This document provides an overview of Psychological First Aid (PFA). PFA is an evidence-informed approach for assisting individuals after traumatic events by addressing basic needs, providing social support, and connecting people to further services. The document outlines the foundations, approach, and good practices of PFA. PFA aims to reduce distress, help meet basic needs, foster coping skills, and is a flexible framework that can be adapted across cultures.
The document provides an overview of clinical assessment in psychology. It discusses types of interviews used in assessment, such as structured clinical interviews and stress interviews. It also covers topics like standardized questions in interviews, the differences between psychological testing and assessment, and forensic psychological assessments like custody evaluations, child abuse evaluations using anatomically detailed dolls, and the Child Abuse Potential Inventory.
This document provides an overview of social work models and approaches. It discusses several models for working with individuals, groups, and communities, including direct provision, intercession-mediation, mobilizing client resources, and crisis intervention. It also covers the problem-solving model and importance of relationships in casework. The key elements of the problem-solving process are identifying the problem, understanding the client's perspective, exploring solutions, and making decisions to address the problem.
The document provides a detailed history of psychological testing and the field of psychology from ancient times to the present. It covers major developments in psychological testing including early mental tests in the late 19th/early 20th century, the development of intelligence tests like the Binet-Simon scale and the Stanford-Binet, the emergence of personality inventories and projective tests in the 1920s-1940s, and computerized testing from the 1980s onward. It also outlines the history of the field of psychology as a whole from ancient Greek philosophers' ideas about the mind/brain to modern developments and key theorists.
Family therapy aims to treat psychiatric symptoms as related to dysfunctional family dynamics. The document outlines the history, goals, types and assessment of family therapy. It discusses pioneers like Ackerman and Satir, and models including psycho-dynamic, Bowen, structural and general systems. Types of family therapy described are individual, conjoint, couples, multiple family and network therapy. Assessment involves evaluating communication, self-concept, expectations, differences, interactions and climate. Nurses play a role in education, medication management, listening to families and providing support.
This social case study report documents a family seeking assistance. It identifies the grantee and family members, describes the presenting problems from the client and case worker's perspectives, and provides background on the client's bio-psycho-social history and the family's socio-economic status and environment. The report assesses the family's current functioning, strengths and limitations, prioritizes problems, and outlines intervention plans to address economic sufficiency, program compliance, health, and education goals. Recommendations for priority actions complete the report.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Disinhibited social engagement disorder DFS Trainingvijay88888
This document contains questions and answers about topics related to child development, attachment, and trauma. It discusses imprinting in humans and the importance of early love and caregiving. Reactive attachment disorder and disinhibited social engagement disorder are described. Treatment for these disorders focuses on providing security, stability and sensitivity to help form new attachments. Brief, positive interactions can help change stress responses and brain development in neglected children. Consultation with specialists may be needed to address related issues like feeding disorders.
The document discusses various psychotherapies for special populations. It begins by defining learning disabilities and noting that special populations were initially defined by psychiatric symptoms but now include demographics like age, gender and race. Various disabilities are described like auditory, learning, visual and motor. Implications for instruction with each population are outlined. Psychotherapies discussed include problem solving skills training, speech and language therapy, occupational therapy, physical therapy, communication intervention, dialectical behavior therapy, and play therapy.
The document provides an overview of clinical assessment in psychology. It discusses types of interviews used in assessment, such as structured clinical interviews and stress interviews. It also covers topics like standardized questions in interviews, the differences between psychological testing and assessment, and forensic psychological assessments like custody evaluations, child abuse evaluations using anatomically detailed dolls, and the Child Abuse Potential Inventory.
This document provides an overview of social work models and approaches. It discusses several models for working with individuals, groups, and communities, including direct provision, intercession-mediation, mobilizing client resources, and crisis intervention. It also covers the problem-solving model and importance of relationships in casework. The key elements of the problem-solving process are identifying the problem, understanding the client's perspective, exploring solutions, and making decisions to address the problem.
The document provides a detailed history of psychological testing and the field of psychology from ancient times to the present. It covers major developments in psychological testing including early mental tests in the late 19th/early 20th century, the development of intelligence tests like the Binet-Simon scale and the Stanford-Binet, the emergence of personality inventories and projective tests in the 1920s-1940s, and computerized testing from the 1980s onward. It also outlines the history of the field of psychology as a whole from ancient Greek philosophers' ideas about the mind/brain to modern developments and key theorists.
Family therapy aims to treat psychiatric symptoms as related to dysfunctional family dynamics. The document outlines the history, goals, types and assessment of family therapy. It discusses pioneers like Ackerman and Satir, and models including psycho-dynamic, Bowen, structural and general systems. Types of family therapy described are individual, conjoint, couples, multiple family and network therapy. Assessment involves evaluating communication, self-concept, expectations, differences, interactions and climate. Nurses play a role in education, medication management, listening to families and providing support.
This social case study report documents a family seeking assistance. It identifies the grantee and family members, describes the presenting problems from the client and case worker's perspectives, and provides background on the client's bio-psycho-social history and the family's socio-economic status and environment. The report assesses the family's current functioning, strengths and limitations, prioritizes problems, and outlines intervention plans to address economic sufficiency, program compliance, health, and education goals. Recommendations for priority actions complete the report.
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Disinhibited social engagement disorder DFS Trainingvijay88888
This document contains questions and answers about topics related to child development, attachment, and trauma. It discusses imprinting in humans and the importance of early love and caregiving. Reactive attachment disorder and disinhibited social engagement disorder are described. Treatment for these disorders focuses on providing security, stability and sensitivity to help form new attachments. Brief, positive interactions can help change stress responses and brain development in neglected children. Consultation with specialists may be needed to address related issues like feeding disorders.
The document discusses various psychotherapies for special populations. It begins by defining learning disabilities and noting that special populations were initially defined by psychiatric symptoms but now include demographics like age, gender and race. Various disabilities are described like auditory, learning, visual and motor. Implications for instruction with each population are outlined. Psychotherapies discussed include problem solving skills training, speech and language therapy, occupational therapy, physical therapy, communication intervention, dialectical behavior therapy, and play therapy.
This document provides an overview of family therapy in the 21st century. It discusses feminist family therapy and how a feminist approach considers gender, power dynamics, and social contexts. It also addresses tailoring therapy to specific populations like single-parent families, African American families, and gay and lesbian families. The document outlines various relationship enrichment programs and how medical family therapy assists families dealing with illness through psychoeducation. It emphasizes the importance of being culturally sensitive and addressing issues like race, poverty, and spirituality when providing family therapy.
