Crisis Counseling Assistance and Training Program (CCP) 

Participant Workbook 

Transition to Regular Services Program (RSP) 

(and Midprogram) Training 

Table of Contents 

Course Objectives............................................................................. 3

SECTION 1: Successes, Challenges, and Goals.............................. 5

SECTION 2: Current Reactions, Strengths, and Resilience .............. 6

SECTION 3: Services, Interventions, and Skills .............................. 14

SECTION 4: Data Collection and Program Evaluation ..................... 40

SECTION 5: Stress Management .................................................... 46

OPTIONAL: Team Building Activity ................................................. 53

Applying Your Learning ................................................................... 54

1 
20 Things To Do for Fun!

In the space below, list 20 things you do to have fun. Yes, 20 things may seem like a lot 

to think about, but if you remember to include all 24 hours of the day, you can do it!

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.

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CCP Participant Workbook: Transition to RSP Training
Course Objectives 

By the end of this course, you will be able to do the following: 

 Identify issues that occur when transitioning from ISP to RSP.

 Define the goals and objectives of the RSP.

 Identify ongoing and emerging disaster reactions related to the current phase of

disaster.

 Describe crisis counseling services related to the current phase.

 Practice crisis counseling skills.

 Complete data collection forms correctly.

 Update personal and organizational strategies for managing stress.

Guidelines for Working Together

 Keep time (start on time, return from breaks on time, end on time).

 Switch mobile phones off or to “vibrate.”

 Participate fully.

 Ask questions freely.

 Balance talking and listening.

 Respect each other’s points of view.

3
Goals and Objectives for Transition to an RSP 

Place a check mark next to the items you feel are priorities during the transition from the 

ISP to RSP. 

Ongoing needs assessment 

Continued focus on individual and family services 

Fostering of individual and community resilience 

Continued identification of special populations 

Services of lower intensity and higher volume 

Group crisis counseling, public education, and media messaging 

Targeted outreach to special populations 

Increased community networking 

Assessment and referral 

Resource linkage 

Reassessment of training needs 

Continued stress management 

Analysis and use of program data 

Comprehensive quality assurance process 

Program legacy for individuals, community, and staff 

4
CCP Participant Workbook: Transition to RSP Training 

SECTION 1: Transition from ISP to RSP 

Reflecting on the ISP and Looking Ahead to the RSP Worksheet 

Reflecting on the ISP, what stands out for you—successes, accomplishments, and 

challenges? 

Looking ahead to the RSP, what do you need to pay attention to during the transition? 

What do you want to see the RSP accomplish? What challenges do you anticipate? 

5
CCP Participant Workbook: Transition to RSP Training 

SECTION 2: Current Reactions, Strengths, and 

Resilience

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Pre-Disaster Phase

 Disasters with no warning can cause feelings of vulnerability and lack of security; 

fears of future, unpredicted tragedies; a sense of loss of control; and the inability 

to protect oneself and one’s family. 

 Disasters with warning can cause guilt or self-blame for failure to heed warnings. 

Impact Phase

 Reactions can range from shock to overt panic. 

 Initial confusion and disbelief are followed by focus on self-preservation and 

family protection. 

 Slow, low-threat disasters and rapid, dangerous disasters have different 

psychological effects. 

 Great destruction and loss lead to great psychosocial effects. 

 Family separation during the effects of the disaster causes considerable anxiety. 

Heroic Phase

 Many exhibit adrenaline-induced rescue behavior and have high activity with low 

productivity. 

 Risk assessment may be impaired. 

 There is a sense of altruism. 

 Evacuation and relocation have psychological significance—effect of physical 

hazards and repercussions of family separation. 

Honeymoon Phase

 Disaster assistance is readily available. 

 Community bonding occurs. 

 Optimism exists that everything quickly will return to normal. 

 CCP staff can establish program identity, gain entrée to affected people, and 

build relationships with stakeholders. 

Disillusionment Phase

 Stress and fatigue take a toll. 

 Optimism turns into discouragement. 

 There may be an increased need for substance abuse services. 

 The larger community returns to business as usual. 

 The CCP may have an increased demand for services, as individuals and 

communities become ready to accept support. 

 Reality of losses sets in. 

 Diminishing assistance leads to feelings of abandonment. 

Reconstruction Phase

 Individuals and communities begin to assume responsibility for rebuilding their 

lives. 

 People begin to adjust to new circumstances. 

 There is recognition of growth and opportunity. 

 The reconstruction process may continue for years. 

 People adjust to a new “normal,” while continuing to grieve losses. 

7
CCP Participant Workbook: Transition to RSP Training 

Summary of Disaster Reactions

Physical Reactions 

 Gastrointestinal problems 

 Headaches, aches, and pains 

 Weight change 

 Sweating or chills 

 Tremors or muscle twitching 

 Clumsiness, increased accidents 

 Increased responsiveness to 

stimuli: becoming easily startled 

 Chronic fatigue or sleep 

disturbances 

 Immune system disorders 

 Sexual dysfunction 

Positive responses can include 

alertness. 

Emotional Reactions 

 Feelings of heroism, euphoria, or 

invulnerability 

 Denial 

 Anxiety or fear 

 Depression 

 Guilt 

 Apathy 

 Grief 

Positive responses can include feeling 

challenged, involved, and pressured to 

act. 

