The document provides an overview of critical incident stress management (CISM) and its goals of preventing and mitigating stress from traumatic events. CISM uses various interventions like education, defusing sessions, and critical incident stress debriefings to help individuals and groups cope with stress in the aftermath of critical incidents. The document outlines the different types of CISM interventions and their objectives, emphasizing that CISM is a comprehensive program aimed at supporting the overall well-being of personnel exposed to trauma.
This 1-hour presentation discusses the merit of establishing a Critical Incident Stress Management process and program for emergency responders and those that form teams and volunteers to respond to emergencies and disastrous events.
This document defines and describes Critical Incident Stress Debriefing (CISD), a structured group intervention used to mitigate psychological trauma following disturbing events. CISD was developed in 1974 and involves a team leading participants through 7 phases: introduction, facts, thoughts, reactions, symptoms, teaching, and re-entry. It aims to facilitate recovery, screen those needing extra support, and takes 1-3 hours within 24-72 hours of an incident for a homogeneous group of around 20 people.
This document provides information on conducting a mental status examination (MSE). It begins by defining the MSE and listing its main components: history taking and observation. Key aspects of history taking are identified, including demographic data, medical history, and psychosocial factors. The main sections of the MSE are then outlined: general description, emotional state, experiences, thinking, and sensorium/cognition. Signs to observe for each section are defined, such as appearance, speech, mood, thought process, and orientation. The document concludes by listing references for further information on psychiatric nursing and MSE components.
Rational emotive behavior therapy notes includes explanation procedure and a example for easy understanding. It also includes benefits of rebt
Rational emotive behavior therapy (REBT) is a type of therapy introduced by Albert Ellis in the 1950s. It's an approach that helps you identify irrational beliefs and negative thought patterns that may lead to emotional or behavioral issues
REBT is an educational process in which the therapist teaches the client how to identify irrational beliefs, dispute them, and replace them with rational ones. Once the client is equipped with healthy beliefs, emotional difficulties and problematic behavior are abated.
This document discusses crisis intervention. It defines a crisis and lists its characteristics. It describes different types of crises including maturational, situational, sociocultural, and adventitious crises. It discusses factors that can influence a crisis and theories of crisis intervention including Kaplan's crisis sequence theory and Aguilera's crisis intervention model. The document outlines the aims, role, and techniques of crisis intervention for nurses including assessment, diagnosis, implementation through various approaches, and evaluation. It discusses modalities of crisis intervention such as mobile crisis programs and telephone contacts. Finally, it covers signs and symptoms of crisis and resolutions.
The document discusses the key concepts of community health nursing including defining a community, health, and nursing; it describes the focus, clients, scope, and skills of community health nursing; and it explains the nursing process used in community health nursing from assessment of communities, families, and individuals to planning, implementation, and evaluation of care.
Qualitative Research Methods by Paulino Silva - ECSM2015Paulino Silva
The document provides an overview of qualitative research methods. It discusses how qualitative research aims to understand people's behaviors and perspectives through in-depth studies using techniques like interviews, observations, and case studies. The document outlines different approaches to qualitative research from various academic fields and compares it to quantitative research. It also discusses how qualitative research develops descriptive findings rather than predictive theories and is useful for answering questions about how and why.
This 1-hour presentation discusses the merit of establishing a Critical Incident Stress Management process and program for emergency responders and those that form teams and volunteers to respond to emergencies and disastrous events.
This document defines and describes Critical Incident Stress Debriefing (CISD), a structured group intervention used to mitigate psychological trauma following disturbing events. CISD was developed in 1974 and involves a team leading participants through 7 phases: introduction, facts, thoughts, reactions, symptoms, teaching, and re-entry. It aims to facilitate recovery, screen those needing extra support, and takes 1-3 hours within 24-72 hours of an incident for a homogeneous group of around 20 people.
This document provides information on conducting a mental status examination (MSE). It begins by defining the MSE and listing its main components: history taking and observation. Key aspects of history taking are identified, including demographic data, medical history, and psychosocial factors. The main sections of the MSE are then outlined: general description, emotional state, experiences, thinking, and sensorium/cognition. Signs to observe for each section are defined, such as appearance, speech, mood, thought process, and orientation. The document concludes by listing references for further information on psychiatric nursing and MSE components.
Rational emotive behavior therapy notes includes explanation procedure and a example for easy understanding. It also includes benefits of rebt
Rational emotive behavior therapy (REBT) is a type of therapy introduced by Albert Ellis in the 1950s. It's an approach that helps you identify irrational beliefs and negative thought patterns that may lead to emotional or behavioral issues
REBT is an educational process in which the therapist teaches the client how to identify irrational beliefs, dispute them, and replace them with rational ones. Once the client is equipped with healthy beliefs, emotional difficulties and problematic behavior are abated.
This document discusses crisis intervention. It defines a crisis and lists its characteristics. It describes different types of crises including maturational, situational, sociocultural, and adventitious crises. It discusses factors that can influence a crisis and theories of crisis intervention including Kaplan's crisis sequence theory and Aguilera's crisis intervention model. The document outlines the aims, role, and techniques of crisis intervention for nurses including assessment, diagnosis, implementation through various approaches, and evaluation. It discusses modalities of crisis intervention such as mobile crisis programs and telephone contacts. Finally, it covers signs and symptoms of crisis and resolutions.
The document discusses the key concepts of community health nursing including defining a community, health, and nursing; it describes the focus, clients, scope, and skills of community health nursing; and it explains the nursing process used in community health nursing from assessment of communities, families, and individuals to planning, implementation, and evaluation of care.
Qualitative Research Methods by Paulino Silva - ECSM2015Paulino Silva
The document provides an overview of qualitative research methods. It discusses how qualitative research aims to understand people's behaviors and perspectives through in-depth studies using techniques like interviews, observations, and case studies. The document outlines different approaches to qualitative research from various academic fields and compares it to quantitative research. It also discusses how qualitative research develops descriptive findings rather than predictive theories and is useful for answering questions about how and why.
The document discusses several key concepts around withholding and withdrawing life support:
1. It defines biological and biographical concepts of life and discusses standards for determining death, including cardiopulmonary and brain death standards.
2. It covers issues around patients in persistent vegetative states and cases like Karen Ann Quinlan where courts had to determine whether extraordinary measures could be withdrawn.
