Judy Oehler-Stinnett, Ph.D.1 Introduction to Natural Disasters.

Judy Oehler-Stinnett, Ph.D. 1

Introduction to Natural Disasters


Why care about natural disasters? Widespread

destruction Affect

everyone Tied to mental

health Awareness

means preparedness!

Source: Jeff Piotrouski, courtesy OK Dept of Health


Disaster Definition

“Disasters can be defined as any event, human-made or natural, sudden or progressive, causing widespread human material or environmental losses, which exceed the ability of the affected community to cope using its own resources” (Asian Disaster Preparedness Center)

(Source: GOVT E-1027/W: Preventive Measures: the Politics of Disaster http://www.vranet.com/govt1027)

Natural Disasters: School Psychology’s Role

Judy Oehler-Stinnett, Ph.D.

Team names


U.S. Major Disaster DefinitionFederal Emergency Management Agency

Local response http://www.wtsp.com/video/player.aspx?aid=12620&sid=9618&bw=hi Local government first responders Neighboring & volunteer agencies assist

State declared disaster Local services cannot handle alone May send National Guard, agency workers Damage assessment conducted

Federal major declared disaster Governor commits state funds, requests major disaster

declaration FEMA evaluates request, makes recommendation President approves or denies request Requests submitted: Individual, business, public assistance,

tribe http://www.wtsp.com/video/player.aspx?aid=12620&sid=9618&bw=hi


Natural DisastersHurricanes/Typhoon

Drought/Heat waveTornadoes

Non-Tropical Floods Earthquakes

Thunderstorms/Severe weatherWildfires

Landslides/Mudslides

Volcanoes

Blizzards/Freezes/Ice Storms

Lightning strikeTsunami Sandstorms

Resulting technical disaster (Na-tech)

NOAA


Frequent Natural Events Qualifying as Disasters*

Worldwide Floods Hurricanes Drought/famine Earthquake Tornadoes Heat wave (*Tsunami infrequent but

devastating)

United States Hurricanes Floods Earthquake Tornadoes Drought

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Most deadly natural disasters

>100,000 >10,000 Tsunami Volcano Drought Extreme Temp Tornado/windstorm Slides Flood >1000 Earthquake Wildfire

(CRED)

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U.S Weather Fatalities 2003(NOAA)

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Economic Impact Property damage and loss Employment time loss Tourism loss Crop, topsoil destruction Disease in & loss of livestock Looting Increase illness and disease costs Large disaster estimates: millions to billions Tsunami cost: 4.4 billion

(World Bank)


Industrialized Countries Better

Insurance coverage* Warning, death & damage

prevention* Emergency & medical care* Economic recovery* Mental health services

Most affected High risk areas Uninsured, low income#

When disaster not declared#

Contribution Federal & global disaster assistance Emitting most carbon dioxide-

impacts climate change$Source: *worldbank.org $worldviewofglobalwarming, #FEMA; picture FEMA

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Carbon Dioxide Increases.


Impact in Developing Countries Poor construction increases damage Setbacks to economic & social

development Poor to no early warning system Massive casualties Development money diverted to

relief Longer secondary trauma from

displacement, illness, grief, economic loss

(Text source: Worldbank; Photo source: American Red Cross.com)


Mental Health Impact/Needs Psychological first aid

Normalize majority reactions Access to recovery services

Treatment of severe reactions Acute Stress Disorder Post-traumatic Stress Disorder

Intervention for long-term stress Secondary trauma Fear of reoccurrence

Long-term planning Crisis Intervention Mitigation/Secondary Prevention Primary Prevention

Trauma (all types) #1 cause of preventable mental illness

NASP

19

Making Natural Disasters

Real: Pictures and Maps

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Hurricane (FEMA)

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22

Hurricane/Cyclones World Wide

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Tornado

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25

http://www.tornadoproject.com/alltorns/world.htm#top

Tornadoproject.com clickable map of tornado information available worldwide

No free map currently available

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Tsunami (FEMA)

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Tsunami potential map (NOAA)

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Thunderstorm & Lightning (NOAA/NWS)

