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ComplexTraumaandDisastersCrisisResponseandTrauma

CareSeries

P.O.Box739•Forest,VA24551•1-800-526-8673•www.AACC.net

ComplexTraumaandDisasters

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WelcometoLightUniversityandthe“ComplexTraumaandDisasters”programofstudy.Our prayer is that you will be blessed by your studies and increase your effectiveness inreaching out to others. We believe you will find this program to be academically sound,clinicallyexcellentandbiblically-based.Our faculty represents some of the best in their field – including professors, counselors andministers who provide students with current, practical instruction relevant to the needs oftoday’sgenerations.We have alsoworked hard to provide youwith a program that is convenient and flexible –givingyoutheadvantageof“classroominstruction”onlineandallowingyoutocompleteyourtrainingonyourowntimeandscheduleinthecomfortofyourhomeoroffice.Thetestmaterialcanbefoundatwww.lightuniversity.comandmaybetakenopenbook.Onceyouhavesuccessfullycompletedthetest,whichcoverstheunitswithinthiscourse,youwillbeawardedacertificateofcompletionsignifyingyouhavecompletedthisprogramofstudy.Thank you for your interest in this program of study. Our prayer is that you will grow inknowledge,discernment,andpeople-skillsthroughoutthiscourseofstudy.Sincerely,

RonHawkinsDean,LightUniversity

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TheAmericanAssociationofChristianCounselors

• Represents the largestorganizedmembership (nearly50,000)ofChristian counselorsandcaregiversintheworld,havingjustcelebratedits25thanniversaryin2011.

• Known for its top-tier publications (Christian Counseling Today, the Christian CounselingConnectionandChristianCoachingToday),professionalcredentialingopportunitiesofferedthroughtheInternationalBoardofChristianCare(IBCC),excellenceinChristiancounselingeducation, an arrayof broad-based conferences and live training events, radioprograms,regulatoryandadvocacyeffortsonbehalfofChristianprofessionals,apeer-reviewedEthicsCode, and collaborative partnerships such as Compassion International, the NationalHispanic Christian Leadership Conference and Care Net (to name a few), the AACC hasbecomethefaceofChristiancounselingtoday.

• With the needed vision and practical support necessary, the AACC helped launch the

International Christian Coaching Association (ICCA) in 2011, which now represents thelargest Christian life coaching organization in the world with over 2,000 members andgrowing.

OurMission

The AACC is committed to assisting Christian counselors, the entire “community of care,”licensedprofessionals,pastors,and laychurchmemberswith littleorno formal training. It isourintentiontoequipclinical,pastoral,andlaycaregiverswithbiblicaltruthandpsychosocialinsights that minister to hurting persons and helps them move to personal wholeness,interpersonalcompetence,mentalstability,andspiritualmaturity.

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OurVision

TheAACC’svisionhastwocriticaldimensions:First,wedesiretoservetheworldwideChristianChurch by helping foster maturity in Christ. Secondly, we aim to serve, educate, and equip1,000,000 professional clinicians, pastoral counselors, and lay helpers throughout the nextdecade.WearecommittedtohelpingtheChurchequipGod’speopletoloveandcareforoneanother.We recognize Christian counseling as a unique form of Christian discipleship, assisting thechurch in its call to bring believers to maturity in the lifelong process of sanctification—ofgrowingtomaturityinChristandexperiencingabundantlife.Werecognizesomearegiftedtodosointhecontextofaclinical,professionaland/orpastoralmanner.Wealsobelieveselected laypeoplearecalledtocareforothersandthattheyneedtheappropriatetrainingandmentoringtodoso.WebelievetheroleofthehelpingministryintheChurchmustbesupportedbythreestrongcords:thepastor,thelayhelper,andtheclinicalprofessional.ItistothesethreerolesthattheAACCisdedicatedtoserve(Ephesians4:11-13).

OurCoreValues

InthenameofChrist,theAmericanAssociationofChristianCounselorsabidesbythefollowingvalues:

VALUE1:OURSOURCEWearecommittedtohonorJesusChristandglorifyGod,remainingflexibleandresponsivetotheHolySpiritinallthatHehascalledustobeanddo.VALUE2:OURSTRENGTHWearecommittedtobiblicaltruths,andtoclinicalexcellenceandunityinthedeliveryofallourresources,services,trainingandbenefits.VALUE3:OURSERVICEWeare committed toeffectivelyandcompetently serve the communityof careworldwide—bothourmembership and the churchat large—withexcellenceand timeliness, andbyover-deliveryonourpromises.VALUE4:OURSTAFFWearecommittedtovalueandinvestinourpeopleaspartnersinourmissiontohelpotherseffectivelyprovideChrist-centeredcounselingandsoulcareforhurtingpeople.VALUE5:OURSTEWARDSHIPWe are committed to profitably steward the resourcesGod gives to us in order to continueservingtheneedsofhurtingpeople.

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LightUniversity• Establishedin1999undertheleadershipofDr.TimClinton—hasnowseennearly200,000

students from around the world (including lay caregivers, pastors and chaplains, crisisresponders,lifecoaches,andlicensedmentalhealthpractitioners)enrollincoursesthataredelivered via multiple formats (live conference and webinar presentations, video-basedcertificationtraining,andastate-of-theartonlinedistanceteachingplatform).

• Thesepresentations,courses,andcertificateanddiplomaprograms,offeroneofthemostcomprehensive orientations to Christian counseling anywhere. The strength of LightUniversity is partially determined by its world-class faculty—over 150 of the leadingChristianeducators,authors,mentalhealthcliniciansandlifecoachingexpertsintheUnitedStates. This core groupof facultymembers represents a literal “Who’sWho” inChristiancounseling. No other university in the world has pulled together such a diverse andcomprehensivegroupofprofessionals.

• Educational and training materials cover over 40 relevant core areas in Christian—

counseling, lifecoaching,mediation,andcrisis response—equippingcompetentcaregiversand ministry leaders who are making a difference in their churches, communities, andorganizations.

OurMissionStatement

TotrainonemillionBiblicalCounselors,ChristianLifeCoaches,andChristianCrisisRespondersbyeducating,equipping,andservingtoday’sChristianleaders.

AcademicallySound•ClinicallyExcellent•DistinctivelyChristian

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Video-basedCurriculum

• UtilizesDVDpresentations that incorporateover 150 of the leading Christian educators,authors,mentalhealthclinicians,andlifecoachingexpertsintheUnitedStates.

• Eachpresentationisapproximately50-60minutesinlengthandmostareaccompaniedbyacorrespondingtext(inoutlineformat)anda10-questionexaminationtomeasurelearningoutcomes.Therearenearly1,000uniquepresentationsthatareavailableandorganizedinvariouscourseofferings.

• Learning is self-directed and pacing is determined according to the individual time

parameters/scheduleofeachparticipant.• With the successful completion of each program course, participants receive an official

Certificate of Completion. In addition to the normal Certificate of Completion that eachparticipant receives, Regular and Advanced Diplomas in Biblical Counseling are alsoavailable.

Ø TheRegularDiploma isawardedbytakingCaringForPeopleGod’sWay,BreakingFreeandoneadditionalElectiveamongtheavailableCoreCourses.

Ø TheAdvancedDiplomaisawardedbytakingCaringForPeopleGod’sWay,BreakingFree,andanythreeElectivesamongtheavailableCoreCourses.

Credentialing

• LightUniversitycourses,programs,certificatesanddiplomasarerecognizedandendorsedbytheInternationalBoardofChristianCare(IBCC)anditsthreeaffiliateBoards:theBoardofChristianProfessional&PastoralCounselors(BCPPC);theBoardofChristianLifeCoaching(BCLC);andtheBoardofChristianCrisis&TraumaResponse(BCCTR).

• Credentialing is a separateprocess from certificate or diploma completion.However, theIBCC accepts Light University and Light University Online programs as meeting theacademic requirements for credentialing purposes. Graduates are eligible to apply forcredentialinginmostcases.

Ø Credentialinginvolvesanapplication,attestation,andpersonalreferences.Ø CredentialrenewalsincludeContinuingEducationrequirements,re-attestation,and

occureitherannuallyorbienniallydependingonthespecificBoard.

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OnlineTesting

TheURLfortakingallquizzesforthiscourseis:http://www.lightuniversity.com/my-account/.

• TOLOGINTOYOURACCOUNT

Ø You should have received an email upon checkout that included your username,password,andalinktologintoyouraccountonline.

• MYDASHBOARDPAGE

Ø Once registered, youwill see theMyDVD Course Dashboard link by placing yourmousepointerovertheMyAccountmenuinthetopbarofthewebsite.Thispagewill include studentPROFILE informationand theREGISTEREDCOURSES forwhichyouareregistered.TheLOG-OUTandMYDASHBOARDtabswillbeinthetoprightofeachscreen.Clickingonthe>nexttothecoursewilltakeyoutothecoursepagecontainingthequizzes.

• QUIZZES

Ø Simplyclickonthefirstquiztobegin.

• PRINTCERTIFICATE

Afterallquizzesaresuccessfullycompleted,a“PrintYourCertificate”buttonwillappearnearthetopofthecoursepage.YouwillnowbeabletoprintoutaCertificateofCompletion.Yournameandthecourseinformationarepre-populated.ContinuingEducationThe AACC is approved by the American Psychological Association (APA) to offer continuingeducationforpsychologists.TheAACCisaco-sponsorofthistrainingcurriculumandaNationalBoard of Certified Counselors (NBCC)ApprovedContinuing Education Provider (ACEPTM). TheAACC may award NBCC approved clock hours for events or programs that meet NBCCrequirements.TheAACCmaintainsresponsibilityforthecontentofthistrainingcurriculum.TheAACCalsoofferscontinuingeducationcreditforplaytherapiststhroughtheAssociationforPlayTherapy (APT Approved Provider #14-373), so long as the training element is specificallyapplicabletothepracticeofplaytherapy.It remains the responsibility of each individual to be aware of his/her state licensure andContinuing Education requirements. A letter certifying participation will be mailed to thoseindividuals who submit a Continuing Education request and have successfully completed allcourserequirements.

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ComplexTraumaandDisastersTableofContents:

CRCT101:InternationalHelping:EthicsandCulturalSensitivity.................................................9JoshuaStraub,Ph.D.;PhilMonroe,Psy.D.

CRCT102:ComplicatedIssueswhenDealingwithComplexTrauma:TheRoleofCrisisResponders..................................................................................................................................18EricScalise,Ph.D.

CRCT103:InternationalIssues:GenocideandRelatedTrauma................................................39CelestinMusekara,Ph.D.

CRCT104:InnerCityandGangViolence.....................................................................................48MarkCrear,Ph.D.;OwenCardwell,D.Min.

CRCT105:ActsofViolenceagainsttheChurchandParachurch................................................55ScottFloyd,Ph.D.

CRCT106:InjuryandLossofChildren.........................................................................................63EricScalise,Ph.D.

CRCT107:AVictim’sExperienceofTraumaandAppropriateInterventions............................78LindaSchupp,Ph.D.

CRCT108:TheImpactofDisastersonIndividuals,Families,andCommunities........................89GeorgeEverly,Ph.D.

CRCT109:StagesofResponsetoDisaster..................................................................................98JenniferCisney,M.A.;MicheleLouviere,M.Div.

CRCT110:TheNatureofDisasterDeployment:TeamCoordinationandCare.......................106JenniferCisney,M.A.;DavidJenkins,Psy.D.

CRCT111:AssessmentandInterventioninDisasters...............................................................114GeorgeEverly,Ph.D.

CRCT112:FaithandSpiritualCareforDisasterVictims...........................................................124KevinEllers,D.Min.

CRCT113:TheRoleofEvangelisminDisasterResponse.........................................................133KevinEllers,D.Min.

CRCT114:IncidentCommandSystem:Ethics&ProtocolforDisasterResponse....................145KevinEllers,D.Min.

CRCT115:Long-termDisasterRecovery:SupportingCommunitiesforHealing.....................156CraigBoden,M.Div.,Ed.S.;DavidJenkins,Psy.D.;MicheleLouviere,M.Div.

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CRCT101:

InternationalHelping:EthicsandCulturalSensitivity

JoshuaStraub,Ph.D.;PhilMonroe,Psy.D.

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Abstract

Crisisrespondersmustrecognizetheneedforsensitivitywhenworkingwithvictimsofanotherculture.Inthislesson,participantswilllearnhowtoavoidcommonmistakesthatcouldoffendthose already victimized. Additionally, participantswill learn practical steps to becoming anefficienthelper,aswellastipsfordevelopingpositiverelationshipswithanewculture.Theseconceptsarekeystobecominganeffectiveresponderinanotherculture.

LearningObjectives:

1. Participantswillunderstandtheimportanceofbeingculturallyadeptwhenrespondingtoacrisisinanunfamiliarculture.

2. Participantswillbeabletoarticulatethecriterianecessary foreffectivelyhelpinganother

culture.3. Participantswill demonstrate key characteristicsof a goodhelper andhow to implement

thosestrategies.

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I. Introduction

A. TraumainRwandaB. NeedforCulturalSensitivity

II.CommonMistakesandMissteps

A. NaïveorNarrowlyFocusedMistakes

• Mythofsome:helpisbetterthannohelp;some“help”candodamageifthegroupofpeopleisnotresearchedorunderstoodcompletely.

• Rapevictimexample.

B. LackofPlanning

• Needtofocusonbefore,during,andafter.

C. PrejudicialProblems

• Failuretoapproachvictimsaspeople.• 1967OxfamworkinNigeria.

D. KnowingYourRole

• KnowwhereGodiscallingyou.• Checkyourmotives.

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III.WaystoHelp

A. ThreeStagesofHelpinginInternationalSettings• Relief.• Understandwhatotherorganizationsaredoing.• Lookatwhat canbedone tohelp thepeopleandhow toempower them tohelp

themselves.• Rehabilitation.• Development.

B. CharacteristicsofaGoodHelper

• Knowingyourroleandnotconfusingit.• Listen.• Beastudentintheirculture.• Beableto“walkintheirshoes,”seetheworldthewaythattheyseetheworld.• Learnspecificsaboutthecultureyouwanttoserve.• Usemultiplesourcestolearnabouttheculture.• Beawareofyourownissuessothatyourownpersonalhistorydoesnotaffectthe

workyouaredoing.

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• Understandthebiblicaldefinitionofservice.• Rememberthatmoralrighteousnessgoeshandinhandwithbiblicaljustice.• SpendtimewiththeLord.• DevelopGodlycharacter.

C. MotivesandUnderstanding

• HumilityandRelationship

1. Beabletoaskquestions.2. Beabletounderstand.

3. Listen.4. Donotmakeassumptions.

IV.HowtoHelp

A. HaveaListeningandLearningPlan

• Startbeforeyougo.• Learnthepresentandthepasthistory.• Haveconversations,notjustsurfaceconversations,butlistenlongenoughtohear.• Lookfortheirstrengthsandresources,donotassumethey’reweakandneedy.

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B. WatchforthePossibilityofExploitation

• Lookforthepoliticsthataregoingonandbecarefulaboutgettinginvolved.• Taking video and pictures could give confidential information away;make sure to

respecttheirprivacy.

C. HaveaPlanforHowtoSustaintheEfforts

• Empowerthepeoplesothattheyaretheonesthatarehelpingthemselves.

D. LeaveEnoughRoomandSpaceinYourScheduleforUnderstandingtheCulture

• Monochronicvs.polychronictime

E. ConceptofSelf

• Knowyouarecomingintoacollectivisticculturethatvaluesfamilyandcommunity,whicharenecessitiesfortheirlivelihood.

• Understandtheirviewsofforgiveness.

• Individualisticversuscollectivisticcommunity.

• Understandthetraumaandthefactorsthatfallunderseveretrauma.• Understandthetrueneedsandwhatdailylifelookslikeinthatculture.

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V.ThingstoRemember

A. ReadAbouttheCulture• Knowpresentandpasthistoryofculture.• Stay“apolitical.”

• Knowbothsidesofthestoryandremainneutral.

B. GroupMeetings

• Learnthecultureasagroup.• Breakintosmallgroupswithinthelargegroup.

• Knowthelogistics.

• Knowwhatmaterialsand/orresourcesyouneed.

• Shareexperiences.

• Keepajournalofwhatyoudosoyoucangobackandreflectonwhatyoudid.

• Setup“debriefing”sessionswithyourteam.

C. BeabletoEstablishRelationships

• Learnfromtheculture.• Ifyoumakeapromisemakesuretofollowthroughonthatpromise.

