This document discusses environmental psychology and how environmental disasters affect the psyche. It defines environmental psychology as studying the relationship between humans and their environment, incorporating how humans impact the environment and vice versa. The document outlines the criteria for post-traumatic stress disorder (PTSD) according to the DSM and how natural disasters as well as human-made disasters like terrorism can lead to symptoms of PTSD, especially intrusive thoughts, avoidance, numbing and hyperarousal. It notes that women and certain groups may be more vulnerable to adverse impacts of disasters.
This document discusses how environmental disasters can affect human psychology according to the field of environmental psychology. It defines environmental psychology as focusing on the relationship between humans and their environment, and how sustainability issues have expanded its scope to incorporate how humans impact the environment and how the environment impacts humans. The document then discusses how disasters are defined, the types of natural and human-made disasters, how disasters can overlap due to advancing technology, and external events that can induce trauma in disaster victims. It closes by discussing the criteria for post-traumatic stress disorder according to the DSM and how disasters can relate to these criteria.
This document provides an overview of the short and long-term effects of disasters, including psychological impacts and responses. It discusses how over 80% of individuals exposed to trauma have some reaction in the first 24 hours, and how 20-50% still show significant distress after 12 weeks. Specific vulnerabilities for attorneys are discussed, like depression rates being twice the general population. Statistics on displaced attorneys after Hurricane Katrina are presented, followed by a case presentation of a 45-year-old attorney struggling after the storms. The document emphasizes the importance of resilience and finding strengths to counter adversity.
Michael Middleton gave a presentation on environmental psychology and how environmental disasters affect the psyche. He defined environmental psychology as focusing on the relationship between humans and their environment, and how sustainability issues have expanded its scope to incorporate how humans impact the environment and vice versa. He discussed how disasters are defined as encounters between hazards and vulnerable populations that exceed their coping capacity. Disasters can be natural or human-made, and their effects often overlap due to technology. Common psychological responses to disasters include post-traumatic stress disorder, characterized by re-experiencing trauma, avoidance, hyperarousal, and functional impairment. Females and certain socioeconomic groups are often more adversely impacted by disasters.
A crisis intervention is an immediate and short-term emergency response to mental, emotional, physical, and behavioral distress. Crisis interventions help to restore an individual's equilibrium to their biopsychosocial functioning and minimize the potential for long-term trauma or distress
A crisis is a temporary state of upset and disorganization where an individual's usual problem solving abilities are impaired. It involves a precipitating event, the individual's perception of that event, and diminished functioning. Crisis intervention aims to reduce suffering, triage problems, and capitalize on strengths to facilitate coping. It is a brief therapeutic approach that assesses the stressor, individual, meaning of the event, and reactions of others to help create a treatment plan, provide resources, and refer to long-term therapy if needed. The goal is to return the client's functioning to pre-crisis levels through affective, cognitive, and environmental interventions.
Dr. Figley shares his perspective on developing greater resilience capacity by focusing on building up the five capabilities of resilience; something that can be done before trauma strikes.
This document discusses crisis intervention in schools. It defines a crisis as a stressful event that overwhelms an individual's ability to cope. There are different types of crisis events that can occur, from natural disasters to violent deaths. The goal of crisis intervention is to help victims cope and return to normal functioning through short-term, directive counseling. Schools need crisis response plans and teams to provide psychological first aid and refer those severely impacted to mental health professionals. Effective crisis intervention involves making contact, exploring the problem, examining solutions, taking action, and follow-up. Special issues like responding to suicide are also addressed.
This document discusses how environmental disasters can affect human psychology according to the field of environmental psychology. It defines environmental psychology as focusing on the relationship between humans and their environment, and how sustainability issues have expanded its scope to incorporate how humans impact the environment and how the environment impacts humans. The document then discusses how disasters are defined, the types of natural and human-made disasters, how disasters can overlap due to advancing technology, and external events that can induce trauma in disaster victims. It closes by discussing the criteria for post-traumatic stress disorder according to the DSM and how disasters can relate to these criteria.
This document provides an overview of the short and long-term effects of disasters, including psychological impacts and responses. It discusses how over 80% of individuals exposed to trauma have some reaction in the first 24 hours, and how 20-50% still show significant distress after 12 weeks. Specific vulnerabilities for attorneys are discussed, like depression rates being twice the general population. Statistics on displaced attorneys after Hurricane Katrina are presented, followed by a case presentation of a 45-year-old attorney struggling after the storms. The document emphasizes the importance of resilience and finding strengths to counter adversity.
Michael Middleton gave a presentation on environmental psychology and how environmental disasters affect the psyche. He defined environmental psychology as focusing on the relationship between humans and their environment, and how sustainability issues have expanded its scope to incorporate how humans impact the environment and vice versa. He discussed how disasters are defined as encounters between hazards and vulnerable populations that exceed their coping capacity. Disasters can be natural or human-made, and their effects often overlap due to technology. Common psychological responses to disasters include post-traumatic stress disorder, characterized by re-experiencing trauma, avoidance, hyperarousal, and functional impairment. Females and certain socioeconomic groups are often more adversely impacted by disasters.
A crisis intervention is an immediate and short-term emergency response to mental, emotional, physical, and behavioral distress. Crisis interventions help to restore an individual's equilibrium to their biopsychosocial functioning and minimize the potential for long-term trauma or distress
A crisis is a temporary state of upset and disorganization where an individual's usual problem solving abilities are impaired. It involves a precipitating event, the individual's perception of that event, and diminished functioning. Crisis intervention aims to reduce suffering, triage problems, and capitalize on strengths to facilitate coping. It is a brief therapeutic approach that assesses the stressor, individual, meaning of the event, and reactions of others to help create a treatment plan, provide resources, and refer to long-term therapy if needed. The goal is to return the client's functioning to pre-crisis levels through affective, cognitive, and environmental interventions.
