ROCKY MOUNTAIN REGION DISASTER MENTAL HEALTH NEWSLETTER
ROCKY MOUNTAIN REGION DISASTER MENTAL HEALTH NEWSLETTER
Learning From The Past and Planning For The Future
MENTAL HEALTH MOMENT
March 1, 2002
"How often are we offended by not being offered something we do not really want."
- Eric Hoffer
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PSYCHOLOGICAL BENEFITS OF EXERCISE
Are there psychological benefits of exercise? Read the latest in this
collection of recent MEDLINE abstracts. Topics in Advanced Practice Nursing eJournal 2(1) 2002
http://www.medscape.com/viewarticle/424757
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FOOD LABEL FOCUS HELPS DIABETICS 65 AND OLDER
A new intense, 10-session nutrition education program, with a food
label focus, developed by researchers at Penn State and the
University of North Carolina at Greensboro, has been shown to help
diabetic adults, age 65 and older, improve their eating patterns and
advance toward meeting their treatment goals. Carla Miller, assistant
professor of nutrition at Penn State and leader of the study says,
"Changing what you eat at any age is difficult and changing after age
65 can be especially hard. Nevertheless, the men and women in our
study not only changed their diets but also had greater improvements
in their blood sugar and cholesterol levels than did people who were
not counseled through our new approach." The study is detailed in the
current (Feb.) issue of the journal, Preventive Medicine. Miller says
there are few nutrition education programs for older diabetic adults.
For the full story by Barbara Hale, visit
http://www.psu.edu/ur/2002/diabetesdiet.html.
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Central America: Hands Across the Gulf of Fonseca
The Gulf of Fonseca pilot project aims to mobilize volunteers in Red Cross branches to form partnerships
with vulnerable communities, strengthen public health capacities and improve both disaster preparedness and
response.
In the early phase of the project branches shared their experience of first aid and disaster preparedness with
groups of community volunteers - up to 20 from each location. As the three-year-long project develops, volunteers
from the Red Cross and colleagues from the health ministry and other organisations will develop skills in such
fields as nutrition, child growth management, water treatment, hygiene,
disease control and AIDS prevention.
More at: http://www.ifrc.org/docs/news/02/022001/
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Dateless and Desperate in London
The British Red Cross came to the aid of 2,000 solitary singles this Valentine's weekend by holding the United
Kingdom's first-ever "Desperate and Dateless" Ball.
To ensure the best possible chance of compatibility between participants, eligible singles filled out
a questionnaire and were computer-matched with a suitable partner for the evening by an Internet dating company.
And by 20:00, as a queue of new couples began forming outside the door of the venue in central London, it looked
as if Cupid had already hit the mark in a few cases! Many of the women clutched red roses and judging by the smiles,
enthusiastic conversations and fluttering eyelashes in the line up for the cloakroom, things had got off to a good
start.
More at: http://www.ifrc.org/docs/news/02/021902/
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SOME MECHANISMS FOR SHORT AND LONG TERM RESPONSES TO CRISES,
DISASTERS AND INJURIES AFFECTING SCHOOL COMMUNITIES
It is important that schools be responsive to crises and disasters that could affect the school community. These include
environmental disasters (e.g. fires, floods, tornadoes, blizzards, and earthquakes); the death or serious injury of
a student or a staff member in a car or bus accident, suicide, or a violent event at school; a suicide attempt; terrorism,
including bioterrorism; hazardous material spills; explosions; radiation; mass illness or injury; or other situations which
threaten the safety of persons in the school or the community. A school response plan can be comprehensive, addressing
response needs for multiple types of crises, disasters, and emergencies. Responses should include both short and long
term services:
* Establish a written plan for responding to crises, disasters, and associated injuries.
* Prepare to implement the school plan in the event of a crisis.
* Have short term responses and services established after a crisis.
* Have long term responses and services established after a crisis.
ESTABLISH WRITTEN PLAN FOR RESPONSE TO CRISES, DISASTERS AND ASSOCIATED INJURIES
Many states require that districts and schools have crisis response plans. It is important that schools review the district
and state crisis intervention manuals and adapt them to address their local needs. School plans could include development
of a crisis response team with a person designated to coordinate the school's response (NEA, 2000; Brock, Sandoval & Lewis, 2001).
