UNIVERSITY OF CALOOCAN CITY

Biglang Awa Street, 12th Avenue, Grace Park East, Caloocan City

COLLEGE OF LIBERAL ARTS AND SCIENCES

BEHAVIORAL SCIENCE DEPARTMENT

Course Name Disaster and Mental Health

Course Credits 3 Units
Course Description This course will investigates the impact and consequences of posttraumatic stress on victims, families, emergency workers and
community members resulting from natural disasters, human made emergencies or social violence. This will also discuss on
psychological, physiological, biological, social and behavioral reactions to emergencies with an emphasis on risk factors, social
support systems, crisis intervention and treatment. It will help to examine the effectiveness of programs designed to prevent mental
health problems.
Contact Hours/Week 3 Hours
Course Objectives After taking this course, the students are expected to:
1. Define disaster and discuss the different types f disasters.
2. Identify the psychological risk related to disaster
3. Explore evolution of psychotraumatology and the the field of disaster response
4. Evaluate traumatic stress as a consequence of emergency and disaster response
5. Explore factors that lead to vaied reactions from survivors
6. Recognize locations where mental health providers may be called upon during disaster.
7. Explore issues related to providing mental health services to different populations.
8. Examine the impact of disasters on rescue workers and their common stress reactions
COURSE OUTLINE AND TIMEFRAME
Week Courses Content/Subject Matterface
Week 1-18 A. Disaster Psychology
 Ripple effect
 Pyschotraumatology
B. Disaster Types – Natural, Human –Made Emergencies, Societal Violence
C. Administrative Tasks Related to Disasters
D. The Nature and Impact of Traumatic Stress and Postraumatic Stress Disorders as it relates to Disaster Survivors
 Phases of recovery
 Factors associated with survivor stress
 Acute Stress Disorder and Posttraumatic Stress ZDisorders
 . E. Overview of Helping Interventions
 When , where and with whom
 Considerations of specific populations
 Phases of assisatcnce
 Socialsupport system
 Crisis Intervention
 Treatment
F. Overview of helping “ the Helpers:
 Risk factors that impact rescue workers following disaster
 Psychological problems from disaster experiences
 Risk of experiencing stress symptoms
 Responders way to manage stress effectively

G. Strategies for Defusing and Debriefing Disasters Helpers and Victims

 Primary rationale for Critical Incident Stress Management strategies
 Controversy after disasters
 Debriefing process
 Self care and self management during disaster
H. Course project and course summary
 Role of mental health in disaster
 How will mental health best be incorporated into emergency plan

C.

SAMPLE LEARNING PLAN

Teaching and
Desired Learning Assessment Resource Time
Course Content/ Subject Matter Textbooks/References Learning Activities
Outcomes (DLO) Task (AT) Materials Table
(TLA)
Week 1 Orientation concerning on the subject course OBE Syllabus 3 hrs.
At the end of the
orientation the
student can:
1. Know the
requirement that
needs to comply for
the subject.
2. Identify the
mission, vision and
goal of the
university and the
department.
3. Recognize the
rules and regulation
in classroom during
the lecture or
discussion.
Week 1 D. Disaster Psychology Disaster Mental Health Lecture/ Written Textbook 6 hrs.
At the end of the  Ripple effect Services: A Guidebook for discussion Quizzes
orientation the  Pyschotraumatology Clinicians and Administrators, LCD Projector
student can: Young, Ford, Ruzek, Facilitation of Oral
1. Define disaster Friedman, & Gusman, assigned topics Recitation Laptop
2. Explore published by The National
evolution of Center for Post-Traumatic Rubrics and
psychotraumatol check list for
Stress Disorder Education and
ogy and the field performance
Clinical Laboratory. This
of disaster and product
response guidebook is available online based
3. Identify at
Psychological www.ncptsd.org/treatment/d
risk related to isaster
disaster
4. Discuss the
ripple effect.
Week 3. B. Disaster Types Lecture/discussion Written LCD Projector 3
At the end of the  Natural Quizzes hours
unit, the students  Human made Think-pair-share Laptop
must have:  Societal violence (Self-assessment Oral
1. Discuss types of for personality) Recitation Self-
disaster Assessment:
2. Enumerate Facilitation of Rubrics and Will you be a hit
impact differences assigned topics check list for or a miss? The
and similarities performance Expectancy for
associated with and product success scale
each type of based
disaster
3. Discuss the
Ripple Effect as it
relates to different
types of disasters