Dr. Figley shares his perspective on developing greater resilience capacity by focusing on building up the five capabilities of resilience; something that can be done before trauma strikes.
This document discusses crisis intervention in schools. It defines a crisis as a stressful event that overwhelms an individual's ability to cope. There are different types of crisis events that can occur, from natural disasters to violent deaths. The goal of crisis intervention is to help victims cope and return to normal functioning through short-term, directive counseling. Schools need crisis response plans and teams to provide psychological first aid and refer those severely impacted to mental health professionals. Effective crisis intervention involves making contact, exploring the problem, examining solutions, taking action, and follow-up. Special issues like responding to suicide are also addressed.
This document discusses crisis intervention and outlines Kubler-Ross's five stages of grief: denial, anger, bargaining, depression, and acceptance. It defines a crisis as a state of disequilibrium caused by an event overwhelming an individual's coping mechanisms. Crises can be maturational, situational, or social. Crisis resolution can be pseudo, unsuccessful, or successful. Crisis intervention techniques help individuals understand and cope with intense feelings during a crisis through assessment, defining the event, developing a plan of action, increasing awareness of feelings, and helping attain mastery over feelings.
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.
Presentatie stress & security in humanitarian actionmvanklingeren
This document provides an overview of an interactive lecture on humanitarian management. [1] It discusses key topics like what knowledge and skills are important for aid workers to have when deploying. [2] It explains how security risks have increased for aid workers due to issues like the politicization of aid. [3] The lecture also examines how stress is a major challenge for humanitarian managers and how security risks can contribute to stress levels.
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.
Disaster management and population with special needs disaster psychology a ...Narottam Priyadarsahi
1) The document discusses disaster management and populations with special needs from both a disaster psychology and practical experience perspective. It defines different types of natural and man-made disasters and populations that require special consideration in disaster response like the elderly, children, and those with disabilities.
2) The theory section outlines common psychological reactions to traumatic events like denial, distress, withdrawal, and acceptance. It also discusses potential positive reactions in emergency workers like altruism, achievement, and bonding with colleagues.
3) The reality section examines how some of these reactions played out for survivors of a cyclone, noting shorter periods of denial and panic but more immediate acceptance and direction-following. It also discusses emergency workers feeling exhilarated
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.
This document provides an overview of the history and development of crisis intervention. It discusses key events and movements that shaped the field, including the establishment of the first crisis hotline in 1906. It also outlines several theories of crisis intervention, models for responding to crises, and important characteristics of effective crisis workers. The document indicates crisis intervention has evolved from grassroots movements to a specialized area within mental health and discusses factors that influenced this transition.
This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.
Crisis intervention aims to help individuals experiencing acute distress or crisis. It focuses on the present situation and addressing immediate needs. Dr. Eric Lindemann pioneered crisis intervention through his research on grief responses. Crisis intervention draws from ego psychology and ecological systems theory. Key concepts include levels of crisis, stages of crisis, and models like the seven stage crisis intervention model and critical incident stress debriefing. While effective in many situations, crisis intervention could benefit from more research on cultural and demographic factors.
This document discusses crisis, types of crisis, crisis intervention, principles of crisis intervention, techniques of crisis intervention, and references. A crisis is any unstable or dangerous situation affecting an individual, group, community, or society. Crisis intervention aims to overcome and control crises using brief, simple, practical, creative, and innovative approaches. The goal is to immediately intervene after a crisis, stabilize those affected, facilitate understanding, encourage problem solving and self-reliance to restore functioning.
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
The document discusses the history and development of disaster mental health from the 1960s to present day. It covers major events that shaped the field like Hurricane Katrina and 9/11, the creation of organizations like FEMA and the Red Cross' mental health programs. It also discusses concepts in disaster mental health response like psychological first aid, debriefing, and the need for multidisciplinary and integrated emergency management systems.
This document discusses the emotional responses that caregivers experience when working with traumatized individuals, including vicarious trauma, burnout, and transformation. It defines terms like vicarious trauma, secondary traumatic stress, compassion fatigue, and burnout. It notes risk factors for these conditions like high job demands, lack of support, and personal trauma history. It also discusses the impacts on caregivers' sense of self, worldview, and clinical work. Strategies are presented for managing negative effects and enhancing positive effects.
This document discusses secondary traumatic stress and its impact on mental health workers. It provides background on the concept, including early recognition in the 1960s-70s that working with trauma clients can negatively impact caregivers' mental health. Terms like secondary traumatic stress, vicarious traumatization, and compassion fatigue are defined. Symptoms are similar to PTSD and include changes in beliefs and somatic complaints. Risk factors include personal trauma history, exposure level to clients' trauma, and poor coping abilities. Prevention strategies focus on self-care and organizational support. Gaps remain in definitions, quantitative research, treatment options, and addressing stigma around mental health issues in these professions.
The document discusses trauma-informed design and trauma. It defines trauma in multiple ways, including as an event that is physically or emotionally harmful, as well as different types of trauma such as acute, chronic, complex, relational, collective, and historical trauma. It also discusses what triggers past trauma, such as unpredictability, sudden changes, sensory overload, and loss of control. The document outlines how to create safety in design for the self, environment, clinical frame, and in facilitation relationships. Finally, it lists the six key components of trauma-informed systems as understanding trauma and stress, safety and stability, cultural humility and equity, compassion and dependability, collaboration and empowerment, and resilience and recovery.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
The document discusses the psychological impact of trauma on families. It identifies common reactions to trauma among young children, older children, and adults which can include irritability, crying, behavioral issues, and substance abuse. The document also outlines intervention and prevention strategies such as including mental health support, developing coping skills, and conducting assessments. The overall purpose is to examine the effects of traumatic events on human growth and development within family units.