Cognitive Reactions 

 Disorientation and confusion 

 Poor concentration 

 Difficulty with setting priorities or 

making decisions 

 Loss of objectivity 

 Recurring dreams, nightmares, 

or flashbacks 

 Preoccupation with disaster 

Positive responses can include 

determination and sharper perception. 

Behavioral Reactions 

 Change in activity level 

 Alcohol and drug use or abuse 

 Increased use of over-thecounter medications 

 Difficulty with communicating or 

listening 

 Irritability, anger, or frequent 

arguments 

 Declining job performance 

 Frequent crying 

 Difficulty with sleeping 

 Avoidance of triggering places or 

activities 

Positive responses can include group 

identification and unselfish behavior. 

8
Phases of Disaster—Map of Collective Reactions to This Disaster 

 In the space below, draw a map of the phases of disaster and collective reactions for this disaster—what you’ve observed to 

date and what you anticipate in the future. 

 List the typical individual reactions you’re observing. 

 Identify future trigger points. 

Time Elapsed Since Disaster 1-Year Mark 9
CCP Participant Workbook: Transition to RSP Training 

Anticipated Reactions over Time 

 Anger around the limits of governmental assistance and insurance (e.g., “the 

system,” “red tape”) 

 Increased substance use 

 Unaddressed trauma leading to diagnosable conditions such as depression or 

posttraumatic stress disorder 

 Stress from financial hardship as resources diminish 

 Frustration and disillusionment at the lack of resources and pace of repairs 

 Continued anxiety around dislocation and separation 

Notes: 

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Severe Reactions 

 The severity of reactions is affected by the type of, level of exposure to, and 

casualties associated with the disaster. 

 Preexisting trauma may increase the risk of severe reactions. 

 CCP staff members identify and refer for treatment anyone experiencing severe 

reactions. 

 Preexisting levels of support will affect the severity of reactions. 

How do you recognize when a reaction becomes severe? 

When does a severe reaction warrant referral? 

How are you using the assessment and referral tools for adults and for children? 

11
CCP Participant Workbook: Transition to RSP Training

12

Fostering Resilience

Resilience is an ability to recover from or adjust easily to misfortune or change

(Merriam-Webster’s online dictionary [11th ed.] [n.d.]. Retrieved from 

http://www.merriam-webster.com/dictionary/resilience).

Factors affecting survivors’ resilience:

 Life situation

 Individual traits and coping styles

 Disaster and trauma experience

 Family and social support

 Spiritual beliefs

 Presence of perceived control and hope

 Availability of accurate information

 An effective and caring emergency response

To foster resilience, help survivors to do the following: 

 Make realistic plans and take the steps to carry them out.

 Maintain a positive self-image and confidence in their own abilities.

 Utilize effective communication skills.

 Manage strong feelings and impulses.

 Focus on finding solutions.

Adapted from American Psychological Association, & Discovery Health Channel. (2006). 

The road to resilience. Washington, DC.
Survivor Tools for Fostering Resilience 

 Review this list of tools for fostering resilience. 

 Make a check mark next to the tools you feel you help survivors to use. 

 For the ones you check, make some notes about how you help survivors to use 

them—be as specific as possible, and identify at least one example for each tool. 

Tool Examples of How I Use This Tool 

Make connections. 

Avoid seeing crises as 

insurmountable problems. 

Accept change as a part of 

living. 

Move toward goals. 

Take decisive action. 

Look for opportunities for selfdiscovery. 

Nurture a positive view of self. 

Keep things in perspective. 

Maintain a hopeful outlook. 

Practice effective self-care. 

Adapted from American Psychological Association, & Discovery Health Channel. 

(2006). The road to resilience. Washington, DC. Retrieved from http://www.apa.org

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CCP Participant Workbook: Transition to RSP Training 

SECTION 3: Services, Interventions, and Skills

Needs Assessment and Outreach Worksheet 

Needs Assessment 

Which populations have you targeted and reached? 

Which populations have not been reached? 

Which new populations need to be targeted? 

Outreach 

What are your outreach strategies? 

How successful have they been? 

What new strategies could you use? 

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Range of Crisis Counseling Services 

 Individual/family crisis counseling 

 Brief educational or supportive contact 

 Group crisis counseling: 

◦ Support and educational groups

◦ Self-help groups

 Assessment, referral, and resource linkage 

 Community support and networking 

 Public education 

 Development and distribution of educational materials 

 Media messaging and risk communications 

What services were most important during the ISP? Why? 

Where do you see the most need or demand for services now? 

What services do you anticipate will be the most needed in the coming months? 

15
Typical Visits 

Typical visits or encounters may include the following: 

Stage of Visit Intervention/Skills Tools for Survivors 

Opening 

 Engagement 

 Introductions 

 Opening skills 

 Calming 

 Screening 

 Information gathering 

 Identifying needs

 Self-calming 

Middle 

 Emotional support 

 Education 

 Nonverbal attending 

 Normalizing reactions 

 Empathy 

 Reflecting feelings 

 Reframing/helpful thinking 

 Paraphrasing 

 Practical assistance 

 Prioritizing needs

 Goal setting 

 Social support 

 Coping skills 

 Relaxation techniques 

 Stress management 

 Positive activity 

scheduling 

Closing 

 Screening 

 Referral, if needed 

 Follow-up, if needed 

 Homework/next steps 

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CCP Participant Workbook: Transition to RSP Training 

Tips and Techniques for Individual/Family Crisis Counseling 

What are some tips and techniques for assisting survivors in doing the following? 