3. The document also discusses legal standards for proxy decision making and court rulings on informed nonconsent as well as debates around defining personhood and cases like Nancy Cruzan involving advanced directives.
1. Pourquoi impliquer les personnes utilisatrices de services?
2. Comment impliquer les personnes utilisatrices de services?
3. Un exemple concret
◦ Savoirs partagés
The document provides multiple choice questions about counseling theories, techniques, and concepts. Some key points covered include:
- Definitions of counseling and the helping relationship from theorists like Rogers.
- Stages of the helping relationship including preparation, initial response, and follow up.
- Core conditions of the helping relationship such as genuineness, empathy, and positive regard.
- Counseling strategies like questioning, self-disclosure, and responding to non-verbal cues.
- Theories and founders like behavioralism from Watson and cognitive-behavioral from Bandura.
- Goals of different theories including reality therapy's focus on helping clients make better choices.
Psychological First Aid is a supportive intervention designed to reduce distress following traumatic events and foster adaptive functioning. It involves 8 core actions including contact and engagement, safety and comfort, stabilization if needed, gathering information on needs, providing practical assistance, connecting to social supports, providing information on coping, and linking to additional services. It is a modular approach delivered in diverse disaster settings by mental health and other disaster response workers to help survivors, including children, adults, and first responders, in the immediate aftermath of events.
Chapter 11 Clinical and Counseling Assessment.pptxDonnaMaeVAlejo
This document discusses methods of clinical and counseling assessment. It covers key concepts in diagnosing mental disorders using references like the DSM-5 and ICD-11. A biopsychosocial assessment takes a multidisciplinary approach exploring biological, psychological, social and cultural factors. Clinical interviews gather information through various structured approaches. Case history data and psychological tests provide additional information. Broad screening tests check for possible disorders while specific diagnostic tests inform on comorbidities or differentials. Assessments must be culturally informed and applied to specific contexts like addiction, forensic evaluations, custody decisions and predicting lethality or criminal responsibility. Clinical prediction combines experience with empirical data whereas mechanical prediction relies solely on statistical rules.
Nursing Process (ADPIE) recopied from the original author of this ppt jeena.aejyJack Frost
The nursing process is a systematic problem-solving approach used by nurses to plan and provide care. It involves five steps: assessment, diagnosis, planning, implementation, and evaluation. Assessment involves continuously collecting subjective and objective data about a patient's health status through various methods like observation, interviews, and physical exams. This data is then organized, validated, and documented before moving to the diagnosis step. The nursing process ensures continuity of care and allows for individualized, collaborative, and outcome-focused care for patients.
The theory of modeling and role modeling in nursing focuses on using those concepts to understand patients and help them. Modeling involves assessing a patient's situation to understand their perspective, worldview, and what they feel is important. Role modeling then uses that understanding to analyze the data and help the patient. The goal is to build trusting relationships between nurses and patients to facilitate health and healing.
Acing the Psychology Board Exam: A Career Achieevement Toward Professional Ps...DR. RHEA SANTILLAN
The document discusses the Board Licensure Examination for Psychologists and Psychometricians (BLEPP) in the Philippines. It provides an overview of the exam, including what it is called, who administers it, and why psychology graduates need to pass it. The presentation also covers key points about Republic Act 10029 or the Philippine Psychology Act of 2009, which professionalized the practice of psychology in the country and mandates licensure through the BLEPP.
This document discusses crisis, crisis intervention, and the stages of crisis development. It defines a crisis as a sudden event that disrupts homeostasis and normal coping mechanisms. A crisis involves heightened anxiety, acute symptoms, and potential for growth or deterioration. The stages of crisis include impact, recoil, and post-traumatic periods. Crisis intervention aims to resolve the immediate crisis and restore pre-crisis functioning through assessment, planning interventions, and implementing reality-oriented support.
In this presentation, Hiltz and Baumrind provide a brief overview of HP CPR, based on their experience with the Resuscitation Academy www.resuscitationacademy.org
Stern: Stigma and Mental Illness – A Barrier to Health Seekinghenkpar
Wonca Working Party on Mental Health
World mental Health Day
presentation Dr Anthony Stern (USA)
Stigma and Mental Illness – A Barrier to Health Seeking
The document provides an overview of critical care nursing in the Philippines. It defines critical care nursing as concerned with human responses to life-threatening problems. It discusses the development of critical care nursing practice in the Philippines since 1970 due to advancements in care and technology. It also discusses the education, training, professional roles and advanced practice levels of critical care nurses in the Philippines.
Module 3 guidelines in giving emergency careGIEANMURIEL
After completing the module, participants will be able to demonstrate a secondary survey, explain emergency principles, and enumerate rules for emergency care. The document outlines steps for surveying the scene, activating assistance, conducting primary and secondary surveys, and providing care according to principles like obtaining consent, prioritizing serious injuries, and keeping the victim calm. Guidelines are given for performing a head-to-toe examination and providing care while avoiding assumptions and unrealistic promises.
There are several key characteristics of group formation:
1. Groups involve people who perceive themselves as a coherent unit distinct from other groups.
2. Groups can be common-bond or common-identity, depending on how members are linked to each other.
3. Important group characteristics include status hierarchies, roles that members take on, norms that guide behavior, and cohesiveness or bonding between members.
4. Theories of group formation examine how and why individuals come together into coherent social units.
Behavioral assessment is an ongoing process that focuses on objective recording of behavior in context to understand and change it. It differs from traditional assessment by interpreting test responses as samples rather than signs of internal processes, and using a functional analysis approach like the SORC model to conceptualize behaviors based on antecedents, organismic factors, the behavior itself, and consequences. Behavioral assessment occurs throughout therapy, from initial assessment to evaluating improvement, as an integral part of the therapeutic process.
This document discusses ministering to children in crisis and grief situations. It covers the nature of crisis and grief, the phases of grief, and guidelines for ministry. Specific crises covered include child maltreatment, substance abuse in the family, depression and suicide, divorce and separation, children and violence, and death and bereavement. Risk factors, signs, and intervention strategies are provided for each crisis.
This document provides information about basic life support (BLS) including cardiopulmonary resuscitation (CPR). It defines BLS as an emergency procedure to recognize respiratory or cardiac arrest and use CPR to maintain life until the victim recovers or more advanced support is available. It describes the links in the chain of survival and emphasizes the importance of early access to care, early CPR, early defibrillation, and early advanced cardiac life support. The document also reviews anatomy, body systems, risks for cardiovascular disease, and what occurs in a heart attack.