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Thunderstorm frequency (Eastern Illinois U)

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Lightning Frequency Worldwide(National Lightning Safety Institute)

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Severe Storms (FEMA)

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Hail map (NWS Blueprint for Safety)

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Flood

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Flood Frequency Map (USGS)

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Flood Global Map 2004

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Drought (FEMA)

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Heat Wave

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Fire (FEMA)

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Wildfire Potential (USGS)

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Countries with recent forest fires Dominican Republic, April 2005 Syria, October 2004Australia, January 2004

United States, November 2003

Russian Federation, October 2003

Kazakhstan, October 2003

India, October 2003

Brazil, September 2003

Portugal, September 2003

Canada, September 2003

South Africa, September 2003

Greece, September 2003

Spain, August 2003

Italy, August 2003

Argentina, August 2003

Paraguay, August 2003

Croatia, August 2003

France, August 2003

China, June 2003

Sumatra, Indonesia, June 2003

Mexico, May 2003

Nicaragua, April 2003

Guatemala, March 2003

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Earthquake (FEMA)

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Earthquakes

USGS

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Earthquake world history

45

Volcano (FEMA)

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Volcano Locations in U.S.(Michigan Tech Volcanoes)

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Volcano map worldwide (Michigan Tech

Volcanoes)

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Landslide (NASA)

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Landslide Frequency U.S. (USGS)

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Western Europe Landslide (ESA)

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Sandstorm (European Space Agency)

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Duststorm Map (European Space Agency)

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Global warming data (worldviewofglobalwarming.org)

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Drought/Flood Prediction from changes in precipitation (International Research Institute for Climate Prediction)


Factors in Natural Disasters

Contribute to the total experience of the event Note for common & unique reactions in victims

For more info, go to: http://www.fema.gov/ http://www.noaa.gov/ http://www.redcross.org/ http://www.worldviewofglobalwarming.org/


Factors in natural disasters Geographic location Frequency Predictability Suddenness & Warning time Severity/Intensity-size, speed Duration Destruction method Sights, sounds during Injury, damage, deaths Aftermath Preparation methods Prevention methods


Geographic locations Vary within U.S. and world (see maps) Variance from year to year, but stability in high

incidence areas Hurricanes coastal but vary on where on coast

hurricane hits Tornadoes concentrated in Midwest but vary as to

exactly where land Influenced by airflow (e.g. Jet Stream)

Variance contributes to building in high risk areas lack of preparation failure to heed warnings

Every area of world at risk for some types of natural disaster

(NOAA, NWS, FEMA, Red Cross)


Frequency Varies from year to year Varies across locations Can be seasonal, cyclic Flood most frequent

worldwide High frequency areas

Most awarenessMost official preparationHabituation can lower

public responseRepeated disasters lower

resilience (NWS, FEMA, Red Cross, worldbank)


Predictability, Suddenness & Warning Time, & Response

Predictions take substantial resources Vary in accuracy Have seasonal factors

May have seconds to months Hurricanes longer warning time Tornadoes may have minutes only Earthquakes may have no warning

Dangerous to underestimate time to impact

Preparedness increases rapid response Failure to respond increases severity

exposure and likelihood of trauma symptoms (FEMA, NWS, Red Cross)


Predictability, Suddenness and Warning Time, Response con’t.

U.S. advances in prediction & death reduction Decreased some prevention & mitigation

effortsIncreased population in high-risk areas

Urban & coastal crowding Increased number of potential victimsReduced evacuation capabilityIncreased cost to rebuild(FEMA)

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U.S. Cost Increase of Natural Disasters (Princeton)


Severity/Intensity Severity ratings in scale numbers

Most severe are less frequent People in high frequency areas underestimate

severity Size impacts

Number of victims Amount of land Ability to predict

Intensity/speed impacts Level of damage Amount of time to prepare

Increases in victims’ level of trauma Proximity to center of event Experiencing injury, property damage Exposure to death, Fear for life (FEMA. Red Cross, NWS)

FEMA

FEMA


Duration Length of actual event

Drought- long periodsSevere weather-hours to days Flood waters recede slowlyTornadoes-minutesEarthquakes-seconds