Social casework has evolved historically over centuries with individuals helping others through charity and philanthropy. It developed into a more professionalized method in the late 19th century in both Western and Eastern societies. Some key developments included the establishment of organizations like the Charity Organization Society in the US in 1877 that used volunteers called "Friendly Visitors" to assess needs and provide guidance. Over time, paid agents replaced volunteers and formal training programs for caseworkers emerged around 1914-1917. Major influences came from theories like psychoanalysis and concepts from psychology. Casework adapted to economic crises and developed different schools of thought incorporating factors like ego psychology, sociological concepts, and a focus on both individuals and their social settings.
This document discusses the types and impacts of natural and man-made disasters, who they affect, and the roles of first responders. Disasters can be sudden, intense events that disrupt infrastructure and diminish resources for individuals, families, communities and larger regions. They pose both short and long-term health risks, especially for vulnerable groups like children and under-resourced communities. First responders come from various government and non-government organizations who work to prepare for, respond to, and aid in long-term recovery from disasters through services, assessment, referral and rebuilding coordination over time.
This document discusses several topics in clinical psychology including models of training, professional regulations, private practice, the cost of healthcare, prescription privileges, and technological innovations like telehealth and ambulatory assessment. Ambulatory assessment involves acquiring psychological and physiological data in natural settings using computer-assisted methods like electronic diaries and real-time data collection and analysis. Examples of ambulatory assessment applications include monitoring patients with chronic conditions and assessing cortisol levels in individuals with bipolar disorder. The document also mentions De La Salle University and telehealth.
This document discusses the implementation of a psychosocial distress screening program at the Robert H. Lurie Comprehensive Cancer Center. It describes barriers to screening, the use of a computerized adaptive testing system to efficiently measure multiple domains of distress, and lessons learned from piloting the program. Screening results are integrated into patients' electronic health records and trigger messages to clinicians if severe distress is reported, in order to better manage patients' psychosocial needs. The goal is to systematically identify and address sources of distress throughout the cancer care process.
The TONI-4 is a nonverbal test of general intelligence that measures fluid intelligence and Spearman's g. It is ideal for testing individuals with language, hearing, motor, or cultural impairments. The test consists of 60 items involving shapes, positions, directions, and other nonverbal concepts. It takes approximately 15 minutes to complete. Scores include index scores, percentiles, age equivalents, and descriptive terms. The test shows adequate reliability and validity based on its standardization sample and has strengths such as its brevity and reduced cultural/language factors compared to previous versions. However, its normative sample was only tested in English and subgroup stratification could be improved. It is recommended as an alternative to verbal intelligence tests
This document discusses intelligence, IQ, IQ tests, and methods for estimating pre-morbid IQ. It defines intelligence and outlines several theories of intelligence. It explains what IQ is and how IQ tests work. It also discusses major IQ tests like the Wechsler scales and Stanford-Binet. The document outlines various methods for estimating an individual's intellectual abilities before any brain damage or disease onset, including using preserved abilities, historical records, and comparing pre-and post-injury test performance.
The document summarizes the results of a mental status examination conducted on a 20-year-old male college student. The examination evaluated the student's general appearance, attitude, behavior, speech, emotional state, thought content, sensorium, and intellectual resources. No significant abnormalities were observed. The student appeared neatly dressed and groomed, was friendly and cooperative during the exam, and showed logical thinking with no signs of delusions or hallucinations.
The subject is a 20-year-old male college student referred for a psychological evaluation for job and internship purposes. Testing revealed a dependent personality disorder with symptoms including clinging behavior, anxiety when separated from his mother, tension over past family disputes, feeling inadequate, and depression. His dependency stems from childhood trauma of losing his father and overreliance on his mother for support and guidance.
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The document discusses several third wave cognitive behavioral therapies including dialectical behavior therapy (DBT), behavioral activation therapy (BAT), mindfulness-based cognitive therapy (MBCT), and acceptance and commitment therapy (ACT). It provides overviews of each therapy's theoretical foundations, techniques, and empirical support for treating various mental health issues like depression, anxiety, personality disorders, and more.
MENTAL HEALTH MUST BE BROADLY DEFINED IN TERMS THAT ARE CULTURALLY SENSITIVE AND INCLUSIVE.
THE CRITERIA FOR MENTAL HEALTH MUST BE EMPIRICALLY AND LONGITUDINALLY VALIDATED.
VALIDATION MEANS PAYING SPECIAL ATTENTION TO CROSS-CULTURAL STUDIES.
Chapter 8: Mental health in the aftermath of a complex emergency: the case of Afghanistan. In: advances in disaster mental health and psychological support, 2006. By Peter Ventevogel, Martine van Huuksloot, Frank Kortmann
MODULE 5 WORK FOR SOCIAL WORK AND COMMUNITY DEVlinetnafuna
This document provides an overview of Module Five on Psychosocial Support. It discusses key topics including:
1. The definition of psychosocial support and psychosocial well-being, which refers to the close relationship between individual and collective aspects of social entities.
2. Why psychosocial services are needed after emergencies, as crises can disrupt lives and lead to psychological wounds. Early support helps people cope and recover.
3. Identifying populations in need of psychosocial support through assessments. Needs vary and include bereavement support, addressing thoughts, feelings, and behaviors. Coordinating with other organizations is important.
The module aims to build volunteer capacity to understand psychosocial impacts, identify those
Prevention, characteristics of counsellingBimal Antony
This document discusses prevention strategies in mental health at the primary, secondary, and tertiary levels. Primary prevention aims to reduce incidence and risk factors through universal, selective, and indicated measures. Secondary prevention focuses on early detection and treatment to reduce duration and severity. Tertiary prevention aims to reduce disability through prompt treatment and rehabilitation. The document outlines examples of prevention efforts at each level, from prenatal care to community mental health centers and crisis intervention.
This document discusses psychosocial care techniques for disaster contexts. It begins with defining psychosocial as the influences of social factors on mental health and behavior. Psychosocial care is defined as the culturally sensitive provision of psychological, social, and spiritual care through therapeutic communication. The importance of psychosocial care in disasters is to prevent long-term disorders, provide relief, and maintain well-being. Basic techniques discussed include ventilation, empathy, active listening, social support, externalization of interests, relaxation, and spirituality. These techniques aim to help survivors process emotions, feel understood, engage socially and with interests, and manage stress to facilitate recovery after disasters.