This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.
This document discusses clinical judgment and interpretation. It describes clinical judgment as an inferential process that involves stimuli, the clinician's response, and characteristics of both the clinician and patient. Interpretation is seen as the most important activity for clinicians and involves three levels - descriptive, hypothetical constructs, and higher-level integrated interpretations. The accuracy of clinical judgment is compared to actuarial approaches, with most studies finding actuarial methods produce equally or more accurate predictions. Sources of bias in clinical judgment are also discussed.
The document discusses Critical Incident Stress Management (CISM), which is a comprehensive approach for managing stress in responders and others involved in traumatic events. It covers the history and goals of CISM, how CISM works through interventions and peer support, and the desired outcomes of mitigating distress and facilitating recovery. CISM interventions involve assembling a team of mental health and other professionals to meet with responders after an event to discuss facts, thoughts, and provide follow up support.
The document discusses several key concepts around withholding and withdrawing life support:
1. It defines biological and biographical concepts of life and discusses standards for determining death, including cardiopulmonary and brain death standards.
2. It covers issues around patients in persistent vegetative states and cases like Karen Ann Quinlan where courts had to determine whether extraordinary measures could be withdrawn.
3. The document also discusses legal standards for proxy decision making and court rulings on informed nonconsent as well as debates around defining personhood and cases like Nancy Cruzan involving advanced directives.
1. Pourquoi impliquer les personnes utilisatrices de services?
2. Comment impliquer les personnes utilisatrices de services?
3. Un exemple concret
◦ Savoirs partagés
The document provides multiple choice questions about counseling theories, techniques, and concepts. Some key points covered include:
- Definitions of counseling and the helping relationship from theorists like Rogers.
- Stages of the helping relationship including preparation, initial response, and follow up.
- Core conditions of the helping relationship such as genuineness, empathy, and positive regard.
- Counseling strategies like questioning, self-disclosure, and responding to non-verbal cues.
- Theories and founders like behavioralism from Watson and cognitive-behavioral from Bandura.
- Goals of different theories including reality therapy's focus on helping clients make better choices.
Psychological First Aid is a supportive intervention designed to reduce distress following traumatic events and foster adaptive functioning. It involves 8 core actions including contact and engagement, safety and comfort, stabilization if needed, gathering information on needs, providing practical assistance, connecting to social supports, providing information on coping, and linking to additional services. It is a modular approach delivered in diverse disaster settings by mental health and other disaster response workers to help survivors, including children, adults, and first responders, in the immediate aftermath of events.
Chapter 11 Clinical and Counseling Assessment.pptxDonnaMaeVAlejo
This document discusses methods of clinical and counseling assessment. It covers key concepts in diagnosing mental disorders using references like the DSM-5 and ICD-11. A biopsychosocial assessment takes a multidisciplinary approach exploring biological, psychological, social and cultural factors. Clinical interviews gather information through various structured approaches. Case history data and psychological tests provide additional information. Broad screening tests check for possible disorders while specific diagnostic tests inform on comorbidities or differentials. Assessments must be culturally informed and applied to specific contexts like addiction, forensic evaluations, custody decisions and predicting lethality or criminal responsibility. Clinical prediction combines experience with empirical data whereas mechanical prediction relies solely on statistical rules.
Nursing Process (ADPIE) recopied from the original author of this ppt jeena.aejyJack Frost
The nursing process is a systematic problem-solving approach used by nurses to plan and provide care. It involves five steps: assessment, diagnosis, planning, implementation, and evaluation. Assessment involves continuously collecting subjective and objective data about a patient's health status through various methods like observation, interviews, and physical exams. This data is then organized, validated, and documented before moving to the diagnosis step. The nursing process ensures continuity of care and allows for individualized, collaborative, and outcome-focused care for patients.
The theory of modeling and role modeling in nursing focuses on using those concepts to understand patients and help them. Modeling involves assessing a patient's situation to understand their perspective, worldview, and what they feel is important. Role modeling then uses that understanding to analyze the data and help the patient. The goal is to build trusting relationships between nurses and patients to facilitate health and healing.
Acing the Psychology Board Exam: A Career Achieevement Toward Professional Ps...DR. RHEA SANTILLAN
The document discusses the Board Licensure Examination for Psychologists and Psychometricians (BLEPP) in the Philippines. It provides an overview of the exam, including what it is called, who administers it, and why psychology graduates need to pass it. The presentation also covers key points about Republic Act 10029 or the Philippine Psychology Act of 2009, which professionalized the practice of psychology in the country and mandates licensure through the BLEPP.
This document discusses crisis, crisis intervention, and the stages of crisis development. It defines a crisis as a sudden event that disrupts homeostasis and normal coping mechanisms. A crisis involves heightened anxiety, acute symptoms, and potential for growth or deterioration. The stages of crisis include impact, recoil, and post-traumatic periods. Crisis intervention aims to resolve the immediate crisis and restore pre-crisis functioning through assessment, planning interventions, and implementing reality-oriented support.
In this presentation, Hiltz and Baumrind provide a brief overview of HP CPR, based on their experience with the Resuscitation Academy www.resuscitationacademy.org
Stern: Stigma and Mental Illness – A Barrier to Health Seekinghenkpar
Wonca Working Party on Mental Health
World mental Health Day
presentation Dr Anthony Stern (USA)
Stigma and Mental Illness – A Barrier to Health Seeking
The document provides an overview of critical care nursing in the Philippines. It defines critical care nursing as concerned with human responses to life-threatening problems. It discusses the development of critical care nursing practice in the Philippines since 1970 due to advancements in care and technology. It also discusses the education, training, professional roles and advanced practice levels of critical care nurses in the Philippines.
Module 3 guidelines in giving emergency careGIEANMURIEL
After completing the module, participants will be able to demonstrate a secondary survey, explain emergency principles, and enumerate rules for emergency care. The document outlines steps for surveying the scene, activating assistance, conducting primary and secondary surveys, and providing care according to principles like obtaining consent, prioritizing serious injuries, and keeping the victim calm. Guidelines are given for performing a head-to-toe examination and providing care while avoiding assumptions and unrealistic promises.
There are several key characteristics of group formation:
1. Groups involve people who perceive themselves as a coherent unit distinct from other groups.
2. Groups can be common-bond or common-identity, depending on how members are linked to each other.
3. Important group characteristics include status hierarchies, roles that members take on, norms that guide behavior, and cohesiveness or bonding between members.