Length of secondary traumaTime to clear debris, rebuildTime to restore safety, order, routine(Red Cross, FEMA)


Damage Method Wind - property & personal damage Water movement

Alone reduced property damage (flood)Animal loss risk high

Wind + water=High risk of death/ damage Fire – Leaves little behind Cold Heat/drought Land Movement – earth, mud, snow, ice(Red Cross, FEMA, NWS)


Sensory Input during Event Impacted by type and severity of disaster Influences memory and stimulus triggers for

stress & trauma Areas of input

Sights SoundsBodily sensesSmell(Red Cross, APA)

Click for video http://gprime.net/video.php/soccertornado


Sensory Input during Event Sights

Clouds, Funnels, LightningWater moving, risingHeat radiationHail, rain, dust, sand, snow, ice, earth,

etc. blownHuman and animal victims injured or

dead, bloodProperty movement, damage and debris

(Red Cross, APA)


Sensory Input during Event Sounds

WindRain, Ice, HailThunderCries for helpProperty stress and destructionLand shifting, cracking

(Red Cross, APA)


Sensory Input during Event Bodily senses

Being carried by water, wind or earthEarth shaking or shiftingTemperature and pressure changesOwn injuries (Red Cross, APA)


Sensory Input during Event

SmellWind-carried odorsWater-soaked objectsContaminationDeath

(Red Cross, APA)


Injury & deaths, Damage Injury & death varies with type of

forceWind damage - impales debrisWater damage- risk of drowningEarthquake – falling debrisLand movement – suffocation risk

Amount of damage largely determined by size and severity of event (Red Cross, FEMA)


Aftermath: Recovery vs. Secondary Trauma

Food & water vs. starvation

Health vs. disease Rapid rebuilding vs.

long-term displacement

Economic growth

vs. basic relief (FEMA, Red Cross, worldbank)

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Programming for Natural Disasters

What school personnel need to know


Long-range preparation-educational Community planning to lessen losses

Building codes Insurance coverage Shelters Warning systems

Preparation for specific disasters in your area Ensure that school plans are adequate Have personal plans in place so that you can assist others

Knowledge & supplies to Children Families School Community

Resources Federal Emergency Management Adm (FEMA) American Red Cross State Agencies Media NASP, APA


Programming by Phases of Disaster Prevention/mitigation Long-range preparation Immediate preparation for impact Impact or during disaster Immediate aftermath, acute crisis phase Short-term follow-up & evaluation Long-term follow-up & evaluation Continued planning


Prevention/Mitigation Event primarily uncontrollable

Damage and outcome somewhat controllable Location of home, business, school Building structure integrity

National Clearinghouse for Educational Facilities Guidelines for building/retrofitting educational facilities:

http://www.edfacilities.org/rl/disaster.cfm Storm shelter Knowledge of specific disasters Disaster preparedness kit Disaster drills Weather radio, heed warnings


Prevention/Mitigation Methods High-risk areas

Avoid living in Avoid expensive building in

Build or retrofit to withstand disaster

Institute high-level planning and funding

Tie funding and insurance to mitigation

Reduce carbon dioxide emissions Reduced energy needs alternate energy sources

(Red Cross, FEMA, worldbank; pictures earthfuture)


Disaster Preparedness Methods Awareness & knowledge of

potential disasters Emergency survival supplies Materials to protect property Evacuation plan Communication plan Shelters Security plans (FEMA, Red Cross)


Preparedness Programs FEMA, Red Cross

Children Families School personnel Community


Preparedness Programs, con’tsee FEMA and Red Cross for excellent resources, links

Child educationUse available local resources

Television weather personnel Science teachers and others

Utilize science natural disasters curriculum unit Often covered in 5th to 7th grade

Integrate with language & other units Include mental health componentsMake it Active

Don’t just TELL kids what they SHOULD do get donations to prepare kits


Child Education, con’t. What natural disasters occur

most frequently in area Disaster preparedness

Supplies Where to go during disaster How to contact adults and loved ones Resources for volunteering

