Center for the Study of Traumatic Stress
The Center for the Study of Traumatic Stress (CSTS) is part of the Department of Psychiatry, Uniformed Services University of the Health Sciences

Safety, Recovery and Hope after CRISIS
Helping Communities and Families Recover
Disasters such as a shooting■■ Remind people (if you know) thatDisasters such as a shooting
can present a cascade of impacts tomore help and services are on thethose affected — individuals, familiesway (hopefulness).
can present a cascade of impacts toand communities. These disasters often
those affected — individuals,
promote feelings of fear, confusion,
Don’tgrief, helplessness, anxiety, anger,families and communities.
■■ Force people to share their stories
guilt and even diminished confidencewith you (this may decrease
in self or others. In order to countercalmness in people who are notthese effects, disaster experts endorse an approach called
ready to share their experiences).
Psychological First Aid (PFA), which can help reduce■■ Give simple reassurances like “Everything will be ok”
negative feelings and foster one’s sense of safety, recovery
or “At least you survived” (statements like these tend toand hope.
diminish calmness).
Other tips are provided to assist individuals and families■■ Tell people what they should be feeling, thinking orin such situations.
doing or how they should have acted earlier (thisdecreases self-efficacy).
Psychological First Aid promotes a sense of personaland neighborhood stability during periods of challenge.
■■ Make promises that may not be realistic (un-kept
PFA seeks to restore: (1) safety, (2) calming,
promises decrease hope).
(3) connectedness to others, (4) empowerment, and■■ Criticize existing services or relief activities in front(5) hopefulness.
of people in need of these services (this may decrease
hopefulness or decrease calming).
Do■■ Help people meet basic needs for food and shelter,and emergency medical attention. Provide, simple andaccurate information on how to obtain these (safety).
■■ Listen to people who wish to share their stories andemotions; remember there is no wrong or right way tofeel (calming).
■■ Be friendly and compassionate even if people are being
difficult (calming).
■■ Continue to provide accurate information about thedisaster or trauma and the relief efforts to help people
understand the situation (calming).
■■ Help people contact friends or loved ones
(connectedness).
■■ Keep families together — children with parents or otherclose relatives whenever possible (connectedness).
■■ Give practical suggestions that encourage people tomeet their own needs (empowerment).
■■ Direct people to locations of available services(government and non-government (hopefulness).

I’m doing all right, how can I help others?
■■ Check in with friends and neighbors frequently,
especially those who may need assistance.
■■ Donate food, money or your time.
■■ Find ways to help others help themselves.
■■ Get to know those who live around you as you work
together and rebuild.
How do I communicate with my children about thedisaster?
■■ Children may not understand what has happened andmay be concerned that it will happen again. They may
worry about the safety of their family, friends, or pets.
■■ Listen to children, pay attention to what they say, andhow they act. Watch for trouble sleeping, irritability,sadness, anger, worry, problems in school, difficulty
concentrating and listening, and not finishingschoolwork.

Continued

■■ Let children know they are not alone and provide

opportunities for them to talk about what hashappened. Answer questions simply and honestly andtell them what is being done to keep everyone safe.
■■ Maintain daily routines, activities, and structure withclear expectations, consistent rules, and immediate
feedback; limit unnecessary changes.
■■ Take breaks from the crisis with activities unrelated tothe event.

■■ Prevent further traumatization by limiting access totelevision, the internet, or other forms of media thatshow disturbing scenes of the event.
■■ Help children maintain contact with their school andfriends. Tell children how they can help, build on theirstrengths, and give simple “doable” tasks.
■■ Be aware of your own thoughts, feelings, and reactions
as children will observe how you respond to the event
and it will affect how they cope and behave.

Center for the Study of Traumatic Stress
Uniformed Services University of the Health Sciences4301 Jones Bridge Road, Bethesda, MD 20814-4799
www.CSTSonline.org | cstsinfo@usuhs.mil