The 12 Core Concepts, developed by the NCTSN Core Curriculum Task Force, are now available on the NCTSN website. The Concepts serve as the conceptual foundation of the Core Curriculum on Childhood Trauma and provide a rationale for trauma-informed assessment and intervention. The Concepts cover a broad range of points that practitioners and agencies should consider as they strive to assess, understand, and assist trauma-exposed children, families, and communities in trauma-informed ways.

From the Desk of
Elizabeth Grady, LPCS, NCC
2013 LPCANC President

Disaster Distress Helpline Offers Immediate Crisis Counseling

Call 1-800-985-5990 or text “TalkWithUs” to 66746.

The recent shooting at the Sandy Hook Elementary School in Newtown, Connecticut, continues to bring out strong emotions across the Nation. The Disaster Distress Helpline, 1-800-985-5990, can provide immediate counseling to anyone who needs help in dealing with the many issues and problems that might arise from this tragedy.

Sponsored by the Substance Abuse and Mental Health Services Administration (SAMHSA), the Helpline immediately connects callers to trained and caring professionals from the closest crisis counseling center in the nationwide network of centers. Helpline staff will provide confidential counseling, referrals, and other needed support services.

The Disaster Distress Helpline is a 24-hours-a-day, 7-days-a-week national hotline dedicated to providing disaster crisis counseling. The toll-free Helpline is confidential and multilingual, and available for those who are experiencing psychological distress as a result of natural or man-made disasters, incidents of mass violence, or any other tragedy affecting America’s communities.

Our texting service also is available to Spanish speakers. Text “Hablanos” to 66746 for 24/7 emotional support.

TTY for Deaf/Hearing Impaired: 1-800-846-8517

The Helpline also can be accessed online at http://disasterdistress.samhsa.gov/.

Resources on Coping http://www.yourmindyourbody.org/how-to-help-children-cope-after-a-shooting/

Helping your children manage distress in the aftermath of a shooting http://www.apa.org/helpcenter/aftermath.aspx

Managing your distress in the aftermath of a shooting http://www.apa.org/helpcenter/mass-shooting.aspx

Tips for Talking With and Helping Children and Youth Cope After a Disaster or Traumatic Event http://store.samhsa.gov/shin/content/SMA12-4732/SMA12-4732.pdf

Helpful Hints for School Emergency Management: Psychological First Aid (PFA) for Students and Teachers: Listen, Protect, Connect – Model & Teach http://rems.ed.gov/docs/HH_Vol3Issue3.pdf Listen, Protect, Connect – Model and Teach Psychological First Aid for Teacher and Students http://www.ready.gov/sites/default/files/documents/files/PFA_SchoolCrisis.pdf

After a Loved One Dies – how children grieve and how parents and other adults can support them http://www.newyorklife.com/newyorklife.com/General/FileLink/Static%20Files/New%20York%20Life%20Foundation%20Bereavement%20Guide%20-%20After%20a%20Loved%20One%20Dies%20.pdf

School Crisis Guide: Help and Healing in a Time of Crisis http://www.neahin.org/educator-resources/school-crisis-guide.html

Disaster Distress Helpline http://www.disasterdistress.samhsa.gov/

Resources For Reporting Accurately on Mental Illness Mental Illness in the News in Post Shooting Events http://www.guardian.co.uk/commentisfree/cifamerica/2011/jan/10/jared-lee-loughner-gabrielle-giffords?fb=optOut

Resources developed by the University of Washington on how journalists can and should best cover mental illness This is a printable PDF version: http://www.dshs.wa.gov/pdf/dbhr/mhtg/Publicationfinal.pdf

This is an HTML version: http://depts.washington.edu/mhreport/

Resources developed by the University of Washington on how journalists can and should best cover mental illness This is a printable PDF version: http://www.dshs.wa.gov/pdf/dbhr/mhtg/Publicationfinal.pdf
This is an HTML version: http://depts.washington.edu/mhreport/

 

Psychological casualties are often overlooked after emergencies and disasters though they generally outnumber physical injuries. The Johns Hopkins Preparedness and Emergency Response Research Center is analyzing the many unresolved legal and ethical issues surrounding the identification, accommodation, response and treatment of mental and behavioral health conditions before, during and after emergencies and disasters. This recently updated fact sheet Legal and Ethical Assessment Concerning Mental and Behavioral Health Preparedness summarizes the project and links to a set of transitional tools, which provide concise information about key topics, created by the project team.

