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Psychological First Aid PowerPoint Presentation

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Description : Check out this medical titled "Psychological First Aid" by Kathy Berlin, RN and Elizabeth McClure, MD, MPH.

This medical talks about Psychological First Aid (PFA), an approach to providing immediate and practical support to individuals who have experienced a traumatic event or crisis. It is a supportive intervention that aims to reduce distress and foster adaptive coping strategies. PFA is typically provided by trained mental health professionals, but it can also be provided by other types of responders, such as emergency personnel or community volunteers.

Tags : Psychological First Aid, traumatic event, trained mental health professionals, Emergency Medicine, Emergency Medicine

Published on : Apr 14, 2023 | Views : 2010 | Downloads : 1

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Psychological First Aid Kathy Berlin, RN MRC Coordinator Elizabeth McClure, MD, MPH Medical Director Academic Health Center Office of Emergency Response
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Training Objectives Understand key points of Psychological First Aid (PFA) Increase awareness of the signs and symptoms of stress Identify strategies to limit distress and negative health behaviors Identify strategies to support resilience among responders
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Psychological First Aid Key Points Parallel to medical first aid Uses skills you probably already have Designed for use in the immediate aftermath of a disaster Offers practical assistance & information
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Psychological First Aid Key Points Appropriate for all ages Culturally informed Consistent with research evidence on risk and resilience following trauma
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Psychological First Aid:Who, Where, When? Who delivers PFA? First responder teams, Medical Reserve Corps (MRC), Community Emergency Response Teams (CERT) and others Where is PFA used? Family assistance centers, mass triage facilities , mass dispensing sites, special needs shelters When is PFA used? As an integral part of the immediate disaster response
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Endorsed by…… American Psychological Association WHO, CDC, MDH National Institute for Mental Health National Center for PTSD Metro Disaster Behavioral Health Work Group SAMHSA
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Psychosocial Consequences of Disasters Fear and Distress Response Impact of Disaster Event Behavior Change Psychiatric Illness Source: Butler AS, Panzer AM, Goldfrank LR, Institute of Medicine Committee on Responding to the Psychological Consequences of Terrorism Board of on Neuroscience and Behavioral Health. Preparing for the psychological consequences of terrorism: A public health approach. Washington, D.C.: National Academies Press, 2003.
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Reactions to Stress Adults Physical Behavioral Emotional Cognitive Spiritual
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Reactions to StressChildren Physical Behavioral Emotional Cognitive Spiritual
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Events are More Stressful or Traumatic When…… Event is unexpected Many people die, especially children Event lasts a long time The cause is unknown The event is poignant or meaningful Event impacts a large area
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Minimize negative emotional impact of a disaster through….. Rapid intervention Identification, labeling, and expression of emotions Regaining a sense of mastery and control over life
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PFA Big Picture:Target Outcomes Restore Safety Safeguard Sustain through basic needs Facilitate Function Comfort Connect Empower Action Education Resilience
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Psychological First Aid Help Card Goal: Promote Safety Calm and Comfort Connectedness Self-empowerment
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Psychological First Aid Help Card Responder Resilience Prevention Strategies Self care When in Doubt- CONSULT!
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PROMOTE SAFETY Meet basic survival needs Offer practical assistance and information Shield survivors from onlookers/ media Repeat information as often as needed Assist in finding resources Safeguarding survivors and sustaining their basic needs
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CALM AND COMFORT Compassionate presence Active listening Don’t push for information Use stress management techniques Be flexible and supportive Comfort, console, soothe Facilitate psychological function through calming and connection
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What People Need To talk to about their experience Someone to care Someone to really listen Someone to lean on or cry with
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Active Listening Body language eye contact facial expression tone of voice Gentle prompts Label, summarize, and mirror Compassionate presence
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Active Understanding Try not to interrupt until story ended Do ask questions to clarify Occasionally restate part of the story in your own words to make sure you understand
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Active Understanding Avoid Why/Why not? Don’t judge Avoid “I know how you feel.” Avoid evaluation of their experience and their reactions Silence is O.K.
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It is NOT OK to say…. Let’s talk about something else You should work toward getting over this You are strong enough to deal with this You’ll feel better soon You did everything you could You need to relax It’s good that you are alive