4. Theories of group formation examine how and why individuals come together into coherent social units.
Behavioral assessment is an ongoing process that focuses on objective recording of behavior in context to understand and change it. It differs from traditional assessment by interpreting test responses as samples rather than signs of internal processes, and using a functional analysis approach like the SORC model to conceptualize behaviors based on antecedents, organismic factors, the behavior itself, and consequences. Behavioral assessment occurs throughout therapy, from initial assessment to evaluating improvement, as an integral part of the therapeutic process.
This document discusses ministering to children in crisis and grief situations. It covers the nature of crisis and grief, the phases of grief, and guidelines for ministry. Specific crises covered include child maltreatment, substance abuse in the family, depression and suicide, divorce and separation, children and violence, and death and bereavement. Risk factors, signs, and intervention strategies are provided for each crisis.
This document provides information about basic life support (BLS) including cardiopulmonary resuscitation (CPR). It defines BLS as an emergency procedure to recognize respiratory or cardiac arrest and use CPR to maintain life until the victim recovers or more advanced support is available. It describes the links in the chain of survival and emphasizes the importance of early access to care, early CPR, early defibrillation, and early advanced cardiac life support. The document also reviews anatomy, body systems, risks for cardiovascular disease, and what occurs in a heart attack.
This document defines crisis and crisis intervention. It begins by defining a crisis as an overwhelming reaction to a threatening situation where a person's usual problem solving strategies fail, resulting in disequilibrium. It then outlines three types of crises: developmental, situational, and adventitious. Next, it provides an overview of crisis intervention, noting that a crisis is time-limited, occurs for everyone, and one's perception determines if an event is a crisis. It describes balancing factors that determine the outcome of a crisis and outlines the phases of a crisis. The document concludes by describing the assessment, diagnosis, planning, implementation and evaluation steps involved in crisis intervention.
This document discusses clinical judgment and interpretation. It describes clinical judgment as an inferential process that involves stimuli, the clinician's response, and characteristics of both the clinician and patient. Interpretation is seen as the most important activity for clinicians and involves three levels - descriptive, hypothetical constructs, and higher-level integrated interpretations. The accuracy of clinical judgment is compared to actuarial approaches, with most studies finding actuarial methods produce equally or more accurate predictions. Sources of bias in clinical judgment are also discussed.
The document discusses Critical Incident Stress Management (CISM), which is a comprehensive approach for managing stress in responders and others involved in traumatic events. It covers the history and goals of CISM, how CISM works through interventions and peer support, and the desired outcomes of mitigating distress and facilitating recovery. CISM interventions involve assembling a team of mental health and other professionals to meet with responders after an event to discuss facts, thoughts, and provide follow up support.
Chapter 13 The Psychological and Emotional ImpactDr Asma Lashari
This document discusses trauma and interventions for treating individuals experiencing trauma. It defines trauma medically as an injury that puts a person's health at risk, and psychiatrically as a disruptive event causing interference for over a month. Common reactions to trauma include PTSD and acute stress disorder. Risk factors for developing trauma disorders are discussed. The goals of trauma intervention are to reduce distress and prevent long-term problems through techniques like crisis intervention, education, debriefing, and cognitive therapy within the first few weeks. Assembling an intervention team can help reduce the likelihood of long-term issues.
Emergency situations can cause psychological trauma through feelings of fear, helplessness, or horror. Critical incident stress management (CISM) provides support to help people return to daily routines after crises. CISM includes defusing and debriefing interventions for primary and secondary victims. Successful coping involves traits like hardiness, positive thinking, and social support to promote long-term recovery.
Crisis Management of Earthquakes & Tsunamis for HR ProfessionalsHR Central K.K.
This document discusses crisis management strategies for HR managers dealing with natural disasters like earthquakes and tsunamis. It outlines the impacts of crises on organizations and employees, including increased stress, decreased productivity, and potential PTSD. The document recommends establishing an emergency response plan and crisis management team in advance. It also suggests providing counseling and support services to employees through the Employee Assistance Program and Critical Incident Stress Debriefing following a crisis to address trauma and help restore normalcy.
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.
The document discusses critical incident stress and critical incident stress management. It defines critical incidents as events that overwhelm normal coping abilities and cause stress. It describes the effects of critical incident stress on individuals and organizations. It discusses principles of critical incident stress management, including providing support before, during, and after incidents to help recovery and prevent long-term negative impacts. The goal is to help individuals process the event and restore effective functioning through techniques like defusing, debriefing, and social support.
The document discusses various topics related to stress, conflict, and coping mechanisms. It defines types of conflicts such as approach-approach and avoidance-avoidance. It also describes the physiological fight or flight response and stages of the general adaptation syndrome. Additionally, it discusses psychological defense mechanisms for dealing with stress and lists common stressors for high school students.
James Caringi, PhD Presentation at 2016 Science of HOPE
Description:
Secondary Traumatic Stress (STS) is defined as, “the natural and consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other, the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995). Professionals and caregivers frequently work with individuals, families, groups, and communities who have experienced multiple adverse childhood experience (ACE) traumas and as a result, are at high risk for experiencing STS. Secondary Traumatic Stress can lead to personal health issues, loss of productivity, and turnover and therefore should be a concern for practitioners and administrators.
This presentation will address the causes of STS and offer ideas for both prevention and recovery. In addition, findings from empirical research projects examining STS, burnout, and peer support will be reviewed. Methods to create a trauma informed organization that can both prevent and mitigate the impact of STS will be reviewed and critiqued. Finally, the presenter will facilitate an action research process designed to enable participants to begin the development of self-care plans that they can use in their organizations.
The document provides information on Traumatic Event Management (TEM) including definitions, purposes, factors indicating the need for TEM, and the steps involved. TEM blends stress management interventions for units and soldiers following potentially traumatic events. It involves unit needs assessments, consultation, stabilization, and ensuring basic physical and psychological needs are met. Psychological debriefing is discussed as a potential intervention but research findings are mixed on its effectiveness.
This document provides a resource guide for stress management and prevention. It is divided into 9 units that cover topics such as the nature of stress, the physiology and psychology of stress, personality traits, coping strategies, relaxation techniques, nutrition, exercise, and applying stress management professionally. Each unit provides key information to remember and self-assessment exercises. The additional information section focuses on eating for a healthy immune system. The overall document serves as a comprehensive guide for understanding and managing stress.
