CCP Trainer’s Guide: Transition to RSP Training

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2

Module 2

CCP Trainer’s Guide

Transition to 

RSP Training

Crisis Counseling Assistance 

and Training Program
CCP Trainer’s Guide: Transition to RSP Training

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How To Use This Trainer’s Guide

This trainer’s guide contains a suggested schedule and learning activities for delivering the required 

Crisis Counseling Assistance and Training Program (CCP) Transition to Regular Services Program 

(RSP) Training. This training is focused on helping CCP leadership and staff to reflect on what the 

program has done thus far, assess current needs, and plan future actions in the RSP.

Trainers are encouraged to adapt and modify how they deliver the course to meet the needs of the 

specific program, audience, and circumstances, while keeping to the established course purpose 

and learning objectives. For example, the time available and the number of participants are two 

factors that would affect how the course is delivered.

This trainer’s guide presents a detailed plan of instruction for a 11⁄2-day course. The agendas 

assume an 81⁄2-hour training day, including 15-minute breaks in the morning and afternoon, and 1 

hour for lunch.

The activities and timing of this design are intended for a group of about 25 participants. If the 

group is smaller, the activities and group discussions may take less time than indicated in this plan 

of instruction. If the group is larger than 25, you will need to modify the activities in order to fit the 

time available. For example, when a table exercise is indicated in the design, with reports from each 

table, you may want to have the participants work in trios and take a few examples to process in the 

large group, rather than having all of the small groups report out to each other.

The CCP Trainer’s Guide: Transition to RSP Training provides detailed instructions for suggested 

talking points and group exercises. It contains images of all slides. If you wish to print the slides 

out separately, you can do so directly from the PowerPoint file on the Substance Abuse and 

Mental Health Services Administration (SAMHSA) Disaster Technical Assistance Center (DTAC) 

website in the CCP Toolkit found at the following location: https://www.samhsa.gov/dtac/ccp-toolkit/

train-your-ccp-staff.

The CCP Transition to RSP Training Participant Workbook contains all the essential content 

from the slides that participants should have as reference, along with worksheets tailored to the 

learning activities described in this training manual. The CCP Transition to RSP Training Participant 

Workbook and the CCP Transition to RSP Training Presentation are both available on the SAMHSA 

DTAC website, along with this Trainer’s Guide.

Rev. 7/2022
CCP Trainer’s Guide: Transition to RSP Training

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CCP Trainer’s Guide 

Transition to RSP Training

Table of Contents

Pre-training Checklist ..................................................................................4

Welcome and Introductions ................................................................7

Section 1: Transition From ISP to RSP ...............................................14

Section 2: Current Disaster Reactions, Strengths, and Resilience...........19

Section 3: Crisis Counseling Services and Skills ..................................31

Section 4: Data Collection and Program Evaluation..................................47

Section 5: Stress Management for Staff..............................................55

Section 6: Team Building Activity .......................................................59

Applying Your Learning and Course Evaluation ...................................61
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Pre-training Checklist

Prior to the course, contact the program manager to discuss the following:

Disaster Specifics

o Type of disaster

o Size and scope of disaster

o Unique dynamics of the disaster

o Population affected, including special populations and cultural factors

Program Data

o Size of program—number of counselors, status of recruitment

o RSP start and end dates

o Size of program—number of providers and counselors, status of recruitment

o Background and experience of counselors

o Current status of service provision

o Request a copy of key program documents:

•Summary of Immediate Services Program (ISP) data on service provision

•RSP application

•Current needs assessment

•Current outreach strategy/plan of services

•Current staffing plan/organizational chart

•Maps of the disaster impact

o Ask the program manager to be prepared to answer questions about the program’s

assessment and referral protocols, specifically those for someone in crisis.

Course Logistics

o Number of participants:

•Encourage the program manager to attend the entire training.

•Make sure any new program staff who missed the Core Content Training attend this

training and receive the CCP Core Content Training Participant Workbook.

•Determine whether other stakeholders would benefit from attending the training.
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o Confirm length of course.

o Location and training facility—training room size and setup.

o Audiovisual support—a projector or television, computer, capacity for showing videos and

other website content, and a connection to the internet.

o Nametags, markers, etc.

o Make copies of the CCP Transition to RSP Training Participant Workbook and other

materials (handouts of program documents, CCP Job Aid for Crisis Counselors, etc.)—modify

Participant Workbook as needed.