The document discusses crisis intervention in psychiatric mental health nursing. It defines a crisis as a sudden stressful event that disrupts normal coping abilities. A crisis can lead to growth or deterioration depending on perception of the event, situational supports, and coping skills. There are several types of crises that nurses may encounter. Crisis intervention involves assessing the crisis, planning a response, implementing reality-oriented intervention, and evaluating resolution with anticipatory planning for future stressors. The goal is to resolve the immediate crisis and restore functioning.
The document discusses crisis intervention and crisis theory. It describes the main phases of crisis intervention as the initial phase within 48 hours of an event, and the crisis intervention phase after days or weeks. Crises can be triggered by events like crimes, health issues, disasters, or life transitions. Crisis theory holds that a crisis occurs when an unexpected event throws someone off balance and their usual coping methods no longer work. Intervention aims to help reduce the impact and guide resources to recovery. The seven stages of Robert's crisis intervention model are outlined as assessment, rapport building, problem definition, exploring feelings, past coping, action planning, and follow up.
This document discusses community crisis response. It defines a community crisis as an event that causes psychological trauma due to damage to people or property and disrupts services. A crisis response team is formed to restore normal services, minimize psychological impacts, and help the community return to normal. The team includes a leader, media, community members, NGOs, and the public. The leader guides the team and charts a plan. Resources and a procedures manual are also needed to effectively handle community crises.
This document discusses sexual harassment and bullying. It defines sexual harassment as unwelcome sexual advances, requests for favors, or other verbal or physical conduct of a sexual nature that creates a hostile environment. There are two categories: quid pro quo, where favors or benefits are exchanged for sexual favors, and hostile environment, involving intimidation through unwanted sexual behaviors. Flirting becomes harassment when it is one-sided, repeated after warnings, or offensive. Common situations involve supervisors demanding sexual favors or physical contact without consent. The document also defines bullying and discusses physical, verbal, covert and cyberbullying. It notes the serious effects bullying and harassment can have, such as lower school performance or suicide, and advises telling someone if being
This document discusses crisis intervention and outlines Kubler-Ross's five stages of grief: denial, anger, bargaining, depression, and acceptance. It defines a crisis as a state of disequilibrium caused by an event overwhelming an individual's coping mechanisms. Crises can be maturational, situational, or social. Crisis resolution can be pseudo, unsuccessful, or successful. Crisis intervention techniques help individuals understand and cope with intense feelings during a crisis through assessment, defining the event, developing a plan of action, increasing awareness of feelings, and helping attain mastery over feelings.
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.
Presentatie stress & security in humanitarian actionmvanklingeren
This document provides an overview of an interactive lecture on humanitarian management. [1] It discusses key topics like what knowledge and skills are important for aid workers to have when deploying. [2] It explains how security risks have increased for aid workers due to issues like the politicization of aid. [3] The lecture also examines how stress is a major challenge for humanitarian managers and how security risks can contribute to stress levels.
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.
Disaster management and population with special needs disaster psychology a ...Narottam Priyadarsahi
1) The document discusses disaster management and populations with special needs from both a disaster psychology and practical experience perspective. It defines different types of natural and man-made disasters and populations that require special consideration in disaster response like the elderly, children, and those with disabilities.
2) The theory section outlines common psychological reactions to traumatic events like denial, distress, withdrawal, and acceptance. It also discusses potential positive reactions in emergency workers like altruism, achievement, and bonding with colleagues.
3) The reality section examines how some of these reactions played out for survivors of a cyclone, noting shorter periods of denial and panic but more immediate acceptance and direction-following. It also discusses emergency workers feeling exhilarated
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.
This document provides an overview of the history and development of crisis intervention. It discusses key events and movements that shaped the field, including the establishment of the first crisis hotline in 1906. It also outlines several theories of crisis intervention, models for responding to crises, and important characteristics of effective crisis workers. The document indicates crisis intervention has evolved from grassroots movements to a specialized area within mental health and discusses factors that influenced this transition.
This document provides information on crisis intervention and suicide risk assessment. It defines crisis and outlines general principles of crisis management, including identifying methods for screening for crisis in therapy sessions and the community. The document discusses the steps in crisis management and identifies common risk factors for suicide. It provides guidance on assessing suicide risk, developing a safety plan and treatment strategies, including medication and psychotherapy options. It emphasizes the importance of coordination among a multidisciplinary treatment team.
Crisis intervention aims to help individuals experiencing acute distress or crisis. It focuses on the present situation and addressing immediate needs. Dr. Eric Lindemann pioneered crisis intervention through his research on grief responses. Crisis intervention draws from ego psychology and ecological systems theory. Key concepts include levels of crisis, stages of crisis, and models like the seven stage crisis intervention model and critical incident stress debriefing. While effective in many situations, crisis intervention could benefit from more research on cultural and demographic factors.
This document discusses crisis, types of crisis, crisis intervention, principles of crisis intervention, techniques of crisis intervention, and references. A crisis is any unstable or dangerous situation affecting an individual, group, community, or society. Crisis intervention aims to overcome and control crises using brief, simple, practical, creative, and innovative approaches. The goal is to immediately intervene after a crisis, stabilize those affected, facilitate understanding, encourage problem solving and self-reliance to restore functioning.
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
The document discusses the history and development of disaster mental health from the 1960s to present day. It covers major events that shaped the field like Hurricane Katrina and 9/11, the creation of organizations like FEMA and the Red Cross' mental health programs. It also discusses concepts in disaster mental health response like psychological first aid, debriefing, and the need for multidisciplinary and integrated emergency management systems.
This document discusses the emotional responses that caregivers experience when working with traumatized individuals, including vicarious trauma, burnout, and transformation. It defines terms like vicarious trauma, secondary traumatic stress, compassion fatigue, and burnout. It notes risk factors for these conditions like high job demands, lack of support, and personal trauma history. It also discusses the impacts on caregivers' sense of self, worldview, and clinical work. Strategies are presented for managing negative effects and enhancing positive effects.
