Children and Disaster :

psychological
vulnerability and
management

Dilara Zahid
IDMVS,DU
 Disaster as a stressor ,factors influence to
psychological vulnerability in disaster
• Life threat • Family separation • Death of a loved one
family members or friends• Material loss • Home/school
damage • adjustment to new circumstances• Direct
exposure or media exposure to disaster • Different Child
characteristics (race, age, gender, SES) • Poor
functioning pre- disaster • Parental distress • Disruption
of Routine • Low levels of social support • Additional life
stressors • Negative coping skills • Lack of coping
assistance • Displacement and relocation •loss of pets
•alternative leisure activities • school hampered or
change
 Disaster as a stressor: psychosocial
consequences of disaster
Norris and colleagues (2002) found that young people
were more likely to be affected by disasters than adults.
Udwin (1993) notes that there is a growing body of
evidence to show that most children react adversely after
exposure to traumatic events, and 30 to 50 percent are
likely to develop PTSD symptoms that may persist for long
periods of time. Several factors influence children’s
psychological and emotional reactions to trauma(La Greca
et al. 2002) .
 Age group and stage of physical and mental
development

• For toddlers and very young children (1-4

years), problems include clinginess,
dependence, nightmares, refusing to sleep
alone, irritability and temper tantrums,
aggressive behavior, incontinence,
hyperactivity, and separation anxiety (Norris
et al. 2002).
 Age group and stage of physical and mental
development

• Older children (5-12 years) may exhibit

marked reactions of fear and anxiety,
increased hostility with siblings, somatic
complaints, sleep disorders, problems with
school performance, social withdrawal,
apathy, reenactment through play, PTSD,
and anxiety (Mandalakas, Torjesen, and
Olness 1999).
 Age group and stage of physical and mental
development

• Teenagers (13-18 years) may experience

decreased interest in social activities and school,
rebellion and other behavioral problems, sleep and
eating disorders, somatic complains, increased or
decreased physical activity, confusion, lack of
concentration, a decline in responsible behaviors,
engage in risk-taking behaviors, suffer from PTSD,
and be at increased risk for alcohol or drug misuse
after disaster (Mandalakas et al. 1999; Reijneveld
et al. 2005; Shannon et al. 1994).
• Stress related disorder
 Impact of Disaster on child stress on
psychological /mental health:

Symptoms :
• • Depression
• • Anxiety
• • Emotional distress
• • Sleep disorders
• • Somatic complaints
• • Behavioral problems
• See suggested articles for details
 Biological Pathways
Dysfunctional HPA Axis and ANS
Disaster :
Stress
• Brain Autonomic
Nervous
+/ - feedback System
Limbic System

SCN Hypothalamus
ASR
PVN Pituitary gland
Adrenaline, 
and Norepin
ephrine
ATCH 3 hormones from Adrenal
hormone

Adrenaline, Cortisol, Norepinephrine:
The Three Major Stress Hormones, Explained.
Adrenal Thanks to the work of our sympathetic
Gland nervous system, the “fight or flight” system 

Muscle
Cortisol hormone
https://www.youtube.com/watch
?v=QAeBKRaNri0
• PTSD IS A RESULT OF
CORTISOL
ABNORMALITIES
Mental disorder and Health effect
 Health Effect
• Psychological disorder • Physical disorder
• Cardiovascular diseases
• Collapse of Autonomic
• Higher basal heart rates and
Stress Response diastolic blood pressure
(ASR) which is a • Immune power decline
reliable indicator of • Digestion system effected
• Metabolism effected
psychological arousal
• Nervous system effected
or stimulation and • Memory function AND MANY
mainly enhance fear MORE EVEN
related memory • Generation by genetic brain
formation developmentand lowering
children`s resistance
 Variables effect PTSD
• SOCIAL AND DEMOGRAPHIC
• Time passing
• Culture of coping
• Economic condition
• Severity of the event
• Individual strength –mental and physical
 Concept of Psychosocial support

In order to help others we need to understand

persons psychosocial functioning.

Psycho- refers to the inner persons- one’s thoughts,

feelings, attitudes, values and beliefs.

Social -refers to the person’s external relationships

with his/her environment.

The psycho (internal) and the social (external)

interact and influence each other. A person has both
psycho and social needs.

There is a reason behind every behavior that is

related to one’s psycho-social needs.

