Preparing and Responding to Technological and Ecological Disasters : Preparing and Responding to Technological and Ecological Disasters 1 Philip J. Lazarus, Ph.D.
Florida International University
Frank Zenere, Ed.S.
Miami-Dade County Public Schools
Ted Feinberg, Ph.D.
National Association of School Psychologists
Retired Gulf of Mexico Oil Spill 2010 : Gulf of Mexico Oil Spill 2010 2 WHAT HAPPENS : WHAT HAPPENS Crisis and trauma throw people so far out of their range of balance that it is difficult to quickly restore equilibrium.
Crisis reactions may be precipitated by either “acute or chronic” stress.
Acute stress is caused by sudden, arbitrary and often random event.
Chronic stress occurs repeatedly over time with each recurrence further challenging a person’s adaptive resources. 3 THE CRISIS RESPONSE:THE SHORT-TERM CRISIS REACTION : THE CRISIS RESPONSE:THE SHORT-TERM CRISIS REACTION The normal human response to trauma follows a similar pattern called the crisis reaction; It occurs across gender, ethnicity, age and culture. 4 THE PHYSICAL RESPONSE : THE PHYSICAL RESPONSE Exhaustion
Physical arousal associated with the “fight or flight” syndrome cannot be prolonged indefinitely and results in physical exhaustion.
Chronically high anxiety levels can lead to feeling “burned out”
Production of chemical “oxytocin”, primarily in women, may produce a “Tend and Befriend” reaction as an effort to protect children or loved ones. 5 THE EMOTIONAL REACTION : THE EMOTIONAL REACTION Our emotional reactions are heightened by our physical response
Stage 1: Shock, disbelief and denial
Stage 2: Cataclysm of emotions including anger/rage, fear/terror, sorrow/grief, confusion/frustration, self blame/guilt
Stage 3: Reconstruction of equilibrium – the emotional roller coaster that seeks balance 6 KEY CONCEPTS OF DISASTER MENTAL HEALTH : KEY CONCEPTS OF DISASTER MENTAL HEALTH No one who sees a disaster is untouched by it.
There are two types of disaster trauma (a) individual and (b) collective.
Most people pull together and function during and after a disaster but their effectiveness is diminished.
Disaster can bring people together, enhancing community cohesion, solidarity, and unity.
Disaster stress and grief reactions are normal responses to an abnormal situation. 7 KEY CONCEPTS OF DISASTER MENTAL HEALTH : KEY CONCEPTS OF DISASTER MENTAL HEALTH Many emotional reactions of disaster victims stem from problems of living caused by the disaster.
Disaster relief procedures have been called “The Second Disaster.”
Most people do not see themselves as needing mental health services following disaster, and will not seek out such services. 8 KEY CONCEPTS OF DISASTER MENTAL HEALTH : KEY CONCEPTS OF DISASTER MENTAL HEALTH Individuals may reject disaster assistance of all types.
Disaster mental health assistance is often more “practical” than “psychological” in nature.
Disaster mental health services must be uniquely tailored to the communities they serve. 9 KEY CONCEPTS OF DISASTER MENTAL HEALTH : KEY CONCEPTS OF DISASTER MENTAL HEALTH Mental health staff need to set aside traditional methods, avoid the use of mental health labels, and use an active outreach approach to intervene successfully in disaster.
Survivors respond with active interest and concern.
Sensitivity to cultural factors, unique regional characteristics, and individual differences 10 KEY CONCEPTS OF DISASTER MENTAL HEALTH : KEY CONCEPTS OF DISASTER MENTAL HEALTH Interventions must be appropriate to the phase of the disaster.
Support systems are crucial to recovery.