This document discusses secondary traumatic stress and its impact on mental health workers. It provides background on the concept, including early recognition in the 1960s-70s that working with trauma clients can negatively impact caregivers' mental health. Terms like secondary traumatic stress, vicarious traumatization, and compassion fatigue are defined. Symptoms are similar to PTSD and include changes in beliefs and somatic complaints. Risk factors include personal trauma history, exposure level to clients' trauma, and poor coping abilities. Prevention strategies focus on self-care and organizational support. Gaps remain in definitions, quantitative research, treatment options, and addressing stigma around mental health issues in these professions.
The document discusses trauma-informed design and trauma. It defines trauma in multiple ways, including as an event that is physically or emotionally harmful, as well as different types of trauma such as acute, chronic, complex, relational, collective, and historical trauma. It also discusses what triggers past trauma, such as unpredictability, sudden changes, sensory overload, and loss of control. The document outlines how to create safety in design for the self, environment, clinical frame, and in facilitation relationships. Finally, it lists the six key components of trauma-informed systems as understanding trauma and stress, safety and stability, cultural humility and equity, compassion and dependability, collaboration and empowerment, and resilience and recovery.
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
The document discusses the psychological impact of trauma on families. It identifies common reactions to trauma among young children, older children, and adults which can include irritability, crying, behavioral issues, and substance abuse. The document also outlines intervention and prevention strategies such as including mental health support, developing coping skills, and conducting assessments. The overall purpose is to examine the effects of traumatic events on human growth and development within family units.
The document discusses crisis intervention in psychiatric mental health nursing. It defines a crisis as a sudden stressful event that disrupts normal coping abilities. A crisis can lead to growth or deterioration depending on perception of the event, situational supports, and coping skills. There are several types of crises that nurses may encounter. Crisis intervention involves assessing the crisis, planning a response, implementing reality-oriented intervention, and evaluating resolution with anticipatory planning for future stressors. The goal is to resolve the immediate crisis and restore functioning.
The document discusses crisis intervention and crisis theory. It describes the main phases of crisis intervention as the initial phase within 48 hours of an event, and the crisis intervention phase after days or weeks. Crises can be triggered by events like crimes, health issues, disasters, or life transitions. Crisis theory holds that a crisis occurs when an unexpected event throws someone off balance and their usual coping methods no longer work. Intervention aims to help reduce the impact and guide resources to recovery. The seven stages of Robert's crisis intervention model are outlined as assessment, rapport building, problem definition, exploring feelings, past coping, action planning, and follow up.
This document discusses community crisis response. It defines a community crisis as an event that causes psychological trauma due to damage to people or property and disrupts services. A crisis response team is formed to restore normal services, minimize psychological impacts, and help the community return to normal. The team includes a leader, media, community members, NGOs, and the public. The leader guides the team and charts a plan. Resources and a procedures manual are also needed to effectively handle community crises.
This document discusses sexual harassment and bullying. It defines sexual harassment as unwelcome sexual advances, requests for favors, or other verbal or physical conduct of a sexual nature that creates a hostile environment. There are two categories: quid pro quo, where favors or benefits are exchanged for sexual favors, and hostile environment, involving intimidation through unwanted sexual behaviors. Flirting becomes harassment when it is one-sided, repeated after warnings, or offensive. Common situations involve supervisors demanding sexual favors or physical contact without consent. The document also defines bullying and discusses physical, verbal, covert and cyberbullying. It notes the serious effects bullying and harassment can have, such as lower school performance or suicide, and advises telling someone if being
This document appears to be about an ignite presentation given by Stephen Bova. Ignite presentations involve short, fast-paced presentations on various topics. The title and presenter information suggest this document is related to an ignite talk given by Stephen Bova, but provides no other contextual details about the content or topic of the presentation.
This document provides an overview of technology resources and initiatives at an unnamed institution. It discusses that every faculty member has access to a computer and there are over 1000 student computers on campus. It also mentions the use of document cameras, simulators, and smartboards in classrooms. The institution is migrating from the ANGLE learning management system to Canvas in Fall 2013. It promotes open educational resources and notes that Washington is a leader in open course libraries.
This document lists the titles, years, and locations of 12 artworks. The artworks include paintings such as "The Hungry Lioness" from 2009 at the DeYoung Zoo, and photographs from locations around Norway, Michigan such as "Smally Falls" from 2008 at Smally Falls. Most of the artworks are from 2008-2010 and feature nature scenes from places like the Porcupine Mountains and Piers Gorge.
This document provides information about Renton Technical College (RTC) and its library resources. It includes:
1) Contact information and hours for the RTC Library located in room C-204. Library services include checking out materials, using computers and online databases, and studying.
2) Descriptions of advising, security, and parking services available to students. Advisors help students with class selection and career guidance. Security staff can be contacted in emergencies. Parking permits are free for students.
3) Overviews of basic studies programs including ABE, GED, ESL, and I-BEST courses, which are held in buildings D and J. These programs prepare students for further education
RFID technology has been in development since the 1960s. Early uses included transportation payment systems and item tracking. RFID works by using radio waves to transmit signals between a reader and tag. Tags can be passive, needing only the reader's signal for power, or active/semi-passive with their own power source. While offering advantages over barcodes like not requiring line of sight, RFID also faces challenges like tag orientation, multiple readers interfering, differing standards, and privacy concerns. As costs decrease and software improves, RFID is positioned to greatly impact supply chain management and other areas.
This document summarizes an official methods of analysis publication from 1980. It has been incorporated by reference and is legally binding for US citizens. The publication contains standardized methods for analyzing various agricultural and food products developed by the Association of Official Analytical Chemists (AOAC) through collaborative studies. It provides methods for analyzing products like fertilizers, plants, disinfectants, hazardous substances, and pesticide formulations. The summarized document establishes the referenced publication as an authoritative source for analytical testing in the United States.