Mental health preparedness Shock of event Coping skills for recovery

For program packages, see: http://www.femagov/kids/ http://www.redcross.org/disaster/masters/

FEMA


Preparedness Programs, con’t Family education Trained children often more concerned Adults responsible for safety

Children lose faith in adults’ ability to protect them after disaster occurs (Lazarus, 1995)

Worse with loss of loved one or high death threat

Increase involvement Enlist parent organizations Provide incentives – disaster kits

Include cultural, religious sensitivity Beliefs regarding causation

divine punishment miracle predetermination

Beliefs regarding death Death to be feared or welcomed Rituals and symbolic meaning

Evans (2002) found that children who were in a storm shelter were much less afraid of the tornado

NASP resources:http://

www.nasponline.org/culturalcompetence/

cc_crisisresources.pdf


Family education, con’t. Include mental health issues:

Awareness of family/child premorbid functioning Chronic stressors Past or recent traumas Trait anxiety, agitation

Degree of exposure relationship to trauma symptoms Behavioral symptoms

Not always observable Must ask children how they are feeling and listen to them. (Evans, 2002)

Importance of social support Emotional support Informational support Tangible support (Norris et al., 2001)

Include coping tools to facilitate post-traumatic growth Use of adaptive coping rather than avoidance (Moss, Cronkite, Billings, & Finny)

What did we learn? How can we prepare better? Restore trust in safety.


Family preparedness, con’t. Knowledge of natural disasters in area Family crisis, safety & evacuation plan Emergency supply kit, weather radio Way to communicate, use of social support network Place to gather Listen and heed warnings: Remaining when unsafe

related to trauma symptoms Override family members discounting concerns Do not “chase” storm – leave that to professionals Use care following disaster – make sure children avoid

debris, power lines, fire, etc.American Academy of PediatricsAAP - Family Readiness Kit: Preparing to Handle Disasters

http://www.aap.org/family/frk/frkit.htm

Red Crosshttp://www.seattleredcross.org/disaster/familyplan/index.HTM


Don’t forget the Animals Most shelters do not allow

pets Children become very

concerned about their pets Livestock are also a

consideration Plan ahead for animal safety

Failure to evacuate & reentering disaster scene related to pets (Heath, 1997)

Loss of or injury to animal related to trauma symptoms

See Humane Society of the U.S. for animal tips:http://www.hsus.org/hsus_field/hsus_disaster_center/FEMA


School Disaster Plan Identity potential disasters in

your area Involve school board, parent

groups, administration Use recommended resources:

FEMA handout – multi-hazard plan for all phases of disaster:http://www.fema.gov/fima/rmsp424.shtm

Red Cross Emergency Guide for Business and Industry:http://www.redcross.org/services/disaster/0,1082,0_606_,00.html#fema


Preparedness Programs, con’t. FEMA School personnel education

Review crisis plan for natural disasters Include parents, students Drill procedures for taking cover and evacuating Ensure evacuation route avoids hazards Include plan for persons with handicapping conditions

Build shelters, retrofit buildings “Walk through” to remove, secure hazards

Chemicals Heavy objects Windows, glass

Educate on need to protect, respond Take seriously Keep first aid kit, flashlights, broom, communication, and weather

radio in all classrooms Plan for use of school buildings as community shelter


Preparedness Programs, con’t. FEMA

School personnel education, con’t. Include mental health issues

Prevent stress on children due to school lack of preparedness or follow-up

Know effects of disaster on emotions, academics & social interaction

Reduce parent anxiety by communicating on evacuation, lock-down procedures during natural disaster

Not safe to try to pick up child during disaster Official means for getting school information

Address trauma-related symptoms of school personnel who must comfort children

Personnel likely have also suffered loss Secondary trauma of care-givers


Community Preparedness Coordinate school and community plans

Identify leaders and liaisons in emergency management

Prepare for use of buildings as shelterUse community resources to facilitate family training

in communityPlan for Rapid response team deploymentPlan for dealing with media

Agency or residential facilitybe knowledgeable of the disaster planBecome member of crisis team

Have community-wide disaster drills

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Media converge on a disaster location when all the people want is to be helped or to be left alone…