The document provides an overview of a presentation on Critical Incident Stress Management (CISM). It discusses updates from the International Critical Incident Stress Foundation (ICISF), including new courses. It also reviews the CAP CISM program, stress responses, and signs of distress and dysfunction. The goal is to provide information on CISM topics to help attendees.
The document provides an overview of Critical Incident Stress Management (CISM) topics including updates from the International Critical Incident Stress Foundation (ICISF) and their courses. It discusses signs and symptoms of distress and dysfunction from critical incidents. It also covers peritraumatic stress, effects of hyperarousal, and ways to mitigate operational stress and critical incident stress through preparedness training and support during responses.
The document discusses stress adaptation and crisis intervention models. It defines stress, stressors, and different types of stress such as acute, episodic, and chronic stress. It describes coping strategies and adaptation. It then outlines Stuart's stress adaptation model, including its assumptions, concepts, and predisposing biological, psychological, and sociocultural factors. Finally, it discusses crisis types, stages of a crisis, goals of crisis intervention, and its assessment, implementation, and termination stages.
The document discusses crisis intervention, including:
1. Defining crisis and the three types: developmental, situational, and adventitious.
2. The goals, aims, and purpose of crisis intervention which are to decrease stress, assist in organizing support, and help return to pre-crisis functioning.
3. Key elements of crisis intervention management including creating trust, active listening, asking open-ended questions, and involving family/social supports.
4. The four phases of crisis intervention: immediate response, assessment, intervention planning, and resolution/future planning.
The document discusses stress management. It defines stress and stressors, and outlines various causes of stress both external like family issues and internal like self-generated thoughts. It describes the body's stress response and how too much stress can lead to problems. Finally, it lists some common signs of stress overload like anxiety, irritability, and physical symptoms.
1. Crisis intervention involves brief, active therapy aimed at returning an individual experiencing distress to their precrisis level of functioning.
2. A crisis can be developmental, situational, or adventitious and result in feelings of disequilibrium that challenge usual coping mechanisms.
3. The goals of crisis intervention are to reduce anxiety and distress, assist with problem solving, and promote growth and resolution so self-esteem is preserved.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational, or adventitious. Assessment involves understanding the precipitating event, support systems, and previous coping strategies.
3. The goal of crisis intervention is to reduce distress, help solve problems, and improve coping to resolve the crisis and return the individual to their pre-crisis level of functioning. Techniques include catharsis, clarification, and exploring solutions.
1. Crisis intervention involves short term help for those experiencing emotional distress from stressful situations that disrupt normal coping abilities.
2. A crisis can be developmental, situational from sudden events, or adventitious from unanticipated disasters.
3. The goal of crisis intervention is to help individuals reduce distress, solve problems, and improve coping to resolve the crisis and prevent long term issues. This involves assessment, planning intervention, implementing techniques, and evaluating resolution.
Similar to Critical Incident Stress Management (20)
This document discusses the mass fleeing of Christians from the Hauran region in Syria due to wars and conflicts. It describes how several parishes have become completely deserted as many families have fled to cities like Damascus and Sweda to escape the violence. It also talks about the efforts of the Metropolitan SABA's charitable association which was established in 2012 to help serve the needs of displaced parishioners within the Archdiocese. The document raises concerns about preserving the cultural and religious heritage sites of Hauran, including ancient church ruins in places like Izraa and the old Roman capital of Bosra, as the Christian population that has long inhabited the region continues to dwindle.
A presentation regarding charitable efforts in the Antiochian Archdiocese of Bosra-Hauran in Syria by Sally Buxton of St. George Cathedral in Wichita, Kansas.
Interiorized Spirituality (Monasticism) and the Domestic ChurchAntiochianArchdiocese
A presentation given by Fr. George Morelli at the Society of St. John Chrysostom-Western Region (SSJC-WR) General Meeting, held at Prince of Peace Benedictine Monastery, Oceanside, CA on March 15, 2014.
The document discusses Orthodox Christian views on sexuality, relationships, and the human person. It provides perspectives from Scripture and Church Fathers on how God created humans as male and female to participate in His act of creation through marriage and family. It addresses moral issues like pornography, abortion, and non-marital sexual relationships. The document emphasizes that sexuality is a gift from God meant to be expressed within the loving context of marriage, and should not involve using others or prioritizing selfish desires over another's dignity.
A presentation given at the Society of St. John Chrysostom-Western Region Light of the East Conference, 01-02 March 2013: Following Jesus: The Power of Forgiveness Theological, Psychological and Practical Suggestions for Growth Hosted by: St. Paul’s Greek Orthodox Church in Irvine, CA
The Archdiocese of Bosra-Hauran in Syria is experiencing a crisis due to the ongoing conflict and unrest in the country. Metropolitan SABA requests prayers for himself and the faithful as they face hardships, including closed churches, violence, and economic struggles as tourism and income have ceased. Donations are needed to support the kindergarten, clinic, food pantry and students still in dormitories, as the conflict prevents many charitable activities and has worsened economic conditions.
Workshop on "Ten Interesting Facts on US Orthodox Churches from the FACT Study"AntiochianArchdiocese
The document summarizes 10 facts about US Orthodox churches from a 2010 study of over 11,000 religious congregations. Some key findings:
1) Orthodox parishes are more likely to be located in urban areas compared to Catholic and Protestant churches.
2) Other languages besides English are more present in Orthodox churches compared to others.
3) Orthodox parishioners tend to be more educated, commute longer distances, and have fewer female and senior members than Catholics and Protestants.
4) Orthodox parishes are considered more theologically conservative than Catholic and Protestant counterparts.
This presentation was given to the Clergy Retreat of the Romanian Orthodox Episcopate of America, November 08-11, 2011, in Scottsdale, AZ. An in depth discussion of many of the Retreat topics can be found in the articles I have written, which are posted on: Orthodoxy Today [www.orthodoxytoday.org/archive/morelli] and the Antiochian Archdiocese [http://www.antiochian.org/author/morelli] website. The high technology, secularist society we live in today poses many challenges to living Christ's teachings, being committed to His Church, and living a Christ-like life family life. Even greater challenges are faced by the successors of the Apostles, the bishops and priests who are called to shepherd Christ’s Church in the modern world. By the grace of the Holy Spirit, may this resource be of some assistance to all called to minister to our communities in Christ.
by Fr. George Morelli
The presentation below was given to the Orthodox Peace Fellowship [an endorsed organization of the Assembly of Canonical Orthodox Bishops of America] Annual Meeting, held in Madison, Wisconsin on September 16-18 2011. I have consistently written on forgiveness as central to the teachings and practice of Christ Himself and the necessity of our emulation of this forgiveness to bring peace to those around us and achieve our own sanctification. Many of these articles are posted on Orthodoxy Today [www.orthodoxytoday.org/archive/morelli] and the Antiochian Archdiocese [http://www.antiochian.org/author/morelli] website.
