventions on-site at a youth homelessness service. The clinic adopted a youth-friendly approach and built connections with clients by meeting them in their living environment and addressing their fears about traditional mental health services. However, engaging with clients was challenging due to the high mobility and turnover of young people experiencing homelessness. The consistent presence of the clinic and its flexibility helped to create safety and trust with clients.
The document discusses Rhode Island Emergency Management Agency (RIEMA) grant programs and requirements. It provides details on grant reimbursement procedures, required quarterly progress and fiscal reports, and documentation needed for reimbursement requests such as receipts, timesheets, and training rosters. Guidelines are given for allowable expenses like meals, generators, and training.
"The Interdependencies of Events and Their Effect on Supply Chains" - Douglas N. Hales, CTL, PhD, Associate Professor of Operations & Supply Chain Management College of Business Administration, The University of Rhode Island
During the March 2010 floods in Rhode Island, the Rhode Island Emergency Management Agency (RIEMA) activated its State Emergency Operations Center (SEOC) to coordinate the emergency response. The SEOC handled over 500 messages and supported local incident commanders from March 14-23. RIEMA activated Emergency Support Functions 1 through 13 and exercised memorandums of understanding with partner organizations. RIEMA worked closely with federal, state, and volunteer partners to conduct needs assessments and provide resources to affected cities and towns. RIEMA also initiated three requests through the Emergency Management Assistance Compact for equipment and personnel.
Keynote Speaker – "Infrastructure Interdependencies: Connections that Alter Consequences" - Michael J. Collins III, Infrastructure Analyst, Infrastructure Assurance Center, Argonne National Laboratories
"The Role of Property/Casualty Insurance in Catastrophic Events" - Sandra G. Parrillo, CPCU, President and Chief Executive Officer, The Providence Mutual Fire Insurance Company
The document discusses expectations for disaster preparedness and response. It notes that 61% of people expect first responders to arrive within 72 hours of a disaster, but many individuals lack critical preparedness plans, supplies, and community knowledge. Too few practice evacuation or shelter-in-place drills. The document provides information on various programs and resources to help businesses, organizations, and schools improve preparedness. It emphasizes the importance of integrating the private sector in preparedness efforts and focusing on helping small businesses.
The document discusses multiple draft plans for coastal restoration and protection in southeast Louisiana. It includes draft bathymetry maps showing land building and depth changes. Graphs show storm surge envelopes and wave height analyses for selected storms. The document also outlines a proposed wetland vegetation plan and describes a multiple lines of defense base flood elevation conceptual restoration plan for Plaquemines Parish, including details on Reach B-2 which involves constructing an 8 mile long, 500 foot wide, 10 foot high forested ridge requiring 8.5 million cubic yards of fill at an estimated cost of $50 million.
1) The March 2010 floods in southeastern New England were caused by a sequence of heavy rainfall events over 5 weeks that saturated the ground and led to record monthly rainfall totals of 12-18 inches. This caused major to record flooding across the region.
2) Historical climate data shows temperatures and precipitation increasing in Rhode Island, with more rain falling as heavier events. This has led to an increase in flood frequencies in the region's rivers.
3) Future climate change may exacerbate flooding risks by bringing more rain prior to spring green-up, heavier 1-2 inch rainfall events, and a shorter snow season with less snowpack to help mitigate flooding impacts. Proper planning is needed to adapt infrastructure and development to
The document provides an overview of the National Flood Insurance Program (NFIP) in Rhode Island. It discusses how the NFIP was established, how it works, and key facts about flood insurance participation and policies in the state. It also outlines various types of flooding, defines flood zones, and describes ongoing efforts to update flood maps, especially in coastal and riverine areas. The document emphasizes the importance of purchasing flood insurance and explains how policy rates and subsidies are changing under new federal laws and regulations. It promotes mitigation strategies to reduce flood risk and lower insurance costs over the long run.
Hurricane risk is real and causes billions in losses annually. Loss is preventable through best practices and risk improvement measures. Simple, cost-effective solutions like securing the building envelope and roof can help reduce hurricane damage and losses. Proper preparation is important to survive future hurricanes.
RIEMA provides grant programs and reimbursements to subgrantees for homeland security projects. All grants require quarterly progress and fiscal reports even if no funds were spent in a quarter. Reimbursements require detailed invoices, attendance records, and proof individuals were paid. Grants must meet NIMS requirements including training, resource typing, credentialing, and the NIMSCAST report.