 Understanding their situations and reactions 

 Regaining a sense of mastery and control 

 Identifying, labeling, and expressing emotions 

 Adjusting to the disaster and losses 

 Managing stress 

 Making decisions and taking action 

 Developing coping strategies 

 Using community resources 

Think about what you’ve learned from experience in crisis counseling. What are some 

things you have done that have been helpful in each of these eight areas? 

Notes: 

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Goals of Group Crisis Counseling 

Assist group members in doing the following: 

 Understanding their current situations and reactions to the disaster 

 Achieving mutual support 

 Developing skills related to stress management, coping with triggers, expressing 

emotions, and problem solving 

 Becoming knowledgeable about available community resources 

 Developing and implementing personal and group goals 

Group counseling may vary from less structured, purely educational groups to more 

structured support groups. All groups are likely to share some elements of support and 

psycho-education. 

It is important to ensure that group members have had similar levels of exposure to the 

disaster event. People with low exposure should not be exposed to the stories of people 

whose exposure was significantly higher. 

When members of social support networks are struggling with the disaster’s aftermath, 

counseling groups may augment overloaded support systems. 

Groups can be led by a licensed behavioral health professional, co-facilitated by a 

behavioral health professional and a paraprofessional, or led by survivors themselves. 

Notes: 

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CCP Participant Workbook: Transition to RSP Training

Factors That Affect the Group Process

 Co-facilitation by two crisis counselors

 Knowledge and skills of group leaders

 Group leaders’ awareness of their own values, biases, and beliefs, and how

these affect the group

 Respect and confidentiality

 Utilization of feedback from the group

How do these factors affect the group process?

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Group Crisis Counseling Skills 

 Promoting safety and comfort 

 Listening 

 Modeling effective communication skills 

 Facilitating group interaction 

 Facilitating the group process 

 Dealing with difficult group members and situations 

 Handling difficult subject matter 

 Identifying and interpreting shared reactions and experiences 

 Assessing and responding to group needs 

 Educating members about common reactions, stress management, and effective 

coping skills 

 Identifying and responding to other educational needs 

 Facilitating group cohesiveness 

Notes: 

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CCP Participant Workbook: Transition to RSP Training 

Group Crisis Counseling Simulation 

Preparation for Practice Worksheet 

Type of group: 

 Think about survivors you have worked with individually or in groups. 

 Based on your experience, write a description of a fictional survivor whose role 

you’ll play in the group. Please be careful to maintain confidentiality of actual 

survivors. 

 This role should fit in with the type of group we or you have selected to work with. 

Survivor role: 

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Group Counseling Demonstration Worksheet 

Make a check mark next to the skills you saw the trainer use during the demonstration, 

and make notes about how the skills were used. 

Observed Skills Notes 

Promoting safety and comfort 

Listening 

Modeling effective communication skills 

Facilitating group interaction 

Facilitating the group process 

Dealing with difficult group members 

and situations 

Handling difficult subject matter 

Identifying and interpreting shared 

reactions and experiences 

Assessing and responding to group 

needs

Educating members about common 

reactions, stress management, and 

effective coping skills 

Identifying and responding to other 

educational needs 

Facilitating group cohesiveness 

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CCP Participant Workbook: Transition to RSP Training 

Group Crisis Counseling Simulation 

Preparation for Facilitating 

How will you start the conversation? What are some open-ended questions you might 

use? 

What skills do you want to be sure to practice? 

Reflection on Practice 

What went well during your practice facilitating the group? 

What would you do differently next time? 

What feedback did you get from your partner that you want to be sure to remember? 

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Group Crisis Counseling Simulation—Partner Feedback Worksheet 

What skills did you see your partner use when facilitating the group? What was the 

impact on the group? 

What did he or she do well during the practice? 

What could he or she improve? 

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CCP Participant Workbook: Transition to RSP Training 

Journal Reflection: Sections 1 Through 3 

1. What are some things you personally can do to help the CCP transition smoothly

from ISP to RSP?

2. What do you want to remember about how individual and community disaster

reactions are changing over time?

3. What did you learn today about facilitating group counseling sessions?

4. How well are your training needs and expectations being met so far in this course?

What suggestions do you have of topics or issues to focus on during tomorrow’s

sessions?

25
CCP Participant Workbook: Transition to RSP Training 

Homework Reading 

CCP Transition to RSP—Program and Services Assessment 

Questionnaire 

This questionnaire provides a list of questions that CCP management and staff should 

be considering during the transition from an ISP to an RSP. 

CCP Model 

In what ways is your program: 

 Strengths based? 

 Outreach oriented? 

 Culturally aware? 

 Diagnosis free? 

 Community based? 

 Bolstering of community support systems? 

 Fostering of natural resilience and competence? 

Needs Assessment and Outreach 

 Which populations have you targeted and reached? 

 What are your outreach strategies? 

 How successful have these strategies been? 

 Which populations have not been reached? 

 Which new populations need to be targeted? 

 What strategies should you use? 

Individual/Family Crisis Counseling 

How are you assisting individuals/families in doing the following? 

 Understanding their situations and reactions 

 Regaining a sense of mastery and control 

 Identifying, labeling, and expressing emotions 

 Adjusting to the disaster and losses 

 Managing stress 

 Making decisions and taking action 

 Developing coping strategies 

 Using community resources 

26
Assessing Individual/Family Crisis Counseling Skills 

 What skills have you been using? 

 What skills have been most effective? 

 Have you encountered reactions for which you felt unprepared? 