Travel Logistics

o Flight recommendations

o Lodging recommendations

o Reimbursement procedure

Other Items

o Review the training agenda and activities with the program manager.

o Come to an agreement on how the staff input generated through the training activities will

be captured and transferred to the program manager.

o Familiarize yourself with the CCP Toolkit on the SAMHSA DTAC website in the event that

you need to reference CCP trainings, tools, and resources

(https://www.samhsa.gov/dtac/ccp-toolkit).

Post-training

o Make recommendations to the program manager about post-training follow-up—e.g.,

subsequent meetings, training, or other actions.

o Submit completed participant evaluations and trainer feedback form to SAMHSA DTAC, or

have the online training evaluation form link shared with participants for completing the survey

online. Participant feedback forms are included in the CCP Participant Workbook, and trainer

feedback forms are included at the end of this trainer’s guide.
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DAY 1

8:30 a.m. Welcome and Introductions

9 a.m. Getting Started Activity

10 a.m. Transition From ISP to RSP

11 a.m. Current Disaster Reactions,

Strengths, and Resilience

• Individual/Family Crisis

Counseling

• Group Crisis Counseling

5 p.m. Adjourn

Recommended Agenda 

Transition to RSP Training—1 1/2 Days

DAY 2

8:30 a.m. Crisis Counseling Services (cont.) 

9:30 a.m. Data Collection and Program

Evaluation

10:30 a.m. Stress Management for Staff 

11:45 a.m. Team Building Activity

12:30 p.m. Applying Your Learning

Course Evaluation 

12:45 p.m. Adjourn

12:30 p.m. Lunch

1:30 p.m. Crisis Counseling Services and

Skills
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Begin the course by welcoming participants and introducing 

yourself.

Ask participants to introduce themselves by sharing the 

following:

• Their names and pronouns

• Two things they’re grateful for that begin with their

initials

• Their roles or positions in the CCP

Give an example of the introduction by using your own 

name—e.g., “I’m Mary Smith, and I’m thankful for my ability to 

memorize, and for smiles.”

Give participants a moment to think before starting the 

introductions.

The purpose of this activity is to provide an opportunity for 

team building early in the training. The activities suggested 

below help participants to get to know each other better, in a 

fun and relaxed way.

 30 minutes Getting Started Activity

Welcome and Introductions (1 hour, 30 minutes)

 30 minutes Welcome and Introductions

Activity Option 1—20 Fun Things (30 minutes)

Ask participants make a list of 20 things they do to have fun, 

using the worksheet in their workbooks. While 20 things may 

seem like a lot, encourage them to think hard and be creative, 

and they can certainly come up with at least that many. (10 

minutes)
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Invite participants to stand up and mingle, sharing their lists 

with each other. Encourage them to share lists with as many 

people as possible, and to pay attention to things they learn 

about others that are surprising, or where they have things in 

common. (10 minutes)

Call an end to the mingling, and have participants post their 

lists on a wall—making a mosaic of their collective interests. 

Encourage participants to browse the wall of interests during 

lunch and breaks. Have them return to their seats.

Lead a large-group discussion about what they learned about 

each other. (10 minutes)

• What were some of the most surprising or unique things 

you learned?

• What common interests did you discover?

• How might this experience help you to work better as a 

team?

• How might an activity like this be useful in crisis 

counseling?

Bring the conversation to a close, and transition to the next 

section on course objectives, agenda, and norms.

Activity Option 2—Symbols and Statements Activity 

(30 minutes)

Preparation—Before the start of the course, prepare and post 

eight tear sheets around the room and cover them up so they 

cannot be seen. Four of the tear sheets will relate to part 1 of 

the activity, the other four to part 2.

Part 1: Quotes about Disaster (Preparation)

Prior to the course, choose four quotes that represent different 

views or attitudes about disaster. Here are several examples:

• “Only after disaster can we be resurrected.” Chuck 

Palahniuk, Author

• “There’s no disaster that cannot become a blessing, and 

no blessing that cannot become a disaster.” Richard 

Bach, Author

• “There are moments when you just have to walk away 

and cry.” Lou Angeli, Filmmaker
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• “Living things have been doing just that for a long, long time. 

Through every kind of disaster and setback and catastrophe. 

We are survivors.” Robert Fulghum, Author

• “I always tried to turn every disaster into an opportunity.” John 

D. Rockefeller, Businessman

• “I beg you take courage; the brave soul can mend even 

disaster.” Catherine the Great, Russian Czarina

Put one quote on each of four tear sheets, and post them around the 

room. Cover the tear sheets up so participants cannot see them.

Part 2: The Role of the Crisis Counselor (Preparation)

Choose four symbols/objects that could represent various views on 

the role of the crisis counselor—e.g., a Band-Aid, a bottle of glue, an 

outstretched hand, a shoulder, a lighthouse, a life preserver, and so 

on.