Photo copyright Mitchell ProtheroWorld Picture News

90

When Natural Disasters Occur

Steps for Imminent Disaster and Beyond


Immediate preparation for Impact Follow natural disaster procedures in

agency/school Keep communication open-limit use of cell

phones if children have them Help children and caretakers remain calm Stay alert to changing conditions and take

protective steps Keep weather radios on NEVER IGNORE SIRENS


Impact If natural disaster occurs while children are at

school, school will become a trauma stimulus Remain calm and help others to do so Model positive coping self-talk Remember that care-givers as well as children

will be affected Take care of your own needs as well If event happens while children are away from

school, school will be used to help normalize adjustment.

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Bloomsburg, PA High SchoolFlooding from Hurricane Ivan

Jared Fenstermacher – from Bloomsburg Weater


Acute crisis phase Continue to implement school crisis plan Assist in controlling media access Assist in communications between home

and school Work with any emergency team that is on-

site, have credentials available Help with triage in determining who needs

immediate assistance Assess property damage and hazards Assist with activities if school is an

emergency shelter

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School Used as Disaster Center after California Earthquake FEMA


Short-term follow-up Once acute crisis team has left, continue to meet

immediate needs through school crisis team Practical assistance most critical at this phase

Survival: Food, water, shelter Finding loved ones and pets Access to disaster services

Guidance programs for majority of children Normalization of responses Coping skills Reduce school requirements to make time for intervention

Screen for children needing mental health services Victims who were not in desperate need immediately may

start showing trauma symptoms – later onset of PTSD Kids do not need to show full-blown PTSD to need help Parents often underestimate impact of trauma on kids


Short-term coping Social support system available

Family Friends Community/church School

Positive role models for coping Those around child take steps to cope, make positive

coping statements Support for discussing event, feelings Discussions are not anxiety-filled or provoking, but

don’t negate severity of event Volunteer opportunities


Short to long-term follow-up Coping with funerals, sometimes multiple Delays and cost in rebuilding Lack of resources, services, extended

secondary trauma Low social support and high modeled social

anxiety (Evans, 2002 )


Long-term follow-up Significant evidence that children experience

long-term effects of natural disasters (Evans, 2002)

Support groups for most kids Trauma treatment for those most affected Disaster preparation Anniversary dates Find ways to minimize trauma cues, change

thoughts surrounding seeing cues Cognitive-behavioral therapy most successful

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Post-trauma adjustment Factors Cultural considerations

Concepts of death Adaptation rituals

Rural vs. urban setting Use of existing support systems Availability of services

Persons with disabilities Preexisting mental health issues Need for additional support services

Preexisting crisis procedures Communicating with media & limiting access to trauma victims Determining who is eligible to provide services and triage

Children’s re-exposure through television and other media

Availability of mental health services


Post-Trauma Adjustment Factors Closeness to impact: Sights, sounds Severity of event: most severe damage Injury to self Witnessing injury to others Witnessing death of other people, pets Place during event damaged or destroyed Home, school or other location damaged or

destroyed Injury of significant others: family, friends Death of significant other Fear of being severely injured or killed Inability to contact, locate loved ones Feelings of safety (e.g., in storm shelter with family)

can mitigate trauma symptoms to some extent


Post-trauma adjustment Factors What happens in the mind of a child?

Causation beliefs - mistaken connection between their behavior and event

Survivor guilt – their survival cost someone else Omen formation – thinking they could have prevented event

(March, 2003)

Understanding of event Anger at family or school for not protecting them better

Alterations in existing schema due to event No longer feel safe, optimism bias of childhood shattered Foreshortened future beliefs

See Pynood et al., 1997 for model of PTSD


Post Trauma Adjustment Factors: Developmental Considerations

There are many developmental lists out there, not all are based on research.

Preschool, child and adolescent symptoms vary, yet within each age group, different children will react differently.

Children likely have different reactions than adults and adults may not notice or understand child’s concerns either because the adults are not upset or they are too upset themselves.


