Crisis intervention for children and adolescents experienced a situation of disaster Текст научной статьи по специальности «Психологические науки»

Секция 7. Психология

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Krushkova Silvia Aleksandrova, University of Ruse, Bulgaria Doctor of psychology, assistant professor Department of Health and Social Activities Faculty of Public Health and Health Care E-mail: krovshkova@mail.bg

Crisis intervention for children and adolescents experienced a situation of disaster

Abstract: Good social practices for overcoming the consequences of disasters (natural disasters like earthquake, flood, thunder storm, etc. and crises caused by human acts such as manufacturing damage, poisoning with toxic substances, accident, fire, acts of terrorism, violence, war, conflicts, etc.) include psychological help and support as an inevitable part of the health care and immediate survival of the person. Throughout the last 15 years it has been established as one of the most rapidly developing braches of practical psychology. The aim of the report is to reveal the role and essence of psychological help and support in situations of disaster. The emphasis is on applying it to one of the most vulnerable groups — children and young people. The paper includes strategies of psychological influence in the conditions of a disastrous situation that are successful both in theory and in practice.

Keywords: psychological help and support, disaster, Introduction

As an activity aimed at overcoming the consequences of the experience of disaster, crisis intervention is required in parallel with the activities of medical and rescue teams, volunteer corps of Red Cross and Red Crescent, specialized state structures to protect the population from disasters and catastrophes, complementing system of emergency care for victims. We use the terms more psychological help and support in situations of distress and psychosocial programs for early interventions in situations of disaster.

Yet there is no single theory or a specific model for psychological crisis intervention. On the basis of good social work practice and case studies in different countries it appears that it is necessary in the first minutes and hours after the traumatic event. [1; 3]

According Soloveychik\2002\it is a method of providing psychological assistance to a person located in a state of crisis. Ehly\1986\defines it as urgent, immediate first aid aimed at mental health. It is believed that psychological crisis intervention provides effective support to front line victims of various types of critical events and in particular the strong stressors that can lead to psychological trauma\Everly, Flanery and Michel,

strategies for coping

2000\. The main purpose of psychological intervention reorganization of human behavior, his feelings, actions and thoughts in a constructive plan. According to its sub — objectives are Soloveychik:

— stabilization or interruption of the growing distress as a result of the critical event;

— alleviate the acute symptoms of distress;

— restore adaptive functioning independently of man from before the tragedy;

— prevent further negative impact of trauma and referral to specialized professional help in necessary. [1; 5]

Tasks associated with the organization of time and space to conduct psychological work, creating an atmosphere of trust with an emphasis on interpersonal contact, providing social and emotional support. Object of work in providing psychological crisis intervention mental state of the person its current problems rather than the formation of his personality. This is one of the major differences between the psychological crisis intervention and psychotherapy.

Psychological help and support is increasingly necessary due to the nature of the experience. It combines theory and practice of successful patterns of behavior. The term received popularity among the International

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Federation of Red Cross and Red Crescent through the creation of over 1993 years International Federation Reference Center for Psychological Support. It involves rapid emotional support based on sharing, giving, calm, ease and empathy of the tragic experiences of the survivors. The main task of psychological help and support is to reduce as rapidly as possible in the first minutes and hours parameters of experience mental states of panic, terror, fear, anxiety, guilt and doubts that cause atypical and irrational response to the situation and lead to disorganization of behavior. Then the tasks associated with the reduction of human responses to disaster, providing consultative, therapeutic and preventive care [7].

Exhibition

Major disaster and natural disaster in the world in recent years, bringing together efforts of specialists from different fields to deal with the consequences. Over the past twenty years and increased research on the impact of the disaster on the human psyche. This trend in applied psychology is happening of the need to create adequate psychosocial support programs for victims [2].

There is no single definition of disaster. From a psychological point of view, it can be defined as the occurrence of a traumatic event that violates the effective and adaptive behavior. There are many classifications of disasters. According to global trends, they are divided into two major groups: natural disaster and disaster caused by man.

Reactions to experience situations of disaster can occur immediately or days, weeks, even months later. They have individual specific and depend on the involvement of the child in the event of scope and magnitude of the problem, the severity of the traumatic experiences of the child’s personality, the stage of cognitive development, the characteristics of his style of dealing, from past experience and mostly rendered his support in physical and mental level [4; 6].

In the literature in recent years, many authors point to a study of children’s reactions to situations of disaster. Common is that they give information about the status of their physical, emotional, cognitive, behavioral and interpersonal aspects.