Transitioning Mental Health & Psychosocial Support from Short-Term Emergency ...Purvi P. Patel
Report of the Mental Health and Psychosocial Support working group from the 2011 Humanitarian Action Summit, hosted by Harvard Humanitarian Initiative (Cambridge, Massachusetts, USA)
This document provides an overview of family therapy in the 21st century. It discusses feminist family therapy and how a feminist approach considers gender, power dynamics, and social contexts. It also addresses tailoring therapy to specific populations like single-parent families, African American families, and gay and lesbian families. The document outlines various relationship enrichment programs and how medical family therapy assists families dealing with illness through psychoeducation. It emphasizes the importance of being culturally sensitive and addressing issues like race, poverty, and spirituality when providing family therapy.
Social casework has evolved historically over centuries with individuals helping others through charity and philanthropy. It developed into a more professionalized method in the late 19th century in both Western and Eastern societies. Some key developments included the establishment of organizations like the Charity Organization Society in the US in 1877 that used volunteers called "Friendly Visitors" to assess needs and provide guidance. Over time, paid agents replaced volunteers and formal training programs for caseworkers emerged around 1914-1917. Major influences came from theories like psychoanalysis and concepts from psychology. Casework adapted to economic crises and developed different schools of thought incorporating factors like ego psychology, sociological concepts, and a focus on both individuals and their social settings.
This document discusses the types and impacts of natural and man-made disasters, who they affect, and the roles of first responders. Disasters can be sudden, intense events that disrupt infrastructure and diminish resources for individuals, families, communities and larger regions. They pose both short and long-term health risks, especially for vulnerable groups like children and under-resourced communities. First responders come from various government and non-government organizations who work to prepare for, respond to, and aid in long-term recovery from disasters through services, assessment, referral and rebuilding coordination over time.
This document discusses several topics in clinical psychology including models of training, professional regulations, private practice, the cost of healthcare, prescription privileges, and technological innovations like telehealth and ambulatory assessment. Ambulatory assessment involves acquiring psychological and physiological data in natural settings using computer-assisted methods like electronic diaries and real-time data collection and analysis. Examples of ambulatory assessment applications include monitoring patients with chronic conditions and assessing cortisol levels in individuals with bipolar disorder. The document also mentions De La Salle University and telehealth.
This document discusses the implementation of a psychosocial distress screening program at the Robert H. Lurie Comprehensive Cancer Center. It describes barriers to screening, the use of a computerized adaptive testing system to efficiently measure multiple domains of distress, and lessons learned from piloting the program. Screening results are integrated into patients' electronic health records and trigger messages to clinicians if severe distress is reported, in order to better manage patients' psychosocial needs. The goal is to systematically identify and address sources of distress throughout the cancer care process.
The TONI-4 is a nonverbal test of general intelligence that measures fluid intelligence and Spearman's g. It is ideal for testing individuals with language, hearing, motor, or cultural impairments. The test consists of 60 items involving shapes, positions, directions, and other nonverbal concepts. It takes approximately 15 minutes to complete. Scores include index scores, percentiles, age equivalents, and descriptive terms. The test shows adequate reliability and validity based on its standardization sample and has strengths such as its brevity and reduced cultural/language factors compared to previous versions. However, its normative sample was only tested in English and subgroup stratification could be improved. It is recommended as an alternative to verbal intelligence tests
This document discusses intelligence, IQ, IQ tests, and methods for estimating pre-morbid IQ. It defines intelligence and outlines several theories of intelligence. It explains what IQ is and how IQ tests work. It also discusses major IQ tests like the Wechsler scales and Stanford-Binet. The document outlines various methods for estimating an individual's intellectual abilities before any brain damage or disease onset, including using preserved abilities, historical records, and comparing pre-and post-injury test performance.
The document summarizes the results of a mental status examination conducted on a 20-year-old male college student. The examination evaluated the student's general appearance, attitude, behavior, speech, emotional state, thought content, sensorium, and intellectual resources. No significant abnormalities were observed. The student appeared neatly dressed and groomed, was friendly and cooperative during the exam, and showed logical thinking with no signs of delusions or hallucinations.
The subject is a 20-year-old male college student referred for a psychological evaluation for job and internship purposes. Testing revealed a dependent personality disorder with symptoms including clinging behavior, anxiety when separated from his mother, tension over past family disputes, feeling inadequate, and depression. His dependency stems from childhood trauma of losing his father and overreliance on his mother for support and guidance.
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The document discusses several third wave cognitive behavioral therapies including dialectical behavior therapy (DBT), behavioral activation therapy (BAT), mindfulness-based cognitive therapy (MBCT), and acceptance and commitment therapy (ACT). It provides overviews of each therapy's theoretical foundations, techniques, and empirical support for treating various mental health issues like depression, anxiety, personality disorders, and more.
MENTAL HEALTH MUST BE BROADLY DEFINED IN TERMS THAT ARE CULTURALLY SENSITIVE AND INCLUSIVE.
THE CRITERIA FOR MENTAL HEALTH MUST BE EMPIRICALLY AND LONGITUDINALLY VALIDATED.
VALIDATION MEANS PAYING SPECIAL ATTENTION TO CROSS-CULTURAL STUDIES.
Chapter 8: Mental health in the aftermath of a complex emergency: the case of Afghanistan. In: advances in disaster mental health and psychological support, 2006. By Peter Ventevogel, Martine van Huuksloot, Frank Kortmann
MODULE 5 WORK FOR SOCIAL WORK AND COMMUNITY DEVlinetnafuna
This document provides an overview of Module Five on Psychosocial Support. It discusses key topics including:
1. The definition of psychosocial support and psychosocial well-being, which refers to the close relationship between individual and collective aspects of social entities.
2. Why psychosocial services are needed after emergencies, as crises can disrupt lives and lead to psychological wounds. Early support helps people cope and recover.
3. Identifying populations in need of psychosocial support through assessments. Needs vary and include bereavement support, addressing thoughts, feelings, and behaviors. Coordinating with other organizations is important.
The module aims to build volunteer capacity to understand psychosocial impacts, identify those
Prevention, characteristics of counsellingBimal Antony
This document discusses prevention strategies in mental health at the primary, secondary, and tertiary levels. Primary prevention aims to reduce incidence and risk factors through universal, selective, and indicated measures. Secondary prevention focuses on early detection and treatment to reduce duration and severity. Tertiary prevention aims to reduce disability through prompt treatment and rehabilitation. The document outlines examples of prevention efforts at each level, from prenatal care to community mental health centers and crisis intervention.