Assessment/Intervention for Acute Stress Disorder & Post Traumatic Stress Disorder in Natural Disasters

Post-disaster phases Emotional numbing

Gets you through acute phase of trauma Shouldn’t mistake for children being “fine”

Coping vs. Acute Stress Disorder Most victims have a support system and

take positive action to get through crisis Excessive stress reaction during first

month following disaster ASD

Post Traumatic Stress Disorder Symptoms onset or remain more than

one month post-disaster Not all symptoms present in children

Tsunami orphans: 7,722 lost 2 parents; 32,735 lost 1 parent

Worldbank.org

Amma teaching tsunami survivor how to swim Amritapuri.org

37% of deaths were children


Common Symptoms in Youth who are at risk for PTSD Following Natural Disaster

Re-experiencing: Nightmares about disaster or symbol of it Trauma play (in young children)

Avoidance: Avoidance of place reminders Avoidance of people reminders Avoid discussion of trauma

Hypervigilance/arousal: On look out for cues of reoccurrence (e.g.,

react strongly to clouds in sky following tornado)

Excessive startle reaction (Carrion, Weems, Ray, & Reiss, 2002)DSM-IV-TR



Anxiety/worryConcern about safetyDon’t want to leave parents

Somatic complaintsStomachachesHeadaches

Agitation/ angerAnger at not being protectedAgitation related to hypervigilance (Chorpita, Albana & Barlow, 1998)



Social interaction

difficultiesFamilyTeachersPeers

School difficultiesSchool workConcentration,

memory(Caffo & Belaise, 2003; Weinstein,

Staffelbach, & Biaggio, 2000)


Screening If you work where a natural disaster has occurred

at any time that the children you work with could have been exposed to it, then you need to screen for effects of the disaster! Under these conditions, any child referred should be screened to see if symptoms are related to the natural disaster that impacted them. (Ford et al., 2000)

Broad-band scales do not measure PTSD per se, but scales such as the BASC-SRP are related to PTSD scales (Cook-Cottone, 2004; Evans, 2002)

General anxiety scales may also capture some symptoms


Screening, con’t. If a natural disaster occurs while you are

providing services, then you need to screen/assess for children affected Immediately following1 month to 1 year following2 year follow-upLong-term follow-up


PTSD Scales Validated for Use with Children in Natural Disasters

Children’s PTSD Inventory (Saigh, et al., 2000; Saigh, Yasik, Oberfield, Halamandaris, & McHugh, 2002)

Impact of Events Scale (Horowitz, Wilner & Alvarez, 1979; Yule,

Bruggencate, & Joseph, 1994); The Child Post-Traumatic Stress Disorder

Reaction Index (CPTSD-RI, see Frederick, Pynoos, & Nader, 1992); The Child PTSD Symptom Scale (CPSS; Foa, Johnson,

Feeny & Treadwell, 2001);

When Bad Things Happen (WBTH; Fletcher, 1996)

The Kauai Recovery Index, patterned on the CPTSD-RI (Hamada, Kameoka, Yanagida, & Chemtob, 2003).

The OSU PTSD Inventory – Child (Evans, 2002; Evans & Oehler-Stinnett, submitted)


Prevalence of PTSD in Children Following Natural Disasters Using PTSD Inventories

Youth more impacted by disaster than adults & Violence victims more impacted than those in

natural disaster (Norris, Friedman, & Watson, 2002) (see Freyd, 2002 re: betrayal trauma theory)

Children in developing countries more impacted than those in developed countries (Evans, 2002; Bulut, 2003)

Some evidence that girls and minorities more affected, but results not consistent (Vernberg, LaGreca, Silverman, & Prinstein, 1996)


Prevalence rates, con’t.: Child self-report Almost all children in hurricanes show initial symptoms (86-

95%) At 10-month to 1 year follow-up, rates are lower, but

majority of children still showing some symptoms Much lower percentage show severe or pervasive

symptoms (18-30%) using DSM-IV criteria Must look at specific symptoms, not just overall score Using standard deviation units on factor scoring, tornado

victims show fewer severe symptoms (10-15%), moderate symptoms higher (47-65%)

Earthquake victims worldwide much higher rate than U.S. children

(e.g., Anthony, Lonigan, & Hecht, 1999; Evans & Oehler-Stinnett, submitted; Hamada, Kameoka, Yanagida & Chemtob, 2003; Lonigan, Shannon, Taylor, Finch & Sallee, 1994; Vernberg, LaGreca,

Silverman, and Prinstein, 1996)


Prevalence rates, con’t.