 Have you encountered situations for which you felt unprepared? 

 Are there skills you would like to improve or develop? 

Group Crisis Counseling 

Where are we now? 

 What types of groups are you providing? 

 Which populations are being served? 

 What are the common themes? 

 How successful are these groups? 

 What factors led to the implementation of your groups? 

 How did you market these groups? 

 How successful have these strategies been? 

Where do we go from here? 

 What current needs can be met through a group? 

 What types of groups are needed? 

 What strategies can be used to implement these groups? 

 What strategies can be used to market these groups? 

How are you assisting group members in doing the following things? 

 Understanding their current situations and reactions to the disaster 

 Achieving mutual support 

 Developing skills related to stress management, coping with triggers, expressing 

emotions, and problem solving 

 Becoming knowledgeable about available community resources 

 Developing and implementing personal and group goals 

Assessment of group skills: 

 What skills have you been using? 

 What skills have been most effective? 

 Have you encountered reactions from group members for which you felt 

unprepared? 

 Have you encountered situations in groups for which you felt unprepared? 

 Are there skills you would like to improve or develop? 

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CCP Participant Workbook: Transition to RSP Training 

Community Support and Networking 

How are you assisting communities in doing the following? 

 Understanding the needs of survivors 

 Identifying and developing the resources to meet their needs

 Utilizing mechanisms to bring survivors together 

 Creating forums to discuss and respond to general and individual/family needs

Outreach: 

 Which communities have you targeted and reached? 

 What are your outreach and public education strategies? 

 How successful have these strategies been? 

Ongoing community needs assessment: 

 Which community organizations have not been reached? 

 Which new organizations need to be targeted? 

 What other community events and activities need to be accomplished? 

 Where is public education needed? 

 What strategies are needed? 

How are you doing the following things? 

 Fostering community resilience through improved connectivity 

 Promoting familiarity with disaster relief resources 

 Creating a seamless system for referral 

 Creating opportunities for sharing resources and training 

Cultural Awareness 

What can be done in the areas below to develop culturally appropriate programming? 

 Staff 

 Program 

 Community 

Data Collection and Program Evaluation 

How have data collection and analysis: 

 Assisted program managers? 

 Assisted crisis counselors? 

 Assisted in identifying program trends and survivor needs? 

 Documented the program’s accomplishments? 

 Provided accountability to stakeholders (e.g., Congress, Government 

Accountability Office, federal agencies)? 

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How will we use data in the RSP to track the following? 

 Customer satisfaction 

 Worker satisfaction 

 Program changes 

 Output outcomes 

 Overall trends in the CCP 

Are there other ways the data can be used? 

Notes: 

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CCP Participant Workbook: Transition to RSP Training 

Descriptions and Considerations for CCP Services 

Below are descriptions and key considerations for the following CCP services: 

 Community support and networking 

 Public education and media messaging 

 Assessment, referral, and resource linkage 

Community Support and Networking 

Through community support and networking, the CCP does the following things: 

 Partners with community support systems 

 Participates in community gatherings and rituals 

 Reaches out to community groups and leaders 

 Maintains a compassionate presence 

 Bolsters, but does not replace, existing systems 

Public Education and Media Messaging 

Public education: 

 Includes distribution of information, education, and materials 

 Is designed to: 

• Build resilience

• Promote constructive coping skills

• Educate about disaster reactions

• Help people access support and services

• Leave a legacy of knowledge, skills, and community resources

• Requires good presentation skills for successful community education

Educational materials: 

 Include flyers, brochures, tip sheets, guidance documents, and website content 

• CCP staff members are urged to contact the Substance Abuse and Mental

Health Services Administration (SAMHSA) Disaster Technical Assistance

Center (DTAC) for help in accessing educational materials.

• Distribution of educational materials is captured on the Weekly Tally Sheet.

 Include the following topics: 

• Basic disaster information

• Key concepts of disaster behavioral health

• Disaster reactions

• Coping skills

• Individual and community resilience

30
 Should be culturally appropriate (address special populations), are available in 

multiple languages, and consider survivors’ varying educational levels 

Media messaging: 

 Reaches large numbers of survivors 

 Increases education and awareness 

 Promotes a shared understanding of the CCP message 

 Delivers a clear message regarding the CCP 

 Promotes the services of the CCP, such as the helpline, ongoing crisis 

counseling, and referral 

 Shares information on common reactions and coping 

 Requires identification of an experienced spokesperson from the CCP staff to 

communicate with media partners and help deliver a consistent and phaseappropriate message about CCP services and recovery 

Important things to consider when developing talking points: 

 The CCP emphasizes resilience and hope. 

 Help is available through a variety of services provided by the CCP. 

 The CCP educates disaster survivors on common reactions and effective coping 

skills. 

 Cultural diversity is respected. 

 If appropriate, and while maintaining confidentiality, it is helpful and can be very 

powerful to highlight stories of people who have been helped by the CCP. 

Avoiding communication mistakes—top 10 tips for the savvy communicator: 

1. First, do no harm. Your words have consequences—be sure they are the right

ones.

2. Know what you want to say. Say it; then say it again—repetition (within limits)

helps audiences absorb information.

3. Talk about what you know.

4. Focus on informing people more than on impressing them. Use everyday

language.

5. Say only what you’d be willing to see printed on tomorrow’s front page.

6. Tell the truth.

7. Make only promises you know you can keep.

8. Avoid using the phrase “no comment.” You will look like you have something to

hide.