Renee Rakel and Maria Ornelas were found inside Oscar the Grouch's trash can. The two women had apparently climbed inside the can and were unable to get back out. Their discovery has raised questions about security on the Sesame Street set and how the can's lid could have accidentally locked them inside.
Here are the key points from the case:
- MERCY Malaysia provided trauma counseling and psychosocial programming to help survivors of the Indian Ocean tsunami that devastated Sri Lanka.
- They deployed Tamil-speaking mental health volunteers to ensure beneficiaries fully benefited from counseling support.
- 500 of the 2,000 survivors counseled were children, who received counseling through art and play therapy.
- Volunteers visited internally displaced persons camps to provide individual, family, and community-based psychosocial intervention and counseling.
- Educational posters on tsunamis were also developed to provide information to survivors.
This case highlights the important role of NGOs like MERCY Malaysia in providing trauma counseling and psychosocial
Trauma-informed psychotherapy approaches can be categorized into 5 groups:
1) Non-psychological body therapies like yoga, Pilates, and Feldenkrais that focus on relaxation and strengthening.
2) Expressive therapies using art, music, dance, drama, poetry and sandplay to process trauma.
3) Additional psychotherapies including hypnosis, psychoanalysis, and transactional analysis.
4) Specialized trauma therapies like EMDR, TIR, and EFT that specifically target trauma processing and reduction.
5) Psychodynamic psychotherapy focusing on relationships, attachment, identity and self-development.
PTSD is a disease first introduced into the diagnostic and statistical manual of mental disorders (DSM) in 1980
With the world experiencing an unprecedented onslaught of disasters and traumas, it is imperative that health workers are aware of the disease and the factors that affect it
1. Post-traumatic stress disorder (PTSD) is defined as a psychiatric disorder that can occur in people who have experienced or witnessed a traumatic event such as war, natural disasters, terrorist attacks, serious accidents, or physical or sexual abuse.
2. Symptoms of PTSD include re-experiencing the traumatic event through flashbacks or nightmares, avoidance of stimuli associated with the trauma, increased anxiety, and emotional arousal.
3. Treatment for PTSD involves psychotherapy such as trauma-focused cognitive behavioral therapy or EMDR, as well as medication such as antidepressants.
presentation on psychological theories about disasters and impactsatiqulghanighani
The document discusses various theories related to disaster response and impact. It outlines theories such as the protection motivation theory, health belief model, theory of planned behavior, and protection action decision model. It also discusses the psychological impacts of disasters, noting that impacts can include stress, depression, grief, PTSD, and other effects. Finally, it outlines disaster characteristics like magnitude, exposure time, frequency, and proximity that are related to greater psychological impacts.
Crisis InterventionAdaptation and coping are a natural part ofCruzIbarra161
Crisis Intervention
Adaptation and coping are a natural part of life. If children are protected from experiencing negative events and developing coping skills, they may be unable to cope and adapt to crisis situations in later life. Crisis occurs when there is a perceived challenge or threat that overwhelms the capacity of the individual to cope effectively with the event. A crisis disrupts the life of the individual experiencing the event.
In a crisis, the person’s habits and coping patterns are suspended. Often, unexpected emotional (e.g., depression) and biologic (e.g., nausea, vomiting, diarrhea, headaches) responses occur. Although a person may become extremely anxious, depressed, or elated, feeling states do not determine whether a person is in a crisis. If functioning is severely impaired, a crisis is occurring (Yeager & Roberts, 2003).
Crisis
A crisis is generally regarded as time limited, lasting no more than 4 to 6 weeks. At the end of that time, the person in crisis should have begun to come to grips with the event and to harness resources to cope with its long-term consequences. By definition, there is no such thing as a chronic crisis. People who live in constant turmoil are not in crisis but in chaos. A crisis can also represent a turning point in a person’s life, with either positive or negative outcomes. It can be an opportunity for growth and change because new ways of coping are learned.
Either internal or external demands that are perceived as threats to a person’s physical or emotional functioning can initiate a crisis. The precipitating event is not only stressful, but unusual or rare. Many life events can evoke a crisis, such as pandemics, natural disasters (e.g., floods, tornadoes, earthquakes) and manmade disasters (e.g., wars, bombings, airplane crashes) as well as traumatic experiences (e.g., rape, sexual abuse, assault). In addition, interpersonal events (divorce, marriage, birth of a child) may create a crisis event in the life of any person.
A crisis is not the same as a psychiatric emergency that requires immediate intervention. A person in crisis may not need an immediate intervention and should not be viewed as having a mental disorder (Roberts, 2005). However, if the person is significantly distressed or social functioning impaired, an Axis I diagnosis of acute stress disorder should be considered (American Psychiatric Association [APA], 2000). The person with an acute stress disorder has dissociative symptoms and persistently re-experiences the event (APA).
A. Historical Perspectives of Crisis
The basis of our understanding of the biopsychosocial implications of a crisis began in the 1940s when Eric Lindemann (l944) studied bereavement reactions among the friends and relatives of the victims of the Coconut Grove nightclub fire in Boston in 1942. That fire, in which 493 people died, was the worst single building fire in the country’s history at that time. Lindemann’s goal was to develop prevention approa ...
Negotiating the Enduring Trauma Imprint in Critical IncidentsPaulaFenn
I presented this slide deck at the BACP conference on critical Incidents held in Edinburgh in April 2018. Those that are interested in this field of work may find it useful.