The document discusses proposed revisions to the rules and procedures for creative festivals. It aims to simplify the paperwork, make the program more engaging for children, and address concerns about the current system. The revisions include standardizing eligibility requirements, reworking the judging rubrics, reformatting forms, and increasing the types and number of awards to recognize more students and encourage participation. The document provides the proposed new rubrics and forms for judging art, photography, writing and poetry and asks festival coordinators to pilot test the revisions in 2012 before fully implementing changes.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
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Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
14. Stress is Cumulative It builds up over time ...
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18. An Example of Cumulative Stress ... The De Havilland “Comet” -- The World’s First Commercial Jet Airliner
19. Like With The Airliner ... Stress is the “wear and tear” on our human coping systems. Over time minor stresses can have major and damaging effects. This is the cumulative effect of stress. … and we can crash too!
20. Critical Incident Stress “Any event in which there is a stressful impact sufficient enough to overwhelm the usually effective coping skills of either an individual or a group.” (Everly & Mitchell, 1999)
22. Critical Incidents are events that have the potential to create significant human distress and can overwhelm the usual coping mechanisms of individuals and/or groups.
30. Post-Traumatic Stress is ... “… a normal reaction in a normal person, to an abnormal event .” “… a survival mechanism , whereas (PTSD) is a pathogenic (unhealthy) variation of that normal survival mechanism.” Post-Traumatic Stress Disorder
35. Crisis Intervention Is but one aspect of a continuum of care. It requires specialized and unique training .
36.
37. Critical Incident Stress Management (CISM) is one type of crisis intervention. It is a comprehensive, systematic program for the mitigation of critical- incident related stress.
38.
39. By way of analogy ... According to the Wing Aircraft Maintenance Officer, HQ-TX Wing expects to spend approximately $187,000.00 this year to maintain our fleet of airplanes. But … how much are we spending to maintain our most valuable asset… OUR PEOPLE ?
40. CISM is a comprehensive, systematic maintenance program for the overall well-being of our most valuable assets … our members .
41.
42.
43. CISM deals with the current circumstances, the current event or crisis … NOT … personal histories. It is First Aid, not definitive care.
56. How well does CISM work? Let’s compare two airliner crashes to see ...
57. San Diego 1978 v. Cerritos 1986 San Diego , PSA-182: 9/25/1978 Cerritos , Aeromexico: 8/31/1986 San Diego Cerritos Total Killed 125 82 Aircraft Survivors 0 0 Homes Destroyed 16 16 Killed on Ground 15 15 ESP used 300 300 Body Parts Recovered 10,000+ 10,000+
58. San Diego v. Cerritos cont’d … Types of Critical Incident Interventions Provided San Diego 1978 Cerritos 1986 Sporadic 1 on 1 12 CISDs Crisis Interventions Demobilizations Crisis hotline Follow-ups with MHP’s
59. San Diego v. Cerritos Personnel losses, among responders, within 1 year of event: Increase in MH utilization within community within 1 year: 31% 1% SD CER Ranking PD 5 0 FD Personnel 7 1 EMS Personnel 17 0
64. CAP’s CISM Program ... “ The use of qualified, local, non-CAP teams to respond to incident stress-affected CAP members is highly encouraged … The use of local non-CAP teams will somewhat limit the need to dispatch a trained CAP CIS [Team]” --CAPR 60-5 (2)e
65. CAP’s CISM Program ... “… Each active duty Air Force base is required to have a CIST, which, with prior coordination, may be able to support CAP” --CAPR 60-5 (2)e
74. Credits Lt Col Sherry Jones, RN, CAP Special Advisor to the National Commander for CISM Ch, Lt Col DONALD R. BROWN II, CAP SWR Deputy Chaplain and CISM Director 1st Lt Penny Herndon-Finuf, RN, CAP SWR/TXWNG CISM Educational Officer
Editor's Notes
================================= Welcome remarks: Good morning (afternoon, etc.). I would like to welcome you to this PEP Talk on critical incident stress management. I’m (your name) . Tell a little bit about yourself. As appropriate, tend to any “housekeeping” chores, eg, location of exits, bathrooms, break and lunch times, etc.
We call this presentation a PEP Talk… A “pre-exposure preparation talk.” It is not designed to train you to be a Critical Incident Stress Team member, but it is designed to give you an in-depth over-view of CISM and how we use it in the Civil Air Patrol.
================================= Read slide
================================= Within CAP, CISM is not just a Chaplain’s program, and it’s not a mental health program. It is a peer-driven Operations program with mental health oversight (Click to put red oval around “Operations.”) mandated by CAP Regulation 60-5 (E). (Click to put red oval around “CAP Reg.”) “ This regulation prescribes concepts, policies, and standards that govern all CAP personnel in the training, qualification and implementation of Critical Incident Stress Teams (CIST).” CAPR 60-5 Let’s start off by talking a little about stress. (go to next slide)
================================= Read slide title. Ask participants for their definitions. Then click again for answer to appear. We’ve all been here at one time or another.
================================= For every stimulus, there is some sort of response. Ask for examples: eg, kick a ball, it rolls away; call “ten hut,” and cadets, hopefully, snap to attention. :-) ; smell a pot roast cooking, begin to salivate. Likewise, for every stressor or demand in our lives, there is also a physical or psychological response. Let’s back up a bit and review a few definitions. Click to next slide.
================================= These definitions are taken directly from Mitchell and Everly’s CISM manual “Critical Incident Stress Management: Group Crisis Intervention.” Read slide. Imagine a stressor like being caught in a traffic jam. What might the stress responses and target organs be? Elicit student responses. The stress response may be increased adrenaline or feelings of anxiety. The target organs then might be increased heart rate, increased blood pressure, or anxiety. Click to next slide.