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 Definition

“Psycho social The term psycho-social

rehabilitation support implies a very close
refers to the concept relationship between
of restoration to a psychological and
former state, in this social factors.
instance to enabling Whenever we called
the child to be free psychosocial support
from the negative program there should
physical, have integrated
psychological and support for the
social repercussions children that support
of abuse/violence to could assist children’s
which they have been psychosocial
subjected.’’ development.

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 The psycho social support must exist
in the actual context and specific

The important task is to strengthen

the existing resources, and to
remember that every child should be
seen a unique and valuable being

Psychosocial rehabilitation support

could be implemented through
different approaches and in a number
of various settings, including
institutional care, street outreach,
community based etc

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 Elements/ component of psychosocial support
 
Psychosocial rehabilitation is a comprehensive process and not just
a technique.

The strategies of psychosocial rehabilitation vary according to a

person’s needs, the setting where the rehabilitation is provided, and
the cultural and socioeconomic conditions in which it is undertaken

The main objectives of psychosocial rehabilitation are the

empowerment of an individual, family or community;

Psychosocial intervention is one of the components of

comprehensive community-based rehabilitation.

The primary goal of the psychosocial-oriented worker is change ---

change that may take place in persons, groups, families or
situations

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 Services?
• All children need access to cesurity and basic services
that are provided innway that reduces stress
• All children need psychological support from their family
and community
• Smaller percentage of children and families (15%) of
affected population) require focused psychological
activities such as counselling
• Approximately 3% of children and families have severe
mental disorders and must have access to clinical
mental health service
 1. Do no harm
2. Human rights and justice
3. Participation
4. Build on existing resources, capacity, protective factor
5. Integrated services
6. Protective factors
7. Prevent further trauma
8. Mobilise networks and local healing practices
9. Promote coping, healing and resilience
10. Establish routines and normalcy
11. Community based, culturally relevant
12. Support carers
13. Screening
14. Psychological interventions

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19
 Mental Health and
Psychological support
• Guide follow IASC
MHPSSH Guide

• see minimum standard

CPMS: 10 VIDEO and
TEXT
MHPSS Principle Intervention Pyramid,
Pg 3
 MHPSS MARTIX : minimum
response during emergency
• Part a: common functions

• Part b: . Core mental health and

psychosocial supports

• Part c:. Social considerations in sectors

 Discussion from IASC guide
• 3. Coordination and Assessment
• 3.a Coordination
• 3.b Assessment
• 4. Essential MHPSS knowledge related to the protection sector
• 4.a Building psychosocial considerations into the protection sectors
• 4.b Building psychosocial considerations into other sectors
• 4.c Community mobilization, control and ownership
• 4.d Community self-help and social support
• 4.e Direct person-to-person basic psychological support
• 5. Operational challenges
• 6. Post-emergency psychosocial recovery activities by the protection sector
• 7. Human resources
• 7.a Orientation and training of aid workers in MHPSS
• 7.b Well-being of staff and volunteers
https://www.youtube.com/watch?v=rxcYrRroewY&list=
PLsidCJUV_roVsp_6Hw-2nErGCswAGCn9L
 ARTICLE kar N.
Psychological support should thus limit children`s exposure
to risks and strengthen children`s ability to cope and
improve the social support provided by their families and
communities. The psychological supports are-
• Identifying Risk factors
• Assessment
• Role of systematic screening
• Interventions Organizing the intervention process
• Psychological support
 Clinical features of post-disaster mental
health sequel
• Post-disaster counselling
• Cognitive behavior therapy
• Brief trauma/grief-focused psychotherapy
• Group therapy
• Play therapy
• Involving parents and families
• Secondary care
• Role of medications
 Psychosocial programming
Psychosocial programs support the
child’s cognitive, emotional, and
social development holistically, and
strengthen the child’s social support
systems.

FOLLOW UNICEF
PROGRAMMING AND
EVOLUTION GUIDE

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 Aim of Psychosocial programming

The fundamental aim of the psychosocial programming is

to improve children’s well-being by-

Restoring the normal flow of development;

Protecting children from the accumulation of
distressful and harmful events;
Enhancing the capacity of families to care for their
children; and
Enabling children to be active and positive agents in
rebuilding their communities

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 Principles of Psychosocial
programming

Child-centeredness Gender equity Empowerment

Sustainability Measurable Scaling up

impact

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 More discussion on

Child centred programming : Child centered

evolution of a psychological programme:
promoting children`s healing, safety and well
being in post disaster context
• ‘National Psychological Counselling Policy
2016’.
• During disaster role will be…
• WHO-AIMS REPORT ON MENTAL HEALTH
SYSTEM IN BANGLADESH
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