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• Rememberthatyouarenotthechangeagent,Godisthechangeagent.

• Allyoureffortsmustbebathedinprayer.

VI.ConcludingRemarks

A. Jesus’examplewiththewomanatthewell.B. Empowerthepeople.

C. Evaluatewhatyouhavedonebycheckingtoseeifyouhaveempoweredthepeople.

D. Donotjumptoconclusions.

E. KeepinmindthatGod’stimingisdifferentfromourowntiming.

F. RememberthatweareallspirituallypoorandweareallinneedforGodtosaveus.

G. Listenandlistenwell.

H. FocusonbuildingGod’skingdomratherthanyourown.

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CRCT101StudyQuestions:

1. Discusswhyalackofplanningpriortoleavingforanoverseastripcouldbedamagingtoreliefefforts.

2. Explainthemythof“somehelpisbetterthannohelp.”

3. Whatarethethreestagesofhelpinglistedinthepresentation?

4. Listanddiscusssomecharacteristicsofagoodhelper.

5. Whataresomeimportantthingstorememberwithinthegroup?

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CRCT102:

ComplicatedIssueswhenDealingwithComplexTrauma:TheRoleof

CrisisResponders

EricScalise,Ph.D.

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CourseDescriptionComplex trauma is particularly distressing to victims because of the personal nature of theevent or experience. Crisis responders should be aware of this and should recognizewhy atraumaclassifiesascomplex.Inthislesson,studentswilllearntheuniqueaspectsofacomplextrauma and appropriate response. Examples of complex trauma will further encouragefamiliaritywiththetypesofcomplextrauma.LearningObjectives:Bytheendofthislesson:

1. Participantswillknowthedefinitionofcomplextrauma.

2. Participantswillunderstandtypicalresponsesofvictimsofcomplextrauma.

3. Participantswillrecognizetypesofcomplextrauma.

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I.WhatisComplexTraumaandWhatMakesitDifferentfromOtherFormsofTrauma?

A. Definition: Complex Trauma generally refers to multiple traumatic stressors that

involve direct harm and are interpersonal, that is, they are premeditated, planned,andcausedbyotherhumans,suchasviolatingand/orexploitationofanotherperson.

• Typicallycausesmoreseverereactions inthevictimthantraumathat is impersonal

(i.e.naturaldisasters,someaccidents,disease,etc.).

• Thisisduetoitsdeliberatevs.accidentalcausation.

• Can be a single or isolated event (i.e. robbery, physical assault, rape, etc.) andperpetratedbyastranger–usuallyaprecursortoPTSD.

• Moreoftenthannot,itisaresultofmultipletraumasorfromexposuretohighlevelsofstress.

• The trauma often involves family members or other close relationships (clergymembers, teachers, coaches, supervisors, etc.), then the trauma and subsequentvictimization can become repetitive and chronic (i.e. sexual abuse, elder abuse,neglect,ritualisticabuse,etc.).

• In these cases, theeffects areoften compounded, prolonged, and cumulativeovertime.

• Perpetratorscanbecomeincreasinglyemboldened,compulsive.

• Sometimes distorted trauma bonds develop between perpetrators and victims –eventually leads to general debilitation, despondency, a state of adaption oraccommodationasmeansofsurvival,anddissociation.

• Arelativelysmallevent,repeatedwhenanindividual isyoungandmostvulnerable,canbemoretoxicthanamoreintenseeventlaterinlife.

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B. Othermorediffusedadverseenvironmentscanalsoresultincomplextrauma:

• Poverty and ongoing economic challenges combinedwith the lack of essentials orotherresources.

• Excessivecommunityviolenceandtheinabilitytoescape/re-locatefromit.

• Homelessness.

• Disenfranchised ethno-racial, religious, and/or sexual minority status andrepercussions–someinterestingstudiesamongMuslimwomenlivingunderTaliban-enforcedSharhiaLawinAfghanistan.

• Incarceration and residential placement and ongoing threat and assault (bothphysicallyandsexually).

• Ongoing sexual and physical re-victimization and re-traumatization in the family orothercontexts,includingprostitutionandsexualslavery–sextrafficking.

• Humanrightsviolationsincludingpoliticalrepression,genocide,ethniccleansing,andvariousformsoftorture.

• Displacement,refugeestatus,andforcedrelocation.

• Warandcombatinvolvementorexposure.

• Developmental, intellectual, physical health, mental health, and age-relatedlimitations,impairments,andchallenges–facederision,bullying,discrimination,etc.

• Thesetermsarenotcurrently in theDSM-4nomenclature,butarereceivingstrongadvocacytobeincludedinfuturerevisionsbecausethePTSDdiagnosisisnotdeemedsufficientindescribingtheclinicalpicture.

• Exposuretodeath,dying,andthegrotesqueinemergencyresponsework.

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C. Cross-Over Trauma involves both impersonal as well as interpersonal events (i.e.beinghitbyadrunkdriver,therecentGulfoilspill).

II.ComplexPTSDandDisordersofExtremeStressNotOtherwiseSpecified

A. Complex trauma involves complex interactions between multiple bio-psycho-social

systems.

III.TheseTwoConstructsInclude7AdditionalTrauma-basedEffects

A. AlterationsintheRegulationofAffectiveImpulses

• Difficultywithmodulationofangerandoftendenciestowardsself-destructiveness-over-inhibitionorexcessiveexpression(aggressive).

• Pathological self-soothing behaviors and other methods of emotional regulation –eventhosethatareparadoxicalsuchasaddictionsandself-harmingbehaviors.

• Easily-arousedhigh-intensityemotions.

• Difficultydescribingfeelingsandinternalexperiences.

• Chronicandpervasivedepressedmoodorsenseofemptinessordeadness.

• Chronicsuicidalpreoccupation.

• Difficultycommunicatingwishesanddesires.

• Impulsivity.

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B. AlterationsinAttentionandConsciousness

• Leadingtoamnesias,dissociativeepisodesanddepersonalization.

• Distinctalterationsinstatesofconsciousness.

• Problemswithorientationintimeandspace.

• Acousticandvisualperceptualproblems.

• Impairedcomprehensionofcomplexvisual-spatialpatterns.

• Impairedmemoryfunctionandagenerallackofintegration–memoryfunctionsarecomplex,andtheconclusionintheearly1990sthatrepressedmemoriesdonotexistnowappears to be incorrect. There is still a lot of controversy, but it appears thatpeople are able to segregate certain parts of their memory. Repression is a realphenomenon. It also appears that memory is highly malleable and easilycontaminated.

• Do not recall or feel certain emotions – can they vacillate from numbness anddetachmenttohypersensitivityandflooding.

• Will"liveintheirheads"andfailtodisplaysensitivity,empathyorinsight.

C. AlterationsinSelf-perception

• Predominantlynegativeandlowself-esteem.

• Involvingachronicsenseofguiltandresponsibility.• Ongoingfeelingsofintenseshame.

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• Chronicallyabused individuals (especiallychildren) incorporateabusemessagesandposttraumaticresponsesintotheirdevelopingsenseofselfandself-worth.

• Thelackofacontinuousandpredictablesenseofself.

• Ageneralizedsenseofbeingineffectiveindealingwithone'senvironment.

• Thebeliefthatonehasbeenpermanentlydamagedbythetrauma.

• Apoorsenseofseparateness.

• Bodyimagedistortions.

D. AlterationsinPerceptionofthePerpetrator

• Incorporationofhisorherbeliefsystem.

• Complexrelationalattachmentsystemsensuefollowingrepetitiveandpremeditatedabuse and the lack of appropriate response at the hands of primary caretakers orothersinpositionsofresponsibility–youseethisinlongtermkidnappingsituations.

E. AlterationsinRelationshipswithOthers

• Notbeingabletotrustthemotivesofothers.

• Reducedcapacityforintimacy.

• Problemswithboundaries.

• Internalizedbeliefthatotherpeoplearemostlyself-serving,outtogetwhattheycanbywhatevermeansincludingusing/abusingothers–nooneissafe.

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• Distrustandsuspiciousnessleadingtosocialisolation.

• Unawarethatotherpeoplecanbebenign,caregiving,andnotdangerous.

• Uncertaintyaboutthereliabilityandpredictabilityoftheworld.

• Difficultywithperspectivetaking.

• Difficultyenlistingotherpeopleasresources,advocates,orallies.

F. Somatization(PhysicalComplaints)and/orMedicalProblems

• Mayrelatedirectlytothetypeofabusesufferedandanyphysicaldamagethatwascausedortheymaybemorediffuse.

• Have been found to involve all major body systems and to include many painsyndromes,medicalillnessesandsomaticconditions.

• Sensorimotordevelopmentalproblems,problemswithcoordinationandbalance.

• Hypersensitivitytophysicalcontact.

G. AlterationsinSystemsofMeaning

• Oftenfeelhopelessaboutfindinganyonetounderstandthemortheirsuffering.

• Despairofbeingabletorecoverfromtheirpsychicanguish.

• Difficultiesinattentionregulationandexecutivefunctioning.

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• Problemsfocusingonandcompletingtasks.

• Difficultyplanningandanticipatingconsequences.• Learningdifficultiesandproblemswithlanguagedevelopment.

• Problemswithprocessingnovelinformation.

• Problemswithobjectconstancy(theabilitytoseeoneselfasaseparateanduniqueindividual).

• Problemsunderstandingtheirowncontributiontowhathappenstothem.

IV.NeurologicalFunctioning

A. Withrepeatedexposuretotraumaticstress,disruptionscanoccur inbrainfunctionsand structures, endocrinological function, immunological function, and central andautonomicnervoussystemarousal.

B. Complex then often results in chronic over-activation of an individual’s autonomicnervoussystem-resultinginfight-flight-freezeresponsestorandomcues.

C. Complextraumainyoungerchildrenchangestheirneuro-psychologicaldevelopment.

D. Theamygdalaandhippocampuschangeafterexposuretotraumaticevent,resultinginadisruption inthe flowof informationfromtheprimitivepartsof thebrain (limbic)andthehighercorticallevelsassociatedwithconsciousnessandexecutivefunction.

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E. Traumaappearstoshutdownhighercorticalprocessing

V.CultsandRitualisticAbuse

A. DestructiveCultscanbeDefinedasAnyGroup:

• That uses psychological manipulation to impair, destroy or make captive anindividual's freedom of thought or reasoning abilities and done with the hiddenpurposeofpromotingthewealth,powerorvanityofcharismaticcultleaders.

• Where the recruitment process is usually deceptive and the victim enters the cultwithoutinformedconsent.

• Wherethecultleaderdemandsblindfaithtohis/herteachings,restrictsthefreedomoffollowersanddirectsthemtobeengagedincriminalactivity.

B. TechniquesofPsychologicalManipulation

• Isolation: lossof reality inducedbyphysicalseparationfromsocietyandall rationalreferences.

• Hypnosis: stateofhigh suggestibility inducedbyhypnosis, often thinlydisguisedas meditation.

• PeerGroupPressure:suppressionofdoubtandresistancetonewideas,achievedbyexploitingthenaturalneedtobelong.

• RemovalofPrivacy:lossofabilitytoevaluate,logicallyachievedbypreventingprivatecontemplation.

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• Sleep Deprivation and Fatigue: disorientation and vulnerability is created byprolongedmentalandphysicalactivityandwithholdingadequaterestandsleep.

• Games: the need for direction when playing games with obscure rules increasesdependenceonthegroup.

• No Questions: automatic acceptance of beliefs is accomplished by discouragingquestions.

• ConfusingDoctrine: complex lecturesonan incomprehensibledoctrine areused toencouragerejectionoflogicandblindacceptance.

• Rejection of Old Values: acceptance of new lifestyle is accelerated by constantlydenouncingformervaluesandbeliefs.

• Confession: destruction of personal egos, increased vulnerability to new teachingsandrecruits'weaknessesarerevealedthroughsharinginnermostsecretsandfears.

• Fear: loyalty and obedience to the group ismaintained by threatening soul, life orlimbfortheslightest"negative"thought,wordordeed.

• Disinhibition:abdicationofadultresponsibilityencouragedbyorchestratingchild-likebehavior.

• Change of Diet: disorientation and increased susceptibility to emotional arousal isachievedbydeprivingthecentralnervoussystemofnecessarynutrientsthroughtheuseoflow-proteinfood.

• Controlled Approval: vulnerability and confusion is maintained by alternatingrewardingandpunishingsimilaractions.

• Dress:individualityisremovedbydemandingconformitytothegroupdresscode.

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• Replacement of Relationships: pre-cult family relationships are destroyed byarranging cult marriages and "families" and by restricting contact andcommunication.

• Financial Commitment: an increased dependence on the group is achieved by"burningbridges"tothepastthroughdonationofallassets.

StagesofCultInvolvement

Recruitment

Ego Destruction ID Destruction

Indoctrination

High Excitement Info. Distortion

Disorientation

Brain Dysfunction Total Acceptance

* Guilt* Fear

* Threat of Satan * Personal

* Isolation* Restricted Sex

* Low Food

* Continued Monitoring* Love Bombing

* Noise* Lack of Sleep

Confrontation

Intake

* Subliminal Oratory* Meditation

* Trance Lectures* Mis-Directed

Thought Input

* Change in Physical Appearance* Emotional Depression* No Self-Reflection* Change in Speech Patterns* Confusion

* Guided Fantasy

* Information Process Destroyed

* No Personal Goals* Imagination = Reality* Fact is = Fantasy* Conformity* Accepting Leader's Ideas

Beliefs and Thoughts

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C. RitualisticAbuse

• Itisabrutalformofabuseofchildren,adolescents,andadults,consistingofphysical,sexual,emotional,andpsychologicalabuseinvolvingtheuseofrituals.

• "Ritual" does not necessarilymean "Satanists". However,most survivors state thattheywererituallyabusedaspartofsatanicworshipandforindoctrinatingthemintosatanicbeliefsandpractices.

• It rarely involves a single episode but usually repeated abuse over an extendedperiod.

• Thephysicalabuseissevere,sometimesincludingtortureandkilling.

• Thesexualabuseisusuallypainful,sadistic,andhumiliating,intendedasameansofgainingdominanceoverthevictim.

• Thepsychologicalabuse isdevastatingand involvestheuseofritual/indoctrination,which includes mind control techniques, mind-altering drugs and intimidation toconvey profound terror of the cult members or the evil spirits they believe cultmemberscancommand.

D. CommonBeliefsofVictims

• Thereisnoescape.• Thecultcompletelycontrolsme.

• Iamincapableofprotectingmyself.

• Thecultismyonly"true"family.

• Memoriesaredangerous.

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• Disclosuresaredangerous.

• SatanisstrongerthanGod.

• Goddoesnotloveme.

• Godwantstopunishme.

• MylifeiscontrolledbySatan.

• MylifeisdedicatedtoSatan.

VI.Trauma-basedPsychosis

A. Theconceptofa“nervousbreakdown”isnotnewtomostpeopleanditcanrepresenta range ofmental illnesses or give the impression that someone “snapped” as theresultofextremepressureorstress.

B. Psychosisisastateofbeingwherethereisanoticeablebreakfromrealityaswellasin

theperson’slevelofawarenessandabilitytofunction.

C. According to the DSM (4th Edition), psychotic disorders include one ormore of thefollowing symptoms: (1) delusions; (2) hallucinations; (3) disorganized thinking andspeech;and(4)grosslydisorganizedorcatatonicbehavior.

D. Tobeconsideredasabrieforacutepsychoticbreak,theepisodemustendureatleast

onedaybutalsobelessthanonemonth,withtheeventualreturntoanormalpatternoffunctioning.

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E. Delusions aremarkedbya setof falsebeliefs inwhichapersonmisinterprets theirexperiencesorwhattheyperceivetobegoingonintheirenvironment.

F. A delusion of reference describes a personwho avidly believes certain statements,gestures, news stories, or other environmental cues are expressly being directed athim/herinordertoproducesalossofcontrolovermindand/orbody.

G. Thetwomostcommonthemesinthiscategoryare“thoughtwithdrawal”wheretheperson believes his/her thoughts have been unwillingly removed by some outsideforceand“thoughtinsertion”,orthebeliefthatone’sthoughtsandactionsarebeingdirectedormanipulatedexternally.

H. Hallucinations, like delusions, represent completely unfounded or mistakenimpressionshavingnobasisinrealitybuttheyoccurinaperson’ssensorymodalities.This includes hallucinations that are visually based, are auditory, olfactory related(referringtothesenseofsmell),gustatoryrelated(referringtothesenseoftaste),andtactilerelated(referringtothesenseoftouch).