Minimize economic (e.g., occupational, income), physical (property, possessions), social (e.g., family, friends), personal (e.g., personal beliefs), psychological (e.g., identity), and emotional losses 11 THE EXXON-VALDEZ OIL SPILL : THE EXXON-VALDEZ OIL SPILL 12 LESSONS LEARNED FROM THE EXXON-VALDEZ OIL SPILL : LESSONS LEARNED FROM THE EXXON-VALDEZ OIL SPILL On March 24, 1989, the supertanker Exxon Valdez ran aground on Bligh Reef in Prince William Sound, Alaska.
Largest oil spill in North America. Approximately 42 million liters of oil was released into valuable commercial fishing grounds.
13 communities affected.
Long term effects: Ecological effects for a decade or more.
The disaster is just the beginning of a cascading set of challenges and stressors. 13 THE EXXON-VALDEZ OIL SPILL: AFTERMATH : THE EXXON-VALDEZ OIL SPILL: AFTERMATH Greater exposure to the spill was associated with greater disruptions in psychosocial functioning
The "dose-response" relationship:
The greater the dose (exposure to the spill) the greater the negative effects
One-year post spill:
20% had generalized anxiety disorder
9% had post-traumatic stress disorder
17% had major depression disorder
Alaskan Natives displayed elevated risk for experiencing psychosocial problems 14 THE EXXON-VALDEZ OIL SPILL: AFTERMATH : THE EXXON-VALDEZ OIL SPILL: AFTERMATH One year post-spill:
Declines in social relationships with friends, neighbors, coworkers
Increases in drug and alcohol abuse
Increases in domestic violence
Increases in physical health problems
Family support buffered the effects of the spill on psychosocial functioning 15 THE EXXON-VALDEZ OIL SPILL: AFTERMATH : THE EXXON-VALDEZ OIL SPILL: AFTERMATH Fishing communities were hit the hardest
Loss of revenue totaled $155 million
Total collapse of local herring and salmon fishing industry
The “income loss spiral”
Greater losses (e.g., discretionary income, employment, having to sell possessions) were associated with disruptions in psychosocial functioning 16 THE EXXON-VALDEZ OIL SPILL: AFTERMATH : THE EXXON-VALDEZ OIL SPILL: AFTERMATH Long-term effects on fishing communities:
6-years post spill:
23% of men and 13% of women had clinically significant anxiety
39% of men and 20% of men had depression
34% of male fishers and 40% of female fishers had a high number of PTSD symptoms 17 HEALTH EFFECTS OF OIL CONTAMINATION : HEALTH EFFECTS OF OIL CONTAMINATION Acute symptoms:
Skin irritation, itchy eyes, scratchy throat, headaches, dizziness, chronic pain, nausea, respiratory problems
Increases in genotoxicity (i.e., cell poisoning)
Associated with higher cancer rates
Alterations in hormone levels
Blood toxicity 18 Slide 19: 19 Slide 20: 20 Slide 21: 21 DIFFERENCES BETWEEN TECHNOLOGICAL/ECOLOGICAL AND NATURAL DISASTERS : DIFFERENCES BETWEEN TECHNOLOGICAL/ECOLOGICAL AND NATURAL DISASTERS Lighting a fire vs. heating up an oven
Trauma associated with natural disasters is more acute but effects generally dissipate more quickly
Trauma associated with technological/ecological disasters is less acute but effects may exist for decades
Technological/ecological disasters have a long-term “corrosive” effect on communities 22 DIFFERENCES BETWEEN TECHNOLOGICAL/ECOLOGICAL AND NATURAL DISASTERS : DIFFERENCES BETWEEN TECHNOLOGICAL/ECOLOGICAL AND NATURAL DISASTERS People can struggle over whom to blame for causing a technological/ecological disaster
Cleanup and relief efforts often are hampered by slow legislation and litigation—extends the recovery period for victims
Victims often become suspicious and cynical
Authorities and community leaders often are blamed, scapegoated, or criticized for being unresponsive 23 DIFFERENCES BETWEEN TECHNOLOGICAL/ECOLOGICAL AND NATURAL DISASTERS : DIFFERENCES BETWEEN TECHNOLOGICAL/ECOLOGICAL AND NATURAL DISASTERS Instead of volunteering to help with recovery efforts, people may expect companies to do all the work
This slows down the recovery
Disaster response is not lucrative for “guilty” companies
Similarly, people may not donate needed funds or resources because they believe the company should pay 24 TRAUMA AND LOSS : TRAUMA AND LOSS Trauma is accompanied by a multitude of losses
Loss of control over one’s life
Loss of faith in one’s religious/spiritual belief system
Loss of trust in other people
Loss of worldview – of fairness and justice 25 CONSERVATION OF RESOURCES : CONSERVATION OF RESOURCES Any event resulting in an actual or perceived loss of resources, or a lack of expected resource gain, produces stress.