9. Remain calm and focused. When you argue with the media, you always lose—

and lose publicly.

10. When you do not know something, say so.

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CCP Participant Workbook: Transition to RSP Training 

Assessment, Referral, and Resource Linkage 

Assessment, referral, and resource linkage are likely to increase in the RSP for these 

reasons: 

 Repeat individual/family crisis counseling encounters often trigger an 

assessment. 

 Lingering reactions may now be cause for concern. 

 Because more time has passed since the disaster, fewer resources may be 

available, which may in turn increase stress reactions.

NOTE: The crisis counselors should call upon team leaders who are behavioral 

health professionals to assist with assessment and referral. 

Consider the following factors during the assessment process: 

 Safety 

 Level of exposure to the traumatic event 

 Prior trauma or physical or behavioral health concerns 

 Presence of severe reactions 

 Current level of functioning 

 Alcohol and drug use or abuse 

NOTE: Be sure to consider the current phase of the disaster when assessing and 

referring. The CCP Adult Assessment and Referral Tool may be used to assist crisis 

counselors in making decisions regarding the need for referral. 

Adult Assessment and Referral Tool: 

 This is used to facilitate referrals to more intensive behavioral health services. 

 It is first used during a third individual/family crisis counseling encounter. 

 It measures risk categories and event reactions using a structured interview 

approach. 

 If a person scores three or more “intense” reactions (ones scored 4 or 5), then 

referral for more intensive services should be discussed. 

 The Individual/Family Crisis Counseling Services Encounter Log should be filled 

out for the visit, even if the referral tool was used. 

 Crisis counselors must have some training in the process of assessment, 

including how to answer participants’ questions. 

 While this form is typically used during the third encounter, it can be used at any 

point when a crisis counselor, along with a team leader, feels additional 

assessment may be warranted (e.g., during specialized crisis counseling or to 

keep track of an individual survivor’s progress). 

32
 A crisis counselor can still make visits to a survivor who has received an 

assessment and referral. 

Child/Youth Assessment and Referral Tool and Response Card: 

 It is used to facilitate referrals to more intensive behavioral health services. 

 It is used with children who have received individual/family crisis counseling on 

two or more previous occasions. 

 It is used with any child at any time if the crisis counselor suspects the child may 

be experiencing serious reactions to the disaster. 

 It measures reactions using a structured interview approach. 

 The Individual/Family Crisis Counseling Services Encounter Log should be filled 

out for the visit, even if the referral tool was used. 

 A crisis counselor can still make visits to a survivor who has received an 

assessment and referral. 

Emergency treatment referral: 

 Alert the team leader if any of the following is true: 

− There is intent or means to harm self or others. 

− The person experiences severe paranoia, delusions, or hallucinations. 

− Functioning is so poor that the person’s (or his or her dependent’s) safety is in 

danger. 

− Excessive substance use is placing person or others at risk. 

− A child’s safety or health is at risk. 

 When in doubt, call 911, or refer for immediate psychiatric or medical 

intervention. 

Nonemergency treatment referral: 

 Assessment and the need for referral depend on the degree to which the 

symptoms are interfering with daily life functioning, how well the individual is 

managing his or her symptoms, and how strong his or her support systems are. 

 Reduce perceived stigma: 

− Perceptions of mental health or substance abuse treatment vary among people 

in general, as well as across cultural groups. 

− Demystify counseling by letting people know that counseling and treatments are 

methods of providing support, information, education, and help for problem 

solving and coping. 

− Explore referral options, and give choices. 

 Increase compliance: 

− Explore obstacles to accepting services. 

− Encourage the person to call for the appointment while the counselor is there. 

− Accompany the person to the first appointment, if necessary and appropriate. 

 The CCP tries to empower people to make and keep their own referral 

appointments. However, sometimes it is acceptable to guide survivors through 

the referral process. Some strategies include the following: 

− Provide referral options. 

33
CCP Participant Workbook: Transition to RSP Training 

− Assist them in making appointments. 

− Remind them to attend appointments. 

− Follow up to see if they attended. 

 Facilitating the survivor’s connection with the external provider can increase 

future follow-through with treatment. 

The CCP provides resource linkage, not case management. 

Traditional Case Management CCP Resource Linkage

Provides services of indefinite duration to 

individuals who may have a serious and 

persistent mental illness or other disability 

Provides services to disaster survivors 

regardless of level of functioning 

Advocates for and influences the provision 

of services for clients 

Empowers disaster survivors to advocate for 

their own services and resources 

Includes filling out forms and arranging 

appointments for clients 

Assists disaster survivors in accessing 

services by guiding them through typical 

application and referral processes 

Assumes responsibility for ensuring that 

clients access needed services and may 

involve follow-up with service providers to 

ensure compliance with appointments 

Assists disaster survivors in identifying 

services and may involve follow-up with 

survivors, while empowering them to be 

responsible for accessing their own services 

Has a responsibility to ensure continuity of 

care for clients 

Assists the disaster survivor in accessing 

disaster-related services, as prioritized by the 

survivor 

Involves long-term relationship with clients Involves short-term relationships with 

disaster survivors 

 Most disaster survivors do not receive intensive behavioral health or disability 

services. However, crisis counselors may encounter survivors who are 

experiencing severe reactions. These severe reactions may result from acute 

and chronic mental or physical illness, substance abuse, addiction, or a 

developmental disability. The magnitude of need and compelling nature of a 

survivor’s problems may incline the crisis counselor to assume a more central 

and expanded role than appropriate. 