Week 4 C. Administrative Tasks Related to Psychological Support in Lecture/ Written LCD Projector 6
At the end of the Disasters Disasters: Facilitating discussion Quizzes Hours
unit, the students Psychological Support for Laptop
can: Catastrophic Events, Jervis, Facilitation of Oral
1. Discuss the role Davis, and Davis, 2005. The assigned topics Recitation
of mental health ISBN number is 1-889315-87-
following disaster 7 Self-Assessment: Rubrics and
2. Examine atypical Are you type A or check list for
clinical and type B? performance
administrative and product
services required by based
mental health
professionals
3. Discuss
behaviors of mental
health workers that
are most effective in
disaster response.

4. Evaluate
behaviors odd
mental health
workers that are
helpful and those
which can be
harmful.
.
Week 7-8 D. The Nature and Impact of Traumatic The Post-Traumatic Stress lecture/discussion Long Quiz LCD Projector 6
At the end of the Stress and Postraumatic Stress Disorders Disorder Sourcebook: A from Hours
unit students can: as it relates to Disaster Survivors Guide to Healing, Recovery, Guessing game Chapter 1 to Laptop
1. Distinguish stress  Phases of recovery and Growth, Schiraldi, 2000. Chapter 4
reactions and  Factors associated with survivor The ISBN number is 0-7373- group sharing
trauma related to stress 0265-8 Oral
disaster survivors  Acute Stress Disorder and Self-Assessment: Recitation
2. Enumerate the Posttraumatic Stress ZDisorders (How much are
phases of recovery you stressed?) graded
3. Identify the recitation
factors associated
with survivor stress. Rubrics and
4. Differentiate check list for
between Acute performance
Stress Disorder and and product
Posttraumatic based
Stress Disorder

Week 9 MID-TERM EXAMINATION

Week 10 E. Overview of Helping Interventions Disaster Mental Health Lecture/ discussion Binary, Textbook 3
At the end of the  When , where and with whom Services: A Guidebook for Matching Hours
unit students can:  Considerations of specific Clinicians and Administrators, Case analysis type, Essay LCD
1. Discuss issues populations Young, Ford, Ruzek, Projector
concerning mental  Phases of assisatcnce Friedman, & Gusman, Student Summary for Written
health services for  Socialsupport system published by The National another students answer Quizzes Laptop
different  Crisis Intervention Center for Post-Traumatic
populations.  Treatment Oral
Stress Disorder Education and
2. Examine when it Recitation
Clinical Laboratory. This
is appropriate to
provide mental guidebook is available online
health services at
3. Enumerate www.ncptsd.org/treatment/d
phases of isaster
intervention
Week 11-12 F. Overview of helping “ the Helpers: Disaster Mental Health Lecture/ discussion Written LCD 6
At the end of the  Risk factors that impact rescue Services: A Guidebook for Quizzes Projector Hours
unit students can: workers following disaster Clinicians and Administrators, Classroom sharing
1. Discuss the  Psychological problems from disaster Young, Ford, Ruzek, Oral Laptop
impact of disasters experiences Friedman, & Gusman, Facilitation of assigned Recitation
on rescue workers  Risk of experiencing stress symptoms published by The National topics Movie
2. Examine how  Responders way to manage stress Center for Post-Traumatic Rubrics and
workers can effectively check list for
Stress Disorder Education and
balance positive performance
Clinical Laboratory. This
and negative and product
experiences in guidebook is available online based
providing disaster at
assistance www.ncptsd.org/treatment/d Reflection
3. Enumerate isaster
occupational
hazards of disasters
workers
4Examin the culture
of rescue workers
5. Explore the
different types of
emergency workers
Week 13 - 14 G. Strategies for Defusing and Debriefing Lecture/discussion Written LCD 3
At the end of the Disasters Helpers and Victims Quizzes Projector Hours
unit students can:  Primary rationale for Critical Incident Classroom sharing
1. Examine CISM Stress Management strategies Oral Laptop
strategies  Controversy after disasters Facilitation of assigned Recitation
2. Discuss  Debriefing process topics
controversy about  Self care and self management during
the use of CISM disaster
strategies
3. Explain and
review the
debriefing process
4. Cite strategies for
self care and stress
managementy
Week 15-16 H. Course project and course summary Lecture/ discussion Written Text 9
At the end of the  Role of mental health in disaster Quizzes book Hours
unit students can:  How will mental health best be Self-Assessment: What
1. Summarize the incorporated into emergency plan are your attitudes towards Oral LCD
main points of Aging? Recitation Projector
course
2. Distinguish Acute Facilitation of assigned Rubrics and Laptop
stress to PTSD topics check list for
3. Recognize cthe performance
need of mental and product
preparedness based

