First Responses When Catastrophic Events Take Place:

1. Talking with children and youth and their families, who have experienced a catastrophic event, IS an intervention. Just being comfortable with the fact that children are distressed, helps first responders.
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3. Make sure children with special needs are located and that their immediate needs are met. This might include making sure the child receives medical attention.
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5. When there are young children involved, activities that promote mental health at this time include things like:
   
   
   1. Playing with children to help distract them;
   2. If parents are present holding babies so parents can eat or rest;
   3. If there is nothing to do, helping with care giving, just making yourself available, and “being there” with them;
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6. Do not ask children to reveal emotional information, but if they do, listen.
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8. Try to focus on their immediate needs by reducing hassles for survivors. That means if you assist doctors and Red Cross workers in problem-solving and logistics (e.g. making telephone calls, replacing personal items, etc.) you are providing a service.

   First Responses In schools:

9. Assume that students are doing their absolute best to cope.
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11. Encourage students to engage in self-care.
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13. Help students feel as much in control as they can.
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15. Make sure students with special needs receive assistance.
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17. Don’t assume first responders have taken care of basic needs.
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19. Make sure students have food, clothing and shelter.
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21. Keep parents informed. Send letters when possible.
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23. Teachers should not provide psychological intervention, but simply listen and support students who are in distress.
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25. It is important that students are not asked to tell their stories. Talking about what happened to them and their families can lead to students reliving the catastrophic event and to retraumatization.
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27. If students talk about the events that have taken place, listen and “be there” for them.
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29. If students focus on the catastrophic event when they write or draw, make sure that they keep their work.
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31. Respect students’ wishes.
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33. Do not make false assurances.
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35. Do not speculate! Only provide information that you know is accurate about school routines and classroom activities.
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37. Re-establish basic routines with students.
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39. Engage students in creative activities. Music and art are important.
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41. Read stories and then more stories.
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43. Suspend all activities that might be stressful. Test prep and tests should be postponed.
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45. Make sure there is time for students to play, have fun, participate in sports activities, be joyful. Participating in pleasurable activities is essential for recovery.
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47. Reassure students that with the exception of self-destructive behaviors and emotions, their feelings and reactions are reasonable given the situation.
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49. If you are concerned about a student, know what to do to triage that student and get them mental or physical health services at your site.
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51. Let an administrator or someone in charge of the relief effort know what needs you identify, so services can be provided to help meet those needs.
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53. Make sure that every teacher has a list of resources and knows what services are available.
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55. Remember that teachers have also experienced the catastrophic event and need support too.
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57. Make time for teacher support groups. Hold meetings at lunch time or after school. Teachers need time to discuss what’s happening and share feelings. These groups should be non hierarchical, rotate leadership.