This document discusses psychosocial care techniques for disaster contexts. It begins with defining psychosocial as the influences of social factors on mental health and behavior. Psychosocial care is defined as the culturally sensitive provision of psychological, social, and spiritual care through therapeutic communication. The importance of psychosocial care in disasters is to prevent long-term disorders, provide relief, and maintain well-being. Basic techniques discussed include ventilation, empathy, active listening, social support, externalization of interests, relaxation, and spirituality. These techniques aim to help survivors process emotions, feel understood, engage socially and with interests, and manage stress to facilitate recovery after disasters.
Transitioning Mental Health & Psychosocial Support from Short-Term Emergency ...Purvi P. Patel
Report of the Mental Health and Psychosocial Support working group from the 2011 Humanitarian Action Summit, hosted by Harvard Humanitarian Initiative (Cambridge, Massachusetts, USA)
This document provides an overview of a webcast series on health and safety for humanitarian workers produced by Harvard University. The series addresses topics like stress, substance abuse, and burnout. The June 23, 2010 session focuses on stress and substance abuse, with guest speakers including Dr. Stephen Morris, Dr. Donald Bosch, and Dr. John Ehrenreich. They will discuss the causes and impacts of stress, as well as strategies for managing stress on a personal, organizational, and professional level. The document provides background on the guest speakers and outlines from the presentations.
This document provides an overview of health education. It defines health education as a systematic social activity aimed at imparting health knowledge and reinforcing positive health behaviors. The document discusses the objectives, definition, aims, models, principles, methods, effects, levels of prevention, and need for health education. It also analyzes gaps in health education research, such as the need for stronger focus on individual skills and interdisciplinary studies to understand misinformation.
This document provides an overview and goals of a training on trauma-informed care (TIC). It discusses recognizing the impact of adverse childhood experiences and how unresolved trauma relates to long-term health outcomes. It emphasizes the importance of identifying and addressing trauma, reducing re-traumatization in services, and understanding secondary trauma for workers. The training aims to provide resources for staff to learn about working in a TIC system.
Psychological Interventions for People Exposed to DisasterMichelEspinosa6
This document discusses psychological interventions for people exposed to disaster. It describes several types of interventions, including cognitive-behavioral interventions like stress inoculation training, eye movement desensitization and processing to facilitate cognitive processing of traumatic material, somatic awareness approaches to integrate body processing with cognitive and emotional processing after trauma, and psychoanalytically oriented psychotherapy using therapeutic alliance, transference interpretation, and countertransference to help patients elaborate aspects of reality associated with trauma. The overall goal of interventions is to help recover individuals' subjectivity and ability to relate their inner and outer worlds after experiencing disaster.
Issues about mental health and the Guidance and Counseling field in the Phili...MaisaLao
This document discusses mental health and counseling in the Philippines. It begins by defining mental health and noting that maintaining mental health involves daily activities, relationships, and coping with stress and change. It then provides definitions of mental health from medical sources.
The document notes that mental health has received little attention from the Philippine government. Only 5% of healthcare spending is on mental health and there are very few psychiatrists and hospital beds. Mental illness is common but also stigmatized in the country. The top barriers to seeking help are financial constraints, self-stigma, and social stigma.
The passage discusses counseling in the Philippines and notes it has been influenced by multiple disciplines and acknowledges the societal context. It emphasizes
The document outlines a 3-day module on providing psychological first aid (PFA) following a disaster. By the end of the module, participants will be expected to explain PFA concepts, summarize key lessons, learn how to conduct PFA sessions, and acquire skills to facilitate a PFA session. The document provides information on delivering PFA during the emergency phase, validating survivors' feelings, addressing their needs, and connecting them to support. It also includes examples of PFA activities and guidelines for facilitators. Participants will practice facilitating small group PFA sessions and assess psychological impacts to determine appropriate support actions. The overall goal is to build resilience and mitigate disaster impacts through PFA.
Systems Must Include Three Levels of Care for Aftermath of SuicideFranklin Cook
The document discusses guidelines for providing support after a suicide and outlines three levels of care: immediate response, support services, and treatment services. It describes the goals and principles of each level. The immediate response involves crisis response, triage to identify high-risk individuals, and follow-up. Support services help people cope with grief and loss through information, guidance, and education. Treatment services are for those with mental health diagnoses and are provided by licensed professionals. The levels of care often overlap and distinguish support from treatment based on whether clinical interventions are being provided for a formal diagnosis.
This document provides guidance on remote psychological first aid (R-PFA) during the COVID-19 outbreak. It discusses what R-PFA is, who it can be provided to, and how to conduct R-PFA using remote communication methods. The key steps of R-PFA - look, listen, link - are explained in detail. It is emphasized that R-PFA should focus on actively listening, accepting feelings, addressing needs and concerns, and referring to specialized services if needed. Special considerations for vulnerable groups and potential issues like stigma, domestic violence, and economic hardship are also covered.
Breaking the Stigma The Rise of Mental Health as a Global Priority.pdfOnkarWeginwar1
Once relegated to the shadows, mental health has emerged as a critical global concern. The stigma surrounding mental health is gradually dissipating as societies recognize the profound impact of mental well-being on individuals, communities, and economies. This whitepaper explores the growing awareness of mental health issues, the efforts to break down stigmas, and the steps governments, organizations, and individuals take to prioritize mental health globally.
Organisational and cultural factors that promote resilienceEJohnFawcett
This is a presentation shared at the NZ Psychological Societies annual conference held in Queenstown, New Zealand in August 2011. The presentation included a description of a process to facilitate groups of international humanitarian aid workers to develop effective coping strategies and enhance resilience when working in complex and challenging environments. A multicultural strategy that builds on existing and historical cultural coping mechanisms while integrating new understandings from modern western psychology. The work is based on systematic applied strategies in Haiti following the earthquake in 2010 and in Sudan and Chad as part of a major project funded by OFDA (USA) and managed by InterAction (USA) and People In Aid (UK). For further information contact the author. John Fawcett. Email jfawcett@orcon.net.nz
Read and respond to each peer initial post with 3-4 sentence long re.docxniraj57
Read and respond to each peer initial post with 3-4 sentence long response
Peer #1
For the Research Assignment, I have chosen to focus on an area of Healthcare that rarely gets the
attention it deserves.
Mental health.