These resources may include:
Objects (boat, house, car)
Personal characteristics (self-concept, self-esteem, identity)
Relationships (marriage, friendships)
Energies (credit, money, social capital) 26 CONSERVATION OF RESOURCES : CONSERVATION OF RESOURCES Resource loss is the strongest predictor of psychological distress following a disaster
The more depleted resources become, the worse the adjustment
Depletion across multiple domains is most problematic
Depletion can be merely anticipated to cause significant stress 27 RESOURCE LOSS IN TECHNOLOGICAL/ECOLOGICAL DISASTERS : RESOURCE LOSS IN TECHNOLOGICAL/ECOLOGICAL DISASTERS Changes in work, having to sell possessions, income loss, and investment without gain (i.e., taking on additional work to avoid income loss) is associated with anxiety and depression
Negative changes in relationships are associated with declines in physical health and depression 28 IMMEDIATE EFFECTS OF AN OIL SPILL : IMMEDIATE EFFECTS OF AN OIL SPILL 29 Help with problem-solving and exploring other possibilities
Assist with coordinating services to meet basic needs Adapted from Weber and Lord (2010) COPING AFTER AN OIL SPILL : COPING AFTER AN OIL SPILL Maladaptive coping is associated with anxiety, depression, and PTSD
Avoidant coping is associated with the worst long-term (6 > years) distress
Adaptive coping is protective, especially:
Seeking social support
Cognitive restructuring 30 EFFECTS OF DISASTERS ON CHILDREN : EFFECTS OF DISASTERS ON CHILDREN 31 TRAUMA AND REGRESSION : TRAUMA AND REGRESSION Trauma is often associated with regression to an earlier stage of development – mentally and physically
Individuals may do things that later seem childish
Examples include loss of humor, diminished impulse control, free floating irritation, assuming a fetal position, referring to authority figures such as parents, law enforcement or administrators as “mommy or daddy.” 32 TRAUMA AND REGRESSION : TRAUMA AND REGRESSION Individuals may feel childish; Examples include:
Wanting someone to take care of them
Feeling as if things are out of control as if one were a child again
Using language that is highly simplified
Withdrawing and seeking nurture
Being afraid to sleep alone or of the dark 33 INFLUENCES ON CHILDREN’S REACTIONS TO DISASTERS : INFLUENCES ON CHILDREN’S REACTIONS TO DISASTERS Factors that influence children’s reactions include:
Dislocation from home or community
Level of parental support
Pre-existing risks: previous traumatic experience or mental illness 34 TRAUMA REACTIONS:PRESCHOOL-AGE CHILDREN : TRAUMA REACTIONS:PRESCHOOL-AGE CHILDREN Simulate the spill in play
Fear eating and drinking due to contamination concerns
Anxiety and withdrawal
General behavioral problems
Regressive behaviors: Thumb sucking, bedwetting, clinging to parents
Fear of dark
Loss of appetite 35 TRAUMA REACTIONS:ELEMENTARY-AGE CHILDREN : TRAUMA REACTIONS:ELEMENTARY-AGE CHILDREN Extreme withdrawal
Difficulty paying attention
Outburst of anger, irritability, aggression
Somatic complaints (stomach aches headaches)
Anxiety and depression
Nightmares, sleep difficulties
Of being left alone
Of being separated from family
That something bad will happen to family
That they caused some part of the disaster
That they failed to prevent some part of the disaster 36 TRAUMA REACTIONS:MIDDLE AND HIGH SCHOOL-AGE CHILDREN : TRAUMA REACTIONS:MIDDLE AND HIGH SCHOOL-AGE CHILDREN Sleeping and eating disturbances
Irritability, anger, acting-out behavior
Depression and anxiety
Conflict with caregivers and teachers 37 LONG-TERM CRISIS REACTIONS : LONG-TERM CRISIS REACTIONS Not all victims of trauma/crisis suffer significantly from long-term stress reactions.
