One out of every 4 children
attending school has been
exposed to a traumatic event that
can affect learning and/or
behavior.
Principle of Opposites:
Intervening in Crisis requires one to stay calm and be focused on basic needs:
If cold, add warm.
If wet, add dry.
If hard, add soft.
If dark, add light.
If hungry, add food.
If thirsty, add water.
If homeless, add shelter.
If naked, add clothes.
If lost, add orientation.
If hopeless, add hope.
If crowded, add space.
If isolated, add people.
Walk into the middle of a crisis, stay calm, and apply the principals of opposites
Excerpt from Beginnings, Middles, and Ends – Sideways Stories on the Art and Soul of Social Work by Ogden W. Rogers
National Child Traumatic Stress Network
• Psychological First Aid for Schools Field Manual
• Free 6 hour interactive course
• PFA Mobile App for iPhone, iPad, (Android 2013)
• http://www.nctsn.org/
• http://www.nctsn.org/resources/audiences/schoolpersonnel
World Health Organization
• Psychological First Aid: Guide for field workers
• http://whqlibdoc.who.int/publications/2011/97892415482
05_eng.pdf
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For use in any number of emergencies large
and small:
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Acts of violence
Natural Disasters
Terrorist Attacks
Medical emergencies
Transportation accidents
Sports Injuries
Peer Victimization
Sudden death of a member of the school
community
Schools are first to
resume operations
after
disaster/emergencies
Preparing for
emergencies is
critical for ALL school
staff
Trauma-related
distress can have a
long term impact if
left untreated
Emergencies affect
students’ academic
and social
achievement
Brief interventions can
produce positive
results that last
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Evidenced informed intervention model
used by a range of organizations
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Used in the immediate aftermath of an
emergency
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Goal of reducing initial distress and
facilitate adaptive functioning/coping
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For use immediately following an
incident (one hour to a couple of weeks)
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Time limited, goal directed, strengthbased
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Can be delivered by any staff member –
because it is NOT psychotherapy
Crisis intervention is not designed to
eliminate/alleviate pain
 Crisis intervention is designed to reduce
the likelihood of lasting trauma/suffering
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Goals:
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Avoid:
› Establish positive
› Assumptions about
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connections
Enhance immediate
safety
Calm and orientate
Offer practical
assistance
Connect to support
networks
Empower
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experiences/trauma
Pathologizing
Patronizing
Talking when not
necessary
Asking for details of
the event
Speculation
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Knowledge is Power – Gathering
Information
› Learn about the school
› Identify the Features of the Event
 Location, time, number of people involved,
cause, unique features, rumors
› Be aware of at-risk populations
› Be aware of diversity issues
Contact and
Engagement
Linkage with
Collaborative
Services
Safety and
Comfort
Information
on Coping
Stabilization
Connection
with Social
Supports
Practical
Assistance
Information
Gathering:
Current
Needs and
Concerns
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To initiate contacts or respond to
contacts by students and staff in a nonintrusive, compassionate, and helpful
manner
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Before you approach – observe
Offer practical assistance (food, water)
Ask simple questions
Exude calm, be direct, no acronyms
Expect some resilience – not everyone will
need help!
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Enhance immediate and ongoing
safety, and provide physical and
emotional comfort
› Physical safety, physical comfort
› Provide a sense of predictability
› Provide information
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Do provide
information that is
accurate, direct,
and clear
Do address
immediate needs
and concerns
Do discourage the
excessive viewing of
media coverage
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Do not guess or
speculate regarding
the situation
Do not reassure
through the promise
of services or events
unless you know they
will be available
Do not probe for
details or for
emotional reflection
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Provide tasks to students, staff, and families
Soothing
Familiar
Practical
Active
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To calm and orient emotionally
overwhelmed or disorientated students
and school staff
› For individuals who appear disorientated or
extremely agitated
› Most individuals will not require stabilization
› Utilize a grounding activity (5 senses)
Adults, adolescents, or school-aged children who need stabilization
may be:
 Disoriented: engaging in aimless disorganized behavior
 Disconnected: numb; startlingly unaffected by the event
 Confused: not able to understand what is happening around
them; not making sense
 Panicked: extremely anxious; unable to settle; their eyes wide
and darting
 Hysterical: sobbing uncontrollably; hyperventilating; rocking
 Excessively preoccupied: unable to think about anything else
 In denial: refusing to accept that the event took place
 In physical shock: not being able to move; frozen
 Glassy-eyed and staring vacantly; unable to find direction
 Unresponsive to verbal questions or commands
 Exhibiting frantic searching behavior
 Feeling incapacitated by worry
 Engaging in risky activities
Young children who need stabilization may be:
 Staring blankly
 Unresponsive
 Displaying behaviors they had outgrown (e.g.,
urinating in inappropriate places, sucking a
thumb)
 Screaming
 Crying or sobbing uncontrollably
 Hyperventilating
 Moving in an agitated way (thrashing, pushing
away)
 Hiding (in a corner or under a table)
 Clinging excessively
What do you
see?
What do you
hear?
GROUNDING
What do you
smell?
What do you
feel/touch?
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Never underestimate the power of
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To identify immediate needs and
concerns, gather additional information
and tailor interventions to meet needs
How are you doing right now? What do
you need right now?
 What happened to you during the
event? How were you affected?
 How has the event impacted
you/family/friends?
 Do you have concerns/worries about the
future?
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To offer practical help to students and
staff to address their immediate needs
and concerns
› Identify the most immediate needs
› Clarify the Need
› Discuss an Action Plan
› Act to Address the Need
Those who have experienced emergencies have
more favorable outcomes if:
 They are optimistic
 They have confidence that life is predictable
 They have a belief that they can achieve the
goals they set
 They have a belief that the community is
willing to help
 They engage in positive self-talk
 They have the knowledge that they will have
the resources they need (such as support
from others, money for essentials items)
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To help establish brief or ongoing
contacts with primary support persons or
other sources of support, including
family, friends, teachers, and school
and/or community resources
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To provide information about stress
reactions and coping to reduce distress
and promote adaptive functioning
› Provide basic information about stress
reactions
› Adaptive versus maladaptive coping
› Helping with difficulties with concentrating
and learning
› Monitoring Warning Signs
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To link students and staff with available
services they need now or will need in
the future.