I
chose this topic because I am personally effected by it and so are many millions of Americans. Mental illness is also one of the leading causes of
death in our nation and one life is lost as a result of suicide, abuse or incarceration every 17mins in the United States. Mental illness has been my
area of focus throughout this program and the advocacy and participatory philosophy will be useful for the final project because it suggests that
“
that research inquiry needs to be intertwined with politics and a political agenda” (Creswell, p.9). I do believe that mental health has a specific
agenda for a study and that there has been constant aim for reform in healthcare and mental health. This social issue is definitely pertinent right
now and topics that address it such as “empowerment, inequality, oppression, domination, suppression, and alienation” (Creswell, p.9), and are
really the focus of the study. The goal of this project for me, is to provide a voice to participants and give them the ability address the concerns that
will lead to reform.
According to Kemmis and Wilkinson (1998) this philosophy offers four key features of the advocacy/participatory framework of inquiry:
1. Participatory actions are focused on bringing about change, and at the end of this type of study, researchers create an action agenda for change.
2. It is focused on freeing individuals from societal constraints, which is why the study begins with an important issue currently in society.
3. It aims to create a political debate so that change will occur.
4. Since advocacy/participatory researchers engage participants as active contributors to the research, it is a collaborative experience.
Research Problem Statement
My Vision is to Provide members of the community with the opportunities and education needed to prevent death due to suicide, acts of self-harm
and the traumatic impact of mental illness. By promoting resilience, the enhancement of community resources, conflict resolution and support for
individuals, families and the communities of those who suffer with mental disorders, illness or have a sudden mental health crisis. The target
population includes all individuals within Chatham County, with unmet mental health needs.
These individuals are currently not being served by
traditional methods due to financial, structural, and personal barriers including access and stigma. Untreated mental health
issues of these
individuals put them at risk for exacerbation of physical health problems, suicide attempts, premature moves to long-term care settings, and
psychiatric hospitalization, incarceration, residential alcohol/drug treatment or homelessness. The target population is all individuals within
Chatham County, ...
CONEXÃO
Explorando Conhecimento
A Pós-Graduação ESADE convida você a participar do CONEXÃO, um ciclo de palestras gratuitas que possibilita troca de conhecimentos em sua área e o crescimento em sua profissão.
EXPLORANDO PSICOLOGIA COMPORTAMENTAL
24 de Agosto de 2012
Tema: A Formação de Coaching
Palestrante: Clenir Streit, Prof Marcelo Saldanha e Profª Carmem Castro
Horário: 19h
O documento descreve um evento de coaching chamado CoM AÇÃO que ocorrerá em Porto Alegre entre os dias 23 e 25 de agosto. O evento terá palestrantes renomados no campo do coaching e abordará temas como diferentes abordagens de coaching, neurociência aplicada ao bem-estar, coaching cognitivo-comportamental e intercultural.
1) A declaração confirma que Marcelo Bravo Cassales Saldanha concluiu com sucesso um programa de formação e certificação internacional em coaching.
2) O programa foi realizado em Belo Horizonte entre agosto e novembro de 2011 e teve uma carga horária total de 130 horas.
3) Marcelo está habilitado e em processo de certificação internacional pela European Coaching Association, Global Coaching Community e Instituto Brasileiro de Coaching para atuar como coach profissional.
Liderança e coaching - desenvolvendo pessoas, recriando organizaçõesMarcelo Cassales
O documento discute a importância da liderança e do coaching nas organizações. Apresenta uma visão histórica da liderança e seu conceito, destacando que a liderança é um processo de influência que envolve guiar pessoas para alcançar objetivos. Também discute que o coaching é uma ferramenta gerencial que desenvolve novas competências nos funcionários e ajuda a alinhar estratégias e pessoas para atingir metas organizacionais.
Phil harkins 10_leadership_techniques_for_building_high_performing_teamsMarcelo Cassales
The document is a scanned page of text written in a foreign language containing dense information. It discusses several topics in 3 paragraphs:
1) It describes a historical event that occurred on a specific date involving some people or entities.
2) It then analyzes the impacts and implications of that event, noting some positive and negative effects.
3) The final paragraph provides additional context around the issues discussed and possible next steps or ongoing related work.
Coaching e seus mitos - Apresentação do Coach Marcelo Cassales SaldanhaMarcelo Cassales
O documento discute os mitos em torno do coaching, explicando que embora seja uma ferramenta útil de desenvolvimento, requer uma metodologia estruturada e não pode ser usado para resolver todos os problemas ou substituir outras ações necessárias. O coaching tem como foco principal melhorar o desempenho profissional, não a terapia, e exige medição de resultados para comprovar sua efetividade.
Você esta a 6 pessoas do que precisa! - Modelo de Mundos Pequenos de Stanley ...Marcelo Cassales
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Psychological first aid2
1. Chapter 11
Psychological First Aid Leslie Snider30
Sonia Chehil 31
Douglas Walker32
Introduction
Over the past few decades there has been growing interest in and recognition of the need
for evidence-informed, early psychosocial support following traumatic events. Psychological
First Aid (PFA) is the approach recommended by many international expert groups, includ-
ing WHO, the Sphere Project, and the Inter-Agency Standing Committee on Mental Health
and Psychosocial Support, to support people affected by crisis events (3, 4, 5).
PFA is an evidence-informed intervention that addresses the practical psychosocial needs
of individuals, families, and communities in the immediate aftermath of a disaster. In the
early post-disaster phase, PFA facilitates recovery in affected individuals across all age groups
by reducing the initial distress caused by traumatic events, helping them to meet their basic
needs and connect with social supports and services, providing information, and fostering
short- and long-term adaptive functioning and coping. PFA is based on the assumption that
all people have innate coping abilities and the capacity to recover from distressing events,
especially if they are able to restore basic needs and have access to support as needed.
Current PFA models are designed for delivery by a range of people—health or mental
health personnel, disaster response workers, lay volunteers—who can offer early assistance
to affected children, families, and adults. In large-scale events, PFA, as a psychosocial re-
sponse, may be offered as one component of a multi-sectoral disaster management program
(6). It may be necessary for a helper or responder to act quickly in an acute crisis situation,
but wherever possible, it is recommended that PFA providers work through an established
organization or community group to improve the overall coordination of relief efforts. By
working through an organization or group, the helper may have access to resources and in-
formation that will enable him/her to provide better assistance to those affected, and for their
own support and security while providing assistance.
PFA is an immediate, short-term intervention offered to affected people soon after they
have experienced a very distressing event—either immediately following exposure to a criti-
30. Senior Technical Advisor, World Trauma Foundation.
31. Director, Section of International Psychiatry, Dalhousie University, Canada; Associate Director, WHO
Collaborating Center Mental Health Training & Policy Development; Mental Health Technical Advisor,
97
Ministry of Health, Guyana.