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Stress reactions are normal Basic information on ways of coping Psychological reactions are common and expected Simple relaxation techniques
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Agitation Refusal to follow directions Loss of control, becoming verbally agitated Becoming threatening It is not personal This is their reaction to an UNCOMMON situation, it has nothing to do with you
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When to Refer Harm to self or others Inability to make simple decisions Significant withdrawal Ritualistic behavior Hallucinations/paranoia Disorientation to time and place Unable to care for self
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How to Refer Ask about reaction to referral Make referral with individual present Don’t push referral unless person appears to be at imminent risk to self or others Cold referrals are generally not successful
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CONNECTEDNESS Help connect with friends and loved ones Keep survivor families intact Reunite children with family Connect survivors to available support services Facilitate psychological function through calming and connection
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SELF EMPOWERMENT Clarify Disaster information Engage towards meeting own needs Work toward “normal” life activities Guide towards what to expect, teach resilience Reestablish hope and action through education and empowerment
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Resiliency Ability to accommodate and bounce back after a setback disappointment crisis or major distress.
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Promote Resiliency Everyone who experiences a disaster is touched by it We have the ability to bounce back after a disaster to a new normal Resilience can be fostered One goal of PFA: support resilience in ourselves and others
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Personal Resiliency Plan Know your unique stressors and red flags Know unique stressors of the event: extent of damage, death, and current suffering Monitor on-going internal stress Emotional pain and anxiety are contagious
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Responder Resiliency Tools Help Card Prevention Strategies Self Care Resiliency Pre-event During event Post-event
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Building Responder Resilience Pre-event Educate and train Build social support systems Instill sense of mission & purpose Create family communications plan Learn coping strategies
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Building Responder ResilienceDuring event If possible, use the buddy system Focus on immediate tasks at hand Monitor health, safety, and psychological well-being Know your limits Activate family communications plan
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37 There is a cost to caring. We professionals who are paid to listen to the stories of fear, pain, and suffering of others may feel, ourselves, similar fear, pain and suffering because we care. Compassion fatigue is the emotional residue of exposure to working with the suffering, particularly those suffering from the consequences of traumatic events. Charles R. Figley, Ph.D. Compassion Fatigue
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Building Responder ResiliencePost-event Delayed reactions seen among general public and emergency responders Monitor health and well-being Take time to recover Seek support when needed
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Expect a reintegration period upon returning to your usual routine. Pay attention to cues from your family that you are becoming too involved. Self Care Post-event
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GROUP PARTICIPATION
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Q: Effective communication during times of trauma may include repeating information often. Q: Which of the following describes possible symptoms of stress in children? a. Fear of being alone b. Difficulty sleeping c. Sense of guilt or responsibility for event d. Regression e. All of the above
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Q: Physical symptoms of stress, such as elevated heart rate & breathing can sometimes improve with calm, soothing verbal intervention. Q: Children may feel more secure in a structured environment (such as school) after a traumatic event.
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Q: During a traumatic event, it is helpful to provide immediate psychotherapy. Q: During the crisis response, it is important to do which of the following? a. Work in partners or teams b. Take brief stress breaks c. Check in with others d. Talk about your feelings at the end of the day e. All of the above
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Q: There is an adjustment period after returning from a crisis. True or False
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Learn More On-line Courses: “Psychological Issues Following a Disaster”, U of M Center for Public Health Preparedness http://cpheo.sph.edu (I ½ hours) Mental Health Consequences of Disasters”, Johns Hopkins Center for Public Health Preparedness http://nccphp.sph.unc.edu/training (I hour) Other Resources DEEP PREP “All Hazards Disaster Behavioral Health Training” SAMHSA Website http://mentalhealth.samhsa.gov/publications/Publications_browse.asp?ID=181&Topic=Disaster%2fTrauma American Academy of Child and Adolescent Psychiatry Website http://mentalhealth.samhsa.gov/_scripts/redirect.asp?ID=775
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