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Module 1: Impact awareness of natural disasters and emergency response
In this module, you will visit the following topics: pre-crisis preparation, stress management education, stress resistance, crisis mitigation training; disaster or large-scale incident, as well as, school and community support programs; one-on-one crisis intervention/counselling or psychological support; etc.
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Module 2: Crisis Interventions in Depression and PTSD
Crisis is defined as a sudden event in one’s life that disturbs homeostasis, during which usual coping mechanisms cannot resolve the problem.
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Module 3: Blue Light Mental Health and Trauma Awareness
how people can learn to self regulate so that they can function more effectively mentally, emotionally and physically (regulation of the brain: neuroscience; physical - self regulation thermometer; mindfulness) (Kate King)
- Wellbeing and mental health support in the emergency services
- Blue Light Research
- Blue Light Research (2)
- Blue Light Research (3)
- Trauma
- Types of trauma
- How trauma changes our physiology – flight, fight or freeze response
- What happens after trauma
- Advice to traumatised individuals
- Advice to friends and family
- Burnout
- Signs of burnout
- Self-care
- Check your knowledge!
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Module 4: Disaster management
- Introduction
- Why is this important?
- Who are first responders?
- How First Responders Develop Mental Health Complications?
- What are the most frequent mental health complications which first responders develop?
- What barriers do first responders face to looking for mental health treatment?
- How can we help?
- EMDR Therapy
- Conclusion
- Check your knowledge!
- Bibliography
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Module 5: Communication and Stress
The aim of this module will be to learn about communication problems and stress that people with PTSD are struggling with. It will lead to greater understanding how to effectively work with such people and how to recognize the symptoms. It will help to implement this topic in teaching practice to ultimately widen participation and increase trauma awareness, emotional self regulation and preparedness for response to any traumatic event. The topics covered: PTSD, Communication and PTSD, How to communicate in a PTSD relationship?, How Is PTSD Unlike a Normal Stress Response?, Stress – Physical symptoms, Stress – Psychological symptoms, Stress – Behaviours.
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Module 6: Psychological First Aid; CPR and emergency first aid
- Training Objectives
- Learning Outcomes
- What is Psychological First Aid?
- Key Stages in PFA Training
- How Do People Respond in Emergencies ?
- How Does Trauma Impact Mental Health?
- Post Traumatic Stress Disorder (PTSD)
- Components of PFA
- Steps in PFA
- PFA is NOT
- Be Prepared
- Coping
- Respect
- Signs of Distress
- Social & Physical Reactions
- People with Additional Needs and Trauma
- Secondary Stressors
- Long Term Effects
- Distress & Mental Health
- Distress
- Mental Health Problems
- Resilience & Coping
- Psychosocial Resilience
- Social Support & Coping
- Dos & Don’ts’s
- Action Principles
- Communication Skills
- People Who Need More Than PFA Alone
- How to Link People for Support & Guidance
- Self Care & Ending Assistance
- Summary
- Check your knowledge!
Mitchell Mode
Critical Incident Stress Management (CISM) – Mitchell Model
Jeffrey T. Mitchell is a Clinical Professor of Emergency Health Services at the University of 
Maryland and President Emeritus of the International Critical Incident Stress Foundation.
In 1983, after serving as a firefighter/paramedic he developed a comprehensive, systematic, integrated and multi-component crisis intervention program called
“Critical Incident Stress Management.”
The program is based on the intervention model of military psychiatry, which used a similar method for the psychological rehabilitation of soldiers since World War II.
- Intervention focused on post-traumatic stress that is
structured in 7 phases. - Reconstruction of the experience through a narrative process.
- Application between 24-72 hours after a traumatic event.It is carried out in small groups (5-7 people).
- Directed by a mental health professional and support staff (2-3 trained members who practice the same profession as those affected).
- Objectives: to normalise reactions, alleviate symptoms and identify group members who may benefit from additional support services.
- It consists of two dimensions: cognitive domain (thoughts/beliefs) and affective domain (feelings/emotions).
Introduction
Members introduce themselves and describe some experiences on a voluntary basis.
It is important to motivate participants to engage in the process.
The guidelines for carrying out the CISM are explained, and it should be clear that it is NOT a psychotherapy.
Fact phase
An objective and brief description of the facts is expressly requested, without expressing how they have affected them.
It is not yet necessary to enter the emotional domain.
Anxiety reduction: participants must know that they are in control of the situation.
Thought phase
This is the transition phase from the cognitive to the affective domain.
Thoughts about the traumatic event are discussed, but painful feelings are still avoided.
Reaction phase
This is the core of the CISM, also known as debriefing.
Now the speech focuses on the emotional impact, and participants are encouraged to express all the negative emotions that the idea of the event generates in them.
We enter fully into the affective domain.
Symptom phase
The physical, emotional and cognitive symptoms are investigated.
It is important that the intervention team uses these signs as a starting point for the teaching phase.
Teaching phase
In this phase the symptoms are normalised.
The reactions of the participants are explained and given meaning.
It is at this point that specific information for stress management is provided.
Re-entry
Participants make statements and ask questions.
The intervention team summarizes the whole process and gives final explanations.
In this last phase, the guidelines for action must be clear and any doubts must be removed.
FOLLOW-UP
It is recommended that, once the intervention session is over, an informal meeting is held, accompanied by refreshments, so that participants feel uninhibited and share help. It is very positive that a common link is established. An individual follow-up, carried out by the intervention team, is also advisable: telephone calls, visits to the workplace or even contacting the family members can be some of the measures that help to maintain the benefits of the intervention.