The 2010 Atlantic hurricane season is forecast to be above normal. Factors influencing this forecast include an ongoing multi-decadal signal favoring hurricane development, the potential development of a La Niña system over the summer, and record high sea surface temperatures in the tropical Atlantic. Specifically, forecasters predict 18-23 named storms, 8-14 hurricanes, and 3-7 major hurricanes, with an 85% probability of an above-normal season.
The document discusses local response to emergencies and the interdependencies that exist. It defines interdependencies as communities, agencies, and organizations being mutually reliant on one another. The document outlines how local response draws on task forces of different agencies and how communities rely on mutual aid from surrounding areas and state partners. It provides examples of regional hazardous materials teams, mass casualty support teams, and other specialized response teams that are comprised of personnel from across communities, demonstrating local interdependence.
Kelly Garcia is an interior designer based in Bogotá, Colombia who owns Kellcia Designs ReDesigns®, which repurposes and restyles furniture. Some of her projects include redesigning chairs and sofas, as well as designing interiors for homes, apartments, clubs, and events. She works with a global team of designers on projects around the world.
The document discusses the National Flood Insurance Program (NFIP) and new FEMA guidelines. It provides background on the NFIP, including that it was established in 1968 and requires flood mapping and makes flood insurance available to communities that meet requirements. It also summarizes Rhode Island's participation in the NFIP, new flood maps, insurance rates, reforms, and ways for homeowners to reduce costs, such as through the Community Rating System program.
The document discusses building codes related to flood and hurricane damage prevention. It provides an overview of the history and development of building codes in response to disasters and failures. It outlines various code requirements related to site issues, foundations, floors, walls, openings, and roofs to prevent hurricane damage for residential buildings. Commercial standards and product standards are also discussed, along with trends toward performance-based codes rather than prescriptive codes.
The National Flood Insurance Program (NFIP) provides flood insurance to homeowners and businesses. It was created by Congress in 1968 and is administered by FEMA. In Rhode Island, 39 communities and 1 tribal nation participate in the NFIP. The program requires flood maps to determine risk and regulate construction in floodplains. Flood insurance rates are determined based on a property's flood risk designation on these maps.
The document discusses various crises that people may face, including health issues, addictions, harassment, abuse, death, and grief. It explains that people typically react to crises in stages of impact, withdrawal, focus, and adaptation. Managing crises requires skills like decision making, communication, and accessing resources. Intervention may be needed to help those facing addictions, abuse, or suicidal thoughts.
Identifying School and Community Resources in case of Injury or EmergencyIMQuinBelle
The document defines and classifies different types of injuries as either intentional resulting from violence such as assault, self-inflicted harm from suicide/parasuicide, or unintentional accidents. It also outlines safety measures and first aid supplies schools should implement to prevent injuries and properly treat them if they occur. Intentional injuries from violence can happen within families, from peers like bullying/stalking, or from other groups like gangs or illegal hazing from fraternities.
The document describes relief efforts carried out on July 28th and 31st in the Kamalpura area. On the 28th, 100 people were rescued and over 1000 food packets, water pouches, and medicines were distributed. On the 31st, 55 ration bags and 1000 water bottles were distributed across nearby villages. The document also provides information on disaster management, including definitions, key phases, stress management techniques, and the impact on mental health.
Crisis intervention is an immediate and short-term psychological care to restore equilibrium. I think this will be useful. This is very important topics in Advanced nursing practice and education too.
This document discusses crisis, crisis intervention, and nursing management of crisis. It defines crisis as a state of disequilibrium caused by an event overwhelming an individual's coping abilities. There are three types of crisis: developmental, situational, and adventitious. Crisis intervention aims to reduce distress, help solve problems, and improve coping. Nursing management includes assessment, short-term counseling, referral to mental health services if needed, and helping the individual stabilize and prevent future crises. Therapeutic techniques focus on support, expression of feelings, and gaining understanding to facilitate recovery.
Value of Client's life to break the vicious cycleGOHFoundation
The document discusses strategies for empowering domestic violence survivors during their transition to shelter life. It notes that during the first 2-3 weeks in a shelter, survivors go through an adjustment period where they grieve their previous lives and begin planning for the future. Positive coping strategies are key to this transition and empowerment. The document presents a psycho-social coping model and discusses focusing on identifying individual resources and problem-solving skills to promote constructive coping and resiliency. The goal is for survivors to become self-sufficient through regaining control and making independent decisions.