This document discusses moving the NSW homelessness sector towards trauma-informed care. It notes that homeless populations experience high rates of trauma, especially women. Trauma-informed care focuses on safety, control, strengths and compassionate engagement through listening. Training teaches the impacts of trauma, complex trauma, and uses a neuroscience lens. It emphasizes relationship-building, predictability, stability and right-brain interactions over explicit trauma memory work. The goal is cultural change to better support consumers in a trauma-informed manner.
diagnostic criteria for Posttraumatic Stress Disorder.docx4934bk
The diagnostic criteria for PTSD changed between the DSM-IV-TR and DSM-5. The DSM-5 criteria include exposure to death or threatened death directly, witnessing trauma, or learning about a close friend/family's trauma. It also separates criteria into intrusion, avoidance, negative alterations in cognition and mood, and alterations in arousal and reactivity. The DSM-5 criteria provide more descriptions and examples for each criterion compared to the DSM-IV-TR. An updated measure should assess the full range of PTSD symptoms described in DSM-5 to better capture the diversity of trauma responses. Questions should be crafted carefully to detect feigned or exaggerated symptoms while still identifying subthreshold PTSD.
The document provides resources on helping children and young adults who have experienced traumatic events. It discusses priorities after a traumatic event such as reestablishing safety, having a trusted person to be with, meeting basic needs, rest, and talking based on the individual's needs. It then summarizes guidelines from Mental Health First Aid on talking to children after trauma, what to do if a child reports abuse, and dealing with behavioral issues. The guidelines also discuss potential professional help and additional supports needed for adolescents.
This document provides guidance on responding to disasters as a chaplain or crisis responder. It defines a disaster and outlines key purposes of crisis intervention such as educating people about common reactions and helping them cope positively. It discusses prioritizing needs according to Maslow's hierarchy and describing common stress and trauma responses. Guidelines are given for effective listening and for applying crisis intervention models such as NOVA to help people regain a sense of safety, validate their experiences, and prepare for the future. The story of Elijah finding refuge after crisis is presented as an example of addressing these core needs.
The document discusses crisis intervention and its key aspects. It defines crisis and crisis intervention, lists their goals and principles. It describes the types and signs of crisis, and explains the assessment, intervention techniques and resolution phases of crisis intervention. These include establishing rapport, exploring coping mechanisms, clarifying feelings, and ensuring follow-up care. The document also outlines the modalities of crisis intervention, which can involve mobile crisis teams, telephone support, and disaster response.
Community Resilience for the Environmental Health officerDavid Eisenman
Why is community resilience important to environmental health officers in public health? What are some challenges to incorporating this approach in EH?
The Psychological Impact Of Disaster On Emergency Responsedrenholm
The document discusses the psychological impact of disasters on emergency response workers, victims, and communities. It notes that disasters can cause both short and long-term mental health consequences. Emergency response workers face serious physical and psychological risks from exposure to trauma at disaster sites. Victims and communities are also affected by disasters and experience stress, grief, and potentially conditions like post-traumatic stress disorder. The document recommends implementing psychological first aid and promoting resiliency through empowering communities to aid recovery.
diagnostic criteria for Posttraumatic Stress Disorder.docxstirlingvwriters
The document provides the diagnostic criteria for Posttraumatic Stress Disorder (PTSD) according to the DSM-IV-TR (2000) and DSM-5 (2013).
The DSM-IV-TR criteria include 17 symptoms across four categories: re-experiencing, avoidance and numbing, increased arousal, and duration. The DSM-5 criteria consolidate some symptoms and include 20 symptoms across eight categories: exposure to trauma, intrusion, avoidance, negative alterations in cognitions and mood, alterations in arousal and reactivity, duration, functional significance, and exclusion criteria.
The document asks how an updated PTSD measure would incorporate similarities and differences between the DSM-IV-TR and DSM
Overview of Crisis Stress Defusing for Religious Crisis Care Providers. Particular focus on Disaster Response. Emphasis is on the NOVA methods of stress defusing, although others are discussed.
This document provides information on providing psychological support after a disaster. It discusses how disasters can cause psychological injuries in addition to physical ones. Most people will experience normal reactions to the abnormal situation, but some may have more severe or long-lasting symptoms. The role of disaster mental health workers is to help mitigate problems and promote resilience. Key phases people may go through after a disaster include heroic, honeymoon, disillusionment, and reconstruction. Essential skills for volunteers include active listening, empathy, and being non-judgmental. The goals of psychological first aid are to promote safety, calmness, connectedness, self-efficacy, and hope.
Post-traumatic stress disorder (PTSD) develops after exposure to a terrifying event in which serious physical harm occurred or was threatened. PTSD can occur in people of any age and women are affected more than men. Some events that can trigger this disorder comprise: accidents, natural or human-caused disasters, violent personal assaults or military combat.
Troops who serve in wars and conflicts, rescue workers involved in the aftermath of disasters; survivors of accidents, rape, physical and sexual abuse, bombing or other crimes are exposed to highly stressful events and have increased risk for developing PTSD.
Autoimmune rheumatic diseases are due to a compromised immune response against the self. Physicians have commonly observed that stress adversely affects patient’s disease and many studies have demonstrated that a high percentage of patients have reported unusual emotional stress before disease onset. Stress is now days an important risk factor for the pathogenesis of autoimmune disease.
Research among veterans showed that those diagnosed with PTSD had higher risk for diagnosis with an autoimmune disorder like rheumatoid arthritis, systemic lupus erythematosus autoimmune thyroiditis, multiple sclerosis, alone or in combination, compared to veterans with no psychiatric disorder.
A large longitudinal study of civilian women, demonstrated that exposure to trauma and PTSD were associated with increased risk of SLE occurrence. A group of patients with fibromyalgia and PTSD reported significantly greater levels of avoidance, hyperarousal, anxiety, and depression than did the patients without PTSD symptoms.
Conclusion. Rheumatic diseases are common chronic disorders. Several risk factors contribute to their pathophysiology like genetic factors, sex hormones, infections and stress. Research has showed that psychological stress and stress-related hormones are involved in immune modulation, which may result in autoimmune disease. Further studies are needed to clarify the pathophysiological implications of stress and trauma on the onset and activity of rheumatic autoimmune diseases and to determine whether treatment of PTSD and lifestyle changes can decrease the risk for developing autoimmune disorders in patients with this severe psychological disorder.