Week 18 FINAL-TERM EXAMINATION

Suggested Readings and
References
Course Requirements
Psychological Support in Disasters: Facilitating Psychological Support for Catastrophic Events, Jervis, Davis, and Davis, 2005. The ISBN
number is 1-889315-87-7. ƒ
Critical Incident Stress Management: A New Era in Standard of Care in Crisis Intervention, 2nd Edition, Everly & Mitchell, 1999. The ISBN
number is 1-883581-16-8. ƒ
Disaster Mental Health Services: A Guidebook for Clinicians and Administrators, Young, Ford, Ruzek, Friedman, & Gusman, published by The
National Center for Post-Traumatic Stress Disorder Education and Clinical Laboratory. This guidebook is available online at
www.ncptsd.org/treatment/disaster. ƒ
The Post-Traumatic Stress Disorder Sourcebook: A Guide to Healing, Recovery, and Growth, Schiraldi, 2000. The ISBN number is 0-7373-
0265-8
1. Behavioral (not graded; monitored)
a. Active Participation
b. Attendance
c. Being respectful, obedient, and well-disciplined
2. Academic (graded; monitored)
a. Midterm Examination (written and oral)
b. Final term Examination (written and oral)
c. Quizzes
 d. Graded Recitation
e. Practical Examination
f. Term Paper
g. Homework
h. Complete resources/materials needed
3. Institutional (will be included on some examinations)
a. Must be adept in the University, College, and Department
i. vision, mission and objectives
ii. rules and regulations

Grading System Transmutation

Midterm Grading 40%: Finalterm Grading 60%:
99-100 1.00
96-98 1.25
Midterm Exam=40% Finalterm Exam=30%
93-95 1.50
90-92 1.75
Practical Exam= 25% Practical Exam= 20%
87-89 2.00
84-86 2.25
Quiz=15% Term Paper=20%
81-83 2.50
78-80 2.75
Homework=10% Quiz=10%
75.77 3.00
72-74 4.00
Recitation=10% Homework =10%
71 and Below 5.00

Classroom Policies Cell Phones

Receiving or sending cell phone calls or text messages in classrooms, computer labs, or library is inappropriate and impolite. 
Except in emergency cases and with the instructor’s permission.

Class Attendance & Participation

Regular attendance, as specified by the instructor, is expected of all students.  Extended absence/non-participation  (due to
illness or injury) should be reported to your instructor (and/or to the University Clinic) immediately. A student who has incurred
three (3) consecutive unexcused absences or 20% accumulated absences shall be automatically dropped from the
subject.Arrival fifteen (15)minutes after a 3-hour class or thirty (30) minutes after a 5-hour class has commenced is considered
tardiness and three (3) tardiness are equivalent to one-day absence.Students should make good use of their time if the faculty
member does not come within 30 minutes. They shall stay in the classroom or library and observe proper decorum.

Classroom Behavior & Civility

Being a UCC-Psychology student requires appropriate behavior and respect for others. Instructors can set classroom rules of
conduct, require adherence to standards of civility appropriate to learning, and have the right to remove anyone for disruption or
obstruction of those standards, or for violation of any law or existing University policies.

Plagiarism & Cheating

Cheating is obtaining or intentionally giving unauthorized information to create an unfair advantage in an examination,
assignment, or classroom situation. Plagiarism is the act of presenting and claiming words, ideas, data, programming code or
creations of others as one's own. Plagiarism may be intentional - as in a false claim of authorship - or unintentional - as in a
failure to document information sources using APA (American Psychological Association) or other style sheets or manuals
adopted by instructors at the University. Presenting ideas in the exact or near exact wording as found in source material
constitutes plagiarism, as does patching together paraphrased statements without in-text citation. Disciplinary action may include
a failing grade on an assignment or test, a failing grade for the course, suspension or expulsion from the college, as described in
the existing University policies.

Smoking
All UCC buildings are designated smoke-free.