This document provides an overview of trauma and its impact on adolescent brain development and learning outcomes. It discusses how experiences of trauma can result in physiological changes in the brain and adaptive responses like dissociation. Trauma disrupts the development of self-regulation abilities. The document outlines strategies for educators to support traumatized youth, including recognizing trauma responses, maintaining safety and stability, building relationships through attunement and co-regulation, and resisting retraumatizing actions. It emphasizes understanding the behavior of traumatized children in light of their experiences.
Glossary of Recreation Therapy and Occupational Therapy
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Resilience is the ability to bounce back which starts with having a healthy foundation and viewing adversity as an opportunity to grow and face a new challenge
This document discusses vulnerable families and strategies for helping them cope with crises and chronic problems. It defines vulnerable families as those at high risk of health issues due to stressors like illness or disability. Families can experience crisis, such as death, divorce, or job loss, or have chronic problems like multi-generational poverty. Nurses can help families in crisis by validating their strengths, exploring coping mechanisms, and connecting them to resources. For multi-problem families, nurses should foster continuity, work on small achievable goals, and empower the family. The goal is always to promote family resilience.
Benito L. Casas presented on Psychological First Aid (PFA). PFA involves providing practical care and support to people affected by crisis events in a humane way without intruding. It focuses on assessing needs, helping address basic needs, listening without pressuring people to talk, comforting them, and connecting them to information and support. PFA should be adapted based on cultural considerations and provided respecting safety, dignity, and rights. The core principles of PFA involve looking out for those with urgent needs, listening to understand concerns, and linking people to assistance.
This document provides an introduction to disaster management, including definitions and concepts. It begins by defining a disaster as a serious disruption that exceeds a society's ability to cope using its own resources. Disaster management is then defined as a planned approach for prevention, preparedness, response, and recovery related to disasters. The document outlines various types of natural disasters like earthquakes, floods, droughts, as well as man-made disasters. It also discusses causes of disasters such as lack of information, poverty, population growth, rapid urbanization, and environmental degradation. Differential impacts based on factors like gender, caste, class, age, location, and disability are noted.
This document discusses vulnerable groups and provides information on helping them after a disaster or traumatic event. It identifies children, the elderly, those with disabilities, women, and disaster response workers as vulnerable groups. For each group, it outlines typical stress reactions and provides strategies for support, such as maintaining routines, talking about the event, and ensuring safety and access to services. It also discusses signs of recovery in children and sources of stress for disaster workers, such as challenges related to the event, work pressures, and organizational issues.
This document provides an overview of mobilization training for behavioral health emergency response during large-scale public health field operations. It discusses typical behavioral health impacts of disasters, intervention strategies like psychological first aid, and triage tools like PsySTART to assess those at highest risk for mental health issues. Responders are trained on command structure, partner organizations, goals of providing stabilization and referrals, communication strategies, and self-care.
Psychological first aid (PFA) involves providing humane support to help people cope after a distressing event. It aims to reduce distress and support adaptive functioning. PFA involves assessing needs, ensuring safety and comfort, helping address basic needs, and connecting people to information and social support. It should be provided respectfully according to a person's culture and without judgment. The goals of PFA are to look out for safety and needs, listen supportively without pressuring people, and link them to information and services.
This document discusses childhood trauma, normal and serious reactions to traumatic stress, and strategies for supporting children who have experienced trauma. It notes that trauma can result from natural disasters, abuse, neglect or other psychological assaults. Common child responses include regression, poor school performance, risky behaviors, and mental health issues like depression and anxiety. The document provides guidance on talking to traumatized children, conducting assessments, and helping children and families recover over the short and long term through therapeutic activities, return to routine, and trauma-informed care.
This document provides an overview of crisis and crisis intervention presented by Mrs. Bemina JA. It defines crisis as a state of disequilibrium resulting from an event exceeding an individual's coping abilities. Three types of crises are described: maturational, situational, and adventitious. Crisis intervention aims to reduce distress and improve problem-solving. Techniques include focusing, catharsis, clarification, suggestion, and exploring solutions. A four-step process is outlined involving assessment, planning intervention, implementing techniques, and resolution. The nurse's role in assessment and establishing interventions is also summarized.
This document defines and describes various psychiatric emergencies including suicide, violence, excitement, stupor, panic attacks, and acute stress reactions. It provides details on causes, risk factors, symptoms, management strategies, and treatment approaches for each emergency. Key goals in management include ensuring patient and staff safety, de-escalating stressful situations through communication and medication, addressing immediate medical needs, and facilitating appropriate longer-term treatment.
