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Module 11:Interventions for Primary and Secondary Survivors
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Psychosocial Impact of Disasters
Distress Response
Behavioral Changes
Psychiatric Illness
(Ursano, 2002)
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Classification of Survivors
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Survivors are distinguished by:Proximity to event
Degree of exposureDegree of personal harm
Role in response and recovery
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Primary SurvivorsDirectly exposed or injured
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Secondary SurvivorsFamily, Friends and Witnesses
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Tertiary SurvivorsDisaster Responders
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Quaternary SurvivorsConcerned community members
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Principles of Treatment
Provide a sense of safety• Opportunities for abreaction• Reconstruct the individual’s narrative of
what happened• Assess the meaning of the trauma to the
child• Identify inventory of stressors• Clarify reality
» Shaw, 2002
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Principles of Treatment Identify family and social supports Always involve family/caretakers in
treatment• Assess for psychological morbidity Identify the child’s definition of the
situation Identify cognitive distortions
Shaw 2002
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Principles of Treatment
Titrated re-exposure to the trauma Assess the impact on development Identify themes of guilt, betrayal, revenge,
helplessness, excitement Assess the defenses against
helplessness, rage, guilt etc. Shaw 2002
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Principles of Treatment• Work with changed attitudes toward self,
others and the future• Loss of cherished beliefs systems• Bereavement of childhood innocence
• Assist assimilation and integration of the traumatic experience
• Identify traumatic reminders• Shaw 2002
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Principles of Treatment Provide therapy for
full spectrum of psychological morbidity
Promote and facilitate emergent adaptive and coping capacities
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Principles of Treatment Facilitate family
and social support systems
Facilitate affect and ideational tolerance
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Key Componentsof Early
Intervention
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Secure Basic NeedsProvide: Safety Security Food Water Shelter
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Psychological First Aid
Psychological First Aid: Foci of intervention• Arousal: decrease excitement• Behavior: assist survivors to function
effectively in disaster• Cognition: provide reality testing
and clear information
Psychological first aid employs • Psychosocial supports • Crisis intervention
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Psychological First Aid Provides comfort Mitigates distress and physiological arousal Restores adaptive and coping capacities of child
and family Attempts to reunite family members and loved
ones Provide opportunities for communication among
family members Provides credible information
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Psychological First Aid Educates survivors
about trauma effects Identifies resources Facilitates
Task-focused behaviors
Problem-solving techniques
Rapid return to routine activities
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Role of Helpers Be active and direct Be calm Be firm and
interactive Listen empathically Respect individual
beliefs and values Assess stressors Be non-judgmental
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Role of Helpers Allow survivor to tell their own story Clarify what happened Be supportive Normalize Identify
resources Refer as
needed
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When To Refer To AMental Health Professional
Unable to meet the ordinary demands of everyday life
Unable to make decisions Disorientation Mutism Psychological numbness Dissociative behaviors Seriously regressed Suicidal or psychotic
behaviors
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Psychological Debriefing
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Debriefing as an Intervention Developed in the Military
Developed by SLA Marshall Met with group of soldiers Participants tell their story of what happened Bring together different perceptions, memories,
cognition and sequencing of events Developed shared narrative and meaning Appears to lessen distress Integrated with concepts of Proximity,
Expectancy and Immediacy
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DebriefingTechnical term - Specific and active intervention Structured process Implemented after an exercise
or event Reviews what happened Opportunity for ventilation Provides information Assessment and triage Goal is to learn from the
experience
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Psychological Debriefing The centerpiece of new trauma industry Applied to almost any life experience Individual and group intervention Seen as the “magic bullet” to prevent
suffering and chronic debilitation Perceived helpfulness does not correlate with
outcome Perceived unhelpfulness does correlate with
bad outcome
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Applications of DebriefingHas been used with: Critical incidents Traumatic Stressors Bereavement Separations and
dislocations Disasters/Terrorism Chronic stressors Primary, secondary and
tertiary victims
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CISDSeven Steps/Phases1. Introduction2. Fact phase3. Thought phase4. Emotional Reaction Phase5. Symptom phase6. Information phase7. Re-entry phase
Mitchell 1983
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Psychological Debriefing
Negative Dimensions: Individuals may become more aroused Pathologizes and medicalizes the response Learn maladaptive behaviors Disparate individuals pulled into a group
exercise without choice May tell their story without resolution Does not prevent onset of PTSS or PTSD
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Psychological Debriefing Who should participate? Inclusion and exclusion criteria? Optimal timing? “Single stand alone session” vs.
comprehensive anxiety management program?
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The Timing of the Debriefing• Initially recommended at 24-72 hours
post-crisis• Early debriefing may be hazardous:
• Stress and trauma may still be operative
• Survivor may by in stage of physiological arousal
• Aversive learning may take place during this period
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The Timing of the Debriefing Debriefing should be
provided after the arousal phase has subsided
May be more useful after the child has been reintegrated into the home or school setting
Focus on psychoeducation/ cognitive distortions
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Single Episodevs.