I. Adistinguishingfeatureforauditoryhallucinationsisthatthevoicesareperceivedasbeing “external” to the person hearing them. This is in contrast to individualsdiagnosedwithDissociativeIdentityDisorder,wherethevoicesare“internal”.

J. Acutepsychoticepisodesareusuallyaccompaniedbysevereemotionalturmoilandanoverwhelmingsenseofconfusion.

K. The onset of Brief PsychoticDisorder occursmost commonly in late adolescence toearlyadulthood.

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VII.DissociationandDissociativeIdentityDisorder

A. Oftencomorbid(coexisting)withAcuteStressDisorderorPTSD.B. Dissociationisadefenseagainstpainandtheprocessofintegrationrelatestodealing

withpainfulmemoriesandrestorationofthecorepersonality.

C. Additional personalities or “alters” are formed when the experience is traumaticenough, as a preferred method of coping and internalization, and as part ofintentionalculticandocculticpracticeinconjunctionwithritualisticabuse.

D. Somealters comeout alreadynamed, someare givennamesby other alters, some

take names that describe their characteristics, and some avoid taking a namealtogether.

E. Usuallybothmaleandfemalealtersarepresent.

F. Amnesia isusuallypresent forsignificantperiodsof time–whereonealtercansay,“Thatdidn’thappentome.”

G. Weallhave thememoryof themind, thememoryofouremotions, thememoryofour body, and our human will. When all four are broken, you have dissociation –otherwiseit’sconsideredaspartialdissociation.

H. Some research shows that25%of childrenunder theageof5 candissociate if theyneedto–referredtoasDissociativeAbility.

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I. Switches refer to moving from one alter to another – usually accompanied bytwitches,blinks,ashortblackout,suddenchangesinbodyposition,changesinvoiceandspeechpatterns.

J. Level1AltershavecontactwiththeoutsideworldandLevel2AltersareusuallynotimmediatelyknownbytheLevel1’s.

K. Systemically,thealterswanttomaintainstability,equilibrium,andsafety.

L. In my experience, is usually at least one or more demonic alters – however,dissociation in and of itself is not necessarily demonic, but the mind’s amazingcapacitytosurviveeventhemosthorrifictrauma.

VIII.SomeEarlyInterventionandCrisisResponseConsiderations

A. Discernmentandwisdom

B. Need for immediate and/or direct medical attention (self-injury, suicidalideation/gesturesandassaultivenessareallcommon).

C. Emergency services, the police department, or other experienced mental healthprovidersmayneedtobecalledin.

D. Attempting to engage the person in rational conversation about their behavior isusuallyineffectiveatthetime.

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E. Possiblehospitalizationmayneedtobeconsideredforreasonsofsafetyandfurtherevaluation.

F. Address safety concerns of the person as well (internal, relational, psychological,therapeutic).

G. Establishingself-controlandself-regulation(affect).

H. Self-Processing(cognition).

I. TraumaticExperienceIntegration.

J. RelationalEngagement.

K. Itwould appear thatwe are dealingwith cognition that is "off-line." In theory,weshould be able to teach basic skills of emotional modulation. Unfortunately, theclinicalpictureisnotthatsimple.

L. Antipsychotic medication may need to be prescribed based on the severity ofsymptomsandproperpsychopharmacologicalsupervisioncanhelpfacilitaterecoveryand the avoidance of further collapse. However, close management of thesemedications is important as their long-term use can increase the risk to developserious side effects affecting involuntary muscle movement such as NeurolepticMalignantSyndromeandTardiveDyskinesia.

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M. Exposingthesepatientstoodirectlyortooearlytotheirtraumahistoryintheabsenceoftheirabilitytomaintainsafetyintheirlivesortoself-regulatestrongemotionscanlead to retraumatization, and associated decompensation, and the inability tofunction.

N. Deprogrammingvs.ExitCounseling

IX.SpiritualConcerns

A. Thiskindofevilisnotnew:

• 2 Chronicles 33 (Manasseh) “He built altars for all the host of heaven in the twocourtsofthehouseoftheLord.Moreover,hemadehissonspassthroughthefireinthe Valley of Ben-hinnom; and he practiced witchcraft, used divination, practicedsorcery, and dealtwithmediums and spiritists. He didmuch evil in the site of theLord.”

B. WeAreinaSpiritualBattle,butGodFightsforUs

• John8:36–“IfthereforetheSonshallmakeyoufree,youshallbefreeindeed.”

• Isaiah49:24-25–Can thepreybe taken fromthemightyman,or thecaptivesofatyrantberescued?Surely,thussaystheLord, ‘Eventhecaptivesofthemightymanwillbetakenawayandthepreyofthetyrantberescued;forIwillcontendwiththeonewhocontendswithyou.”

• 1 John 5:4 – “For whatever is born of God overcomes the world; and this is thevictorythatovercomestheworld,evenourfaith.”

• Philippians2:9-11–“Forthisreasonalso,GodhighlyexaltedHim,andbestowedonHimthenamewhich isaboveeveryname,sothatatthenameofJesuseverykneewill bow, of thosewho are in heaven and on earth and under the earth, and thateverytonguewillconfessthatJesusChristisLord,tothegloryofGodtheFather.

• MovieTheBear

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C. AndHeIswithUs

• Isaiah43:1-3"Butnow,thussaystheLord,yourcreator,OJacob,andHewhoformedyou,OIsrael,Donotfear,forIhaveredeemedyou;Ihavecalledyoubyname;youareMine!When youpass through thewaters, Iwill bewith you; and through therivers, theywillnotoverflowyou.Whenyouwalk through the fire,youwillnotbescorched,norwilltheflameburnyou.ForIamtheLordyourGod,theHolyOneofIsrael,yourSavior.'"

D. APictureofOurVictoryinChrist

• Joshua10:23-25–“WhentheybroughtthesekingsouttoJoshua,JoshuacalledforallthemenofIsrael,andsaidtothechiefsofthemenofwarwhohadgonewithhim,‘Comenear,putyour feetonthenecksof thesekings.’Sotheycamenearandputtheirfeetontheirnecks.Joshuathensaidtothem,‘Donotfearorbedismayed!Bestrongandcourageous,forthustheLordwilldotoallyourenemieswithwhomyoufight.’”

• Romans16:20–“TheGodofpeacewillsooncrushSatanunderyourfeet.

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CRCT102StudyQuestions

1. Describe“complextrauma”andhowit’sdifferentfromothertraumas.

2. Whathappensneurologicallywhenoneundergoesacomplextrauma?

3. Define“dissociation”and“dissociativeidentitydisorder”.

4. Whataresomecommonmisbeliefsheldbycultvictims?

5. Listatleastfiveimportantconsiderationswhendealingwiththosewhohaveundergoneacomplextrauma.

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CRCT103:

InternationalIssues:GenocideandRelatedTrauma

CelestinMusekara,Ph.D.

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CourseDescriptionInternationalissuescanbesomeofthemostdevastatingformsoftraumahumanly,politically,and spiritually speaking. By nature, genocide affects large numbers of people, and crisisrespondersmustunderstand itsnumerousandshockingconsequences. This lessoneducatesstudentsabouttheuniquenatureofgenocideanditsramificationsforvictims.LearningObjectives:Bytheendofthislesson,students:

1. Willunderstandgenocideandbeabletocitemodernexamples.2. Willunderstandthetraumaassociatedwithgenocide.3. Willlearnappropriateresponsestogenocide.

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I.WhatisGenocide?A.Definition:Intentbyonegrouptoexterminate,kill,andannihilateanothergroup

B.ExampleofGenocide

• Rwanda• Darfur

C.TheUNhasaddedtothemeaningofgenocidetheissuesofrape,gangrape,andsexualviolence.

D.Genocideisnotclearlydefined.E.Whatconstitutesgenocide?

• Dehumanization of one group over the other because of tribe, race, or ethnicgroups.

• Politicalpartitionsmobilizepeopletotheirpoliticalgroups.• Causing difficulties for another group to develop such as abducting their children,

movingtheirgrouptoaplacewheretheycanbeharmed.• Physicalannihilation.• Goal is tomakeanother group incapableof influencingorparticipatingormaking

decisions.

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II.Howhastheinternationalcommunityrespondedtogenocide?

A.Ignoredtheproblemexists B.Decided“whogiveswhat”

C. Givenphysicalpresencewherepeoplecanreceivefoodandwater,andfirstaid,butnonetoolittleemotional,spiritual,ormentalhelp

D.Debatedissuesofjustice

• Problemofknowingwhoexactlycausedthegenocide• Howdoesthelawdealwithpeoplewhohideothers?

E.DealtwiththephysicalmorethanthespiritualF.Lackedrecognitionoftraumarelatedtogenocide

III.TraumaRelatedtoGenocide

A. Trauma related to genocide causes victims to feel as if they are less human,whichmakes them feel vulnerable.Thisaffects theway that they thinkabout themselves,theirneighbors,andthewaytheyactintheireverydaylives.

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B. Survivors of genocide and atrocities have been traumatized by what happened tothem,theirrelatives,andcommunities.

C. Eyewitnessesofactsofviolencesuchaskillings,gangrape,torture,etc.havecausedphysicalandpsychologicalbreakdown.

D. Perpetrators after theyhave killed andmurderedpeople (especially those theyhadknownasneighbors,etc.)sufferguiltandnightmares.

E. Perpetratorsandoppressors’guilt,shame,andfearhavehinderedthemtoenterintotheprocessofhealing,seekingforgiveness,andreconciliation.

F. Womenandchildrenareaffectedmentallybywhathashappenedinthecommunity.

G. Traumafromgenocideaffectssurvivors,witnesses,andperpetrators.

H. Politics affects traumawhen political leaders encourage and perpetuate one groupagainstanothergroup.Thiscausespeoplenottotrusttheirleadership.

I. Teenagers and young adults are traumatized again when they grow up and realizewhathappenedtotheirfamiliesandcommunitieswhentheywereyoungchildren.

J. Sexual violence especially on women and young girls has caused psychologicalbreakdownandtrauma.

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IV.HowtoPreventGenocide

A. Wemust first realize that all humanbeings are created equal in the imageofGod.Dehumanization and demonization happens when people do not recognize that allhumanbeingsarecreatedequalinGod’seyes.

B. Teachpeopletheirhumanrights.

C. Begin the process of changing the way we communicate with each other in ourcommunities,homes,andthewaywetalkabouteachother.Thisincludesthewaywerelateourhistoriesandstereotypesofothers.Teachourchildrenhowwewishtobetreatedshouldbethesamewaywetreatothers.

V.HowtoRespondtoGenocide

A. IndividualResponse

• AsChristians,wemustliveintheknowledgeandunderstandingthatweareeachcreated in the image of God to be agents of forgiveness, repentance, andreconciliation.

• OurresponsibilityasChristiansistoliveadailylifethatreflectswhatwebelieve.

AnidentityinChristsupersedesa“tribal”identity.

B. MissiologicalResponse

• AsaChristiancommunity,weneedtopreachtheuniquenessofChrist,butalsotheidentityofChristians.

• As a Christian community, we need to realize that the church in every

community must preach, and address, social and spiritual, issues that makepeopleexcludeeachother.

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• Whatthechurchpreacheswillaffectthewaythatpeopleactinthecommunity.Becauseofthis,theChristianchurchhasanobligationnotonlyforthemessageofrepentanceandreconciliation,butalsoofunityandaccountability.

• Thechurchshouldbeasoutspokenabouttheirviewsasthegovernmentisabout

theirs.• Thechurchisresponsibleforreconciliationandunityinthecommunity.

C.EquippingResponse

• Realizethatpeopleneedto learn inseminariesandBiblecollegesthe issuesofdealingwithtrauma,hate,andreconciliation.

• Theequippingmustberelativetowhatisgoingonwithincommunities.• Pastorsandleaderswithinthecommunitymustbeequippedfortheseissuesas

well.• Disciple people within the church to help others deal with trauma in the

community.• The Church must also deal with individual and corporate sins, along with

individualandcommunalrepentanceandforgiveness.• TheChurchneedstodealwiththepoliticalleaders,usingtheirinfluenceintheir

livesinapositiveway.• TheChristianresponsemustbeBiblicallybased.

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VI.Conclusion

A. TheChristianresponsemustbebiblicallybased.

B. TheChurchmust train andequippeoplewith themindset that everyone is createdequalinGod’simage.

C. ChristiansmustrememberthatwiththeirnewidentityinChristsupersedesanyotheridentity.

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1. Whichcountryisdiscussedthemostinthispresentation?

2. WhatisthedefinitionofgenocideandwhathastheUNaddedtothedefinition?

3. What is an example of an international response that has not been beneficial to

genocidetrauma?4. Whataresomewaystopreventgenocide?

5. Whataresomewaystoequipindividualandmissiologicalresponses?

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CRCT104:

InnerCityandGangViolence

MarkCrear,Ph.D.;OwenCardwell,D.Min.

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CourseDescriptionGang violence is a prevalent problem in society today. Society must overcome gangstereotypesandlearntoviewgangmembersashumanswithrealproblems.Crisisresponderscan lead the way in responding to gang violence. This lesson will help responders tounderstandgangsandgivesinstructiononhowtobecomeapositiveinfluenceinendinggangviolence.LearningObjectives:Bytheendofthislesson:

1. Participantswillunderstandgenocideandbeabletocitemodernexamples.

2. Participantswillunderstandthetraumaassociatedwithgenocide.

3. Participantswilllearnappropriateresponsestogenocide.

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I.Introduction

A. Gangs

• “Untilwe stop looking at these kids asmonsters,wewill never break the cycle ofgang violence. People need to understand that in communities inwhich familieshavebrokenapart,andtherearefew,ifany,economicopportunities,gangsbecomelikeasurrogatefamilyandidentities…Throwingpeopleinjailisnotgoingtosolvethisproblem.”–Aformergangmember

• Ifmorepoliceorjailswerethesolution,thentheproblemwouldhavebeenfixed30

yearsago.–JimBrown

II.JuvenileViolence

A. Homicideratesdeclinedfromahighof2879around1994toalowof1466in2001

B. Rateshavebeenslowlyclimbingsincetoahighin2008of1748

C. According to the FBI Uniform Crime Reports from 2008, male juvenile arrests forhomicidewerenearlynine times greater than for females. ThenumbersofAfricanAmerican juvenile arrests for homicide were disproportionately high relative toCaucasianjuvenilearrests,giventhatthereweremorethantwiceasmanyCaucasianasAfricanAmericanjuvenilesintheU.S.populationin2006.

D. Criminalyouthgangsareactiveinnearlyeverystate

E. Whyaretheregangs?

• Economicissues• Drugs

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• Guns

• Fatherlessness

• Violenceinhome,school,andcommunity

• Adolescentvulnerability

F. Povertyandgangviolence

• Adrivingmotivebehindganginvolvement• Gangsareparticularlycommonamongpoorcommunities

G. Defacingthestereotype

• Gangmemberscanbefromanyraceorculture• Thenumbersofgirlsaregrowinginganginvolvement

• Peoplejoingangstofeelliketheybelongtosomething

III.TypesofGangMembers

A. Coremembers-gangleaders,associates,orregulars

B. Fringemembers-peripheralmembers

C. “Wannabees”-recruits

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D. Gangsizerangesfromfourorfivememberstothousands.

IV.AdviceforCrisisResponders

A. Crisisresponderscannotuseprevention,butintervention

B. Providecounseling

C. Understandthecommunity

D. Makeyourselfacceptabletothecommunity

E. Keepitreal:learnthelanguage,buildcredibility

F. Letthemknowyoucare

V.GuidelinesforIntervention

A. Listenobjectively

B. Understandtheculture

C. Identifywiththepain

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D. Establishrapport

E. Givehope-helpmemberstorealizethereareopportunitiesoutsideofthegang

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1. Whyisitimportantnottoviewgangmembersasmonsters?

2. Discussthereasonsbehindtheformationofgangs.Whydotheycontinuetoform?

3. Contrarytothestereotypes,gangmemberscanbefromanyraceandgender.Whydo

youthinkthestereotypeexists?

4. Why is intervention, rather the prevention, more important for crisis responders

workingwithgangs?

5. Discusstheimportanceofestablishingcredibilityingangcommunities.

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CRCT105:

ActsofViolenceagainsttheChurchandParachurch

ScottFloyd,Ph.D.