Similar to Building Disaster Behavioral Health Recovery Skills (20)
Building Disaster Behavioral Health Recovery Skills
1. Building Disaster Health and Well-being Susan Earley State Disaster Behavioral Health Coordinator Hurricane Conference 2011 Pawtuxet Village 1938
2. Protect Your Health and Safety After a Hurricane or Flood Prevent illness from FOOD Identify and throw away food that may not be safe to eat. Prevent illness from WATER Listen to and follow public announcements. Avoid floodwater and mosquitoes. Follow all warnings about water on roadways. If you are caught in an area where floodwater is rising, wear a life jacket, or use some other type of flotation device.
3. Prevent and treat OTHER ILLNESS and INJURIES Prevent carbon monoxide poisoning. Don’t use a gasoline- or charcoal-burning device inside your home, basement, or garage. Don’t run a car inside a garage attached to your house, even if you leave the door open. Don’t heat your house with a gas oven. Beware of electrical and fire hazards. NEVER touch a fallen power line. If electrical circuits and equipment have gotten wet or are in or near water, turn off the power at the main breaker or fuse on the service panel.
4. Avoid unstable buildings and structures. Beware of wild or stray animals. Take appropriate precautions to avoid animal bites and rabies exposure. Get rid of dead animals according to local guidelines. If possible, use flashlights or other battery-operated lights instead of candles. Beware of hazardous materials. Wash skin that may have come in contact with hazardous chemicals. Clean up and prevent mold growth. Clean up and dry out the building quickly.
5. To prevent mold growth, clean wet items and surfaces with detergent and water. Throw away porous items (for example, carpet and upholstered furniture) that cannot be dried quickly. Fix any leaks in roofs, walls, or plumbing. Pace yourself and be alert to physical exhaustion or strain. Set priorities for cleanup tasks. Try not to work alone or get exhausted. Ask your family members, friends, or professionals for support. Prevent musculoskeletal injuries. Use teams of two or more people to move bulky objects. Avoid lifting any material that weighs more than 50 pounds (per person).
6. Treat wounds. Clean out all open wounds and cuts with soap and clean water. Apply an antibiotic ointment. Use soap and water to wash your hands. If water isn’t available, you can use alcohol-based products made for washing hands. Stay cool. When it’s hot, stay in air-conditioned buildings; drink water and nonalcoholic fluids often. Wear protective gear for cleanup work. Wear hard hats, goggles, heavy work gloves, and watertight boots with steel toes and insoles. Wear earplugs or protective headphones to reduce risk from equipment noise.
7. What’s wrong? Mental health issues are among the largest public health issues following a disaster. This must be considered in all phases of disaster planning and management .
8.
9. Weather-related disaster: A disaster is the result of a vast ecological breakdown in the relation between humans and their environment, a serious and sudden event (or slow, as in a drought) on such a scale that the stricken community needs extraordinary efforts to cope with it, often with outside help.
39. Follow FEMA, NOAA and American Red Cross on Facebook to learn more about hurricanes and the steps you can take to ensure your family or business is prepared. Post comments, share your stories and keep track of the latest information. www.facebook.com/fema www.facebook.com/redcross www.facebook.com/usnoaagov
40. In 140 characters or less, brief messages (aka “tweets”) provide followers with specific information in a timely manner. Those who “tweet” can stay up-to-date and by following on-going developments in a disaster situation via their cell phones. www.twitter.com/femainfocuswww.twitter.com/craigatfema www.twitter.com/usnoaa.gov www.twitter.com/usoceangov
41. Watch online video webisodes on topics such as how to prepare a disaster kit, what to do and where to go in an emergency, how to apply for disaster assistance and more. Tune in for informational videos produced by FEMA, NOAA, and American Red Cross. www.youtube.com/fema www.youtube.com/usnoaagov www.youtube.com/user/AmRedCross
42. Cell phone users with internet connectivity can access a basic easy-to-load webpage designed specifically for fast downloads. Log on for information on what to do before, during and after a disaster by visiting fema.gov on your mobile phone. For a complete list of social media links offered by each agency/organization, visit www.fema.gov, www.redcross.org/connect, www.noaa.gov/socialmedia
43. Add a WIDGET or badge to your website which allows your audience to find specific hurricane-related information . These predesigned tools which include direct links, videos and updated disaster information. www.fema.gov/help/widgets www.nhc.noaa.gov/widgets