Psychology has different classifications of child development. Their knowledge is important because it enables the assessment of what effects are typical for their age, which is a natural response to experience and which are abnormal and require professional intervention specialist [8].

Reactions in situations of distress in early childhood:

— prolonged crying, screaming;

— refusal of food;

— wetting;

— sleep problems;

— tremors;

— fear associated with the onset of strong irritants\noise, light\;

— fear of strangers;

— fear of remaining alone;

— fear of the dark;

— fear of animals.

Reactions in situations of distress in adolescence:

— somatic and autonomic symptoms;

— disturbances in sleep and appetite;

— fear and anxiety, concern about the safety of themselves and their parents;

— depression;

— disorganization;

— accident-prone;

— poor concentration;

— retrospective recollection of is avoiding anything that recalls the tragedy;

— emotional numbness;

— aggressive behavioral;

— conflict;

— loss of sense of control and responsibility;

— loss of sense of individuality and identity;

— suicidal thoughts;

— substance abuse;

— a drop in success, running away from school;

— reduced self-esteem;

— loss of hope for the future.

Described reactions are considered normal, natural response are experiencing distress. Their knowledge is necessary in terms of prevention of pathological changes in the psyche of the child. Age specificity is needed especially in the choice of coping strategies after experiencing a traumatic event. This allows the differentiation of cases and the use of an individual approach in action to overcome the effects of the experience [7].

There are rules for coping strategies to address disaster. In children from an early age is necessary to maintain the system of child nutrition and sleep to meet its basic needs. It is better to avoid splitting with the mother for a long time. Possible temporary regression in the child’s behavior. It is important to maintain a peaceful atmosphere in the presence of the child to talk about the event and the occasional short, simple words, examples are given in the form of game. [6, 8] Children need to be heard and encouraged. It is time for them to cope

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with their fears. So you should enable the child to name the strongest feeling and emotions being experiences. Changes in behavior are expected. In their long detention can gently introduce restrictions. Sections with the child undesirable. It is important to avoid and re-exposure to trauma through the media. Again the child should be assured that it is safe and that many people care for his safety. Adults should respect their fears and allows them time. Important explanation is that reactions to the disaster are normal. Adolescent well be possible to talk to each member of the family to spend more time with their friends, to engage in activities that feel good — sports, hobbies and more.

Conclusion

Guidelines for the application of psychological crisis intervention for children and adolescents in situations of distress associated with the establishment

of security and safety for children and adolescents meet their basic needs, providing good emotional support — expression of emotions and feelings using expressive techniques/verbal and non-verbal/. Assurance measures taken by the government and specialized services — police, fire, rescue teams, the Red Cross, Emergency medical care and other services that care for their safety. Manifestation of honesty to children about what happened by providing accurate information\she must be appropriate for their years as the tiny children can protect themselves because their cognitive knowledge is not enough to understand what is happening always\. Children carry on themselves the fear and anxiety of adults in front of them so important demonstration peace.

Providing activities leading to reduction of psychological tension is key to mitigating the disaster.

References

1. Соловейчик, М., Я. (2002). Кризис и основь кризисной интервенции. Мастерство психологического консультирования. Сб. Под ред. Бадхена А. А. Cohen, R. (2000). Mental Health Services in Disasters: Instructor’s Guide. Maimi, Florida. Pan American Health Organization.

2. DeWolfe, D. J. (2000). Training Manual for Mental Health and Human Service Workers in Major Disasters. 2-nd ed. USA.

3. Ehly, S. (1986). Crisis intervention handbook. Washington: National Association of School Psychologists.

4. Ehrenreich, J. Coping with Disasters. A Guidebook to Psychosocial Intervention. Center for Psychology and Society, N.Y, 2001.

5. Everly, Jr., Mitchel, J. T. (1999). Critical Incident Stress Management: a new era and standart of care in crisis intervention (2nd ed). Ellicott City, Md: Chevron.

6. Everly, Jr., Flannery G., Mitchel, J. T. (2000). Critical Incident Stress Management: A review of Literature. Aggression and violent behavior: a review of journal, 5, 23-40.

7. Psychological Support: best practices from Red Cross and Red Crescent Programmes. (2001). International Federation of Red Cross and Red Crescent. Geneva, Switzerland.

8. Pynoons, R., Nadar, K. Psychological first aid and treatment approach to children exposed to community violence; research implications. Journal of traumatic Stress, 1, 445-473.

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