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CourseDescriptionThis lesson educates students about how an act of violence directed toward churches orparachurcheswill impactthoseorganizations.Theresponsetotheviolenceaffectseverybodyinvolved,andchurchesneedtoknowhowtohandlethecrisis.Thelecturetalksaboutchurchescandoinpreparationforandafterthecommissionofaviolentact.LearningObjectives:Bytheendofthislesson:

1. Participantswillbeabletorefertopastactsofviolenceagainstchurches,usingthoseexperiencestoformulateideasofhowthechurchisaffected.

2. Participantswillbeabletoguidechurchesthroughpreparatoryplansinordertoavoid

violentacts.3. Participants will be able to guide churches through the aftermath of a violent act

committed.

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I.Introduction

A. ExamplesofViolenceAgainstChurches

B. Incidence—aGrowingProblem?

• Someexpertssuggestitisagrowingproblem.

• Notnecessarilyanewproblem.1. Luke13:1-5

2. Matthew22:35

3. Hebrews11:36-40

• Examplesthroughouthistory.

C. SessionOverview

• Howalarge-scaletraumaticeventimpactsachurch.

• Howentitieslikechurchesandthesurroundingcommunitytendtorespondwhenadisasterlikethosementionedtakesplace.

• Whatachurchcandotopreparefortheunfortunate possibilityofviolence.

• Howachurchcanrespondwhenaneventdoestakeplace.

• How should a church communicatewithothers (public relations) following a tragiceventfollowingadisaster?

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II.HowTraumaImpactsaChurch

A. HalpernandTramontin—definitionofdisaster

B. ThreeCrucialElementsofaDisaster:

• Scope-thenumberofindividualsandfamiliesaffectedbyevent

• Intensity-thestrengthofthedirectimpactoftheevent

• Duration-thelengthofthedisaster

C. Themostproblematicdisasters

III. Howdoorganizations (such as churches) tend to respond to a large-scalecrisisordisasterevent?

A. How does a large-scale disaster impact a group of individuals, such as a family, a

church,oracommunity?

B. Figley’sStagesofGroupResponsetoaDisaster

• Pre-disasterphase-beforethedisasteroccurs.

• Impactphasewhen theeventactuallyoccurs,and the timesurrounding theevent;peopleareimmediatelyconcernedaboutselfandotherstheycareabout.

• Heroicresponsephase-referstotheindividualswhostepuptoprotectothers;playsanimportantpartinthehealingprocess.

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• Inventoryphase-takingstockoftheevent.

• Honeymoonphase-periodofgreatsupport;sometimespoliticiansorcelebritiesoffersupport.

• Disillusionmentphase-mediaandpublic support lessens; the true impactbegins tobefelt.

• Reconstruction phase- stage where a group of individuals begin to readjust andrebuildtheirlives.

C. KnowledgeofThesePhasesGuidestheResponsetotheViolentAct

IV.WhatChurchesCanDo—PreparationforSafety

A. Preparationforsafety

B. Safetyanalysis

• Locallawenforcementagency

• Achurch’sinsurancecarrier

C. Preventativework

• Whattoplanfor:1. Generalsafetyformembers/staff.

2. Minordisruptionstoachurchactivity.

3. Theintenttocauseharm.

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• Asecurityteam1. Staff/volunteers.

2. Name:securityteam;safetyteam;safetyministry.

V.WhatChurchesCanDo–RespondingFollowingaViolentAct

A. IdentifyWhoNeedsHelp/Attention

B. DetermineHowtoHelp

• Ifthecrisishitstooclosetohome,elicitthehelpofothers.

• Allowforandencouragepeopletotalkabouttheevent.

• Ministerialcontact—checkinginonpeopletoseehowtheyaredoing.1. Immediatelyaftertheevent

2. Whenthings“quietdown”

3. Anniversaries

• Providingorassistingindividualsinobtainingcounselingservices.

• Addressspiritualconcerns.

• Realizethatrecoverytakestime.

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VI.PublicRelationsFollowingaDisaster

A. TheImportanceofKnowledge/PreparationforPublicRelations

B. PublicRelationsFollowingaCrisis

C. ProcedurestoFollowFirstResponse(byFEMA):

• Staycalm1. Bewareofcounter-transference.

2. Donottakesides.

ActsofViolenceAgainsttheChurchandParachurchSuggestedReadingList

Aguier,Ron.KeepingYourChurchSafe.Longwood,FL:XulonPress,2008.Cisney,JenniferandEllers,Kevin.TheFirst48Hours:SpiritualCaregiversasFirst

Responders.Nashville,TN:AbingdonPress,2009.Everly,GeorgeandMitchell,Jeffrey.CriticalIncidentsStressManagement.2nded.Ellicot

City,MD:ChevronPublishingCorporation,1999.Figley,Charles.“PickinguptheFamilyPiecesandKeepingthemTogether.”Keynote

Address,AmericanAssociationofMarriageandFamilyTherapistsConference,Dallas,TX,October1998.

Floyd,Scott.CrisisCounseling:AGuideforPastorsandProfessionals.Minneapolis:Kregal

Publications,2008.Halpern,JamesandTramontin,Mary.DisasterMentalHealth:TheoryandPractice.

Belmont,CA:ThomsonBrooks/Cole,2005.Wright,H.Norman.TheNewGuidetoCrisisandTraumaCounseling.Ventura,CA:Regal

Books,2003.

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1. Listanddescribethethreecrucialaspectsofadisaster:

2. Discusshowchurchescanhelppreventaviolentdisaster:

3. WhatareFigley’sgroupresponsestages?

4. Whydoyouthinkitisimportantforcrisisrespondersandchurchleaderstorememberimportantanniversary-relateddatesafteracrisis?

5. Discusstheimportanceofavoidingcounter-transferenceisacrisisresponsesituation.

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CRCT106:

InjuryandLossofChildren

EricScalise,Ph.D.

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CourseDescriptionDeathandinjurytoucheveryculture,people,andbelief.Childrenarenoexception.Thislessongives educates students about statistics concerning the injury and loss of children. It thenproceedstoguidelinesforcrisisrespondershelpingparentscopewiththe injuryor loss. Thefinalsectiongivespracticalguidelinesandmistakesrespondersshouldavoid.LearningObjectives:Bytheendofthislesson:

1. Participantswillunderstandthestatisticsofchildinjuryandloss.2. Participantswillbeabletohelpgrievingparents.3. Participantswillbeabletoavoidfalseassumptionsincounselingmourners.

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I.Introduction

A. Deathtranscendseveryculture,everypeoplegroup,andeverybeliefsystem

• Isaiah53:3• Differentpeoplereactdifferentlytothedeathoflovedones,buttheimpactisalways

tremendous.

• Oftenproducesacrisisoffaith.

• Thelossofachildisuniqueinthatitisalossofinnocence,hope,futuredreams,andmore.

• Thegrieffoundamongbereavedparentssurpassesallothertypesofgrief.

II.ChildTraumaticStress

A. Trauma occurs whenever a child experiences an intense event that threatens orcausesharmtohis/heremotionalwell-being(i.e.,naturaldisaster,accidents,violence,etc.)

B. One in fourchildrenwillexperienceat leastonetraumaticeventbefore16thatwill

resultininjury

• Reactions:anxiety,fear,agitation,flashbacks,sleepdisturbances,etc.• Theissueistowhatdegreefunctionalityisaffected.

• Intensityofreactiondependsonanumberoffactors.

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III.UnintentionalInjuryandAccidents

A. UnintentionalInjuryandAccidents

• Unintentionalinjuryisthenumberonecauseofdeathamongchildrenunder14.• Injuryvariesbyage,gender,andrace.

• Rural areas pose greater problems due to lack of advanced trauma care andresponse/transportationtimes.

• Each year, ¼ of children sustain an injury serious enough to require medicalattention.

• 92,000arepermanentlydisabled.

IV.SpecificSituations

A. PlaygroundInjuries

• 200,000playgroundinjurieseveryyear.• 45%resultinseverefractures,concussions,dislocations,internalinjuries.

• 75%occuronpublicplaygrounds.

B. ChokingandAspiration• Aleadingcauseofinjuryanddeathamongchildrenundertheageof4.

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• Primarilyfood,coins,andsmalltoys.

• Onechildwilldieeveryfivedays(over70everyyear).C. Drowning

• It’sthe4thleadingcauseofdeathforchildrenundertheageof14.• 25%ofalldrowningincidentsinvolvechildren.

• Foreverychildthatdies,anotherfouraretreatedforsubmersion-relatedinjuries.

• Approximately300drowningdeathseachyear.

D. FireCasualties

• Each year, an estimate three to four thousand children under the age of 14 areinjured,and850arekilled.

• Ofthosewhodie,40%areundertheageof5and70%areundertheageof10.

E. HeatStrokeandSuffocation

• Anaverageof40-50childrendieeveryyearfromheatexhaustionorhyperthermia.

F. AutomobileRelatedInjuries

• Children

1. Approximately2000childrendieeveryyearincaraccidents.

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2. 250,000areinjured—aleadingcauseofdisability(braininjuryandparalysis).3. Failure towear a seatbelt or child safety seat is a factor in 50% of all cases;

properrestraintmayreducetheriskofdeathbyasmuchas71%forinfantsand54%fortoddlers.

4. 25%ofaccidentswherechildrenareinjuredinvolvedrunkdrivers—for67%of

them,thechild’sdriverwastheoneimpaired.

• Adolescents

1. Leadingcauseofdeathforadolescents(33%).2. In 2009, eight teens between 16-19 died every day from motor vehicle

injuries—nearly3,000—4xmorelikelythanadultdrivers.3. Tendtounderestimatedangerousorhazardoussituations.

G. DiseaseandOtherMedicalIssues

• ChildhoodCancer

1. Over10,000childrenundertheageof15diagnosedeveryyear,withover1,500deaths.

2. Makesittheleadingcauseofdeathbydiseaseinchildren.3. Most common cancer is leukemia and the most common tumors are brain

related.4. Overall,stillrelativelylowdiseaserateforthisagegroup.

• SuddenInfantDeathSyndrome(SIDS)

1. Mostcommonlyoccursbetween1-4monthsofage.2. Approximately2,500deathsayear.3. Deathrateshavesteadilydeclinedsincetheearly1990’sbyalmost50%.4. Thisdeathisespeciallydifficultbecauseitcanbepredictedorprevented.

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• MiscarriageandStillbirth

1. Approximately 1 in 4 pregnancies end in miscarriage—between 500,000 andonemillionlosses.

2. Themajorityoccurduringthefirstorsecondtrimester.3. Approximately25,000-30,000stillbirths.4. 6.9 babies die out of every 1,000 live births ranking the U.S. almost at the

bottomcomparedwithotherindustrializedcountries.H. IntentionalHarm

• ChildMaltreatment

1. Eachyear,stateandlocalChildProtectiveServicesreceivedbetween3-4millionreportsofchildrenbeingabusedorneglected.

2. Almost60%ofallcaseshappentochildrenunder3.3. 71%includechildneglect,16%includephysicalabuse,9%includesexualabuse,

and7%includeemotionalabuse.

4. Some suggest that 1 out of every 3 girls and 1 out of every 4 boys willexperiencesomeformofabusebeforetheygraduatefromhighschool.

5. The vast majority of abuse and maltreatment takes place at the hands of

someone that the child both knows; usually has a relationship with thevictimizer.

6. African-American, Native American, and multiracial children are abused at

higherratesduetopoverty,racism,alackofeducationandabsentfathers.7. In 2008, 1,740 minors died from abuse and neglect – 80% of these (almost

1,400)werechildrenundertheageof4–almost5everyday.

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• KidnappingandMissingChildren

1. According to the FBI’s National Crime Information Center, over 800,000reported missing minors every year – 2,200 times every day, a parentsomewhereisfilingareport–resultsinabout800deaths.

2. Hasincreasedover500%inthelastdecade.3. Represents about 2% of all violent crimes against minors – 49% is family

kidnapping, 27% is acquaintance kidnapping, and 24% is kidnapping by astranger.

4. Non-family kidnapping often associatedwith physical and/or sexual assault –

predominantlygirls–80%occurswithinaquarterofamileofthechild’shome– typical profile is an 11-year-old white female from a middle classneighborhood.

• Suicide

1. In2009,17%ofhighschoolgirlsand11%ofboysreportedthattheyhadseriousthoughtsaboutcommittingsuicideduringthepreceding12months.

2. 8%ofhighschoolgirlsand5%ofboysreportedmakingatleastoneattempt.3. Approximately 5,000 teen suicides – 400 serious attempts for every actual

death.4. 2%madeanattemptthatrequiredmedicalattention

V.CrisisResponseIssuesWhenWorkingwithChildVictims

A. AssessanyImmediateNeedforMedicaland/orPoliceAttentionB. AddressMattersofSafety

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C. ImmediateCrisisResponseIssuesWhenWorkingwithParents

• Bepreparedtodealwithextremeanxiety,panic,disorientation,andvariousformsofdecompensationintheshortterm.

• Assessandaccessavailablesupportsystems.

• Safety,medicalneeds,andprofessionalmentalhealthservices.

D. ParentalGrief:

• Bereavedparentsexpressgriefdifferently.• Anoverwhelmingsenseofitsmagnitude.

• Asensethatthepainwilllastforever.

• Parentsaretypicallyconfusedandafraidtoletgoofgrief.

E. GrievingMothers

• Thebondisusuallymoreimmediateandvisible,moreintenseatthebeginningoflife,moreemotionallyandphysicallyintimate.

• The mother's bond with the baby is usually tightly forged from the moment of

conceptionandcontinuesthroughthepregnancy,thebirth,andthenursingprocess.

• Thematernalbondinvolvesthepresentandthebaby'simmediateneeds.

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F. GrievingFathers:

• Fathersaremorelikelytogrievethefuture.• Manyforgettohelpthefathers,mainlyfocusingonthemother.

G. SomeUniqueDilemmasandNeeds:

• Singleparentswhoareoftenself-supportedmaybemoreisolatedandignored.• Unmarriedparentswhomayhaveexperiencedthedisfavoroffamilyandothers.

• Teenage parents whose grief is often not validated because of their situation andyouth.

• Financially stressed parents whose struggle to satisfy their most basic needs maycausethemtostifleorignoretheirneedtogrieveandforwhomlossisaconstantlyrepeatedtheme.

• Divorcedparentsandparentsinblendedornontraditionalfamilies.

• Stepparentswhosegriefmaynotbeunderstoodorappreciated.

• Adoptive parents whomay be expected to grieve less than birth parents becausetheir"bond"withthechildisperceivedtobelessintense.

• Foster parents who are not thought to have the same "right" to grieve as birthparents.

• Parentswhoexperiencethedeathoftheonlychildtheymayeverhaveandwhoalsogrieveforthelossoftheirparentingrole.

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• Parents losing a child who is one in a multiple birth and who are faced with thedouble task of saying goodbye to the babywho has died and yet...still loving andcaringforthebabywhoisliving

• Parentswhoareremovedorestrangedfromtypicalandtraditionalsupportsystems.

• Parentsinhomelessshelters,prisons,jails,orotherinstitutionswhoseneedsrequireuniqueconsiderationandcreativeresponses.

H. TasksfortheParents:

• Theymustgetthrough(andnotover)theirgrief.• Workthroughgrief.

• Learnhowtobecompassionate,gentle,andpatientwiththeirspouse.

• Mustdecidewhattodowithchild’sbelongings.

• Mustprepareforspecialoccasions(birthdays,holidays,etc.).

• Manyparentsfindcomfortinritualslikefunerals.

• Parentsmustgivethemselvespermissiontoheal;healingdoesnotmeanforgetting.

I. TasksforCaregiversandOtherResponders

• Grievingparentsoftenfeelalienated;thereisnotimetableforgrief.• Avoidyourpreconceivedideasaboutwhatgrievinglookslike.

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• Thereareno“right”wordsorexpressionsofcomfort.

• Friendsandcaregiversshouldtrytohelpparentsexpresstheirgrief.

• Inmostcases,parentsdonotwanttobeavoided,buttheymaybehesitanttoaskforhelp.

• Parentsneedtoknowthatthesupportof familyandfriendswillcontinueaftertheinitialcrisisandfuneral.

• Parentsneedtoknowthattheirchildwillberemembered.

J. Do’sandDon’ts

• Acknowledgethechild’sdeathbytellingtheparentsofyoursadnessforthem..• Visitandtalkwiththefamily;asktoseepicturesofthechild.

• External gestures of concern such as bringing flowers or writing a personal noteexpressingfeelings.