34
 Crisis counselors should consult with their immediate supervisors before 

assuming any additional responsibilities for disaster survivors. It is appropriate 

for crisis counselors to empower disaster survivors to help them access services, 

but it is not appropriate for crisis counselors to assume the central role in 

establishing or coordinating these services. 

 As with other crisis counseling services, the goal of resource linkage is to 

maximize the disaster survivor’s own strength, resilience, and supports in order 

to empower the survivor to independently connect with needed services. The 

process by which this independence is reached may include assistance to, 

guided referrals for, and follow-up with the disaster survivor, with the aim of 

assisting the survivor in developing increased mastery of his or her situation. 

 The guided referral process might include working with the disaster survivor to 

identify available resources and navigate referral forms and systems. Simply put, 

it is working with, not doing work for, the survivor. 

The CCP model facilitates resource linkage through the following: 

 Role modeling 

 Reinforcing 

 Empowering 

Occasionally, a crisis counselor may provide extra assistance or limited, short-term 

follow-up when a survivor seems particularly overwhelmed. 

A crisis counselor may demonstrate how to make calls in the presence of a disaster 

survivor and show how asking important questions facilitates obtaining resources for the 

survivor and his or her family. 

It is important for the crisis counselor to encourage the survivor to accomplish these 

tasks independently. 

With reinforcement and guidance from the crisis counselor, often provided during a 

single visit, the survivor is then empowered to act independently to access resources. 

Whenever possible, the crisis counselor encourages survivors to utilize resource lists 

and information to make telephone calls, fill out forms, and set up appointments 

themselves, thus empowering survivors and avoiding their dependence on the crisis 

counselor. 

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CCP Participant Workbook: Transition to RSP Training 

Ethical Considerations for Crisis Counselors 

Maintain Confidentiality 

Crisis counseling services provided through the CCP are anonymous and confidential. 

Crisis counselors should not share individual/family or group encounter experiences with 

anyone outside of the contact or group, with the exception of the following people and 

groups: 

 Their supervisor, for supervision purposes 

 Other crisis counselors with a legitimate need to know the information to provide 

services 

 Public safety personnel, if the individual/family or another human being is in 

imminent risk or danger 

Crisis counselors should not keep formal records; there is no clinical charting in the 

CCP. However, it is appropriate to maintain basic contact information for the purpose of 

following up with individual(s). 

Be sure to get permission for release of information from individuals before sharing any 

personal information for referrals or any other reason. 

Follow the state and local regulations on mandatory reporting for child or elder 

abuse and neglect. 

Immediately discuss with your supervisor any allegations or cases of suspected child 

abuse. 

Follow state and local reporting regulations in cases of suicidal or homicidal intent. 

Safeguard the interests and rights of individuals who lack decision-making abilities—

e.g., children, people with developmental disabilities, people with severe mental illness,

or people with cognitive disabilities.

Additional Ethical Guidelines 

 Do no harm. 

 Participation is voluntary. 

 Consider reactions in relation to the disaster phase and context. 

 Individual coping styles should be respected. 

 Immediate interventions are supportive. 

 Talking with a person in crisis does not always mean talking about the crisis. 

 Be aware of the situational and cultural contexts of the survivor and the 

intervention itself. 

36
Cultural Awareness 

SAMHSA DTAC can provide guidance on culturally appropriate strategies and examples 

of educational materials in multiple languages. Encourage participants to contact 

SAMHSA DTAC for these resources. 

Staff should reflect the makeup of the community and speak the languages of the 

communities served. 

Staff 

 Be dependable, nonjudgmental, and respectful. 

 Recognize cultural variation in expression. 

Program 

 Provide information in multiple languages, when needed. 

 Provide cultural awareness training. 

Community 

 Learn local norms from community leaders. 

 Recruit multicultural staff from the community. 

 Allow time to gain acceptance in a community. 

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CCP Participant Workbook: Transition to RSP Training 

CCP Services Roundtable Discussions 

Community Support and Networking 

What is the program doing to provide community support and networking? 

What are the emerging community needs? 

What opportunities for further outreach exist? 

Public Education and Media Messaging 

What is the program doing in public education and media messaging? 

How are the needs for public education and media messaging changing over time? 

What opportunities exist for extending the reach of your public education activities and 

media messaging? 

38
CCP Services Roundtable Discussions (cont.) 

Assessment, Referral, and Resource Linkage 

How are you doing assessment, referral, and resource linkage? 

How are the needs for assessment, referral, and resource linkage changing over time? 

What opportunities exist for improving assessment, referral, and resource linkages? 

Cultural Awareness 

How are the program’s services culturally appropriate? 

What opportunities exist to increase the cultural awareness of the program? 

39
CCP Participant Workbook: Transition to RSP Training 

SECTION 4: Data Collection and Program Evaluation 

ISP Data Collection Worksheet 

How have data collection and analysis: 

 Assisted program managers? 

 Assisted crisis counselors? 

 Assisted in identifying program trends and survivor needs? 

 Documented the program’s accomplishments? 

 Provided accountability to stakeholders (e.g., Congress, Government 

Accountability Office, federal agencies)? 

