DISASTER & TRAUMA
COUNSELOR PREPAREDNESS:
GLOBAL NEEDS AND HOPEFUL
OUTCOMES
J. Barry Mascari, Ed.D., LPC, LCADC, NJDRCC
[email protected]
Jane Webber, Ph.D., LPC, NJDRCC
[email protected]
THE GAME CHANGER…
After the September 11, 2001
terrorist attacks in the U.S., mental
health professionals recognized that
the majority of disaster-affected
persons did not need
psychotherapy…
they needed safety,
support, stabilization, information, and
MYTHS AND REALITIES
•
Most posttraumatic stressors (PTS) immediately following mass disaster are
normal
, expected responses
to an abnormal event.
•
Most survivors of mass disasters
return to normal
functioning within a few days
or weeks
without
mental health treatment.
•
Actively involving and empowering survivors &
neighbor-helping-neighbor
promotes
resilience
& speeds return to normalcy.
•
Not all persons
who are exposed to traumatic events show shock or distress, or
become traumatized
•
The majority
will not
develop posttraumatic stress disorder (PTSD) or severe
mental health problems.
SPONTANEOUS
UNINVITED
VOLUNTEER (SUV)
•
Credentials processed or
recognized in online
registry
•
Trained in disaster
scenarios
•
Role assigned/waiting
•
Trained not to retraumatize
•
May be affected personally
has unit help
•
Credentials not processed
or recognized, time lost
•
Unfamiliar with DMH
scenarios
•
Role may not be needed
•
Could retraumatize
•
May be affected personally
Ready
Responder
NJ DRCC CREDENTIALING
•
Other organizations were studied to find the “best practices” (Doctors
Without Borders)
•
NJ developed the first credentialing process for disaster response
“counselors”, embracing a common framework for diverse professionals
(Psychologist, Social Workers, Counselors, etc.)
•
A common set of protocols were developed to insure consistency of
disaster response regardless of background
•
A ready reserve corps organized by county with “call-up” procedures
REASONS FOR INTERNATIONAL COOPERATION
•
The warming of Earth has resulted in stronger storms and increased
disasters
•
The greater proportion of people are living in cities and on coasts
increases vulnerabililty
•
The rise of terrorist and “lone wolf” acts, and “homegrown”
radicalization increases the probability of human-caused disasters
•
IAC mission:
Work with International NGOs:
that send people to the
world’s problem areas (e.g. to help in the aftermath of terror and refugee
ONE OF IAC’S STATED MISSIONS:
WORK WITH INTERNATIONAL NGOS
THAT SEND PEOPLE TO THE WORLD’S PROBLEM AREAS
•
How should we be preparing these workers, who are perhaps not
counselors
•
What skills should these workers have before they are deployed?
•
Are there baseline skills that all international workers should have?
•
NBCC had “global facilitator” trainings in several countries as a
model.
WHAT WILL BE DIFFERENT
?
…when counselors provide trauma treatment,
they can describe to clients how the brain works,
indicate how the nervous system fluctuates in
times of distress, and demonstrate breathing
with emphasis on exhalation. These additions will
make counseling sessions much different in the
WHAT SHOULD COUNSELORS KNOW
?
1. Understand the principles, purposes, and practices of disaster response, trauma counseling, and crisis
intervention and their differences.
2. Ensure that students understand their ethical responsibility to practice disaster response and trauma
counseling only to the extent of their competence.
3. Understand the roles and relationships of organizations and government agencies in disaster
preparation, response, and recovery.
4. Demonstrate competencies and experience in disaster response, trauma counseling, and crisis
intervention as preparation for teaching this specialty in classes.
5. Network with local credentialed disaster and trauma specialists with field experience, Red Cross
branches, and county and state agencies that could be guest speakers and trainers for specialized
course components.
COMPETENCIES, CONTINUED
7. Develop classroom practice for trauma-informed counseling and crisis counseling skills through role plays
as well as tabletop and simulation exercises.
8. Use FEMA online courses in Incident Command System and National Incident Management System as a
foundation for disaster response.
9. Understand that disaster response is stage- and hazard-specific and that people, particularly vulnerable
populations, require different kinds of interventions at different stages in recovery.
10. Recognize the importance of local and cultural strengths in community response to disasters and
traumatic events.
11. Understand the traumatic impact of mass violence and terrorism on individuals and communities.
12. Prepare students for the risks of compassion fatigue, vicarious traumatization, and shared trauma through
self-care, support networks, and supervision.
QUESTIONS TO CONSIDER
•
Do relevant international standards on disaster response exist?
•
What are the needs for disaster and trauma preparedness in different
nations?
•
Should the IAC develop a set of standards that insure practitioners “put
aside” their various approaches and beliefs in favor of a common set of
evidence informed interventions?
•
Should an NGO, individual nations or the UN have the responsibility?
•
Are our university curricula and continuing education reflecting the latest
REFERENCES
Brymer, M., Jacobs, A., Layne, C., Pynoos, R., Ruzek J., Steinberg, A., Vernberg E., & Watson, P. (2006). Psychological first aid: Field operations guide (2nd ed.). Retrieved from the National Child Traumatic Stress Network and National Center for PTSD website:
http://www.nctsnet.org/sites/default/ les/pfa/english/1- psy rstainal_complete_manual.pdf
Del Vecchio-Scully, D., & Glaser, M. (2018). Disaster recovery in Newtown: The intermediate phase. In J. M. Webber & J. B. Mascari (Eds.) Disaster mental health counseling: A guide to preparing and responding (4th ed., pp. 233–248). Alexandria, VA: American Counseling Association Foundation. Disaster and Terrorism Branch, New Jersey Division of Mental Health and Addiction
Services. (2015). Become a disaster response crisis counselor. Retrieved
from http://nj.gov/humanservices/dmhas/home/disaster/credentialing/Become_a_DRCC.pdf
Mascari, J. B. & Webber, J. M. (2018). Disaster mental health counseling & trauma counseling: the next decade. In Jane Webber & J. Barry Mascari,
Disaster Mental Health Counseling: A Guide to Preparing & Responding
Webber, J. M., Dubi, M., Runte, J., & Raggi, M. (2018). Assessing the needs of disaster affected persons: Tools and treatment. In J. M. Webber & J. B. Mascari (Eds.), Disaster mental health: A guide to preparing and responding (4th ed., pp. 63–75). Alexandria, VA: American Counseling Association Foundation.
Webber, J. M., & Mascari, J. B. (2018). Understanding disaster mental health. In J. M. Webber & J. B. Mascari (Eds.) Disaster mental health counseling: A guide to preparing and responding(4th ed., pp. 3–16). Alexandria, VA: American Counseling Association Foundation.
Webber, J., M., Sanabria, S., & Mascari, J. B. (2018). Responding to mass violence and the Pulse nightclub massacre. In J. Webber & J. B. Mascari (Eds.), Disaster mental health: A guide to preparing and responding (4th ed., pp. 113–136). Alexandria, VA: American Counseling Association