Such a plan and team could be developed with input from key members of the local community. These would include: school
administrators, law enforcement, fire and rescue departments, EMS, mental health agencies, parent-teacher organizations,
hospitals, domestic violence shelters, health and social service agencies, emergency management agencies, rape crisis shelters,
teachers unions, Red Cross, and other emergency response organizations. Crisis plans can:
* assign roles and responsibilities in the event of an emergency to all members of the team and to the broader school community;
* consider the potential need for back-up assistance from the district, other schools, or outside groups (Brock, Sandoval & Lewis,
2001);
* consider that the crisis might be based in the community and that the school may need to serve as a shelter;
* include plans for dismissing school early, canceling classes, and evacuating students to a safer location;
* include strategies for informing school staff members, families, and the community about the school's plans and
assignment of responsibilities (NEA, 2000);
* include procedures for handling suspicious packages or envelopes, including actions to minimize possible exposure
to biological or chemical agents and mechanisms for informing law enforcement (CDC, 2001).
A communication system should provide for communicating internally as well as for contacting community resources (e.g. law
enforcement) and families in the event of an emergency. Schools can communicate basic emergency procedures to families so that
they will know where to report or call for information in the event of a crisis. A communication system should also include
methods for families, community members and agencies, students, and others to communicate potential crises to the school. Floor
plans should be shared with local law enforcement, fire and rescue, and EMS agencies (NEA, 2000). Crisis plans should be produced
in writing and copies provided to all school staff members and all relevant community organizations, even if they do not participate
in the development of the plan. The plan should be updated annually.
Schools should train faculty, staff members, students, and community organization and agency staff members and the crisis
response team about the crisis response plan and their individual roles and responsibilities in a crisis. These plans should be
practiced regularly and whenever updates are incorporated.
IMPLEMENTING THE PLAN IN THE EVENT OF A CRISIS
The adequacy of responsiveness during a crisis depends largely on preparation. In addition to their crisis response plan, schools
should have a current listing of personnel who are trained and certified to administer first aid and CPR; a phone tree for expediting
communication to school staff members and families; clothing or badges to identify members of the crisis response team; fact sheets,
letters and brochures for distributing information about the school to the media; an emergency contact list; and a "go box" ((NEA,
2000; Brock, Sandoval & Lewsi, 2001). The "go box" should contain tools and information to be taken to the crisis response post
(NEA, 2000) and should include the phone numbers, current lists, and other items described previously as well as a bull horn,
a complete roster of students, and a map and floor plan which includes the locations of power and utility connections. A lap top
computer and a cell phone or walkie-talkie system or hand-held radios should also be made available. The contents of the "go box"
should be reviewed and updated at least once a year. Several persons should have access to the "go box" and know how to use it.
Schools should establish evacuation procedures to move students to safety and make appropriate provision for persons with special
needs (Posner, 2000). Adequate transportation should be made available to move students to a pre-established safe location and should
take into account the transportation requirements of students with special needs. Reunion areas should be established where students
and families can meet each other. Assigned staff members should manage a standardized procedure for the release of students to
their family members. This procedure should include maintaining records of when each student left the school grounds and with whom
they left.
Schools should anticipate demands from the media and should be proactive in delivering information that the school wants released
to the media (Brock, Sandoval & Lewsi, 2001). A school official who is trained in providing information through the media should be
designated to speak to the media (Waddell & Thoas, 1998). A specific location for media contacts should be assigned. This location
and the name of the media contact should be communicated to local media outlets when the school crisis plan is released. In the
case of a death by suicide, schools should help media representatives understand that dramatizing the effect of suicide
by showing grieving students or memorials might increase the suicide risk for other vulnerable students and community members
(Annenberg, 2001).
ESTABLISHMENT OF SHORT TERM RESPONSES AND SERVICES POST-CRISIS
Schools should consider re-opening as quickly as possible following the end of a crisis. School personnel can be a substantial source
of assistance to students. Developmentally appropriate and culturally competent mechanisms are essential for dealing with the
psychological consequences of traumatic events in counseling centers, classrooms, and assemblies. Depending on the
situation, these mechanisms may involve teachers, administrators, counselors, families, and local safety professionals (e.g.
fire fighters following a fire).