• Attendthechild’sfuneralormemorialservice.

• Rememberspecialanniversariesandspecialdays.

• Don’tavoidtheparents’grief.

• Don’timposeyourviewsorfeelingsontheparents.

• Don’twaitfortheparentstoaskforhelportellyouwhattheyneed.

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• Don’ttellthemyouknowhowtheyfeel.

• Don’tbeafraidtolettheparentscryortocrywiththem.

VI.Closing

A. FocusontheDegreeofDisruptioninFunctionality

• Frequency• Intensity

• Duration

• Variability

B. SpiritualThoughts:

• DavidwithhischildbyBathsheba(2Samuel12:16-23)• Jarius’sdaughter(12yearsold),(Luke8:40-55)

1Thessalonians4:13-18 “Wedonotwantyou tobeuninformed,brethren,aboutthosewho are asleep, so that youwill not grieve as do the restwhohave nohope. For ifwebelieve that Jesusdied and rose again, even soGodwill bringwithHimthoseyouhavefallenasleepinJesus…thereforecomfortoneanotherwiththesewords.”

2 Corinthians 1:3-5 “Blessed be the God and Father of our Lord Jesus Christ, the

FatherofmerciesandGodofallcomfort,whocomfortsusinallourafflictionsothatwewillbeabletocomfortthosewhoareinanyafflictionwiththecomfortwith which we ourselves are comforted by God. For just as the sufferings ofChristareourinabundance,soalsoourcomfortisabundantthroughChrist.”

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1 Corinthians 15:16-20 “For if the dead are not raised, not even Christ has beenraised;andifChristhasnotbeenraised,yourfaith isworthless;youarestill inyoursins.ThenthosewhohavefallenasleepinChristhaveperished.Ifwehaveonlyhoped inChrist in this life,weareof allmenmost tobepitied.ButnowChristhasbeenraisedfromthedead,thefirstfruitsofthosewhoareasleep.”

Mark4:38—“Don’tyoucarethatweareperishing?”--GethsemanemomentsGodtheFatherknowswhatit’sliketoloseaSon

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1. Definewhatatraumaisforachild.

2. Listanddescribethreecommonwayschildrendie,accordingtothetext.

3. Discusshowthefathermightbeneglectedwhenhischilddies.

4. What are some special challenges for responders in helping parents deal with thedeathoftheirchild?

5. Whatarethe“do’sanddon’ts”inhelpingparentscopewiththelossoftheirchild?

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CRCT107:

AVictim’sExperienceofTraumaandAppropriateInterventions

LindaSchupp,Ph.D.

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CourseDescriptionTheexperienceoftraumaproduceswoundingonmanylevels.Traumavictimsarephysiologically,emotionally,cognitively,behaviorallyandsometimesspirituallydepleted.Thiscourselooksatthesealterationsthatoccuraswellasthesomedisordersitproduces.Severalinterventionswillalsobeprovided.LearningObjectives:Bytheendofthislesson:

1. Participantswilldiscoverifthevictimisexperiencingsymptomsofthehyper-orhypo-arousalzones.

2. Participantswillbeabletoprovidepsycho-educationforthevictim.3. Participantswillbeabletoutilizeinterventionsthatwillstabilizethevictim.

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I.Introduction

A. Traumatologists predict that 70-90% of people will witness, be exposed to, orexperienceatraumasometimeduringtheirlives.

II.TheModulationModel-OptimumArousalZone—ByDr.PatOgden

A. TheModulationModel-OptimumArousalZoneByDr.PatOgden

• NormativeStress

1. Higharousal=energyexpenditure

2. Lowarousal=energyconservation

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3. Theenergizingeffectofthesympatheticnervoussystem.

4. Thecalmingtranquilizingeffectoftheparasympatheticnervoussystem.

THEDIVIDINGLINEBETWEENNORMATIVESTRESSANDTRAUMATICSTRESSISTHEEXPERIENCEOFATRAUMA

B. TheBi-PhasicResponsetoTrauma

• TheHyper-arousalzoneandsomepossibleBehaviorsandDisorders• PossibleBehaviorsorChanges:

1. Irritability

2. Nervousness

3. Exaggeratedstartleresponse

4. Hypervigilance

5. Insomnia

6. Nightmares

7. Uncontrolledrage

8. Violence

9. Dissociation

10. Inabilitytothinkorconcentrate

11. Constantmotion

12. Defensiveness

13. Aggressiveness

14. Flashbacksorre-experiencingthetrauma

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• PossibleDisorders:1. PanicAttackorPanicDisorder

2. GeneralizedAnxietyDisorder

3. AttentionDeficientHyperactivityDisorder(ADHD)

4. LearningDisabilities

5. ConductDisorder

6. Obsessive-CompulsiveDisorder

7. SomatizationDisorder

• TheHypo-arousalzoneandsomepossibleBehaviorsandDisorders.

• PossibleBehaviorsorChanges:1. Passivity

2. Submissiveness

3. Inabilitytothinkorconcentrate

4. Dissociation

5. Lackofawarenessevenofdangeroussituations

6. Lackofmotivation

7. Numbness

8. Psychosomaticreactions

9. Socialisolation

10. Lackofself-worthandfeelingsofinadequacy

11. Lifeless,non-expressivemannerisms

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12. Avoidanceofpeople,places,andactivitiesreminiscentofthetrauma13. Victimrolestance

14. Helplessness

15. Noboundaries

16. Unquestioningobedience

17. Repeatedvictimbehaviors

18. Inabilitytofeel

19. Nodefensesystem

• PossibleDisorders:1. MajorDepression

2. DysthymicDisorder

3. DissociativeDisorders

4. SubstanceUseDisorder

5. ProlongedGriefDisorder

• TheBi-phasicHyper/HypoSwing

• ALTERATIONS:1. The traumatized person may swing uncontrollably between the hyper- and

hypo-zonesexhibitingsomeofthebehaviorsfromeachzone.2. TwoCommonDisorders:BipolarDisorderandAcuteStressDisorder

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C. ExtremeConditions

• TonicImmobility/FreezingAnxiety

• MurderandSerenity

D. InterventionsforHyper/HypoArousalSystems

• Sleep1. Protectstheimmunesystem.

2. Preserves serotonin and norepinephrine by decreasing output all across the

sleepcycle.3. PromotesemotionalhealingandadaptationtothetraumaduringtheRapidEye

Movement cycles, aswell as releasing a peptide hormone,which serves as anatural antidepressant. Note: Lack of sleep depletes serotonin, whichperpetuates PTSD, anxiety and depression. If sleep deprivation is prolonged,psychoticepisodesmayoccur.Checkwithsleepclinics,psychiatrist,orphysicianforassistanceandrecommendationsfortrauma-relatedinsomnia.

• Relaxation

Note:THEINTENTOFALLTHESEEXERCISESISTORELEASECLIENTSFROMTHEIRHYPER-AROUSED STATE AND PLACE THEMUNDER THE CONTROL OF THECALMINGPARASYMPATHETICNERVOUSSYSTEM.

1. Guided Imagery – peaceful relaxed imaginary journey conducted in themind

throughuseoftapes,CD’s,orsimplementalimagery.Thistechniqueassiststhehyper-arousedclient inrelaxingshortlyandallowsthematemporaryreprievefromfocusingonthetraumaorgrief.

2. Progressive Relaxation – an exercise in tensing a muscle for 3 seconds

(beginningwithtoes)andthenrelaxingthemuscle.Movethroughentirebodytensingandrelaxingmuscles.Thistechniqueprovidesaconstructiveoutletforhyper-arousedenergythatispulsatingthroughthebody.

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3. Active Relaxation – another constructive outlet for releasing hyper-arousalenergy. Hiking, biking, running, jogging, tennis, basketball or any movementthatusesthehyper-arousedenergywillbehelpful.

4. PassiveRelaxation–playingcheckers,chess,oramusical instrument,knitting,

crocheting,listeningtomusic,relaxing,readingabook,etc.5. DiaphragmaticBreathing–inhalingandexhalingslowdeepbreathsthroughthe

nose.Thisformatofbreathingmassagesthevagusnerve,whichisaprominentcomponent of the parasympathetic nervous system that promotes calmness.You may measure the degree of relaxation the person is achieving by usingBiodots.Phone1-800-272-2340.

6. Massage–Swedishisusuallythemostrelaxingandusesdimlights,creamyoils

andlotions,andsoftbackgroundmusic.Itreleasesmood-enhancingchemicalssuchasdopamine,serotonin,andendorphinsandreducesthestresshormonecortisol.

IV. Assessing and Responding to a Spiritual Cry of Distress Versus a Crisis of

FaithA. Assessfirstthenatureandseverityofthecriticalincident—“Howbigwastherock

tossedintothepond?”• Typeofcriticalincident(fire,flood,caraccident,shooting,bombing,etc.)

V.Glossary

A. Trauma-Atermusedfreelyforphysicalinjurycausedbysomedirectexternalforceorforpsychologicalinjurycausedbysomeextremeemotionalassault

B. Crisis-Theturningpointforbetterorworse,adecisiveorcriticalmoment

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C. Acute Stress Disorder-A DSM-IV-TR diagnosis can be given for individuals whodemonstrate some Post Traumatic Stress Disorder (PTSD) symptoms after beinginvolved with a traumatic event. Acute Stress Disorder focuses on dissociativesymptoms such as numbness, reduction in awareness, de-realization, de-personalization,anddissociativeamnesia. Thesymptomsmust last foraminimumoftwodaysandamaximumof4weeks,andoccurwithinthefirst4weeksofthetrauma.PTSDcannotbediagnoseduntilonemonthfollowingtheevent

D. GeneralizedAnxietyDisorder-–Apersistent“freefloating”anxietywithreactionssuchastrembling, jitteriness,tension,sweating, light-headedness,feelingsofapprehension,irritability, inability to relax,muscle aches, senseof dread andworry, hyper-vigilance,insomnia,apprehensionanddread.Alsoreferredtoasanxietyreaction.

E. Major Depression-Symptoms of a dysphoric mood, psychomotor agitation orretardation, loss of interest and pleasure in almost all activities and pastimes, sleepdisturbances,weightproblems,appetitedisturbances,inabilitytothinkclearly,lethargy,feelings of worthlessness, despondency, morbid thoughts and sometimes suicidalideation.Symptomsmustlastatleasttwoweeksbeforediagnosisisrendered.

F. Post-Traumatic StressDisorder (PTSD)- A DSM-IV-TR “anxiety disorder that emergesfollowing a psychologically distressing traumatic event such as murder, terrorism, anatural disaster, accident, war, rape, or the like. Most symptoms appear in threeclusters: re-experiencing the trauma, avoidance of reminders of the trauma, andincreased arousal. The victim also feeds a sense of terror, hopelessness, and horror.Thediagnosisisnotapplieduntilonemonthafterthetrauma.Thesyndromeincludesexperiencing the trauma in dreams, recurrent thoughts and images, a kind ofpsychologicalnumbnesswithanaccompanyinglesseningoffeelingofinvolvementwiththeworldabout,hyper-vigilance,andanexaggeratedstartleresponse.Thediagnosisisnotapplieduntilonemonthafterthetrauma

G. Bi-PolarDisorder-amajormooddisorderinwhichbothmanicanddepressiveepisodesoccur. Bothpolesdemonstrate their respectivemoodmanifestations. Thereare twocommon descriptions for this disorder. Bi-polar I is characterized by more intenseexperiencesofthemanicanddepressivestates.BipolarIIhassimilarsymptomatology,but less intensemanifestations. Inaddition to symptoms listed inamajordepressiveepisode, the person experiences a mood change to a manic episode, which includesexcitement, an elevatedmood, or irritability. These symptoms include hyperactivity,pressure and sometimes rapidity of speech, decreased need for sleep, risk-takingactivities, inflated sense of self-esteem, ideas that are unrealistic or grandiose andhyperactivity

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H. Panic Attack or Panic Disorder- A sudden unexpected attack of panic that occursunpredictably. Itcanmanifestasapprehension,fear,terrorandasenseof impendingdoom accompanied with difficulty breathing, palpitations, chest pain, dizziness,trembling,shaking,sweating,andasenseofunreality.

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1. Compareandcontrastthesympatheticandparasympatheticnervoussystems.

2. Forhyper-arousal,listthreebehaviorsandthreedisorders.

3. Forhypo-arousal,listthreebehaviorsandthreedisorders.

4. Discusstheimportanceofsleep,accordingtothenotes.

5. Describetwomethodsofrelaxation.

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CRCT108:

TheImpactofDisastersinIndividuals,FamiliesandCommunities

GeorgeEverly,Ph.D.

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CourseDescriptionDisastersrangeinseverity,andtheirimpactuponindividuals,families,andcommunitiesvaryaswell. Respondersmust be prepared to enter varying levels of crises. This course discussestypes of crisis incidents and how to interpret psychological distress, as well as specificsymptomsofimpactandaguidetostagesvictimswillencounterthroughouttheexperience.LearningObjectives:Bytheendofthislesson:

1. Participantswillunderstandtypesofcrisisincidence.2. Participantswillunderstandthetrajectoryofdisasterresponses3. Participantswillbeabletounderstandspecificsymptomsofgriefandlossindisaster.

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I.Introduction

A. WhenaCrisisOccurs

• Surge-increaseinneedforpsychologicalhelp.

1. Afteradisaster,anincreaseinneedforadditionalpsychologicalhelpcanrangefrom100-1000%,farsurpassingwhatmightactuallybeavailable.

2. Surgecapacity-thelevelofadequatementalhealthresources.

B. KeyTerms

• Criticalincidents-Eventsthathavethepotentialtocreatesignificanthumandistressand-overwhelmone’susualcopingmechanisms.

1. Emergencies- Critical Incidents that can be successfully responded to by local

resources.2. Disasters-CriticalIncidentsthatexceedlocalresponsecapabilities.3. Cataclysms-CriticalIncidentsthatcannotbecontainedorcontrolled.

• Psychologicalcrisis-thepsychologicaldistressinresponsetocriticalincidentssuchasemergencies,disasters,traumaticevents,terrorism,orcatastrophes.

1. Responsetoacriticalincident/adisruptionofhomeostasis.

2. Characterized by failure of usual coping mechanisms and evidence of

impairment.3. Evidenceofdistressanddysfunction.

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II.DisasterTrajectory

A. Pre-event:trainingtoprepareforpotentialdisasterB. Impact:wheredisasterunfolds;primarygoalisphysicalsurvival

C. Heroic: individuals functionwell; communitybonds; a few individualswhowill take

leadershippositionsD. Disillusionment-victimsask“whydidthishappen?”;expectationofsupportrisesE. Reconstruction-rebuildingphysicallyandpsychologically

III.Hopkin’sRRRModel

A. Resistance-aformofpsychological/behavioralimmunitytodistressanddysfunctionB. Resiliency- the ability to rapidly and effectively rebound from psychological and/or

behavioralperturbationsassociatedwithcritical incidents, terrorism,andevenmassdisasters

C. Recovery- the ability to literally recover the ability to adaptively function, both

psychologically and behaviorally, in the wake of a significant clinical distress,impairment,ordysfunctionsubsequenttocriticalincidents,terrorism,andevenmassdisasters

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IV.SpecificImpact

A. Sub-syndromalImpactonIndividuals

• Cognitiveimpairments• EmotionalReactions

• BehavioralReactions

• PhysicalReactions

• Spiritual/ReligiousReactions

B. TraumaticGrief

• Loss• Compoundedbysuddenness

• Increasedbygruesomeness

• Increasedbyregret

• Increasedifbeliefthatpersonisnothappyafterlife

C. Burnout

• Cynicism

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• Hostility

• Self-medication

• Risk-taking

• Desirefora“change”

• Procrastination

• Depression

D. MajorSyndromalPresentations

• Posttraumaticdepression• PosttraumaticSelf-Medication

• BriefReactivePsychosis

• Suicidalideation/attempts

• Violence

• PosttraumaticStressDisorder(PTSD)

E. ImpactonFamilies

• Withdrawal

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• Short-temperedness

• Cynicism

• Violence

• Neglect

• Biologyoffamilydiscord

• Stimulationofamygdaloidnucleus

• Increasedtestosterone

• Increasedadrenalin

F. Impactoncommunities

• Decreaseincommunitycohesion

• Grief

• Blamingsub-groups

• Communityviolence,looting

• OR,canincreasecohesionbyfindingacommonbond

• Letdownasmediastopsgivingattention

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G. TrajectoryofFIRSTRESPONDERdifferentthantrajectoryofPRIMARYVICTIM

• Resolutionforfirstresponderonlyafterendofdisasteroperationalphaseended

H. Resiliency• Theabilitytoadapttoorreboundfromadversity

• Optimism-mandatetodictateapositiveoutcome

• Tenacity-pushingon

• InterpersonalSupport

I. Resilientleadership

• Optimism

• Decisiveness-avoidingadecisionmayturnouttobeabigmistake

• Open,honestcommunications-onemustcommunicateopenlyandhonestly

• Integrity

• Takingresponsibilityforyouractions

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1. Definesurgecapacityandhowitmightaffecttheoutcomeofadisaster.