32. Doctorate of Psychology and Clinical Director of Mercy Family Center, New Orleans, USA.
2. Mental Health and Psychosocial Support in Disaster Situations in the Caribbean
Core Knowledge for Emergency Preparedness and Response
cal event or some days or weeks after, depending on when the helper encounters the person
and their needs. Some people who have experienced a crisis may require help and support
for a longer period of time, or may require more advanced care and support (health, mental
health, legal or social services). Follow-up psychosocial support with families and individuals
(see Chapter 12) may be indicated.
PFA is designed to be flexible and adaptable to a variety of settings, contexts, cultures,
and needs; it provides an evidence-informed framework for intervention on which to build
locally appropriate, acceptable, and responsive programming (2, 5, 7, 8). It is currently being
implemented in countries around the globe (7, 9, 10), as a response to events affecting in-
dividuals or groups of people. As each crisis situation is unique, PFA must be tailored to the
particular context, culture and social situation (see Chapter 6 of this book).
Foundations of PFA
PFA describes a humane, supportive, and practical response to fellow human beings suf-
fering exposure to serious stresses and who may need support. PFA should be distinguished
from clinical mental health care, emergency psychiatric interventions, or psychological
debriefing. The approach does not require clinical expertise or a discussion of the event that
caused the distress. Furthermore, PFA cannot be assumed to prevent longer-term mental
health sequelae of trauma or to reliably assist in identifying individuals at risk for developing
later mental disorders. Rather, it is an empathic and pragmatic approach to assist persons in
distress to stabilize and begin their own practical and emotional recovery (8).
The term “psychological first aid” was first coined at the end of World War II (1). There
has been a recent trend to more clearly articulate the PFA approach and its components ac-
cording to evidence-informed practices. Empirical evidence (2, 5, 11) for PFA draws from
two burgeoning areas of behavioral science research: Research on factors influencing individ-
ual and community risk and resilience in the aftermath of disaster and research on the factors
influencing the restoration of social and behavioral functioning post-disaster (6, 13, 14).
Existing evidence and professional consensus underscore the utility of PFA in the early
stages of psychosocial response to crisis events, namely:
Certain factors such as perceived poor social support are associated with increased
rates of post-traumatic stress disorder following traumatic events (15).
The TENTS Delphi study found strong consensus for provision of general support,
access to social support, physical, and psychological support (16).
NATO Guidelines promote PFA as part of psychosocial emergency plans because “the
abilities of people to accept and use social support and the availability of it are two of
the key features of resilience” (17).
IASC and Sphere Guidelines recommend that PFA be made available to acutely
distressed persons following extreme events and that some forms of psychological sup-
port should be easily taught to and provided by lay persons (4, 5).
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3. Chapter 11
Psychological First Aid
According to experts in the field of disaster response, social care responses—including
access of survivors to social, physical, and psychological support—are key aspects of resilience
(16, 17). PFA approaches translate these key aspects into actions that can be easily taught to
and provided by lay persons, in accordance with humanitarian guidelines (5).
Five empirically supported principles guide practices and programs for psychosocial
intervention in the aftermath of disaster. These principles help to form a foundation for the
PFA approach described below (6):
Promote sense of safety
Promote calming
Promote sense of self and collective efficacy
Promote connectedness
Promote hope
In summary, PFA is evidence-informed and consistent with strong professional consen-
sus for social support of persons in the early aftermath of exposure to critical events, and in
consideration of the wider socio-cultural context in which those events occur (8).
PFA approach
The goals of PFA are pragmatic and constructed around practical areas of action. Several
guides and manuals exist for the provision of PFA to various groups of people. Annex 11.1
to this chapter contains a list of relevant resources developed in various international settings.
Although the different resources vary in the principles, actions or steps they define in their
approach, they share certain elements basic to the provision of PFA. Also appended to this
chapter (Annex 11.2) is the ‘Psychological first aid pocket guide’, excerpted from the WHO
Psychological first aid: guide for fieldworkers (8). According to this guide, the main prin-
ciples of PFA are to:
Provide practical care and support which does not intrude
Assess needs and concerns
Help people to address basic needs (for example, food and water, information)
Listen to people, without pressuring them to talk
Comfort people and help them to feel calm
Help people connect to information, services, and social supports
Protect people from further harm
Good communication skills are key to offering PFA effectively and respectfully to
people in distress. Guidance on active listening, empathy, and socio-cultural considerations
in communication are described in most PFA resources. Effective communication is based
on an understanding of the cultural and social norms of the people being helped, and how
to speak and behave in ways that are respectful and appropriate. For example, the helper or
responder begins by introducing themselves by name and their organizational affiliation. It is
99
4. Mental Health and Psychosocial Support in Disaster Situations in the Caribbean
Core Knowledge for Emergency Preparedness and Response
often helpful for people learning about PFA to practice active listening, i.e., how to ask about
people’s needs and concerns, how to listen and respond without judging the affected person
(i.e., about how they feel or things they did or did not do during the crisis), and how to offer
assistance in ways that respect and promote the ability of affected people to help themselves.
Being able to listen well and to be calm and caring in one’s verbal and non-verbal communi-
cation (i.e., body language, eye contact) can be a great support to people in distress.
PFA does not involve pressuring people to tell details of the story of what happened to
them or their feelings about the event. The helper or responder can be supportive also by
sitting quietly with someone in distress or who does not want to talk; by offering practical
comfort, such as a glass of water or a blanket, if possible. The helper or responder must also
remember that their assistance will be time-limited. Therefore, it is important that those
offering PFA aim to help affected people to mobilize their own coping resources, and know
how to connect with available services and supports that they may need in the course of their
recovery.
Practical support, information, and connection with loved ones and services are also
basic elements in the provision of PFA. People impacted by crisis events may have a range
of basic needs such as food, shelter, and health services. By learning about available services
and supports, the responder can help affected people to link with those services in order to
meet their basic needs. People affected by crisis events are almost always in need of accurate
information about the event, any plans being made by people in charge of the response (i.e.,
shelter arrangements in disasters), and the welfare and whereabouts of friends and loved ones.
Those providing PFA should be well-informed and be able to offer accurate information to
affected individuals and groups. People affected by crisis events may also be separated from
their family or community. Although the helper should not force social support, it is often
useful to offer to help affected people to connect with loved ones and persons they trust.