 

Unintentional and unexamined cultural and racial assumptions can impair functioning of counselors (Arredondo, 1999; Ober et al., 2000; Ridley, 1995; Thompson & Neville, 1999). That statement holds doubly true for crisis workers given the cross-cultural circumstances within which they often operate—particularly in large-scale disaster relief. Pedersen (1987) discusses the following 10 culturally biased assumptions that crisis workers would do well to remember:

1. People all share a common measure of “normal” behavior (p. 17) (the presumption that problems, emotional responses, behaviors, and perceptions of crises are more or less universal across social, cultural, economic, or political backgrounds).

2. Individuals are the basic building blocks of all societies (p. 18) (the presumption that crisis intervention and counseling are directed primarily toward the individual rather than units of individuals or groups such as the family, organizations, political groups, or society).

3. The definition of problems can be limited by academic discipline boundaries (p. 19) (the presumption that the identity of the crisis worker or counselor is separate from the identity of the theologian, medical doctor, sociologist, anthropologist, attorney, or representative from some other discipline).

4. Western culture depends on abstract words (pp. 19–20) (the presumption of crisis workers and counselors in the United States that others will understand these abstractions in the same way as workers intend them).

5. Independence is valuable and dependencies are undesirable (p. 20) (the presumption of Western individualism that people should not be dependent on others or allow others to be dependent on them).

6. Formal counseling is more important than natural support systems surrounding a client (pp. 20–21) (the presumption that clients prefer the support offered by counselors over the support of family, peers, and other support groups).

7. Everyone depends on linear thinking (pp. 21–22) (the presumption by counselors and crisis workers that each cause has an effect, and each effect is tied to a cause—to explain how the world works—and that everything can be measured and described in terms of good or bad, appropriate or inappropriate, and/or other common dichotomies).

8. Counselors need to change individuals to fit the system (p. 22) (the presumption that the system does not need to change to fit the individual).

9. The client’s past (history) has little relevance to contemporary events (pp. 22–23) (the presumption that crises are mostly related to here-and-now situations, and that crisis workers and counselors should pay little attention to the client’s background).

10. Counselors and crisis workers already know all their assumptions (p. 23) (the presumption that if counselors and crisis workers were prone toward reacting in closed, biased, and culturally encapsulated ways that promote domination by an elitist group, they would be aware of it).

All 10 assumptions are, of course, flawed and untenable in a pluralistic world. Cormier and Hackney (1987) warn that human services workers who do not understand their own cultural biases and the cultural differences and values of others may misinterpret the behaviors and attitudes of clients from other cultures. Such workers may incorrectly label some client behavior as resistant and uncooperative. They may expect to see certain client behaviors (such as self-disclosure) that are contrary to the basic values of some cultural groups. The culturally insensitive counselor or crisis worker may also stereotype, label, or use unimodal, inappropriate, or ineffective counseling approaches and concepts in an attempt to help clients from other cultures (pp. 256–258).

Specifically in the field of crisis intervention, there has been criticism of the Western-based trauma model and particularly the elevation of PTSD as a pathological entity that has been coined in self-serving ways by victims’ groups, politicians, and profiteering lawyers and therapists when there is little empirical evidence to support such an assumption (Silove, 2000; Summerfield, 1999). (James 22-23) James, Gilliland. Crisis Intervention Strategies, 6th Edition. Wadsworth Publishing Company, 2007-07-01. . mpair functioning of counselors (Arredondo, 1999; Ober et al., 2000; Ridley, 1995; Thompson & Neville, 1999).