Many victims may continue to be reminded or re-experience some degree of crisis reactions over a longer period of time.
These crisis reactions are often associated with “trigger or kindling events”, environmental cues, that remind the person of the trauma. These cues can bring back the intense emotion and physical reactions of the original trauma. 38 LONG-TERM CRISIS REACTIONS : LONG-TERM CRISIS REACTIONS Trigger Events vary with different victims/survivors but may include:
Sensing (seeing, hearing, touching, smelling, tasting) something similar to what one was acutely aware of in the original incident
Anniversaries of the event
Proximity of holidays or significant “life events” to the trauma/crisis 39 STUDENTS WHO ARE AT HIGH RISK : STUDENTS WHO ARE AT HIGH RISK Had a high level of exposure
Suffered significant loss
Are grieving for victims
Relocated following the disaster
Had preexisting anxiety disorders or mental health problems
Had inadequate parental support
Are separated from their family
Used inadequate coping mechanisms
Experienced previous trauma 40 LONG-TERM CRISIS REACTIONS : LONG-TERM CRISIS REACTIONS SUMMARY:
Victims of trauma/crisis may experience stress reactions for years.
Long-Term Stress Reactions are natural responses to terrible events.
Unresolved stress reactions may result in several forms of post traumatic behavior. 41 RECOVERY FROM TRAUMA : RECOVERY FROM TRAUMA 42 RECOVERY FROM TRAUMA : RECOVERY FROM TRAUMA Many people live through trauma and are able to reconstruct their lives without additional help
About 20% of those experiencing trauma will adapt and return to normal functioning within a short period of time.
About 60% will experience some type of stress reaction that will, for a period of time, impair functioning.
About 20% will suffer extensive impairment in one or more of their life functions. 43 RECOVERY FROM TRAUMA : RECOVERY FROM TRAUMA Recovery from immediate trauma is often affected by the following factors:
The severity of the incident and level of crisis reaction
The ability to understand what happened
The person’s pre-crisis stability
The nature and breadth of one’s support system
Access to help
The degree to which one’s experience is validated by culture and others 44 RECOVERY FROM TRAUMA : RECOVERY FROM TRAUMA Recovery issues for victims include:
The victim gaining some meaningful perception of control over the event
Working out an understanding of the incident and, as needed, a redefinition of worldview and values
Re-establishing a sense of future and personal goals
Re-establishing a sense of meaning, integration of the event into a personal narrative
The degree to which an individual can prevent the loss of important tangible objects, roles, attachments, and feelings of connectedness and intimacy 45 INFLUENCES ON RECOVERY FROM TRAUMA : INFLUENCES ON RECOVERY FROM TRAUMA Family
Purpose 46 INFLUENCES ON RECOVERY FROM TRAUMA : INFLUENCES ON RECOVERY FROM TRAUMA Teams and clubs
Psychologists and counselors 47 INFLUENCES ON COPING : INFLUENCES ON COPING Parent’s Reaction and Family Support:
Parent’s adjustment is an important factor in children’s adjustment
Relocation is associated with higher levels of ecological distress, crowding, isolation, and social disruption
Coping responses influence the process of adapting to traumatic events
Using blame and anger as a way of coping may create more distress for children following disasters 48 HELPING CHILDREN AFTER DISASTER: RECOMMENDATIONS : HELPING CHILDREN AFTER DISASTER: RECOMMENDATIONS Meet and greet students
Remain calm and reassuring
Acknowledge and normalize feelings/reactions
Encourage expression about disaster-related events
Promote positive coping and problem-solving skills
Emphasize children’s resiliency 49 HELPING CHILDREN AFTER DISASTER: RECOMMENDATIONS : HELPING CHILDREN AFTER DISASTER: RECOMMENDATIONS Establish/reinforce routines and expectations.