Certain people in crisis situations may be particularly vulnerable, and may need extra
assistance to be safe, to access basic needs and services, and to connect with loved ones and
social suport. According to the Psychological first aid: guide for field workers (8), people who
may need special attention in a crisis include:
Children and adolescents, especially those separated from their caregivers;
People with health conditions or physical and mental disabilities (i.e., frail older per-
sons, pregnant women, people with severe mental disorders, or people with vision or
hearing difficulties);
People at risk of discrimination or violence, such as women or people of certain eth-
nic groups.
The helper or responder should be aware of people who may need special assistance or re-
ferral to professional health or mental health care. By knowing their limitations in providing
assistance, the responder can best provide care and support in ways that ensure the well-being
and safety of both themselves and the people they are helping.
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5. Chapter 11
Psychological First Aid
Good practice
To offer PFA in a responsible way, it is important for any helper or responder to be aware
of and to follow guidelines of good practice. The first is the principle of “do no harm.” Help-
ers, responders, or any person or agency involved in humanitarian response will interact with
people who may have experienced severe and traumatic events, and who may be facing new
challenges in their lives without the supports and resources they normally rely on. In all of
their actions, those providing assistance must strive to avoid causing further harm to affected
people. It is important for any helper or responder to know about and adhere to any ethical
codes of conduct that their organizations or agencies follow. According to the Psychological
first aid: guide for field workers (8), the following principles help to ensure that helpers or
responders offer PFA in a way that respects people’s safety, dignity and rights:
Safety
Avoid putting people at further risk of harm as a result of your actions.
Make sure, to the best of your ability, that the adults and children you help are safe
and protect them from physical or psychological harm.
Dignity
Treat people with respect and according to their cultural and social norms.
Rights
Make sure people can access help fairly and without discrimination.
Help people to claim their rights and access available support.
Act only in the best interest of any person you encounter.
These principles may have particular meanings in different socio-cultural contexts and
how they are applied should be considered carefully. For example, acting ‘only in the best in-
terest of the people one is helping’ means that the helper or responder should not ask for any
money or favor in exchange for the assistance he/she provides. Ensuring people are safe and
protected from further harm may be challenging in some situations and require the helper or
responder to take decisions using his or her best judgement. Treating people with respect also
involves communicating with them in a non-judgmental way, particularly about their feel-
ings or actions during the crisis situation.
It is also essential for the helper or responder to take into account the culture of the peo-
ple he or she is assisting. Culture shapes how we think, behave, and relate to people around
us—including what is and is not appropriate to say and do. For example, the gender of the
responder must be considered when offering assistance (e.g., in some cultures, it is only ap-
propriate for women to speak with women). It is essential that any model of PFA be adapted
to be acceptable and appropriate to the people who are being helped, and that responders are
aware of their own beliefs so they can set aside any biases as they offer support to survivors
(8).
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6. Mental Health and Psychosocial Support in Disaster Situations in the Caribbean
Core Knowledge for Emergency Preparedness and Response
Finally, helping responsibly also means that those providing assistance practice good self-
and team-care strategies. Helpers and responders are often exposed to the traumatic stories of
the people they are helping, and may witness destruction, injury, and death. They and their
families may also be directly impacted by the crisis situation, or to similar events in their
past. Providing assistance to others in difficult circumstances can be emotionally and physi-
cally stressful and requires helpers and responders, as well as the organizations and agencies
with whom they work, to pay particular attention to their own health and emotional well-
being. For example, helpers should consider:
Their motivation and readiness to help in each crisis situation.
Personal considerations (e.g., health problems, family stresses) that may affect their
ability to respond and their well-being.
How to cope in healthy and adaptive ways with stress (e.g., getting enough rest) and
minimizing negative coping strategies (e.g., avoiding working excessive hours or days
without time off).
How best to support their fellow helpers and responders (e.g., having a buddy system
for support and safety).
Taking time to rest and reflect with a supervisor or persons they trust after ending
their assistance.
Summary
PFA is the recommended approach for offering humane, practical and empathic sup-
port to people in the aftermath of crisis events. It is designed to reflect the realities of diverse
cultures, settings and contexts in which it is to be applied and promotes the strengthening of
natural healing practices, social networks, and self-efficacy. PFA can be employed by trained
health workers, disaster responders, and lay volunteers to provide individuals and families
with immediate psychosocial support that facilitates adaptive coping. Within a larger frame-
work of emergency or humanitarian response, PFA can promote the efficient use of available
resources by linking psychological first aid to the broader, comprehensive crisis response
involving multiple sectors and a range of interventions. When linked to the broader network
of supports available to survivors in their own communities, as well as within the health and
social sectors, PFA can assist in the provision of a continuum of care across multiple domains
of need.
References
1. Blain, D., P. Hoch, V.G. Ryan. “A course in psychological first aid and prevention: a
preliminary report.” American Journal of Psychiatry. 1945; 101:629-634.
2. Ruzek, J.I., M.J. Brymer , A.K. Jacobs, C.M. Layne, E. Vernberg, P.J. Watson. “Psy-
chological first aid.” Journal of Mental Health Counselling. 2007; 29(1):17–49.
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3. World Health Organization. mhGAP intervention guide for mental health, neuro-
logical and substance use disorders in non-specialized health settings. Geneva: WHO
Mental Health Gap Action Programme, 2010. Available at: http://www.who.int/
mental_health/mhgap.
4. Sphere Project. Humanitarian charter and minimum standards in disaster response.
Geneva: The Sphere Project, 2011. Available at: http://www.sphereproject.org.
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www.who.int/mental_health_psychosocial_june_2007.pdf.
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“Five essential elements of immediate and mid-term mass trauma intervention:
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283–315.
7. Brymer, M., A. Jacobs, C. Layne, R. Pynoos, J. Ruzek, A. Steinberg, E. Vernberg,
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Traumatic Stress Network and National Center for PTSD. 2006. http://tinyurl.
com/64jez95.
8. World Health Organization, World Vision International, and War Trauma Foun-
dation. Psychological first aid: guide for field workers. Geneva: WHO, 2011. http://
tinyurl.com/3pd9deg.
9. Uhernik, J.A., M.A. Husson. “Psychological first aid: an evidence informed ap-
proach for acute disaster behavioral health response.” In G. R. Walz, J. C. Bleuer,
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Counselling Association. 2009: 271-280.
10. U.S. Department of Health and Human Services. Mental health response to mass vio-
lence and terrorism: a training manual. DHHS Pub. No. SMA 3959. Rockville, MD:
Center for Mental Health Services, Substance Abuse and Mental Health Services
Administration, 2004. Available at: http://tinyurl.com/7576xob.