The messages that people in crisis send themselves become very negative and twisted, in contrast to the reality of the situation. Dilemmas that are constant and grinding wear people out, pushing their internal state of perception more and more toward negative self-talk until their cognitive sets are so negative that no amount of preaching can convince them anything positive will ever come from the situation. Their behavior soon follows this negative self-talk and begets a self-fulfilling prophecy that the situation is hopeless. At this juncture, crisis intervention becomes a job of rewiring the individual’s thoughts to more positive feedback loops by practicing and rehearsing new self-statements about the situation until the old, negative, debilitating ones are expunged. Cognitive Behavioral Therapy (CBT) seems most appropriate after the client has been stabilized and returned to an approximate state of precrisis equilibrium. Basic components of this approach are found in the rational-emotive work of Ellis (1982), the cognitive-behavioral approach of Meichenbaum (1977), and the cognitive system of Beck (1976) (James 14-15).

Xiomara A. Sosa, XAS Founder

First responders to disasters are emergency managers, law enforcement, firefighters, medical personnel, the military, etc.

Second responders to disasters are mental health professionals, social workers, humanitarian workers, etc.

First and second responders to disasters need to employ habits of self-care such as regular exercise, support networks, healthy nutrition, proper sleep habits and time for family. Disaster responses can deplete their reservoir of resources — coping strategies, emotional and physical energy, and support systems at home and at work. Taking time, no matter how brief, for meals, breaks, walks, supervision and after-hours discussions with fellow workers will provide a respite and refill their reservoir of resources.

Defusing and debriefing are essential before first and second responders return home, where the transition back to family routine may be very stressful. Problems with intimacy or relationships with family members and co-workers may threaten the support system needed for validation and recovery.

When symptoms of compassion fatigue or burnout appear, all responders need therapeutic opportunities to tell their stories and transform the experience. On the other hand, some responders returning from a disaster site may surprise relatives and co-workers with a positive benefit of deployment — increased positive feelings and the ability to let go of the small stuff and deal with what’s really important.

Interventions responders can use to help protect themselves against the symptoms of compassion fatigue and burnout are:

1. Learn and practice the skills necessary for self-regulation. Pay attention to your arousal level and try to minimize it with relaxation, meditation, music and exercise. Self-regulation is essential for the responder’s effectiveness and well-being.

2. Remain within yourself as a responder. Do not be concerned with results and specific outcomes. You don’t need people to express gratefulness for your work. This is referred to as self-validated care giving.

3. Try to maintain as healthy a lifestyle as possible, especially when experiencing extreme conditions. Eat well (avoid the doughnuts and sugary foods that are sometimes staples at disaster sites), rest whenever possible and recenter yourself. Exercise if you have the chance. This is probably similar to what you would recommend for others.

4. Share your experiences. It is helpful to offload your traumatic images and talk about your experiences. This can help to remove “psychic plaque.” Again, this is something that responders would encourage their clients to do.

5. Appreciate the experience you are engaged in and pace yourself. Try to remember that you are in a marathon and not a sprint. Also remember that what you are engaged in is a humbling experience.

Spend as much time as possible with family and friends during times of extreme stress. This will help responders to maintain a therapeutic balance in their lives. Accessing social support networks has proved to be the most effective way of coping with the stress of disasters.

13 Signs of First and Second Responder Burnout:

  1. Chronic fatigue – exhaustion, tiredness, a sense of being physically run down
  2. Anger at those making demands
  3. Self-criticism for putting up with the demands
  4. Cynicism, negativity, and irritability
  5. A sense of being besieged
  6. Exploding easily at seemingly inconsequential things
  7. Frequent headaches and gastrointestinal disturbances
  8. Weight loss or gain
  9. Sleeplessness and depression
  10. Shortness of breath
  11. Suspiciousness
  12. Feelings of helplessness
  13. Increased degree of risk taking

American Counselors Association (ACA)

American Red Cross (ARC)