================================= Here’s an example to which many of us can relate. Read or paraphrase each bullet. After the third bullet: And what does that give us? Click to bring in “airsickness.”
================================= Read slide. Depending on time frame, ask participants to give some examples of good and bad stressors or provide these yourself. Some examples: Good stressors: Physical exercise Flying Birth of a child Holidays Bad stressors: Late to an appointment Work project behind schedule or over budget Traffic Disasters: natural or man-made Death of family or colleague
================================= Some generic sources of stress are biogenic, environmental, and individual personality. Click to next slide.
================================= Read slide. FYI WARNING: Phenylpropanolamine can still be found in some cold remedies; however, PPA increases the risk of hemorrhagic stroke (bleeding into the brain or into tissue surrounding the brain), and the FDA recommends that consumers not use any products that contain PPA. Theophyline is a bronchodilator used to relieve acute bronchospasms. It can cause central nervous system, cardiovascular, gastrointestinal and respiratory reactions. Now let’s talk about environmental stressors. Ask for some examples, then click to next slide.
================================= Read slide. What are some ways that these environmental stressors affect our bodies and psychological states? Get a couple of examples from the group. Click to next slide.
================================= We’re all hard-wired differently, each with our own personalities and ways of coping with stresses that come our way. Of course, something that stresses any one of us may have little effect or a different effect on others of us. However… Click to next slide.
================================= Read slide.
================================= Cumulative stress is stress that can pile up or snowball. As it increases over time, it can ultimately cause deterioration of your performance (both at work and at play), in your relationships, and/or in your health.
================================= We used to call this cumulative stress “burnout.” I’m sure we’ve all seen this manifested in many ways, such as… Read slide. These things can happen both at work and in our volunteer activities.
================================= Here are some signs and symptoms that one might experience with cumulative stress. Read off a few from the slide. We may all feel some of these things from time to time. They become a problem as they build up and increase in number.
================================= One of the most tragic stories of the jet age revolves around the unfortunate de Havilland Comet (D.H.106 Comet). Following World War II, de Havilland developed and flew the first commercial jet aircraft in 1949. Because it represented such a revolutionary advance in commercial travel, the Comet was put through an extensive series of test flights and certifications over the next three years. These 500 hours worth of flight crew training and proving flights included long overseas flights, tropical operations, and high altitude takeoffs. Having successfully completed these tests with no apparent difficulties, launch customer BOAC received permission to begin commercial operations in early 1952. The first hint of trouble with the design came exactly one year after these operations began when a Comet mysteriously crashed shortly after takeoff on May 2, 1953. Two similar crashes in early 1954 forced British authorities to ground the entire fleet pending investigation. Over the following months, extensive tests were performed on the aircraft to determine what could have caused these mysterious accidents. The answer finally came after a fuselage had been submerged in a tank of water and repeatedly pressurized and depressurized to represent repeated flight cycles. After several thousand of these cycles, fatigue cracks were found to be spreading from the square edges of the windows in the passenger cabin. These cracks would eventually reach a critical size where they would grow rapidly resulting in a catastrophic depressurization that would destroy an aircraft in flight. http://aerospaceweb.org/aircraft/jetliner/comet/index.shtml
================================= Read first paragraph of slide. Click to have graphic appear. Then click for last of text and read it.
================================= Read slide. In other words, critical incident stress is a NORMAL REACTION in NORMAL PEOPLE to an ABNORMAL EVENT .
================================= Cumulative stress CAN make critical incident stress even worse.
================================= Read slide. Not all critical incidents will create significant distress or overwhelm our coping mechanisms, but the potential is there, nonetheless. This is what we all must be aware of and watch for.
================================= Now let’s talk a little bit about recognizing excessive stress. Ask participants to identify some signs of stress in this picture from 9/11. Be sure to note that even the animals react to stress in their environment and need care as well.
================================= Stress can manifest itself in several ways: Physical…the way our body responds Cognitive…the way we think or perceive Emotional…the way we feel Behavioral…the way we act
================================= Physical manifestations include such things as…. Read slide.Click to make each line of text appear. If time permits, ask one or two participants to describe a personal example of their physical response to either good or bad stress (their first solo, a near miss in flight, their wedding ceremony, or whatever).
================================= Cognitive manifestations include such things as…. Read slide. If time permits, ask one or two participants to describe a personal example of their cognitive response to either good or bad stress (their first solo, a near miss in flight, their wedding ceremony, or whatever).
================================= Emotional signs include such things as…. Read slide. If time permits, ask one or two participants to describe a personal example of their emotional response to either good or bad stress (their first solo, a near miss in flight, their wedding ceremony, or whatever).
================================= Behavioral signs include such things as…. Read slide. If time permits, ask one or two participants to describe a personal example of their behavioral response to either good or bad stress (their first solo, a near miss in flight, their wedding ceremony, or whatever).
================================= Responses to stress generally fall into 3 groups w/respect to time. Immediate--up to 24 hours after the event. Ask for examples. Refer back to previous slides (cognitive, emotional, behavioral reactions. Delayed--one to three days after the event. Ask for examples. Refer back to previous slides (cognitive, emotional, behavioral reactions. Cumulative--as stress builds up over time. Ask for examples. Refer back to previous slides (cognitive, emotional, behavioral reactions.
================================= Read slide. Emphasize that post-traumatic stress is NORMAL, whereas post-traumatic stress disorder is an unhealthy response to PTS.
================================= 90% of US citizens will be exposed to a traumatic event during their lifetime. (Breslau, et al., 1998) Here are some examples of critical incidents. Left click to add each example.
================================= Click to bring in each component. A crisis is a response to an event wherein: 1. an individual’s psychological homeostasis, or psychological balance, is disrupted, 2. one’s usual coping mechanisms have failed, and 3. there is evidence of distress and significant functional impairment. (Everly and Mitchell, 1999)
================================= This brings us to crisis intervention.
================================= Crisis intervention is psychological or emotional “first-aid.” Read slide. By way of analogy, then, crisis intervention is to psychotherapy, as physical first-aid is to surgery. Crisis intervention has 4 goals: 1. To stabilize symptoms of distress or impairment and prevent them from worsening 2. To reduce symptoms of distress 3. To re-establish functional capacity, or 4. To seek further assessment and/or a higher level of care.
================================= Read slide.