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logical interventions for the prevention of post-traumatic stress disorder.”
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DOI: 10.1002/14651858.CD006869.pub2.
12. Rose S.C., J. Bisson, R. Churchill, S. Wessely. “Psychological debriefing for pre-
venting post traumatic stress disorder (PTSD).” Cochrane Database of Systematic
Reviews 2009, Issue 2. Cochrane Database of Systematic Reviews 2002, Issue 2. Art.
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8. Mental Health and Psychosocial Support in Disaster Situations in the Caribbean
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15. Bisson, J.I., C. Lewis. Systematic review of psychological first aid, Geneva: WHO,
2009.
16. TENTS Project Partners. The TENTS guidelines for psychosocial care following disasters
and major incidents. 2009. Available at: http://www.tentsproject.eu.
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disasters and major incidents: a model for designing, delivering and managing psychoso-
cial services for people involved in major incidents, conflict, disasters and terrorism (An-
nex 1 to EAPC (JMC)N(2008)0038). Brussels: NATO, 2009.
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Annex 11.1: PFA Resources
The following list of PFA manuals is taken from the PFA Anthology of Resources devel-
oped by War Trauma Foundation and World Vision International. The full list of resources,
including articles, informational materials and guides can be accessed at: www.wartrauma.nl/.
Freeman, C., A. Flitcroft, P. Weeple (2003). Psychological first aid: a replacement for psycho-
logical debriefing. Short-term post trauma responses for individuals and groups. The Cullen-
Rivers Centre for Traumatic Stress, Royal Edinburgh Hospital.
Headington Institute (2007). Trauma and critical incident care for humanitarian aid workers.
Web-based interactive training material. Available at: www.headington-institute.org.
International Federation of the Red Cross and Red Crescent Societies (2009). Community-
based psychosocial support, a training kit (participant’s book and trainers book). Module 5:
psychological first aid and supportive communication. Denmark: International Federation
Reference Centre for Psychosocial Support. Available at: www.ifrc.org/psychosocial.
International Organization for Migration (2008). After the wind, rain and water: community
level handbook for helping. IOM: Yangon, Myanmar. Available at: www.iom-seasia.org.
National Child Traumatic Stress Network and National Center for PTSD (2006). Psychologi-
cal First Aid: Field Operations Guide, 2nd Edition. Available at: www.nctsn.org and www.
ncptsd.va.gov.
National Institute of Mental Health and Neurosciences, Bangalore (NIMHANS) and CARE
India (2005). Psychosocial care in disaster management: facilitation manual for trainers of
trainees in natural disasters. Available at: http://www.nimhans.kar.nic.in/dis_man/train_
nd1.pdf.
Saeed, Khalid (2006). Manual for training primary health care physicians, general practitioners
and specialists from related disciplines. WHO Eastern Mediterranean Unit.
Schreiber, R., Gurwitch, M. and Wong, M. (2006). Listen, protect, connect. The Advertis-
ing Council and U.S. Department of Homeland Security, and The National Center for
School Crisis and Bereavement. Available at: www.ready.gov.
U.S. Department of Education, Readiness and Emergency Management for Schools (REMS)
Technical Assistance Center (2008). Profiled in Helpful Hints for School Emergency
Management, Newsletter of the U.S. Department of Education—Readiness and Emer-
gency Management for Schools (REMS) Technical Assistance Center, Vol. 3 (3), 2008.
Available at: http://www.ready.gov/.
• Psychological first aid (PFA) for students and teachers: listen, protect, connect—model &
teach;
• Family to family, neighbor to neighbor: PFA for the community helping each other;
• Model and teach: psychological first aid for students and teachers;
• Psychological first aid for children and parents.
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Core Knowledge for Emergency Preparedness and Response
U.S. State of Indiana, Family & Social Services Administration, Division of Mental Health
and Addiction Disaster mental health intervention field guide. Available at: http://tinyurl.
com/8ysoyp5.
War Trauma Foundation and World Vision International (2010). Psychological first aid
anthology of resources. Available at: www.interventionjournal.com/ and www.psychosocial-
network.net/.
World Health Organization, World Vision International and War Trauma Foundation
(2011). Psychological first aid: guide for field workers. Geneva: WHO, 2011. http://tinyurl.
com/3pd9deg.
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11. Chapter 11
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Annex 11.2 Psychological First Aid Pocket Guide
Providing Psychological First Aid responsibly means:
1. Respect safety, dignity and rights.
2. Adapt what you do to take account of the person’s culture.
3. Be aware of other emergency response measures.
4. Look after yourself.
Prepare • Learn about the crisis event.
• Learn about available services and supports.
• Learn about safety and security concerns.
Action Principles of PFA:
Principle Action
LOOK • Check for safety.
• Check for people with obvious urgent basic needs.
• Check for people with serious distress reactions.
LISTEN • Approach people who may need support.
• Ask about people’s needs and concerns.
• Listen to people and help them to feel calm.
LINK • Help people address basic needs and access services.
• Help people cope with problems.
• Give information.
• Connect people with loved ones and social support.
Ethics:
Ethical do’s and don’ts are offered as guidance to avoid causing further harm to the person, to provide the best
care possible and to act only in their best interest. Offer help in ways that are most appropriate and comfort-
able to the people you are supporting. Consider what this ethical guidance means in terms of your cultural
context.
Do’s Don’ts
• Be honest and trustworthy. • Don’t exploit your relationship as a helper.
• Respect people’s right to make their own decisions. • Don’t ask the person for any money or favor for help-
• Be aware of and set aside your own biases and ing them.
prejudices. • Don’t make false promises or give false information.
• Make it clear to affected people that even if they re- • Don’t exaggerate your skills.
fuse help now, they can still access help in the future. • Don’t force help on people and don’t be intrusive or
• Respect privacy and keep the person’s story confi- pushy.
dential, if this is appropriate. • Don’t pressure people to tell you their story.
• Behave appropriately by considering the person’s • Don’t share the person’s story with others.
culture, age and gender. • Don’t judge the person for their actions or feelings.
People who need more than PFA alone:
Some people will need much more than PFA alone. Know your limits and ask for help from others who can
provide medical or other assistance to save lives.
People who need more advanced support immediately:
• People with serious, life-threatening injuries who need emergency medical care.
• People who are so upset that they cannot care for themselves or their children.
• People who may hurt themselves.
• People who may hurt others.
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