Problems with DSM – IV – TR diagnosisNot completely substantiated by factor

analysis studiesNo Likert rating or anchors, or normsChildren not likely to evidence most

symptoms unless very severely affectedUse of rating scales recommended


Serious Concerns in Adolescents

Increased risk of Alcohol and

substance abuse Depression Suicide

Influence on culture TSUNAMI SUICIDE By the Unseen Copyright 03-04

These feelings in my headOf things that can't be saidBecause I'm grasping for the wordsTo make you understandAnd I wanna destroy myselfDon't wanna destroy myselfI wanna destroy myselfHurricanes of love and painTsunami tides of suicideLike a cobra poised to strikeLike a criminal in the nightDepression sleeping inLike a ship without a lightBut life is just a gameAnd we all end up the sameSo let the storms comeCause the clouds will bring the rain


Interventions for Children with PTSD in Natural Disasters

Cognitive-Behavioral Therapy (Foa, Treadwell, & March, 2004)

Exposure, relaxation, massage less evidence

Psychoeducation, coping (Teicher, et al., 2002)

Medication (Bryant & Friedman, 2001)


Interventions con’t.

Continue long-term intervention Prepare better – see prevention and

mitigation slides!

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Disaster Mental Health Training

Disaster Mental Health in Natural Disasters


Long-range planning-Mental Health Who trains disaster mental health workers?

NOVA – National Organization for Victims’ Assistance has liaison with National Association of School Psychologists for NEAT (National Emergency Assistance Team)

Red Cross – Has liaison with American Psychological Association’s Disaster Response Network (DRN) for DMH.

Who is eligible to provide disaster mental-health services? Must be licensed to provide DMH services to any location,

according to Red Cross, for protection of public. Certified school psychologists are often involved in crisis

services in their schools, but need appropriate training.


American Psychological Association Disaster Response Network

in conjunction with the American Red Cross

http://www.apa.org/practice/drnindex.html Licensed psychologists can be trained through

the DRN program Must obtain liability insurance Series of disaster trainings, including mass

trauma and disaster-specific training In need of child specialists Contact APA or your local Red Cross


NASP National Emergency Assistance Team (NEAT)

NASP helps in disasters through the National Emergency Assistance Team Trained NASP personnel are on call for emergencies Should you be a crisis responder?

http://www.nasponline.org/NEAT/neat_crisis.html

There are additional helpful materials available on line through NASP:http://www.nasponline.org/NEAT/


Resources from NASP on Natural Disasters

http://www.nasponline.org/NEAT/crisismain.html#natural

http://www.nasponline.org/crisisresources/22-Lazarus.pdf

http://www.nasponline.org/crisisresources/tsunami.html

http://www.nasponline.org/NEAT/MidwestFloods.pdf


NASP Resources on Natural Disasters Natural Disasters from NASP's book Best Practices in School Crisis

Prevention and Intervention Helping Children in the Event of a Tsunami: Information for Parents

and Teachers Effects of the Indian Ocean Tsunami: Helping Children Cope Helping Children After a Wildfire: Tips for Parents and Teachers Responding to Wildfires: Helping Children and Families Responding to Natural Disasters - Helping Children and Families: Info

rmation for School Crisis Teams

Helping Children After a Natural Disaster: Information for Parents and Teachers

Winds of Terror: Children's Response to Hurricane and Tornado Disasters - from the NASP publication Crisis Prevention and Response: A Collection of NASP Resources (pp. 231-239).

Natural Disasters, Crisis Intervention, and School Psychology: Melding Human Needs and Professional Roles

See http://www.nasponline.org/NEATfor updated crisis information

Judy Oehler-Stinnett, Ph.D.1 Introduction to Natural Disasters.

Documents

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