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PFA-sta.lucia.pptx
- 2. DEPARTMENT OF EDUCATION Tangible Loss • Loss of Loved Ones • Loss of Home • Loss of Material Goods • Loss of Employment/Income
- 3. DEPARTMENT OF EDUCATION Intangible Loss • Loss of positive self-image/self esteem • Loss of trust in the future, identity/independence •Loss of Hope •Loss of Control
- 5. Psychological Response to Trauma Survivors Needs and Reactions • Fear and Anxiety • Grief & Loss • Shock • Hopelessness • Loss of confidence • Mistrust • Sleep disturbance • Physical Pain • Confusion • Shame • Shaken Faith • Aggressiveness
- 6. More Typical Reactions • Fear of Darkness • Fear of being alone or of crowds or strangers • Sensitivity of loud noises • Somatic Complaints • Guilt, Anger and Grief • Reliving past traumas Disaster Stress is a normal response to an abnormal circumstance. If symptoms persist they must be treated
- 7. Mental Health and Illness Distress Response Human Behavior in High Stress Environments • Grief • Depression • Resilience • Fear/Worry • Sleep Disturbance • Altered Productivity • Avoidance (emotional) • Substance Abuse • Risk Taking • Over Dedication Categories of Reactions After the Incident
- 8. The effects on community people during an outbreak • Has anyone experience in working in an epidemic or natural disaster before? • Have you seen these feelings expressed before?
- 9. DEPARTMENT OF EDUCATION Common reactions and behaviors in epidemics • It is normal for community people to become worried and scared during an epidemic • Often rumours start about the sickness and that can lead to mistrust of public health messages • Fear of getting sick and dying • Stigma associated with getting sick or going for treatment • Refuse approaches by volunteers to the community, can be threatening verbally or physically • Feeling of helplessness and depression especially when isolated • Beliefs that prayer or black magic is the only thing that will save people
- 10. DEPARTMENT OF EDUCATION Staff and volunteers working in communities amongst sick people may be excluded from their family and friends because they are believed to be: • Carrying the germs and responsible for spreading the sickness • Contagious and therefore not welcome at home • Its important PSS is offered to volunteers working in the community so they can have an opportunity to debrief and develop strategies for coping
- 11. DEPARTMENT OF EDUCATION PFA activities • Social mobilization activities to : • Provide psychosocial support for people who have a family member with Corona virus or who may have died form the virus • Active listening to community members • Provide support to vulnerable people • Assist with communication between families and patients • Provide support and stress management to other volunteers and employees like teachers
- 12. DEPARTMENT OF EDUCATION What activities can volunteers do in the community to help relieve stress for people?
- 14. Principles in Providing PFA Adapt what you do to take into account culture Be aware of other emergency response measure Look after yourself
- 15. DEPARTMENT OF EDUCATION PFA Core Actions
- 16. Ensure safety, Contact & engagement Stabilize, Gather information regarding current needs and concerns, and Support efforts to coping Practical assistance, Connect to social support, and Link with services PFA Principles
- 17. DEPARTMENT OF EDUCATION Remember always …. • Support is available to you • You are not working alone • Stay safe
- 18. Thank You!
Editor's Notes
- There are three core actions to delivering PFA: LOOK, LISTEN, AND LINK (WHO et al., 2011). These actions are further subdivided into the following 8 steps (Brymer et al., 2012): LOOK The goal is to initiate contacts or to respond to contacts by students and staff in a non-intrusive, compassionate and helpful manner, to enhance immediate and on-going safety, and provide physical and emotional comfort. LISTEN The goal is to calm and orient emotionally overwhelmed or disoriented students and staff, to identify immediate needs and concerns and tailor PFA interventions to meet these needs, to provide information about stress reactions and coping to reduce distress and promote adaptive functioning and to support the positive coping mechanisms they have already adapted. LINK The goal is to offer practical help to students and staff in addressing immediate needs and concerns, to help establish brief or ongoing contacts with primary support persons or other sources of support including family, friends, teachers and other school/community resources, and to link students and staff with available services needed at the time or in the future.