China
Africa
Explore chapters and articles related to this topic
Psychological Aspects of Trauma
Published in Ian Greaves, Keith Porter, Jeff Garner, Trauma Care Manual, 2021
Ian Greaves, Keith Porter, Jeff Garner
Critical incident stress debriefing (CISD) after unpleasant events is not a new concept; it has been used for many years by the military and other organizations, such as the emergency services.36, 37 It has an intuitive appeal and is generally viewed favourably by participants. It has many committed advocates in Western countries, although most emphasize that it should be one element of a package of welfare provisions, often referred to as Critical Incident Stress Management (CISM). Evaluative research has not supported its role as a preventative measure against PTSD, and some studies suggest that one-off debriefing sessions may make participants worse.5 However, debriefing has shown a resilience, despite some bad press, and Hawker and Hawker have carried out a thorough review of the evaluative literature, which presents a balanced view of CISD.38
Stress and recovery in applied settings
Published in Michael Kellmann, Jürgen Beckmann, Sport, Recovery, and Performance, 2017
K. Wolfgang Kallus, Kerstin Gaisbachgrabner
The SCS scaling and systematic debriefing of critical situations might be new useful tools to reduce strain from top performance. This was repeatedly agreed on in the symposium and can empirically be substantiated from research in critical incident stress management. However, short, easy-to-use guidelines must be developed, together with clear indication and contraindication of debriefings, especially, when non-psychologists use the approach. Results from Work Psychology on the issue of long working hours indicate that the time budget of athletes especially when working with young amateurs might need some more attention. Recovery needs time and maybe should be in accordance with biological rhythms, which can easily be disrupted by excessive training requirements. The risk, that extensive training times might have similar effects to long working hours at least constitutes a risk for health problems and burnout in high-performance amateurs.
Psychiatric Emergencies after Terrorist Attacks
Published in R. Thara, Lakshmi Vijayakumar, Emergencies in Psychiatry in Low- and Middle-Income Countries, 2017
Murad Moosa Khan, Tania Nadeem, Nargis Asad
Psychological debriefing, including Critical Incident Stress Management (CISM), is another type of mental health intervention that is provided hours or days post-trauma. The main elements of psychological debriefing are “emotional ventilation, trauma processing and psychoeducation” (North and Pfefferbaum 2013). There is some controversy about its effectiveness, particularly in PTSD and those at risk for PTSD may worsen with debriefing. Psychological debriefing was actually intended to normalize survivors’ reactions, process their trauma experiences, address psychological distress, and enhance resilience (North and Pfefferbaum 2013). It was not intended to prevent or treat individuals with PTSD, who should be referred to psychiatric services instead.
Interventions for Posttraumatic Stress with Resilience as Outcome: An Integrative Review
Published in Issues in Mental Health Nursing, 2018
Andrew Thomas Reyes, Christopher A. Kearney, Hyunhwa Lee, Katrina Isla, Jonica Estrada
Only one study entirely used telephone-based intervention (Farchi & Gidron, 2010), and the remaining 16 studies used face-to-face format. Five studies used group therapy format, with particular focus on coping with cancer (Cornelius, 2013), integration of one's life story (Kagan et al., 2014), Acceptance and Commitment Therapy (Pentcheva-Burns, 2015), coping after a disaster (Fu et al., 2013), and cognitive behavior therapy (Chen et al., 2014). Two studies used individual sessions of psychological inoculation (Farchi & Gidron, 2010) and guided imagery (Jenkins, 2012). Five studies used a classroom format, with a particular focus on yoga (Jindani, 2015; Johnston, 2015) and module-based resilience training (Berger et al., 2016; Chandler et al., 2015; Craigie et al., 2016; Dolbier et al., 2010). Three studies used a combination of individual, group, and class formats, with particular focus on resilience training (Cheng et al., 2012; Mealer et al., 2014) and regulating physiological responses to trauma (Leitch et al., 2009). Newmeyer et al. (2014) tested the effects of critical incident stress management (CISM); however, the format for the CISM was not specified in the research report.
Crisis Interventions in Schools: A Systematic Review
Published in Journal of School Violence, 2021
Rebeccah L Sokol, Justin Heinze, Jessica Doan, Meg Normand, Alison Grodzinski, Naomi Pomerantz, Briana A Scott, Maura Gaswirth, Marc Zimmerman
In another of the evaluation studies we identified, Morrison and colleagues evaluated the Critical Incident Stress Management (CISM) Model within schools. CISM is a comprehensive, systematic, and multi-tactic approach to reduce emotional distress, prevent severe psychological responses, promote emotional processing, and normalize traumatic emotional responses (Morrison, 2007). Mitchell (1983) originally developed the CISM model for crisis intervention among emergency service personnel, and Morrison evaluated the effectiveness of CISM in addressing the needs of students, faculty, and staff of schools. School personnel from a Midwestern school district received CISM training through three two-day courses to become crisis counselors and assist in implementing the CISM model within their schools. Principals, teachers, and staff members completed surveys regarding their perceptions of the effectiveness of school-based crisis intervention services prior to CISM training and implementation (1998–99 to 2000–01) and following the implementation of the CISM model (2003–04 and 2004–05). During the baseline and follow-up period, fifteen distinct crisis events occurred (i.e., student deaths, teacher suicide, death of staff member, firearm at school). After CISM training, school faculty and staff reported higher rates of crisis counselors assisting the school in informing students about different crises and higher rates of crisis intervention service delivery. Yet, the evaluation indicated little to no effect of CISM on faculty and staff perceptions of whether crisis intervention providers actually assisted students in dealing with crises.