2. Whatisacriticalincidence?

3. Listanddescribethethreetypesofcriticalincidence

4. Listanddescribethestagesofthedisastertrajectory:

5. Discussthreeofthewaysinwhichacrisiscanimpactafamily.

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CRCT109:

StagesofResponsetoDisaster

JenniferCisney,M.A.;MicheleLouviere,M.Div.

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CourseDescriptionThis course addresses the stagesof disaster response and the stages that disasters survivorsexperienceinordertogiverespondersabetterunderstandingandthefullscopeandimpactofdisastersorbothsurvivorsandresponseteams.LearningObjectives:Bytheendofthislesson:

1. Participantswilllearnthestagesofdisasterresponseandwhattypicallyoccursduringeachstage.

2. Participantswillunderstandtheneedsofsurvivorsandtheuniquechallengestheyface

ateachstage.3. Participantswilllearneffectiveinterventionstrategiesforemotionalandspiritualcare

duringeachstage.

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I.Introduction

A. Inordertoprovideemotionalandspiritualcarefordisastersurvivors, it iscriticaltounderstandtheemotionalstagessurvivorsgothroughandtheuniquechallengesandneeds of each stage. What people experience in the very early hours and daysfollowing a disaster is very different fromwhat they experience weeks, months orevenyearsdowntheroad.Understandingthestagesandcommonresponsesduringeach stage will help crisis responders and crisis response teams provide effectiveassessmentandinterventionthatisappropriateforthestageofimpactthesurvivorsareexperiencing.

II.WhatMakesDisastersUniqueinCrisis/Trauma?

A. CollectiveTrauma–Definition

• "Ablow to thebasic tissuesof social life thatdamages thebondsattachingpeopletogetherandimpairstheprevailingsenseofcommunity."(Myers,2003)

III.Phases/StagesofDisasterResponse

A. Pre-Disaster

B. Disaster-onlyforsurvivors-notapplicabletoresponders

C. HeroicPhase

• Thephaseischaracterizedby:1. Adramaticincreaseinvolunteers.

2. Largequantitiesofin-kindgoodanddonations.

3. Focusedmediaattention.

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4. High pressure on disaster relief organizations and government agencies to

provideimmediateassistanceandmeetpressingneeds.

D. HoneymoonPhase

E. DisillusionmentPhase

• Thedisillusionmentphaseismarkedby:1. Decreasingcontributionsfromthecommunity.

2. Substantiallylessmediaattention.

3. Disaster response teams staff feeling undervalued and depleted may begin

exhibitingsignsoffatigue,stressorevenburnout.4. Leadership, volunteers and other staffmembersmay question the continued

involvementinactivitiesrelatedtoaspecificdisaster.

F. ReconstructionPhase

• Survivorsbegantodevelopa“newnormal”andmayexperience:1. Post-traumaticgrowth.

2. Increaseneedformentalhealthservicesduetomaladaptivecopingskills,such

asdrinking,gamblingorrelationshipstruggles.

IV.EmotionalandSpiritualCareInterventionsDuringStages

A. Pre-DisasterPhase

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• IndividualRespondersand/orChurchescanhelpwithemotionalandspiritualcareforsurvivorsby:1. Providingtrainings,suchaspsychologicalfirstaid.

2. Helpingpeopletodevelopdisasterplans,includingevacuationplans.

3. FocusingBiblestudiesandsermonsaroundspiritualdisasterpreparedness.

4. Havingmultipletechnicalwaysofcommunicationinplace.

5. Collaboratingwithotherchurchestoprovideplacestoevacuateorworkwithif

adisasteroccurs.6. Knowingthelocalresourcesandbuildingrelationshipswiththem.

B. DisasterPhase

• Respondersand/orchurchescanhelpby:1. Checkingonvariouspeopletoseeifutilizingsafetyplans.

2. Collectingmaterialsandpreparingforresponse.

3. Normalizingdisasterresponse.

C. HeroicPhase

• Respondersand/orchurchescanhelpby;1. Responding to the community impacted by first addressing safety and basic

needs.2. Prayingforsurvivorsandwithsurvivors.

D. HoneymoonPhase

• Fundraising.

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• SurveyingandassessingpeopleforPTSD.

• PsychologicalFirstAid.

• Makingreferralstomentalhealthprofessionalswhenneeded.

• Makingplansforlongtermrecovery,includingfundraising.

• ProvidingBiblestudiesspecificallyaimedathealing,suchaslessonsongrief.

E. DisillusionmentPhase

• Churcheshavethegreatestopportunitytohelpby:1. Providingsupportandservicesasothernon-profits“moveout.”

2. Focusingonburnoutpreventionforpeoplestillprovidingdirectservices.

3. Providing specificmental health trainings for community, such as suicide and

relationshipconferences.4. Encouragingandreferringpeopletomentalhealthservicesasneeded.

5. Providingrecreationalorfuneventstohelpwithstressreduction.

6. ProvidingspiritualexperiencesthatencouragehopeandhealingthroughChrist.

7. Fosteringcommunityversusisolation.

F. ReconstructionPhase

• Positiveemotionalandspiritualcareinterventionsinclude:1. Celebratingthegrowthduetopositivechanges.

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2. Using learned knowledge tohelpother communities/ churcheswhendisasterstrikes.

V.ConclusionSoulCareNotes:Romans12:12Romans5:3James1:2-3Psalm16:11Isaiah43:1-31Thessalonians5:18Acts2:46Matthew18:20Lamentations3:21-24Lamentations3:32-33Galatians6:9Ephesians3:14-21Romans8:28Romans8:35-292Corinthians1:3,4Philippians4:6-9

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1. Whatarethestagesofadisaster?2. Whatis“collectivetrauma”?

3. Howdoescollectivetraumamakeadisastertraumaunique?

4. Whatare theuniquechallengesandemotions that survivorsmayexperience ineachstageofdisaster?

5. Whataresomeinterventionsthatrespondersorchurchesmayprovidetohelppeoplewiththeiremotionaland/orspiritualcareneedsinthefollowingphases:

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CRCT110:

TheNatureofDisasterDeployment:TeamCoordinationandCare

JenniferCisney,M.A.;DavidJenkins,Psy.D.

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CourseDescriptionFor those in positions of leadership in disaster response, it is critical to understand coreprinciples for selecting your emotional and spiritual care teams. It is also critical to havepolicies andprocedures in place to take careof your teammemberson site and insure thattheyhaveproperdebriefingbeforereturninghome.LearningObjectives:Bytheendofthislesson,students:

1. Participantswillunderstandtheuniqueaspectsofcrisisinterventionindisasters.2. Participantswilldevelopguidelinesforselectingandtrainingdisasterteams.3. Participantswilllearnhowtoprepareteamsfordeployment.

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I.Introduction

A. Disasterdeploymentsarechallenging inmanyways. Leadersshouldcarefullyselectteam members who have adequate training and are emotionally, physically, andspiritually up to the task of serving in a disaster zone. Leaders should also havepolicies and procedures in place to insure good orientation to service, team safetywhiledeployedandadequateout-processingwhenthedeploymentiscomplete.

II.TheUniqueNatureofDisasterDeployment

A. MagnitudeofEvent

B. LengthofResponse

C. ConditionsofDeployment

D. NeedsofSurvivors

E. ImpactonDisasterWorkers

III.ImportantConsiderationsforDisasterResponseTeams

A. Training

B. Physical/Emotional/Spiritualcapacityfordisasterdeployment

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C. Preparevolunteersforwhattoexpect

• Providefreedomtodecidewhethertodeploywithoutguiltorpressure

IV.SelectingTeamsandTeamLeaders

A. Diversity

B. Screening

• Desiretoserve

• Trainingandexperience

• Professionalpersonalrecommendations

• Familysupport

• Churchworksupport

C. Pre-Deploymentpreparation

V.TeamEmotionalCompetencies

A. Empathy

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B. Cooperation

C. OpenCommunication

D. DrivetoImprove

E. SelfAwareness

F. Initiative

G. SelfConfidence

H. Flexibility

I. OrganizationalAwareness

J. BondingwithOtherTeamsVI.TeamCareandSelfCare

A. Commonstressors

• Organizationalproblems/lackofleadership

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• Lackofinformation

• Overwhelmedbymagnitudeofunmetneeds

• Feelinghelpless

• Physicaloremotionalexhaustion

• SecondaryTraumatization

• Compassionfatigue

• Spiritualdepletionorcrisisoffaith

• Problemsbackhome

B. Warningsigns

• Lackofsenseofmission

• Negativeattitude

• Inabilitytocontainfeelings/venting

• Lowtoleranceforfrustration

• Prejudiceornegativitytowardsurvivorsandothers

• Self-medication/copingbehaviors

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C. PersonalCareandRenewal

• Accountabilitypartners

• Endofdayprocessing

• EatandDrinkregularly

• Sleep

• Physicalexercise

• Prayer/meditation

• Balancepersonalneedsforrecharging

VI.DROP-IT-ModelofOutProcessing

D-Describetheirroleanddutiesinthedeployment. R-Recallsignificantexperiences,images,thoughtandfeelings. O-Orientationtopresentstatusthroughself-assessment. P-Predictandprepareforpost-deploymentchallenges. I-Identifythemostdifficultandpositiveelementsofthedeployment. T-Transitiontheplanforreintegration,self-care,andfollowup.

SoulCareNotes:Mark6:30-34Mark6:45-46Matt.14:22-23

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1. Whatdeterminesthenatureofadisaster?2. Why is it important to consider all three aspects of health (physical, emotional, and

spiritual)whenselectingamemberofyourteam?

3. Discusstheimportanceofhavingadiverseteam.

4. Listanddefinefiveofthewaysateamshouldbeemotionallycompetent.

5. Listfourofthewarningsignsthatateammembermayexhibit,signalinghisneedforattention.

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CRCT111:

AssessmentandInterventioninDisasters

GeorgeEverly,Ph.D.

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CourseDescriptionDisasterstypicallycomeunexpectedlyandwithgreatspeed.Crisisrespondersmighteasilybeoverwhelmedbythechaosthatensuesandthenumberofvictimsencountered.Learninghowto access quickly situations and victims is key to effectively helping those in need. In thislesson,studentswilllearnhowtoaccessdisastervictimsandofferpsychologicalfirstaid.LearningObjectives:Bytheendofthislesson: 1. Participantswillunderstandhowtoscreenvictimsfortrauma.2. Participantswillunderstandhowtoaddressvictimsmetatthedisastersite.3. Participantswillknowhowtoperform“psychologicalfirstaid”.

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I.AssessmentIncludes

A. Screening

B. Assessment:AnOngoingDeterminationofFunctionality

C. Triage

II.ConditionsintheField

A. Individualswhoaredoingwellanddonotneedintervention

B. Peoplewhoarenotdoingwellandcannotfunction(dysfunction)

C. Peopleinthemiddle

III.ThreeWaysofEncounteringSomeoneintheField

A. Someonecomestoyouandasksforassistance

B. Afriend,coworker,orcolleagueasksyoutolookatsomeone

C. Youaredoingasurveillancefunctioninthefield

• Example:WorldTradeCenterterroristattacks

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IV.ElementsoftheSurveillanceFunctionintheField

A. Screening(aBinaryProcess)

• Theindividualseemstobefunctioningwell,andifso,leavethemalone

• Theindividualdoesnotseemtobefunctioningwell,andcontinueonto

• Assessment

B. Assessment(MoreSpecific)

• Asktheindividual,“Howareyoudoing?”

• CrisisTriad1. Do they have impulsive behavior (acting without thinking of what they’re

doing)?2. Dotheyunderstandtheconsequenceoftheiractions,orthepredictedoutcome

oftheiractions?3. Dotheyhavesomesenseofafuture?Or,isthereworldcompletelyconsumed

bywhattheyseeinfrontofthem?

• ADL’s(ActivitiesofDailyLiving)1. Askthequestions,whatdoyouhavetodo?Whereareyougoing fromhere?

Whatareyourresponsibilities?2. Asktoyourself,andpossibly the individual,doyouthinkyoucantakecareof

thoseresponsibilities?

• Donotcarryaroundaclipboardandapsychologicaltestforpeopletofillout.

• Assessmentsmustbedoneinformally,andseemlikeaconversation.

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• Individualswhohavemorepeopletotakecareofafteratraumaaremorelikelytobeunderhighstress.

• Youdonotneedtobeamentalhealthcliniciantoperformavaluableandaccurateassessment,streetsmartsandcommonsenseareusuallysufficient.

• Mostimportantisknowingwhatyouareassessing.

C. Triage

• Theword“triage”means“topick,ortoselect.”

• Threecategoriesofindividualsinphysicalmedicaltriage:1. Individualswhoneednoassistance.

2. Individualswhoarebeyondourabilitytohelpinthefield.

3. Individualswhoneedourattentionandcandowell.

• Medicaltriageandpsychologicaltriagearedifferent.

• Threegroupsofpeopleinpsychologicaltriageafterdisasters.1. Individualswhoaredoingwell;donotinterferewiththem.

2. Individualswholookbad,butmaynotbe;thisiscalledthe“distressedgroup.”

• Keepaneyeontheseindividuals,casuallyassessthem.• Askthemwhatyoucandoforthemandiftheyneedanything.• Think of them as “in transition” and allow them to use their natural

resiliencemechanisms.3. Individualswhoarenotdoingwellandneedhelp.

• Askthemifthereisanythingyoucandotoimmediatelyhelpthem.• Oftentimes,reunitethemwithfriends,family,orcoworkers.

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V.Intervention

A. Howdowedointervention?Whocandointervention?

• Donothavetobeamentalhealthcliniciantodocrisisintervention

• Mentalhealthclinicianswillneedtobeavailable fordiagnosisandthosethatneedsevere help, thus peoplewho are in the front lines of the community need to betrainedtodocrisisintervention

B. HistoryoftheField

• TracedbacktoWWI.

• Crisisinterventionisnotdiagnosisandisnottreatment.

• Crisisinterventionwasfoundedonthreeprinciples,whichareheldtruetoday:1. Proximity:treatindividualswheretheyare,alsoconsideredoutreach.2. Immediacy: a response driven intervention; intervention when the needs

(evidence)manifest.3. Expectancy:whendoingcrisisintervention,notinterestedindiagnosisorlabels;

accepts everyone’s “baseline,” and distinguishes the difference betweeninterventionandtherapy.

C. Whoisdoingtheintervention?

• Peersorparaprofessionals1. Donottrytotreatpeople.

2. Needstreetsmarts,commonsense,andcrisisinterventiontraining.

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• MentalHealthclinicians1. Donotdiagnose.

2. Thegoalisnottherapy,thegoalistogettheindividualasclosetotheirbaseline

aspossible.

D. “PsychologicalFirstAid”

• 1944,developedformerchantmarinesinWWII.

• 1954,ColdWar.

• Defined as: A compassionate and supportive presence, designed tomitigate acutedistress,andfacilitateaccesstothenextlevelofcareifindicated.

• 1960’s and 1970’s saw a “social upheaval” and psychological first aid wasrediscovered.

• Howdoyoumitigate?1. Showup.Thereisvalueinbeingpresentduringsomeone’sdistressandbeinga

resourceifneeded.2. Listen.Thisdoesnotmeanwaitingforsomeonetofinishtalkingsoyoucanfix

hisorherproblem.Rather,thisisreflectiveorempathiclistening,non-directivelistening,meaning, and feeling as someone else feels. Listen to the facts andreactionstothefacts.

3. Showing up and listening with empathy provides a safe and hopeful

environment.4. Developaplan.Thisincludesaplanfornowandaplanforlater.Decideifand

how the individual needs continued assistance, and if you should perform aliaisonoradvocacyfunction.