40
CCP Data Collection Overview 

 Every CCP is required to utilize and complete the following forms, as

appropriate:

• Individual/Family Crisis Counseling Services Encounter Log

• Group Encounter Log

• Weekly Tally Sheet

• Adult Assessment and Referral Tool

• Child/Youth Assessment and Referral Tool

• Service Provider Feedback Form

• Participant Feedback Survey

 Crisis counselors and CCP staff can review additional information about

these forms in several online training resources:

• CCP Core Content Training

• CCP Evaluation Toolkit

• Web-based Training on Data Collection Forms

Brief Review of Data Collection Forms

Individual/Family Crisis Counseling Services Encounter Log 

 Documents interactions of 15 minutes or longer with individuals or families

 Documents visit type, demographic information, number of people in the

encounter, location of service, risk categories, event reactions, focus of

encounter, materials distributed, and referrals

Group Encounter Log 

 Documents group crisis counseling (in which participants do most of the

talking) and public education (in which the counselor does most of the

talking)

 Captures encounter characteristics, group identities, and focus

Weekly Tally Sheet 

 Documents brief educational and supportive contacts (less than 15

minutes), telephone calls, e-mails, and material distribution

 Includes information for 1 week (beginning Sunday) at the county level,

using three-digit county codes

 May be partly completed (the social networking and mass media sections)

by administrative staff

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CCP Participant Workbook: Transition to RSP Training 

Advanced CCP Data Tools

Adult and Child/Youth Assessment and Referral Tools 

• Your employer should have protocols or procedures in place for how to

respond if serious reactions are indicated and should provide training on

how to use these tools and when to make a referral for more intensive

services.

• All of the following are true of the Child/Youth Assessment and Referral

Tool and the Adult Assessment and Referral Tool:

• They are used to facilitate referrals to more intensive behavioral

health services.

• They can be used at any time if you suspect the individual may be

experiencing serious reactions.

• They should always be used at the third individual/family crisis

counseling encounter.

• They measure risk categories and event reactions using a

structured interview approach.

For adults: For children/youth aged 0–17:

42

• Assessment and referral tools are used in the ISP and RSP, as

needed.

• At the end of the form, you should review the responses that are

indicated with a “4” or “5,” and be prepared to offer the respondent a

referral for more intensive services.

• You should also have a plan in place (that adheres to your employer’s

protocol) for what to do if the individual says “yes” to the question “Is

there any possibility that you might hurt or kill yourself?”
Participant Feedback Surveys 

• They are conducted twice during an RSP.

• They collect feedback from all adults

receiving individual/family or group crisis

counseling during the period of

administration (usually 1–2 weeks).

• The information collected provides some

data about immediate outcomes of crisis

counseling.

• The surveys are administered using a

paper survey along with a cover sheet

and a stamped return envelope.

• The surveys are anonymous and do not

collect personally identifiable information

about the survivor (or the CCP staff who

assisted him or her).

• The Participant Feedback Surveys capture the following information:

• The kinds of services received and whether those services were

helpful

• Helpfulness of the CCP to the recipient of CCP services

• Description of how the recipient was exposed to the disaster

• Information on event reactions

• Comparison of the survivor’s perceptions of how he or she was

doing before the disaster and how he or she is doing after the

disaster

• Basic demographics, language, and disability status

43

• Space is provided for referral information to a crisis counselor so that the

recipient can talk with him or her about any severe reactions he or she is

having.

• The crisis counselor must be invested in the process and emphasize the

importance of the process to the participant. Participants must be

convinced that the survey is a serious endeavor. It is their opportunity to

identify needs and rate how well the program is meeting those needs.
CCP Participant Workbook: Transition to RSP Training 

Service Provider Feedback Form:

 This form collects feedback from

crisis counselors who provide direct,

face-to-face services and their

immediate supervisors (team

leaders).

 It is used to capture crisis

counselors’ opinions about their

training, resources, supervision,

workload, support, and overall

quality of the CCP.

 It is collected anonymously from

crisis counseling staff around 6 and

12 months after the disaster.

 The form asks staff for feedback on

the usefulness of the CCP trainings

they have received. It also asks

them to evaluate supervision,

opportunities for growth, workload,

and adequacy of tools provided.

Additionally, it asks them to rate

their stress levels, collects

information about demographics, and provides space to write comments.

 The Service Provider Feedback Forms are disseminated by the state CCP

evaluation coordinator and completed online when possible.

 All feedback is provided anonymously. The crisis counselors’ identity is

protected by lack of identifying information, and the results are submitted

to an external evaluator. When results are shared, they are shown only in

aggregations large enough to ensure that individuals (or small groups of

counselors) are not identifiable.

44
RSP Data Collection Worksheet

How will we use data in the RSP? 

Are there other ways the data can be used? 

45
CCP Participant Workbook: Transition to RSP Training 

SECTION 5: Stress Management for Staff 

Typical Stressors 

How stressful are these factors for you? 

1. Repeatedly hearing survivors’ distressing stories

Not at all Somewhat Fairly Very Extremely 

1 2 3 4 5 

2. Approaching survivors who may reject help

Not at all Somewhat Fairly Very Extremely 

1 2 3 4 5 

3. Feeling overwhelmed by the sadness of others

Not at all Somewhat Fairly Very Extremely 

1 2 3 4 5 

4. Feeling unable to alleviate the pain of others

Not at all Somewhat Fairly Very Extremely 

1 2 3 4 5 

5. Working long hours

Not at all Somewhat Fairly Very Extremely 

1 2 3 4 5 

6. Having personal experience with the disaster

Not at all Somewhat Fairly Very Extremely 

1 2 3 4 5 

46
CHECKLIST OF WARNING SIGNS OF EXCESSIVE STRESS 

Warning Sign 

I Have Experienced This 

(Rarely, Sometimes, Frequently) 

You cannot shake distressing images from your 

mind. 

