Psychological First Aid Flashcards
Common reactions of 6-12 y.o. children After a disaster
Confusion
Withdrawal from social contact
Repeated talks about the event
Reluctance to go to school
Fear
Excessive worrying
Becoming clingy
Inability to concentrate
Sleep and appetite problems
Self-blame and guilt
Somatic complaints
Regressive behaviours
Easily startles
Agitation
Inability to relax
IMPORTANCE OF
PSYCHOSOCIAL SUPPORT
*Not everyone is traumatized by
a disaster
*For most survivors, these
stress symptoms should
diminish over time and majority
will recover traumatic events
*However, if not helped, a
certain population may develop
post-traumatic stress disorder
(PTSD)
*Psychosocial support is
important in helping people
deal with a traumatic event and
help them recover bette
THE MHPSS INTERVENTION PYRAMID
- Basic services and security
- Community and Fam Support
- Focused (person2person) non-specialized services
- Specialized Services
2 PHASES OF PSYCHOSOCIAL RECOVERY
- Emergency Psychosocial Support (0to3months)
-PFA
-grieving rituals, relief items
-safe space for children
-community rebuilding
-immediate response - Recovery Intervention (3 months to 3 years)
-clubs
-life skills
-prepare for disaster
an evidence-informed
intervention model to assist
students, families, school
personnel, and school
partners in the immediate
aftermath of an emergency
psychological first aid (PFA)
it is designed to reduce the initial distress caused by emergencies and to foster short-and-long-term adaptive functioning and coping
PFA
PFA is not…
➤Professional counseling
➤ Psychological/stress debriefing (No detailed discussion of the distressing event)
➤ Asking people to analyze what happened or put time and
events in order
➤ Not pressuring people to tell you their feelings of
reactions to an event (although it involves being available
to listen to people’s stories
Why learn about Psychological First Aid
➤because as part of the local government unit, we are
interacting directly with the survivors from the
community.
➤ because there are a lot of survivors but there are only few mental health professionals in the Region.
➤ because not all survivors are comfortable talking about
their concerns with a psychologist
because even if we are not mental health
professionals, there is something we can do to help the
survivors.
➤ because some of us are survivors, too, and we need to
know how we can help ourselves.
WHY DO WE NEED TO PROVIDE PFA TO
OUR CHILDREN?
Schools are typically the first government agencies
to resume operations after a disaster or an
emergency. It can become a primary source of
community support during and after the incident.
—It is important for school staff to be prepared for
emergencies.
—Emergencies affect children’s academic and social
achievement.
Trauma-related distress can have a long-term impact
if left untreated
PFA IS FOR
WHOM?
Very distressed people who were recently exposed to a serious
stressful event.
Can be provided to adults and children
Not everyone who experiences a crisis event will need or want
PFA.
—-Don’t force help on those who don’t want it, but make yourself
available and easily accessible to those who may want
support
PFA WHEN?
During or immediately after an event
However, it may be days or weeks after depending on how severe it is
PFA WHEre?
In a safe location
Can be health center,
shelter, camp, school,
evacuation site
Ideally, where there is
privacy
PRINCIPLES in
PROVIDING PFA
Respect safety, dignity and rights
Adapt what you do to take into
account culture
Be aware of other emergency
response measures
Look after yourself
BEFORE
CONDUCTING PFA
Wherever possible BEFORE you enter a crisis site, try toobtain accurate information so you can be safe and effective.
#Learn about the crisis event.
#Learn about available services and supports.
#Learn about safety and security concerns
HOW DO WE DO PFA?
PRINCIPLES 3L
Look
Listen
Link
LOOK
Check and ensure safety
Look for people with obvious basic needs
Check for people with serious distress reactions or
those who need stabilisation
Seem especially distressed, confused, and/or in shock
Approach children who may need support
Put yourself at eye level and look at them in the eyes
Speak calmly, slowly
Introduce yourself
If the parent is present, ask permission to talk to child
If the child is very affected, talk to parent
Stay close but do not pressure person to talk
Listen in case they want to talk
SIGNS IF YOUNG children who NEED STABILISATION
Staring blankly, Unresponsive, Displaying behaviours they had
outgrown (e.g., urinating in
inappropriate places, sucking
one’s thumb), Screaming, Crying or sobbing uncontrollably, Hyperventilating, Moving in an agitated way, Hiding, Clinging excessively
LISTEN
Help children address basic needs and access services; give information
Help children cope with problems
Identify supports (family and friends)
Ask children how they coped with difficult situations in the past and affirm
their ability to cope in current situation
Ask them what makes them feel better
Give practical suggestions to help them meet their needs
DO not say
I know what you feel.
It was probably for the best.
You need to relax.
Link
LINK : CONNECTING WITH
SOCIAL SUPPORT
SOCIAL SUPPORT is an
important component of
emotional well-being and
recovery following
emergencies.
Can come in many forms:
Emotional support
Social connection
Reassurance of self-worth
Reliable support
Advice and information
Physical assistance
Material assistance
SKILLS IN CONDUCTING PFA FOR CHILDREN
Knowledge about what
children’s reactions to trauma
Knowledge of Psychological
First Aid
Knowledge/Ability to provide
practical help
Ability to stay calm and
focused
Empathic listening skills
Communication skills
Problem solving skills
Self-care
Also called Active listening or Reflective
listening; Ability to put yourself in the shoes of
another to truly understand where they are
coming from
empathic listening
Empathic Listening
Through empathic listening, you are also
able to convey the message that you are
interested in what the person has to say, are
not judging them and understand what they
are saying
Two components: verbal and non-verbals
(attending skills)
ATTENDING
Giving psychological attention
Positive face and head movements
Open hand and arm movements
Non-distracting body movements
Eye contact
Proper orientation and spacing of the body
Encouragers: Nods, Uh –huh, I see, Ahh..
Pay attention to non-verbals of person
