Center for the Study of Traumatic Stress
CSTS | Department of Psychiatry | Uniformed Services University | 4301 Jones Bridge Road, Bethesda, MD 20814-4799 | www.CSTSonline.org

Safety, Recovery and Hopeafter Disaster

Helping Communities and Families Recover
Disasters can present a■■ Continue to provide accuratecascade of impacts to those
information about the disaster orFollowing a disaster, governments andaffected— individuals, families andtrauma and the relief efforts. Thisrelieforganizations
play
animportantrolecommunities. These disasters often
will help people understand thepromote feelings of fear, confusion,in reducing distress for both victims
situation (calming). Help people
grief, helplessness, anxiety, anger,
contact friends or loved ones
and the broader society.
guilt and even diminished confidence(connectedness).
in self or others. A variety of helpful■■ Keep families together; keepinterventions can assist individuals
children with parents or otherand communities to recover.
close relatives whenever possible (connectedness).
Following a disaster, governments and relief■■ Give practical suggestions that encourage people
organizations play an important role in reducing distresstowards helping themselves and meeting their own
for both victims and the broader society. Ensuring equitableneeds (self-efficacy).
distribution of resources (such as food, clothing and shelter)■■ Direct people to locations of available government andand prompt access to healthcare increase trust and improve
non-government services (hopefulness).
outcomes. Adhering to ethical principles when providing■■ If you know that more help and services are on the way,interventions and relief efforts enhances community wellremind people of this when they express fear or worry
being.
(hopefulness).
When interacting with individuals affected by a disasterevent, there is consensus among international disaster
DON’T:
experts and researchers that Psychological First Aid (PFA)
can help alleviate painful emotions and reduce further■■ Force people to share their stories with you, especiallyharm from initial reactions to disasters. Your actions andvery personal details (may decrease calming).
interactions with others can help provide PFA to people in■■ Give simple reassurances like “everything will be ok” ordistress, by creating and sustaining an environment of“at least you survived” (often diminishes calmness).
(1) safety, (2) calmness, (3) connectedness to others, (4) self■■ Tell people what you think they should be feeling,efficacy—or empowerment, and (5) hopefulness. Consider
thinking or doing now or how they should have acted
the following suggestions:earlier (decreases self-efficacy).
■■ Tell people why you think they have suffered by givingDO:reasons about their personal behaviors or beliefs (also■■ Help people meet basic needs for food and shelter,decreases self-efficacy).
and emergency medical attention. Provide, simple and■■ Make promises that may not be kept (decreases
accurate information on how to obtain these (safety).
hope).
■■ Listen to people who wish to share their stories and■■ Criticize existing services or relief activities in front ofemotions; remember there is no wrong or right way topeople in need of these services (diminishes hope andfeel (calming).
calming).
■■ Be friendly and compassionate even if people are being
Continued
difficult (calming).

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 mayworry 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.

■■ 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
Department of Psychiatry
Uniformed Services University
4301 Jones Bridge Road, Bethesda, MD 20814-4799
www.CSTSonline.org