Multiple Episode Debriefing
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RCT Single Session Psychological Debriefing
Bordow & Poritt (1979) Better 70 3 mo.Bunn & Clarke(1979) Better 30 1 moHobbs et all (1996,2000) Worse 106 3 yrLee et al (1996) No difference 39 3 mo.Stevens & Adshead (1996) No difference 42 3 mo.Bison (1997) Worse 103 13 mo.Conlon(1998) No difference 40 3 mo.Lavender et. Al Better 114 3 wkDonlon(in press) No difference 68 6 mo.Rose et al(1999) No difference 105 11 mo.Small et al(2000) No difference 1041 6 mo.
Bison et. al. Psychiatric Annuals, 2003
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There is little evidence that early single session
intervention prevents psychopatholgy or
reduces risk although it is generally well received
by participants
Bison Psychiatric Annuals, 2003
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Multiple-Session Psychosocial Intervention
Bordow & Poritt (1979) Better 2-10hrs. 70 3 mo.Brum et al(1993) No diff 3-5 151 6 moAndre et al (1997) Better 1-6 132 6 mo.Bryant et al (1998) Better 5 24 6 moBryant et al (1999) Better 5 45 6 moBison (2001) Better 4 152 13 mo
Bison 2003, Psychiatric Annuals
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Multiple-Session Early Psychosocial Intervention
The data suggests that multiple session early psychosocial interventions
targeting symptomatic individuals commencing post arousal are more effective than single session early
interventions
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Debriefing: Helpful Guidelines
Participants should be clinically assessed
Debriefing should be part of a comprehensive intervention program—not a stand-alone intervention
Debriefing should be provided after the arousal phase has subsided
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Debriefing: Helpful Guidelines Leaders should be
experienced Group format is
appropriate—should not be used as an individual intervention
Debriefing should be voluntary
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Individual Treatment Approaches
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Individual Treatment Strategies
Anxiety management
Cognitive therapy Exposure therapy Psychoeducational Psychodynamic
therapy Play therapy
J. Clin. Psych. 1999 (supp) 16
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Anxiety Management Techniques
Reduce anxiety/arousal Breathing retraining Muscle relaxation Guided imagery Meditation
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Cognitive-Behavioral Therapies
Psychoeducation Cognitive triangle Identity cognitive
distortions Challenge cognitive
distortions Overly generalized beliefs
Cognitive restructuring Develop realistic thinking
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Exposure Therapies Development of an anxiety hierarchy Titrated confrontation of the traumatic
stimuli Exposure may include reliving memories,
repeating written narratives of the trauma, or introduction of traumatic scenery
May include psychoeducational or relaxation technique training
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Psychodynamic Approaches Focuses on the meaning of the trauma Resonance of the trauma experience with
childhood experiences Relationship to internal conflict, defense
constellation, and character structure Trauma is associated with the loss of cherished,
narcissistic beliefs Integration of the meaning of the traumatic
experience into one’s pre-traumatic view of the world
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Psychopharmacology for Children and Adolescents with Traumatic Stress
Reactions
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Psychopharmacological Interventions for Children
Adjunctive therapy with psychosocial interventions Adult studies are guidelines Children’s metabolism and drug response is
different from adults Treat
– Specific target symptoms– Comorbidity– Specific phase of disorder
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Psychopharmacological Interventions
Limited efficacy: Monoamine oxidase
inhibitors (MAOI’s) Tricyclic antidepressants
(TCAs) Venlafaxine Propranolol
Anti-adrenergics (clonidine & guanfacine)
Benzodiazepines Mood stabilizers Atypical neuroleptics
Treatment for PTSD FDA approved: Sertraline and Paroxetine
Paroxetine not used <18 years
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Psychopharmacology of Children and Adolescents with PTSD
Single case and open trials Alpha-2-agonists Anxiolytics Propranolol Tricyclics Mood Stabilizers Atypical Neuroleptics Venlafaxine (questionable) SSRI’s
– Sertraline and Citalopram efficacious
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Benzodiazapines Reduce distress Promote sleep The early use of benzodiazapines did
not alter the course of the psychological response to trauma
Gelpin, J. Clin. Psy. 1996, 390-394
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The Expert Consensus Guideline Series: PTSD
Treatment: Sleep Disturbances Trazodone Zolpidem Benadryl Tricyclics Benzodiazepine
J. Clin. Psych. (Supp.) 16
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The Expert Consensus Guideline Series: PTSD
Treatment StrategiesWhen there is comorbid mooddisorder, bipolar disorder, or
substance abuse with PTSD begin withcombination of psychotherapy and
medicationsJ. Clin. Psych. 1999 (supp) 16