Provide opportunities for children to share their concerns.
Involve children in activities that allow them to make choices and resume a sense of control over their environment.
Incorporate information about the disaster into related subject areas, as appropriate. 50 HELPING CHILDREN AFTER DISASTER: RECOMMENDATIONS : HELPING CHILDREN AFTER DISASTER: RECOMMENDATIONS Listen to and observe children’s behavior.
Be sensitive to the disruption that relocation may cause.
Consider the developmental level and unique experiences of each child.
Involve students in recovery-related activities/projects.
Identify children at risk and make a referral to the appropriate school or community-based resource. 51 HELPING CHILDREN AFTER DISASTER: RESPONSES TO QUESTIONS : HELPING CHILDREN AFTER DISASTER: RESPONSES TO QUESTIONS How do I respond to students when they ask, “Why did this happen?”
How can I help students with their lessons?
How do I assist students in understanding why some families experienced losses while others did not?
How do I help students deal with anxieties about the future? 52 SUPPORTING STUDENTS AFTER DISASTERS: RECOMMENDATIONS FOR TEACHERS : SUPPORTING STUDENTS AFTER DISASTERS: RECOMMENDATIONS FOR TEACHERS Communicate with families regularly
Balance academics and social/emotional learning
Focus on students’ strengths
Help students become better problem solvers
Make note of lessons learned 53 HELPING CHILDREN AFTER DISASTER: SUGGESTIONS FOR PARENTS : HELPING CHILDREN AFTER DISASTER: SUGGESTIONS FOR PARENTS Listen to your child’s concerns, anxieties and fears – validate their feelings.
Offer realistic reassurances of safety and comfort.
Provide structure and routine in the home environment.
Encourage involvement in family and community recovery efforts. 54 HELPING CHILDREN AFTER DISASTER: SUGGESTIONS FOR PARENTS : HELPING CHILDREN AFTER DISASTER: SUGGESTIONS FOR PARENTS Be aware of abrupt changes in your child’s behavior; make appropriate professional contacts.
Provide factual information and talk in hopeful terms regarding the future.
Be prepared to tolerate regressive and acting out behaviors during the early post disaster phase. 55 PREPARING CHILDREN FOR NATURAL DISASTERS : PREPARING CHILDREN FOR NATURAL DISASTERS Educate children about potential threats or disasters in their community.
Take children’s fears seriously.
Provide important information about enhancing personal safety.
Teach children specific precautions for each disaster.
Explain to children when and how to seek help (i.e., 911). 56 KEYS TO RESILIENCE : KEYS TO RESILIENCE Caring and loving family/friends
Ability to make/carry out realistic plans
Positive view of self/skills
Capacity to manage strong feelings/emotions
Positive view of the future 57 RESILIENCE AND OIL SPILLS : RESILIENCE AND OIL SPILLS Shield children, families, and community members from exposure
Undo harm caused by exposure
Take action—become involved with local relief and recovery initiatives
Promote environmentally friendly policies and actions
Increases in eco-friendly beliefs, behavior, and policies often follow technological/ecological disasters 58 Contact Information : Contact Information For further information please contact
Philip J. Lazarus, Ph.D.
Associate Professor and Director
School Psychology Training Program
Florida International University