5. Determinewhatspecificthingsyoucandofortheindividual.

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VI.SystemsPerspective:CriticalIncidentStressManagement(CISM)

A. A multi-component, multi-modal strategic plan for implementing disaster mentalhealthinitiatives

B. TracesbacktoDr.JeffreyMitchell

C. Aplanwhichconsistsofnumeroustacticalinterventions;acontinuumofcare

D. Effectivedisasterinterventionchoosestherightinterventionfortherightpopulationattherighttime

E. Mustbeskillful;trainingisthebestindicatorofskillfulintervention

F. Consistsofnumeroustools:

• Pre-incident training: being able to train people with an appropriate set ofexpectationsforwhattheyarelikelytoencounterinadisaster

• Individualcrisisintervention:doingcrisisinterventionwithindividualsoneindividualatatime

• Smallgroupcrisisintervention:doingcrisisinterventioninsmallgroups

• CISDisgroupcrisisintervention

• Largegroupcrisisintervention

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• Pastoralcrisis intervention:Pastorsarethenumberonegroupofpeople individualsturntoincrisisintervention

• Follow-upandreferral

VII.ThingstoRemember

A. AssessmentandInterventionisnotdiagnosis

B. “PIE:”Proximity,Immediacy,andExpectancy

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1. Whatisscreening?2. Listthethreestepsofthecrisistriad.

3. Howdoesoneperformpsychologicalfirstaid?

4. Whatiscriticalincidentstressmanagement?

5. ListfouroftheCISMtools.

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CRCT112:

FaithandSpiritualInterventionforDisasterVictims

KevinEllers,D.Min.

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CourseDescriptionDrawingonone’sfaithandasupportivecommunityofbelieverscanhaveapositivepowerfulandhealingimpactondisastersurvivors.Understandingtheimpactsofincidentsandhowtohelpsurvivorsthroughtheaftermathiscritical.Afailuretounderstandthedynamicsofappropriatespiritualcareinasharedsettingisessential.LearningObjectives:Bytheendofthislesson:

1. Participantswillbeabletodefinewhereandhowemotionalandspiritualcarefitswithinadisasteroperation.

2. Participantswillbeabletodescribethefoundationsofemotionalandspiritualcarein

disasters.3. Participantswillunderstandtheimpactsthatdisasterscanhaveonsurvivors.4. Participantswillbeabletoexplainhowspiritualityandreligioncansupportsurvivor

healing.

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WheredoesEmotionalandSpiritualCareFitintheIncidentCommandSystem?

Incident Command

Operations Logistics Finance & Administration Planning

Public Information Liaison

Safety Emotional & Spiritual Care

ICS Sections

Public Information OfficerCommunicates with media

and others seeking information about the

disaster operation.

Safety OfficerEnsures the safety and security of all disaster

personnel.

Liaison OfficerServes as the point-of-

contact with other disaster relief agencies.

Emotional & Spiritual Care Officer

Attends to the emotional and pastoral needs of disaster workers and

survivors.

Command Staff

Operations ChiefManages all direct service activities (such as mass

feeding and emergency

assistance programs).

Logistics ChiefSecures and manages

the resources (including supplies

and equipment) necessary to support

the operation.

Finance &Administration ChiefManages reports and statistics, personnel and volunteers, and accounting for the

operation.

Planning Chief

Develops the Incident Action Plan to

accomplish operational objectives, collects and evaluates information.

General Staff

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I.EmotionalandSpiritualCareOfficer

A. PositionDescription

• Reportsto:1. IncidentCommander

• GeneralDescription

1. Responsibleformanagingspiritualandemotionalsupportservicesonadisasteroperation.

2. Support includes external care for disaster victims, rescue workers, and the

generalpublic.3. EssentialQualitiesforchoosinganESCO:

§ Havethecapacitytocoordinatetheprovisionofspiritualandemotionalcare to all individuals through individual care or by referral whilerespectingthediversefaithsandreligiousbeliefsofthoseserved.

§ Beorganizedandhaveattentiontodetails.

§ Demonstratematurityandtheabilitytoremaincalmandtoprovideclearthinkingandleadershipintimesofcrisis.

§ Begroundedspirituallyandbeabletoministertothespiritualneedsof

theESCteam.

§ DemonstrateapositiveattitudeandinstillasenseofmissionwithintheESCteam.

§ Be able to demonstrate and clearly convey the essential functions of

emotionalandspiritualcaretotheESCteam.

§ MaintainthehighestlevelsofconfidentialitywithintheESCteam.

• Responsibilities

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1. Development, implementation, and maintenance of a comprehensiveemotionalandspiritualcareplanwithinthedisasterreliefoperation.

2. Coordinatetherecruitmentandselectionofqualifiedindividualstoserveonthe

ESCsupportteam.

3. Provide supervision and consultation for the spiritual and emotional supportteam. This will include needs assessment, selection of team leaders, teamformation,caseconsultation,briefing,defusing,demobilization,anddebriefingservicesforteammembers.

4. Provideon-siteorientationandtrainingasneededforESCteammembersand

communityclergypartners.5. KnowthelimitsandcapabilitiesofESCteammembers,maintainacurrentlistof

referral sources, and be prepared to make immediate referrals to otherprofessional mental health providers for victims who require a moresubstantivelevelofcare.

6. Workcloselywithinthe localcommunitytoassistsurvivors inconnectingwith

faithcommunitiesand indigenoussupportsystemsforemotionalandspiritualcare.

7. Arrange and assist with public or private memorial services as required or

requested.8. Serve as liaison for ESC issues with local faith groups as well as liaison with

commandstaffregardingtheneedsoftheESCteam.9. ESCPsshouldalsobeembedded inavarietyof serviceareassuchas:canteen

crews; disaster assistance centers; clean-up crews; assessment teams; familyassistance centers; emergency operations centers; command center; morguestaffsupport;andstressreductioncenters.

B. ABC’sofprovidingappropriateemotionalandspiritualcareinadisastersetting

• Assessment,Beingthere,andCaringappropriately• Assessment:Howisthisimpactingyouandwhatyouneed?

1. Typeofincidentandtheimpacts

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2. What important themes do you observe that could have an impact on their

faith?3. Perceptioniscritical.4. Thoughtsandemotionsareconstantlychangingintheaftermath.

5. Watchyourjudgments.6. Doabriefreligiousandspiritualassessment–pastandpresent– internaland

external.7. Survivorsmayhavepowerfulemotionsandreactions.8. Listencarefullyfordissonance.

• Beingthere-Iwillbewithyou!1. Beingaministryofpresence

2. Doyouknowwhoyouare?3. Themethroughoutscripture“Iwillbewithyou.”4. Listeningandobserving.5. Safetyandcontainment.6. Beingisfoundationaltodoing.7. Differentpeopleneeddifferentthings.

• Caringappropriately–‘HowcanIhelp?

1. Donotjudgethem!2. Donottrytofixthem!3. Bewiththemandheartheircriesoflament.4. Allowthemtobeavictim.

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5. Listenfortheirstrengths–whatfaithmarkerscantheydrawon?6. Religionvs.spiritual-Youmaynotbeabletoprovidereligiousservicesbutyou

canalwaysprovidesomethingspiritual.7. Ministeringinashareddisastersettingcanbechallengingbecause:

o Nohistoryo Faithunderstandingo Cultureo Impactandintensereactionso Overwhelmingneedandmagnitudeo Unfamiliarsetting,protocols&structure

8. ServingtheminpracticalwaysisvitalanddemonstratedbythelifeofJesus.

SoulCareNotes:

• 1Peter2:9• Jeremiah29:11• 2Corinthians12:9• Psalm10:17• Psalm16• James1:2-4• 2Corinthians4:7-12• Isaiah41:10• Psalm23:4• 2Corinthians1:3-7• Joshua1:5• Deuteronomy31:6-8

Bibliography/ReadingList/References

• Cisney,J.&Ellers,K.(2009).TheFirst48Hours:SpiritualCaregiversasFirstResponders.Nashville:AbingdonPress.

• Ellers, K. (2011). Emotional and Spiritual Care in Disasters. Ellicott City: MDInternationalCriticalIncidentStressFoundation.

• Kamien,Roger(2008).Music:AnAppreciation,6thBriefEdition

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1. Describeatimewhensomeonewaspresentforyou.Howdiditimpactyou?

2. Whatarethechallengestoreallylisteningtopeople?

3. Whydowefeelaneedtofixpeople?

4. Haveyoueverministeredinasettlingoutsideyourfaithcongregationtosomeonewhowasnotfromyourfaithtradition?Whatwastheexperiencelike?

5. How is religion and spirituality separate or integrated in your life? How has the

integrationchangedthroughtheyears?

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CRCT113:

TheRoleofEvangelisminDisasterResponse

KevinEllers,D.Min.

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CourseDescriptionMostpeoplewhoprovideemotionalandspiritualcareintimesofdisaster,trauma,andlossdosooutoftheirloveforGodandpeople.Formanypeopletheirfaithisanessentialpartoftheirlife and desire to share their faithwith others so they can drawon this incredible resource.Sharingone’sfaithintherightwayandtimeisessentialandafailuretodothissensitivelyandappropriatelycancausesecondarywoundingandcausespiritualharm.LearningObjectives:Bytheendofthislesson:

1. Participantswillbeabletoidentifycommonproblemsandmistakesinevangelism.2. Participantswillunderstandvariousevangelisticstyles.3. Participantswillunderstandwhatitmeanstoeffectivelyministerinasharedsetting.

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I.Evangelismvs.Proselytizing

A. Thewordevangelism isnot intheBible–butthewordsevangelistandevangelizearethere

B. TheGreekwordeuaggelizomeans“topreach,toproclaimthegoodtidings,totellthegoodnews.”• Theangelsevangelized.Theybrought“goodtidingsofgreatjoy.”(Luke2:10).• Jesusevangelized.Hepreachedthe“gladtidingsofthekingdomofGod.”• (Luke8:1)• Paul evangelized. He said, “I have preached to you the gospel.” (2 Corinthians

11:7).• Phillipevangelized.He“preacheduntohimJesus.”(Acts8:35).

C. EvangelismisderivedfromtheGreekwordeuaggelion,meaning“gospel”or“goodnews.” The verbal forms of euaggelizesthai, meaning “to bring” or “to announcegoodnews”occuraroundfifty-fivetimes.(Acts8:4,Acts8:25,Acts8:35;Acts11:20)• VIDEO

D. The“goodnews”mightnotbereceivedasthe“goodnews”

• Spiritualtraumafromthepast.• Spiritualdisconnection.

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II.LivingtheWord

A. Scripture

• Luke8:2-56; Jesusnotonlypreachesthegoodnews,butalsodemonstratesthegoodnewsaswellthroughdifferentmiracles.

• Romans15:18-19,“…winobediencefromtheGentiles…bywordanddeed,bythe

powerof signsandwonders,by thepowerof theSpiritofGod, so that…IhavefullyproclaimedthegoodnewsofChrist.”

• VIDEO

B. BalancebetweenproclaimingandlivingtheWord–bothareimportant

• TheHolySpiritisapowerfulforce.• GoddrawsustoHimself.• 1Corinthians9:22,“Tobecomeallthingstoallmen,thatImaybyallmeans,save

some.”• The3S’s:Soup,Soap,andSalvation.(WilliamBooth)• VIDEO• VIDEO

C. Intimesoftrauma,itisimportanttoreachouttopeople,andgivethemthegiftofpresence

• Peoplewhohandletraumawelltypicallyhaveastrongsupportsystem.

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• Find out what how the individuals experiencing trauma are perceiving theirsupportsystem.

• Beinga“safe”personisimportantbecausethosegoingthroughtraumaareoften

vulnerableandwillopenuptothosethattheyfeelaresafe.

III.CommonMistakes

A. BeginwithreligionratherthanrelationshipB. Trytoengagewithpeopleonacognitive levelwhentheyarehavinganemotional

response

C. Pushinganagendaandmakingpeoplefeellikeastatisticoraduty

D. Poortiming

E. Failtoassessandlistenproperly

F. Maketoogreatofassumptionsandtrytocorrectthem

IV.TypesofEvangelism,“ConspiracyofKindness”bySteveSjogren

A. ServantEvangelism

• Deedsoflove

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• Wordsoflove

• Adequatetime

B. SharkMetaphor

C. CarpMetaphor

D. DolphinMetaphor

E. AsChristians,whoweareismoreimportantthanwhatwedo

V. National Voluntary Organizations Active in Disaster’s (NVOAD) Points ofConsensusIn 2006 theNational VoluntaryOrganizations Active in Disaster’s Emotional and SpiritualCare Committee published Light Our Way to inform, encourage and affirm those whorespondtodisastersandtoencouragestandardsinsuringthoseaffectedbydisasterreceiveappropriate and respectful spiritual care services. As a natural next step following thepublication of Light Our Way and in the spirit of the NVOAD “Four C’s” (cooperation,communication, coordination and collaboration), the Emotional and Spiritual CareCommitteethenbeganworkingtodefinemorespecificstandardsfordisasterspiritualcareproviders. The following ten “points of consensus” set a foundation for that continuingwork.

A. Basicconceptsofdisasterspiritualcare• Spirituality is an essential part of humanity. Disaster significantly disrupts people’s

spirituallives.Nurturingpeople’sspiritualneedscontributestoholistichealing.Everypersoncanbenefitfromspiritualcareintimeofdisaster.

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B. Typesofdisasterspiritualcare• Spiritual care in disaster includes many kinds of caring gestures. Spiritual care

providers are from diverse backgrounds. Adherence to common standards andprinciples in spiritual care ensures that this service is delivered and receivedappropriately.

C. Localcommunityresources• Asan integralpartof thepre-disastercommunity, localspiritualcareprovidersand

communitiesof faithareprimary resources forpost-disaster spiritualcare.Becauselocal communities of faith are uniquely equipped to provide healing care, anyspiritual care services entering fromoutside of the community support but do notsubstitutelocalefforts.

D. Disasteremotionalcareanditsrelationshiptodisasterspiritualcare• Spiritual care providers partner with mental health professionals in caring for

communitiesindisaster.Spiritualandemotionalcaresharesomesimilaritiesbutaredistinct healing modalities. Spiritual care providers can be an important asset inreferringindividualstoreceivecarefortheirmentalhealthandviceversa.

E. Disasterspiritualcareinresponseandrecovery• Spiritualcarehasan important role inallphasesofadisaster, includingshort-term

responsethroughlong-termrecovery.Assessingandprovidingforthespiritualneedsofindividuals,families,andcommunitiescankindleimportantcapacitiesofhopeandresilience.Specificstrategiesforspiritualcareduringthevariousphasescanbolsterthesestrengths.

F. Disasteremotionalandspiritualcareforthecaregiver• Providingspiritualcareindisastercanbeanoverwhelmingexperience.Theburdens

of caring for others in this context can lead to compassion fatigue. Understandingimportant strategies for self-care is essential for spiritual care providers. Disasterresponseagencieshavearesponsibilitytomodelhealthyworkandlifehabitstocarefortheirownstaffintimeofdisaster.Post-careprocessesforspiritualandemotionalcareprovidersareessential.

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G. Planning,preparedness,trainingandmitigationasspiritualcarecomponents• Faithcommunity leadershavean important role inplanningandmitigationefforts.

Bypreparingtheircongregationsandthemselvesfordisaster,theycontributetowardbuildingresilientcommunities.Trainingfortheroleofdisasterspiritualcareproviderisessentialbeforedisasterstrikes.

H. Disasterspiritualcareindiversity• Respect is foundational to disaster spiritual care. Spiritual care providers

demonstraterespectfordiverseculturalandreligiousvaluesbyrecognizingtherightof each faith group and individual to hold to their existing values and traditions.Spiritualcareproviders:

1. Refrainfrommanipulation,disrespect,orexploitationofthoseimpactedbydisasterandtrauma.

2. Respect the freedom from unwanted gifts of religious literature or

symbols,evangelisticandsermonizingspeech,and/orforcedacceptanceofspecificmoralvaluesandtraditions.

3. Respect diversity and differences, including but not limited to culture,

gender, age, sexual orientation, spiritual/religious practices, anddisability.

I. Disaster,trauma,andvulnerability

• Peopleimpactedbydisasterandtraumaarevulnerable.Thereisanimbalanceofpowerbetweendisasterrespondersandthosereceivingcare.Toavoidexploitingthat imbalance, spiritual care providers refrain from using their position,influence, knowledge, or professional affiliation for unfair advantage or forpersonal,organizationaloragencygain.

• Disaster responsewill not be used to further a particular political or religious

perspective or cause – response will be carried out according to the need ofindividuals, families,andcommunities.Thepromise,delivery,ordistributionofassistance will not be tied to the embracing or acceptance of a particular orreligiouscreed.

