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

Managing the Stress ofWar and Disastercontact friends or loved ones
Disasters can present a cascade
Following a disaster, governments and(connectedness).
of impacts to those affected— individuals, families and■ Keep families together; keep
relief organizations play an important rolecommunities. These disasters often
children with parents orin reducing distress for both victims
promote feelings of fear, confusion,other close relatives whenevergrief, helplessness, anxiety, anger,
and the broader society.
possible (connectedness).
guilt and even diminished confidence■ Give practical suggestions thatin self or others. A variety of helpful
encourage people towards helping themselves andinterventions can assist individuals and communities tomeeting their own needs (self-efficacy).
recover.
■ Direct people to locations of available government andFollowing a disaster, governments and relief
non-government services (hopefulness).
organizations play an important role in reducing distressfor both victims and the broader society. Ensuring equitable ■ If you know that more help and services are on the way,
distribution of resources (such as food, clothing and shelter)
remind people of this when they express fear or worry
and prompt access to healthcare increase trust and improve(hopefulness).
outcomes. Adhering to ethical principles when providing
interventions and relief efforts enhances community wellDON’T:
being.
■ Force people to share their stories with you, especially
When interacting with individuals affected by a disastervery personal details (may decrease calming).
event, there is consensus among international disaster■ Give simple reassurances like “everything will be ok” orexperts and researchers that Psychological First Aid (PFA)“at least you survived” (often diminishes calmness).
can help alleviate painful emotions and reduce further■ Tell people what you think they should be feeling,harm from initial reactions to disasters. Your actions andthinking or doing now or how they should have acted
interactions with others can help provide PFA to people inearlier (decreases self-efficacy).
distress, by creating and sustaining an environment of (1)safety, (2) calming, (3) connectedness to others, (4) self■ Tell people why you think they have suffered by giving
efficacy—or empowerment, and (5) hopefulness. Consider
reasons about their personal behaviors or beliefs (alsothe following suggestions:decreases self-efficacy).
■ Make promises that may not be kept (decreases hope).
DO:■ Criticize existing services or relief activities in front of■ Help people meet basic needs for food and shelter,people in need of these services (diminishes hope andand emergency medical attention. Provide, simple andcalming).
accurate information on how to obtain these (safety).
■ Listen to people who wish to share their stories andI’m doing all right, how can I help others?
emotions; remember there is no wrong or right way to■ Check in with friends and neighbors frequently,feel (calming).
especially those who may need assistance.
■ Be friendly and compassionate even if people are being■ Donate food, money or your time.
difficult (calming).
■ Find ways to help others help themselves.
■ Continue to provide accurate information about the■ Get to know those who live around you as you workdisaster or trauma and the relief efforts. This will help
together and rebuild.
people understand the situation (calming).Help people
Continued

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.
■■ Let children know they are not alone and provide
opportunities for them to talk about what has
happened. 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