Work consumes you at the expense of family and 

friends. 

You experience an increase in substance use or 

abuse. 

You are excessively irritable and impatient. 

You exhibit other serious or severe reactions. 

If you have experienced any of these warning signs, what are some steps you have 

taken, or could take, to reduce your stress level? 

47
CCP Participant Workbook: Transition to RSP Training 

Individual Stress Management Plan Worksheet 

1. What are your typical stressors?

2. What have you been doing to manage these?

3. What are the challenges to managing your stress?

4. What can you do to overcome these challenges?

5. What are some specific actions you can take in the following areas?

 Management of workload 

 Balanced lifestyle 

 Stress-reduction techniques 

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Organizational Stress Management Scorecard 

Give a score between 1 and 5 for all the items below to indicate how well your program 

currently does on each of these stress management measures. 

Scoring: 1 = Poor, 2 = Fair, 3 = Average, 4 = Very Good, 5 = Excellent 

How well does your program demonstrate: Score 

A clearly defined management and supervision structure? 

Clearly defined purpose and goals articulated frequently? 

Functionally defined roles reinforced through effective 

supervision? 

Sound clinical consultation, support, and supervision? 

Supportive peer relationships? 

An active stress management program? 

A comprehensive training plan? 

How well does management: 

Clearly articulate and often repeat the purpose, goals, scope, and 

limits of the program? 

Articulate and enforce policies related to holidays, supervision, 

and attendance at staff meetings and training events? 

Develop criteria for who is served and for how long, and require 

justification for continued counseling? 

Enforce safety policies and ethical conduct? 

Provide careful supervision? 

Enforce reasonable work hours and shifts? 

Monitor time off and mandate, if necessary? 

Develop and enforce safety policies? 

Reinforce the use of a buddy system? 

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CCP Participant Workbook: Transition to RSP Training 

How do team meetings: 

Provide opportunities for ongoing assessment of staff skill 

development and training needs? 

Use simulation exercises to practice crisis counseling skills? 

Address disillusionment and other stressors related to the current 

phase of disaster? 

Reinforce the boundaries of the crisis counselors? 

Address stress levels through individual and organizational 

techniques? 

TOTAL: 

50
51

Organizational Approaches for Stress Prevention and Management 

Dimension Immediate Response Long-Term Response 

Effective 

Management 

Structure 

and 

Leadership 

 Clear chain of command and 

reporting relationships 

 Available and accessible clinical 

supervisor 

 Shifts no longer than 12 hours, 

with 12 hours off 

 Briefings provided at beginning 

of shifts as workers exit and 

enter the operation 

 Necessary supplies available 

(e.g., paper, forms, pens, 

educational materials) 

 Communication tools available 

(e.g., mobile phones, radios) 

 Full-time, disaster-trained 

supervisors and program 

director with demonstrated 

management and supervisory 

skills 

 Clear and functional 

organizational structure 

 Program direction and 

accomplishments reviewed and 

modified, as needed 

Clear 

Purpose and 

Goals 

 Clearly defined intervention 

goals and strategies appropriate 

to assignment setting (e.g., 

crisis intervention, debriefing) 

 Community needs, focus, and 

scope of program defined 

 Periodic assessment 

conducted of organizational 

health and service targets and 

strategies 

 CCP Guidance integrated into 

service priorities 

 Staff trained and supervised to 

define limits and make referrals 

 Staff provided feedback on 

number of contacts, program 

accomplishments, etc. 

Functionally 

Defined 

Roles 

 Staff are oriented and trained 

with written role descriptions for 

each assignment setting. 

 If another agency (e.g., Red 

Cross, Federal Emergency 

Management Agency) has 

authority over the setting, staffs 

are informed of their roles, 

contacts, and expectations. 

 Job descriptions and 

expectations provided and 

enumerated for all positions 

 Participating disaster recovery 

agencies’ roles understood, 

and working relationships with 

key agency contacts 

maintained 
CCP Participant Workbook: Transition to RSP Training 

Team 

Support  Buddy system for support and 

monitoring stress reactions 

 Positive atmosphere of support 

and tolerance with “good job” 

said often 

 Avoidance of program design 

with isolated workers from 

separate agencies 

 Informal case consultation, 

problem solving, and resource 

sharing 

 Regular, effective meetings 

with productive agendas, 

personal sharing, and creative 

program development 

 Clinical consultation and 

supervision 

 In-service training appropriate 

to current recovery issues 

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CCP Participant Workbook: Transition to RSP Training 

Optional: Team Building Activity 

It is very important for all the CCP staff to function well as a team during the RSP 

program. Effective teams have a sense of team identity, a shared goal and a common 

vision. 

Your trainer will lead one of the following team building activities: 

 CCP public service announcement

 A vision for success

 CCP billboard

Notes 

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CCP Participant Workbook: Transition to RSP Training 

Applying Your Learning 

Summarize what you have learned and what you plan to do back at work by answering 

the following questions. 

What are the most important things you have learned as a result of this course? 

What are three things you plan to do in the next 2 weeks to apply in your work setting 

what you have learned here? 

What are the skills you feel will continue to be the most difficult for you, and what can 

you do to overcome those difficulties? 

How can you continue to get feedback on your crisis counseling skills? Who can help 

you, and how will you approach these people? 

54