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J. EthicsandStandardsofCare

• NVOADmembers affirm the importance of cooperative standards of care andagreedethics.Adherence to commonstandardsandprinciples in spiritual careensuresthatthisserviceisdeliveredandreceivedappropriately.Minimally,anyguidelines developed for spiritual care in times of disaster should clearlyarticulatetheaboveconsensuspointsinadditiontothefollowing:

1. Standardsforpersonalandprofessionalintegrity.2. Accountability structures regarding the behavior of individuals and

groups.3. Concernforhonoringconfidentiality.4. Continued.5. Descriptionofprofessionalboundaries thatguarantee safetyof clients*

including standards regarding interaction with children, youth, andvulnerableadults.

6. Policiesregardingcriminalbackgroundchecksforserviceproviders7. Mechanismsforensuringthatcaregiversfunctionatlevelsappropriateto

theirtrainingandeducationalbackgrounds.8. Strong adherence to standards rejecting violence against particular

groups.9. Policieswhenencounteringpersonsneedingreferraltootheragenciesor

services.

10. Guidelinesregardingfinancialremunerationforservicesprovided.

VI.CoreComponentsforSpiritualAssessment

A. WhatcanIbring?• Presence

• Spiritualsafety

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• Bereal

• Nonjudgmental

• Explorervs.investigator

• Grounding

• Connect

• Patience

B. Whatseekerswant:• Theydon’twanttofeelforced

• Wanttofeelaccepted

• Wanttohavetheoptiontosayno

• Don’twanttofeelthatservicescomewithstringsattached

• Tofeelandseethelove

• Relationshipbeforereligion

• Tobeabletoexploreinasafeenvironment

• Tobeabletoexpresstheirdoubtsandfears

• Tohavepermissionexpressweakness

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C. EssentialConsiderations

• Compassionateconnection

• Spiritualawareness• Spiritualsensitivity

• Appropriatetiming

• Appropriateministry

VII.John15:1-8 “Iamthetruevine,andmyFatheristhegardener.Hecutsoffeverybranchinme

thatbearsnofruit,whileeverybranchthatdoesbearfruitheprunessothatitwillbeevenmorefruitful.YouarealreadycleanbecauseofthewordIhavespokentoyou.Remaininme,andIwillremaininyou.Nobranchcanbearfruitbyitself; itmustremaininthevine.Neithercanyoubearfruitunlessyouremaininme.

Iamthevine;youarethebranches.IfamanremainsinmeandI inhim,hewillbearmuchfruit;apartfrommeyoucandonothing.Ifanyonedoesnotremaininme,heislikeabranchthatisthrownawayandwithers;suchbranchesarepickedup,thrownintothefireandburned.Ifyouremaininmeandmywordsremaininyou,askwhateveryouwish,anditwillbegivenyou.ThisistomyFather’sglory,that youbearmuch fruit, showingyourselves tobemydisciples. “As the Fatherhas loved me, so have I loved you. Now remain in my love. If you obey mycommands, you will remain in my love, just as I have obeyed my Father’scommandsandremain inHis love. Ihavetoldyouthissothatmy joymaybe inyouandthatyourjoymaybecomplete.Mycommandisthis:LoveeachotherasIhavelovedyou.Greaterlovehasnoonethanthisthathelaydownhislifeforhisfriends. You are my friends if you do what I command. I no longer call youservants,becauseaservantdoesnotknowhismaster’sbusiness. Instead, Ihavecalled you friends, for everything that I learned from my Father I have madeknowntoyou.Youdidnotchooseme,but Ichoseyouandappointedyoutogoandbearfruit–fruitthatwilllast.ThentheFatherwillgiveyouwhateveryouaskinmyname.Thisismycommand:Loveeachother.”(NIV)

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VIII.ConcludingThoughts

A. HowbigisyourGod?

B. Howsmallareyou?

C. Howconnectedareyouwiththevine?Bibliography/ReadingListSjogren,S.(1993).ConspiracyofKindness.AnnArbor,MI:VineBooks.Light Our Way: A publication of the Emotional and Spiritual Care Committee of

NationalVoluntaryOrganizationsActiveinDisaster(NVOAD)www.nvoad.org

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1. Whatevangelismmetaphordoyoumostrelatetoatthistimeinyourlife?2. Howhasthischangedthroughtheyearsforyou?3. Haveyouexperiencedanynegativeperceptiontoevangelism?4. Haveyouobservedanyevangelismeffortthathasactuallyseemedtopushpeopleaway

fromthegospel?5. Whatdoyouneedtoworkontobeamoreeffectiveevangelist?

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CRCT114:

TheIncidentCommandSystem:EthicsandProtocolforDisasterResponse

KevinEllers,D.Min.

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CourseDescription:TheIncidentCommandSystem(ICS)isthestandardizedincidentmanagementtoolusedbygovernmentandnon-governmentalorganizationstomanageanincident.TheseprincipleshavedirectapplicationtocrisisresponseteamsandanunderstandingofkeyICSprinciplesisessentialforaneffectiveresponseandworkingwithotherresponseorganizations.LearningObjectives:Bytheendofthislesson:

1. ParticipantswillbeabletoidentifythepurposesofNIMSandICS.2. ParticipantswillunderstandkeyICSterminology.3. ParticipantswillbeabletoidentifythedoctrinerelatedtotheuseofICS.4. ParticipantswillbeabletoapplyICSmanagementprinciplestoacrisisordisaster

responseoperation.

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I.Introduction

A. ScripturalFoundation-Exodus18:7-11

II.KeyPointsforLeadership

A. ObservationandAssessment

• RejoicesinsuccessandgivespraisetoGod.(v.9-10)• Jethrosatamongthemandobservedfront-line.(v.2-13)

• Asksquestionsandseeksanswers.(v.14-16)

B. ConstructiveFeedbackandInstruction

• Operationalfeedbackgiven:

1. Utilizationofothers(v.18):Theworkistooheavyforyou;youcannothandleitalone.

2. Representativeofpeople(v.19):Missionpriorities.3. Teachthepeoplewhattodoandshowthemhowtodoit.(v.20):4. Selectionofcapablepeople(v.21):notecharacteristics.5. Definelimitationsandallowthemtodotheirjob.(v.22)

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C. TheResult

• Hypothesis:IfyoudothisandGodsocommands,youwillbeabletostandthestrain,andallthesepeoplewillgohomesatisfied.

• Planistested.

• Jethrostaysthroughimplementation.

• Jethroleaves.

III.NationalIncidentManagementSystem

A. HomelandSecurityPresidentialDirective5(HSPD-5)

• This system provides a consistent nationwide template to enable Federal, State,tribal,andlocalgovernments,nongovernmentalorganizations,andtheprivatesectortoworktogethertoprevent,protectagainst,respondto,recoverfrom,andmitigatetheeffectsofincidents,regardlessofcause,size,location,orcomplexity.

• Commonproblemsindisaster/crisisresponseoperations

1. Wrongpersoninleadership.2. Leadershipcan’tmakecriticaldecisionsinatimelymanner.3. Lackofauthoritytofulfilljobassignmentormicromanagement.

4. Toomanybosses–unclearchainofcommand.

5. Toomanyresponsibilitiesforoneperson.

6. Unclearmissionandpurpose.

7. Unclearjobassignments.

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8. Lackofacommonoperatingplan.9. Poorcommunicationbetweensections.

10. Failuretocommunicateessentialinformationtoandfromthefrontlines.

11. Failuretoplan.

12. Qualitycontrol.

IV.DirectApplicationforCrisisResponse

A. ICS:BuiltonBestPractices

Incident Command

Operations Logistics Finance & Administration Planning

Public Information Liaison

Safety Emotional & Spiritual Care

ICS Sections

Public Information OfficerCommunicates with media

and others seeking information about the

disaster operation.

Safety OfficerEnsures the safety and security of all disaster

personnel.

Liaison OfficerServes as the point-of-

contact with other disaster relief agencies.

Emotional & Spiritual Care Officer

Attends to the emotional and pastoral needs of disaster workers and

survivors.

Command Staff

Operations ChiefManages all direct service activities (such as mass

feeding and emergency

assistance programs).

Logistics ChiefSecures and manages

the resources (including supplies

and equipment) necessary to support

the operation.

Finance &Administration ChiefManages reports and statistics, personnel and volunteers, and accounting for the

operation.

Planning Chief

Develops the Incident Action Plan to

accomplish operational objectives, collects and evaluates information.

General Staff

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B. ICS:NotJustForLarge-ScaleIncidents

C. CommonOperatingPicture

D. Function

E. CommandStaff

F. GeneralStaff

G. RoleofPolicyGroup

H. Whendoyousetupanincidentcommandsection?

• WhenyourespondtheIncidentCommandisalwaysthefirstICSsectionestablished.• Ifnoother leadership isavailable, the first responderonbehalfof theorganization

becomestheIncidentcommanderuntilreplaced.

• Justbecauseapersonofhigherauthorityarrivesdoesnotnecessarilymeanthattheincidentcommandleadershipistransferred.

• TheIncidentCommandermustbeon-site.

I. RoleoftheIncidentCommander

• Providesoverallleadershipforincidentresponse.

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• Delegates’authoritytoothers.

• Performs all major ICS responsibilities unless those functions are specificallydelegatedandassignedtosubordinates.

• IssupervisedbythePolicyGroup.

J. Incident--anoccurrenceorevent,naturalorhuman-causedthatrequiresaresponsetoprotectlifeorproperty

K. WithoutICS,incidentresponsestypicallyresultin:

• Lackofaccountability,includingunclearchainsofcommandandsupervision.

• Poor communication, due to both inefficient uses of available communicationssystemsandconflictingcodesandterminology.

• Lackofanorderly,systematicplanningprocess.

• Nocommon,flexible,predesignedmanagementstructurethatenabledcommanderstodelegateresponsibilitiesandmanageworkloadsefficiently.

• Nopredefinedmethodstointegrateinteragencyrequirementsintothemanagementstructureandplanningprocesseffectively.

L. Byusingmanagementbestpractices,ICShelpstoensure:

• Thesafetyofresponders,faculty,workers,andothers

• Theachievementofresponseobjectives

• Theefficientuseofresources

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V.EssentialICSFeatures

A. Standardization

• CommonTerminology

B. Command

• Establishment and Transfer of Command: The command function must be clearlyestablished from the beginning of an incident.When command is transferred, theprocessmustincludeabriefingthatcapturesallessentialinformationforcontinuingsafeandeffectiveoperations.

• Chain of command and unity of command: Refers to the orderly line of authority

withintheranksofincidentmanagementorganization.1. Allows incident managers to direct and control the actions of all personnel

undertheirsupervision.2. Avoidsconfusionbyrequiringthatordersflowfromsupervisors.

3. Chain of command does not prevent personnel from directly communicating

witheachothertoaskfororshareinformation.4. Thefeaturesandprinciplesusedtomanageanincidentdifferfromday-to-day

management approaches. Effective incident management relies on a tightcommand and control structure. Although information is exchanged freelythroughtheICSstructure,strictadherencemustbepaidtotop-downdirection.

5. To make ICS work, each of us must commit to following this command and

controlapproach.Underunityofcommand,personnel:

o ReporttoonlyoneICSsupervisor.o ReceiveworkassignmentsonlyfromtheirICSsupervisors.

C. Planning/OrganizationalStructure

• Managementbyobjectives

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• Modularorganization

• Incidentactionplanning(IAP)1. TheIncidentCommandermustensurethattheIAP:

o Specifiestheincidentobjectives.o Statestheactivitiestobecompleted.o Coversaspecifiedtimeframe,calledanoperationalperiod.o Maybeoralorwritten—exceptforhazardousmaterialsincidents,which

requireawrittenIAP.2. Mustanswerfourquestions:

o Whatdowewanttodo?o Whoisresponsiblefordoingit?o Howdowecommunicatewitheachother?o Whatistheprocedureifsomeoneisinjured?

• ManageableSpanofControl

1. Pertains to the number of individuals or resources that one supervisor canmanageeffectivelyduringanincident

2. Importantatincidentswheresafetyandaccountabilityareatoppriority3. Supervisorsmustbeabletoadequatelysuperviseandcontrolsubordinates4. ResourceTracking

o Check-In-allrespondersreportintoreceiveanassignmentinaccordancewiththeproceduresestablishedbytheIncidentCommander

o Incident Action Plan: Response operations must be coordinated asoutlinedintheIAP

o Unity of Command: Each individual will be assigned to only onesupervisor

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D. DeploymentDetails

• Untilyouaredeployedtotheincidentorganization,youremaininyoureverydayrole• Afterbeingdeployed,yourfirsttaskistocheckinandreceiveanassignment

• GlorifyGodSoulCareNotes:

• Exodus18:7-11• Isaiah58:5-7• Titus1:7-9• Matthew18:1-4• Matthew20:20-28• Daniel2:30• John13:5• Matthew11:27-29• ITimothy5:17• IPeter5:3

Bibliography/ReadingList

• TheSalvationArmyNationalDisasterTrainingProgram.TheIncidentCommandSystem.

TheSalvationArmy

• FederalEmergencyManagementAgencytrainingcourses

• IncidentCommandSystem–IS-100(ForacompletelistoffreeonlineFEMAcoursesgotowww.FEMA.govandsearchfortheIndependentStudyCourses.

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1. WhattypesofcrisisresponseministriesaretheretowhichyoucouldapplytheICS?

2. What are some operations you have been involved in where you saw effective ICSmanagementinplace?

3. Whatarethenegativeimpactswhenaneffectivemanagementstructureismissing?

4. WheredoyouthinkyoufitbestinanICSsection?

5. Review the scriptures found in the Soul Care Notes and identify what leadership

principlesareinthetext.

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CRCT115:

Long-termDisasterRecovery:SupportingCommunitiesforHealing

CraigBoden,M.Div.,Ed.S.;DavidJenkins,

Psy.D.;MicheleLouviere,M.Div.

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CourseDescriptionDisastersextendbeyondthedayinwhichtheyoccur.Traumaisalongprocessandcantakealongtimetoappear.Victimshealatdifferentrates.Thislessonoutlinestherolethecommunityplaysintherecoveryprocess,especiallythechurch.Additionally,studentswilllearnaboutthespecialchallengesandrewardsofhandlingacommunity-widedisaster.LearningObjectives:Bytheendofthislesson:

1. Participantswillunderstandtheroleofthechurchincommunityresponsetoadisaster.2. Participantswillunderstandthespecificchallengesofcommunityresponse.3. Participantswillunderstandtheimportanceofrecognizingthe“biggerpicture”oflong-

termrecovery.

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I.Topics

A. Resistance, Response, Resilience, Recovery at individual, family, church, andcommunitylevels

• Implicationsforlongtermrecovery

B. Roleofthecommunityinresponseandrecovery

• Roleofthechurchinsupportingcommunity

1. Morelikelytofunctionaslong-termsupport2. Ofteninthedisasterthemselves

• Valueofnon-profitsandfaith-basedorganizations• Collaborationwithotherorganizations/resources/faithcommunities

• Longtermconsiderations

• Communitystronger/betterthanbefore1. Socially2. Organizationally3. Economically4. EmotionallyandSpiritually?

C. Mobilizationofindigenousresources

• Careforresponders/volunteers/communitythroughprogressionofdisasterresponse

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D. Roleofthecommunity,specificallythechurch,inplanningandpreparedness

E. “BiggerPicture”ofLongTermRecovery

F. Rural/SmalltownandMetropolitan/Largecitydistinctiveandsimilarities

• NEAlabamaandNOLA

G. Challenges/Rewardsofcommunitypreventionandrecovery

• UniqueChallenges/Contributionsforthechurch

1. Attentiontoindividualsandfamilies2. Bothchurchandcommunityarechanged3. Compassionfatigue

H. KeyQuestion:Atwhatpointisacommunitythroughrecoverywitha“newnormal”?

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1. Discuss how resilience, resistance, and recovery look differently at individual, family,

andcommunitylevels.

2. Whataresomeuniquecontributionsthechurchcanmakeindisasterresponse?

3. Whyisitabadideatoforcefaithontovictims?

4. What differences might there be between disaster response in a rural area andresponseinalargecity?

5. Discusstheimportanceofrecognizinganew“normal”.

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Nopartofthispublicationmaybereproducedinanyformwithouttheexpressedwritten

permissionoftheAmericanAssociationofChristianCounselors.

AACCPOBox739

Forest,VA24551

MemberServices:1-800-526-8673

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