Following a crisis, grief counselors should be made available to students and staff members on both group and individual levels
(Amaya-Jackson & March, 1995; NEA, 2000; Brock, Sandoval & Lewis, 2001). The school should communicate with students, families,
and staff members about recognizing and treating post-traumatic stress disorder.
Depending on the scope of the crisis, all or some students and staff members may not be able to immediately return to routine
class schedules. Community resources may be needed to help provide counseling and psychological services.
In the event of a death, students, families and staff members should be allowed to grieve for their losses (NEA, 2000; Brock,
Sandoval & Lewis, 2001). Gatherings or other tributes may be appropriate, except in the case of suicide, where public tributes
could increase the risk of copycat suicide attempts (Underwood, & Dunne-Maxim, 1997; CDC, 1994). Schools should be proactive in
identifying and assisting students who want or need to discuss their feelings. Additionally, schools should continue to work with
the media so that students and staff members can return to school without disruption and to ensure that the media and the public
receive the information they need.
ESTABLISHMENT OF LONG TERM RESPONSES AND SERVICES POST-CRISIS
Crises have long term consequences and need to be treated over the long term. Some students may require ongoing counseling and
psychological services (Amaya-Jackson & March, 1995; Brock, Sandoval & Lewis, 2001). Schools should anticipate anniversary dates
and other occasions that may be painful for members of the school community. These are times when additional services may need
to be provided (Waddell & Thoas, 1998). Continue to communicate with students, families and staff members to recognize and treat
post-traumatic stress and depression. Schools should teach students coping and grieving strategies which they can use throughout
their lives.
CONCLUSION
Schools should learn from crises. After a crisis affects a school or community, the school crisis response team should meet to
analyze the school's response, consider revisions to the crisis response plan, assess how to prevent future recurrences, and make
necessary changes based on the lessons learned (Posner, 2000).
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REFERENCES
Amaya-Jackson, L. & March, J.S. (1995). Post-traumatic stress disorder in adolescents: Risk factors, diagnosis, and
intervention. Adolescent Med State Art Rev; 6:251-69.
American Foundation for Suicide Prevention, American Association of Suicidology, Annenberg Public Policy Center. (2001).
Reporting on suicide: Recommendations for the media. Philadelphia, PA: American Foundation for Suicide Prevention. Available at:
http://www.asc.upenn.edu/test/suicide/web/3.html Accessed August 27, 2001.
Brock, S.E., Sandoval, J. & Lewis, S. (2001). Preparing for crises in the schools: A manual for building school crisis
response teams. 2nd ed. New York, NY: John Wiley & Sons.
CDC. (1994). Suicide contagion and the reporting of suicide: Recommendations from a national workshop. Morbidity and
Mortality Weekly Report; 43 (No. RR-6): 9-18.
CDC. (2001). Update: Investigation of bioterrorism-related anthrax and interim guidelines for exposure management
and antimicrobial therapy. Morbidity and Mortality Weekly Report; 50:909-19.
National Education Association. (2000). Crisis communications guide and toolkit. Washington, D.C.: National Education
Association.
Posner, M. (2000). Preventing school injuries: A comprehensive guide for school administrators, teachers and staff. New
Brunswick, NJ: Rutgers University Press.
Underwood, M.M. & Dunne-Maxim, K. (1997). Managing sudden traumatic loss in the schools: New Jersey Adolescent Suicide
Prevention Project. Piscataway, NJ: University of Medicine and Dentistry of New Jersey, University Behavioral HealthCare.
Waddell, D & Thoas, A. (1998). Disasters: Developing a crisis response plan - guidelines for school personnel. Bethesda, MD:
National Association of School Psychologists.
To search for books on disasters and disaster mental
health topics, children and disasters, schools and disasters,
crisis intervention, schools and crises, suicide, and related
topics and purchase them online, go to the following url:
https://www.angelfire.com/biz/odochartaigh/searchbooks.html
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Contact your local Mental Health Center or
check the yellow pages for counselors, psychologists,
therapists, and other Mental health Professionals in
your area for further information.
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George W. Doherty
O'Dochartaigh Associates
Box 786
Laramie, WY 82073-0786
MENTAL HEALTH MOMENT Online: https://www.angelfire.com/biz3/news