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.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
3. Environmental Psychology Defined:Environmental Psychology Defined:
●
A broad and interdisciplinary field of studyA broad and interdisciplinary field of study
concentrating on the relationship betweenconcentrating on the relationship between
humans and their environment.humans and their environment.
●
Sustainability issues have pushed theSustainability issues have pushed the
boundaries of this field of study. It now moreboundaries of this field of study. It now more
fully incorporates the effects of humans onfully incorporates the effects of humans on
their environment as well as the environmenttheir environment as well as the environment
on them. Technology and societal issueson them. Technology and societal issues
factor heavily in this field of psychology.factor heavily in this field of psychology.
4. ““...an encounter between a hazard (forces of...an encounter between a hazard (forces of
harm) and a human population in harm's way,harm) and a human population in harm's way,
influenced by the ecological context, creatinginfluenced by the ecological context, creating
demands that exceed the coping capacity of thedemands that exceed the coping capacity of the
affected community”affected community” (Ursano, 69).(Ursano, 69).
A Definition of Disaster.A Definition of Disaster.
8. Disasters Overlap as TechnologyDisasters Overlap as Technology
Advances.Advances.
Ask yourself how many of the examples given inAsk yourself how many of the examples given in
the previous slide occurred during thethe previous slide occurred during the
Fukushima Earthquake in Japan? Are thereFukushima Earthquake in Japan? Are there
more examples that aren't listed?more examples that aren't listed?
9. External Events That Can Help induceExternal Events That Can Help induce
Trauma in Disaster VictimsTrauma in Disaster Victims
““destruction of their dwelling, substantial property loss, loss ofdestruction of their dwelling, substantial property loss, loss of
job, exposure to traumatic stimuli, familiarity andjob, exposure to traumatic stimuli, familiarity and
identification with victims, worry about safety of significantidentification with victims, worry about safety of significant
others, stress reactions of significant others, preexistingothers, stress reactions of significant others, preexisting
stress, major trauma or loss especially within the laststress, major trauma or loss especially within the last year,year,
lack of social support, lack of material support, and poorlack of social support, lack of material support, and poor
coping skillscoping skills based on past experiences” (Myers, 42).based on past experiences” (Myers, 42).
10. External Events That Can Help induceExternal Events That Can Help induce
Trauma in Victims dealing with violentTrauma in Victims dealing with violent
Disasters.Disasters.
““Lack of warning, lack of familiarity, weapons that can't beLack of warning, lack of familiarity, weapons that can't be
easily seen or identified, a wide spread perception thateasily seen or identified, a wide spread perception that
government response systems aregovernment response systems are not prepared, seriousnot prepared, serious
threat to personal safety, a sudden change in scene andthreat to personal safety, a sudden change in scene and
realityreality (such as a building being there one moment and(such as a building being there one moment and
destroyed the next), the scope of destruction, the amount ofdestroyed the next), the scope of destruction, the amount of
fatalities, exposure tofatalities, exposure to gruesome or grotesque situations,gruesome or grotesque situations,
intentional human causality, intensity of emotions andintentional human causality, intensity of emotions and
psychological reactions, high degree of uncertainty, lack ofpsychological reactions, high degree of uncertainty, lack of
personal control or accurate information, immediate or longpersonal control or accurate information, immediate or long
term healthterm health problems”problems” (Myers, 239-246).(Myers, 239-246).
11. Post Traumatic Stress DisorderPost Traumatic Stress Disorder
Criterion according to the DSMCriterion according to the DSM
12. Criterion A: StressorCriterion A: Stressor
The person has been exposed to a traumatic event in whichThe person has been exposed to a traumatic event in which
both of the following have been present:both of the following have been present:
●
The person has experienced, witnessed, or been confrontedThe person has experienced, witnessed, or been confronted
with an event or events that involve actual or threatened deathwith an event or events that involve actual or threatened death
or serious injury, or a threat to the physical integrity of oneselfor serious injury, or a threat to the physical integrity of oneself
or others.or others.
●
The person's response involved intense fear,helplessness, orThe person's response involved intense fear,helplessness, or
horror. Note: in children, it may be expressed instead byhorror. Note: in children, it may be expressed instead by
disorganized or agitated behavior.disorganized or agitated behavior.
13. What disaster events might cause someone toWhat disaster events might cause someone to
experience symptoms of Criterion (A) ?experience symptoms of Criterion (A) ?
14. Criterion B: Intrusive RecollectionCriterion B: Intrusive Recollection
The traumatic event is persistently re-experienced in at least one of theThe traumatic event is persistently re-experienced in at least one of the
following ways:following ways:
●
Recurrent and intrusive distressing recollections of the event, includingRecurrent and intrusive distressing recollections of the event, including
images, thoughts, or perceptions. Note: in young children, repetitive playimages, thoughts, or perceptions. Note: in young children, repetitive play
may occur in which themes or aspects of the trauma are expressed.may occur in which themes or aspects of the trauma are expressed.
●
Recurrent distressing dreams of the event. Note: in children, there may beRecurrent distressing dreams of the event. Note: in children, there may be
frightening dreams without recognizable contentfrightening dreams without recognizable content
●
Acting or feeling as if the traumatic event were recurring (includes a senseActing or feeling as if the traumatic event were recurring (includes a sense
of reliving the experience, illusions, hallucinations, and dissociativeof reliving the experience, illusions, hallucinations, and dissociative
flashback episodes,including those that occur upon awakening or whenflashback episodes,including those that occur upon awakening or when
intoxicated). Note: in children, trauma-specific reenactment may occur.intoxicated). Note: in children, trauma-specific reenactment may occur.