================================= Crisis intervention procedures have evolved from: the studies of grieving conducted after a major nightclub fire; from military writings on the three basic principles in crisis work--immediacy of interventions, proximity to the occurrence of the event, and the expectancy that the victim will return to adequate functioning; and an emphasis on primary and secondary prevention through community mental health programs. Crisis intervention may be thought of as urgent and acute psychological intervention. The hallmarks of these first interventions are: Click twice to have graphic and text appear.
================================= There is no single model of crisis intervention. CISM is a relatively new term that has emerged in the mental health literature within the last decade. CISM is a comprehensive, systematic program designed to mitigate stress resulting from a critical incident.
================================= Read slide.
================================= Read slide.
================================= Read slide.
================================= CISM involves a number of different kinds of interventions depending on need. List each item on this and the next slide.
================================= Continue reading list. We’ll discuss some of these in a bit more depth in a moment.
================================= CISM is not designed to deal with personal histories. It deals with the current event or crisis only. It is not designed to provide definitive care or psychotherapy. It does provide mental health “first aid” and referrals if further care is needed.
================================= Now let’s talk about the key elements of CISM in a bit more detail.
================================= Pre-crisis preparation and education is delivered to groups and organizations to provide general information on critical incident stress, To help set expectations for actual experiences, and To teach stress management and coping skills.
================================= Demobilizations are held to inform and consult, allow psychological decompression, and for stress management. They help transition large groups of emergency workers from large-scale disaster work to routine duties and home. Most sessions last about 30 minutes and allow an opportunity to assess group needs and alert workers to the possible effects of stress. These sessions are always followed by a more in-depth critical incident stress DEBRIEFING within a week.
================================= Defusings are symptom driven and occur within 12 hours of the incident. They are shortened versions of the CIS Debriefing, which is a much more intensive intervention that can take 2-3 hours. Defusings outnumber the formal debriefings by almost 2 to 1. Defusings are designed to mitigate symptoms and intense reactions to trauma, provide closure, and facilitate triage and the identification of those needing referral for follow-up.
================================= Defusings are conducted in a 3-step process. Click to have dancers appear.Then click again for each line to appear. During the INTRODUCTION, the facilitator will do such things as state the purpose and goals for the session, motivate participants, set the rules, stress confidentiality, and describe the process. In the EXPLORATION phase, the facilitator will ask members of the group to describe what happened and share their experiences and reactions, and will assess the members need for further help. In the final INFORMATION phase, the facilitator will sum up the session, explain that the experiences and reactions are normal, and teach the participants stress survival skills.
================================= Both defusings and CISDs are group meetings or discussions about a traumatic event(s). They are based in crisis intervention and educational intervention theories. Although CISDs are guided by a mental health professional, they are peer driven. That is, the CISTeam will have members who have training and experience similar to the group being debriefed. This helps to establish trust and validate the experience. CISDs are held from 1-10 days after the event and last from 1-3 hours. They are held in a closed-circle format: no one enters or leaves once the debriefing starts. It is considered highly confidential. What is said in the room, stays in the room. However, CISDs are NOT psychotherapy.
================================= The objectives of the CISD are to : Provide EDUCATION about stress and the effects of a critical incident on those involved Allow for VENTILATION of emotions in a supportive environment. Provide REASURANCE Provide POSITIVE CONTACT with a MH professional Improve INTERAGENCY COOPERATION Increase group COHESIVENESS Restore SELF-CONFIDENCE Facilitate FOLLOW-UP
================================= The CISD process consists of 7 stages that begin on the COGNITIVE domain, progress into the EMOTIONAL domain, an ultimately return to the COGNITIVE domain. The process begins with INTRODUCTIONS, an explanation of the process and expectations. FACT: Describe the traumatic event from each participant’s perspective on a cognitive level. THOUGHT: Describe cognitive reactions and transition to emotional reactions REACTION: Identify the most traumatic aspect of the event and emotional reactions to it SYMPTOMS: Identify personal symptoms of distress and transition to cognitive level TEACHING: Educate participants about normal stress reactions and coping mechanisms. This provides a cognitive anchor. RE-ENTRY: Time to clarify ambiguities and provide “psychological closure.”
================================= Read slide.
================================= Read slide .
================================= Follow-up is an essential element in all CISM interventions. It can be made by phone calls, station or workplace visits, or by home visits as appropriate.
================================= All CISM interventions are strictly confidential. Anything--thoughts, feelings, and behaviors--brought out in an intervention are not talked about outside of the intervention.
================================= Let’s take a look at how well CISM works by comparing the responses to two airliner crashes.
================================= As you can see, both crashes are similar with respect to loss of life, damage, and number of emergency service personnel involved.
================================= After the San Diego crash, only sporadic 1-on-1 crisis interventions were performed. After the Cerritos crash, a number of crisis interventions were used including: critical incident stress debriefings, demobilizations, a crisis hotline, and follow-up referrals to mental health professionals. Here are the results of the interventions. Click to next slide.
================================= Take a look at the personnel losses among responders within 1 year of the event. San Diego clearly had greater losses, especially among EMS responders, while Cerritos lost only 1 responder from their fire department. There is also significantly greater utilization of mental health services in San Diego vs Cerritos.
================================= Click to bring in graphic. As you can see, CISM works!
================================= Now let’s talk a bit about CISM in the Civil Air Patrol.
================================= Read slide.
================================= Read slide.
================================= Whenever possible, the CAP encourages the use of a local, non-CAP team which will limit the use of trained CAP teams to some extent and preserve resources.
================================= Read slide.
================================= A CAP CIST consists of trained peer and mental health senior members. --Mental health professionals include psychiatrists, clinical psychologists, Licensed Professional Counselors, Licensed Social Workers, mental health RNs, etc. --Peer representatives include chaplains, pilots, flight crews, ground team members, etc, who perform functions similar to those persons being helped.
================================= Read slide.
================================= Read slide.
================================= Each of the CAP regions is eligible for limited funding from National HQ; however, CAP CIS teams normally receive NO reimbursement for food and lodging. While team members usually must pay these expenses, such costs can usually be itemized on their tax returns. When feasible, host families may be used to defray housing costs.
================================= Read slide.
================================= Read slide.
================================= Read slide and answer questions.
================================= Ask participants to describe how the characters in each panel could be responding to this incident. Include cognitive, emotional, and behavioral responses. Note the two characters in the background of the third panel. What might be going on there? What kinds of teams might be involved in this scenario?