●
Intense psychological distress at exposure to internal or external cues thatIntense psychological distress at exposure to internal or external cues that
symbolize or resemble an aspect of the traumatic event.symbolize or resemble an aspect of the traumatic event.
●
Physiologic reactivity upon exposure to internal or external cues thatPhysiologic reactivity upon exposure to internal or external cues that
symbolize or resemble an aspect of the traumatic eventsymbolize or resemble an aspect of the traumatic event
15. What events might cause these symptoms outside of a warWhat events might cause these symptoms outside of a war
environment?environment?
16. Criterion C: avoidant/numbingCriterion C: avoidant/numbing
Persistent avoidance of stimuli associated with the trauma and numbing ofPersistent avoidance of stimuli associated with the trauma and numbing of
general responsiveness (not present before the trauma), as indicated by atgeneral responsiveness (not present before the trauma), as indicated by at
least three of the following:least three of the following:
●
Efforts to avoid thoughts, feelings, or conversations associated with theEfforts to avoid thoughts, feelings, or conversations associated with the
traumatrauma
●
Efforts to avoid activities, places, or people that arouse recollections of theEfforts to avoid activities, places, or people that arouse recollections of the
traumatrauma
●
Inability to recall an important aspect of the traumaInability to recall an important aspect of the trauma
●
Markedly diminished interest or participation in significant activitiesMarkedly diminished interest or participation in significant activities
●
Feeling of detachment or estrangement from othersFeeling of detachment or estrangement from others
●
Restricted range of affect (e.g., unable to have loving feelings)Restricted range of affect (e.g., unable to have loving feelings)
●
Sense of foreshortened future (e.g., does not expect to have a career,Sense of foreshortened future (e.g., does not expect to have a career,
marriage, children, or a normal life span)marriage, children, or a normal life span)
17. Have you experienced one of these symptoms?Have you experienced one of these symptoms?
How might it feel to experience three of themHow might it feel to experience three of them
simultaneously?simultaneously?
18. Criterion D: hyper-arousalCriterion D: hyper-arousal
Persistent symptoms of increasing arousal (not present before thePersistent symptoms of increasing arousal (not present before the
trauma), indicated by at least two of the following:trauma), indicated by at least two of the following:
●
Difficulty falling or staying asleepDifficulty falling or staying asleep
●
Irritability or outbursts of angerIrritability or outbursts of anger
●
Difficulty concentratingDifficulty concentrating
●
Hyper-vigilanceHyper-vigilance
●
Exaggerated startle responseExaggerated startle response
19. Though rape may not be immediately thought ofThough rape may not be immediately thought of
as part of enviromental psychology,theseas part of enviromental psychology,these
symptoms are especially prevalent in rapesymptoms are especially prevalent in rape
victims.victims.
In a meta-analysis of 160 samples of disaster victims over 20In a meta-analysis of 160 samples of disaster victims over 20
years, it was found that in 94% of the samples, females wereyears, it was found that in 94% of the samples, females were
“more adversely impacted irrespective of if they were children,“more adversely impacted irrespective of if they were children,
adolescents, or adults...”adolescents, or adults...” (Myers, 58).(Myers, 58).
20. Criterion E: durationCriterion E: duration
Duration of the disturbance (symptoms in B, C, and D) is more thanDuration of the disturbance (symptoms in B, C, and D) is more than
one monthone month.
21. Often soldiers will fake normalcy in order toOften soldiers will fake normalcy in order to
continue with their duties making this criteriacontinue with their duties making this criteria
difficult to ascertain in their situationdifficult to ascertain in their situation.
22. Criterion F: functional significanceCriterion F: functional significance
The disturbance causes clinically significant distress or impairmentThe disturbance causes clinically significant distress or impairment
in social, occupational, or other important areas of functioning.in social, occupational, or other important areas of functioning.
●
Specify if:Specify if:
Acute: if duration of symptoms is less than three monthsAcute: if duration of symptoms is less than three months
Chronic: if duration of symptoms is three months or moreChronic: if duration of symptoms is three months or more
●
Specify if:Specify if:
With or Without delay onset: Onset of symptoms at least six monthsWith or Without delay onset: Onset of symptoms at least six months
after the stressorafter the stressor
23. Keep in mind that trauma can have varying effectKeep in mind that trauma can have varying effect
on different socioeconomic groups as well as ageon different socioeconomic groups as well as age
groups. Traumatic experiences do not necessarilygroups. Traumatic experiences do not necessarily
indicate a person will suffer from PTSD, but thereindicate a person will suffer from PTSD, but there
is a strong correlation between disaster eventsis a strong correlation between disaster events
and this particular disorder.and this particular disorder.
24. Questions to consider.Questions to consider.
●
How might you react to an environmentalHow might you react to an environmental
disaster and how might that differ from otherdisaster and how might that differ from other
traumatic events?traumatic events?
●
How are natural environmental disastersHow are natural environmental disasters
different from other disaster events such asdifferent from other disaster events such as
terrorism?terrorism?
25. Works CitedWorks Cited
Fullerton, Carol, and Robert Ursano.Fullerton, Carol, and Robert Ursano. Textbook of Disaster PsychiatryTextbook of Disaster Psychiatry. New York: Cambridge. New York: Cambridge
University Press, 2007. Print.University Press, 2007. Print.
Myers, Diane.Myers, Diane. Disaster Mental Health ServicesDisaster Mental Health Services. New York: Routledge Taylor& Francis Group,. New York: Routledge Taylor& Francis Group,
2005. Print.2005. Print.
"PTSD Screening Instruments.""PTSD Screening Instruments."United States Department of Veterans AffairsUnited States Department of Veterans Affairs. US Department of. US Department of
Veterans Affairs, 02 Nov 2012. Web. 4 Apr 2013.Veterans Affairs, 02 Nov 2012. Web. 4 Apr 2013.