Put one symbol on each of four tear sheets, and post them around 

the room. Cover the tear sheets up so participants cannot see them.

Part 1: Quotes about Disaster (Instructions)

Reveal each of the four quotes about disaster.

Have participants go stand by the tear sheet they are most drawn to 

or agree with.

Each tear sheet should have a small group assembled beside it—if 

anyone is standing alone, ask the participant to join another group, 

whichever would be his or her second choice.

Ask participants to discuss within their groups why they chose this 

quote—what does it mean to you? What about it do you agree with? 

(5 minutes)

Have each group share the highlights of their discussion. (10 

minutes)

Part 2: The Role of the Crisis Counselor (Instructions)

• Reveal each of the four symbol tear sheets, telling participants 

that each one represents the role of the crisis counselor in 

some way.

• Have participants go stand by the tear sheet they most identify 

with, or one that most closely corresponds with their views on 

the role of the crisis counselor.

• Each tear sheet should have a small group assembled beside 
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it—if anyone is standing alone, ask the participant to join 

another group, whichever symbol would be his or her 

second choice.

• Ask participants to discuss why they chose this

symbol—what does it represent for you about the role of

the crisis counselor? (5 minutes)

• Have each group share the highlights of their

discussion. (5 minutes)

• As you bring this activity to a close, ask participants

what they’re taking away from this conversation and

how it might help them to work better together as a

team. (5 minutes)

• Transition to the next segment on course objectives,

agenda, and norms.

Activity Option 3—Personal Crest (30 minutes)

Materials needed—Markers, colored pencils, or crayons 

in a variety of colors, with several for each participant.

Explain that a personal crest—like a family coat of arms—is 

a visual, symbolic representation of a person’s identity. You’ll 

be drawing your own personal crest to share with the group.

Tell participants not to worry about artistic ability—all crests 

will be beautiful no matter how they’re drawn. Get creative!

Using the worksheet in their workbooks, have participants 

draw their own personal crests. The crest is divided into four 

quadrants, and each one has a question assigned to it. Ask 

participants to answer each question about themselves in 

pictures, using no words, in the designated place on the crest.

• Top left—What is one strength you bring to the CCP

team?

• Top right—What is one thing you need from your CCP

team members?

• Bottom left—What is a hidden talent you have?

• Bottom right—What is one value you hold that is very

important to you?
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Post a tear sheet with an outline of the crest and with each 

question listed in the appropriate quadrant.

Drawing time—10 minutes

• Make notes of what you hear in others’ responses.

Announce when time is up, and have participants post their 

crests on a wall—making a mosaic of their collective strengths, 

needs, talents, and values. Encourage them to browse this 

mosaic during lunch and breaks. Have them return to their 

seats.

Large Sharing of Crests: “Speed Connecting” (10 

minutes)

Provide the following instructions:

• Stand up, walk around, and find one other person you

don’t know well.

• Share your crest with that person, and listen to him or

her talk about his or her crest.

• When you are done, find another partner and share.

Ask the group for examples of what they saw and discussed 

in each quadrant:

• What are some examples of the strengths represented

on this team?

• What are some examples of the things you need from

each other?

• What are some interesting hidden talents you learned

about?

• What are some of the important values people hold?

Ask the group these questions:

• How might this experience help you to work better as a

team?

• How might an activity like this be useful in crisis

counseling?

Bring the conversation to a close, and transition to the next 

section on course objectives, agenda, and norms.

Group Discussion (10 minutes)
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 15 minutes Course Objectives, Agenda, and Norms

Review objectives of the course. Note that the course 

agenda and objectives appear in the workbook.

Objectives—By the end of the course, participants 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.

Emphasize the organizing theme of this course— reflecting 

on what the program has done thus far, assessing current 

needs, and planning future actions for the RSP.

As in any course, having agreed-upon norms is helpful. Write 

the following guidelines on an easel stand, and review them 

with participants. These guidelines also appear in the CCP 

Transition to RSP Training Participant Workbook.

• 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.

• Use “person-first” language, e.g., “person with a

disability.”
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 15 minutes Break

Review the course schedule, and discuss how the objectives 

will be addressed.

Be sure to cover logistical details:

• Lunch and break times and locations

• Restroom locations

• Time (follow clock in the room)

• Include any special instructions for virtual training, if 

applicable

• For in-person training, address safety protocols, such as 

physical distancing, and building evacuation routes.

Pause and ask for participants’ reactions or questions, 

and ask whether they feel there is anything missing from this 

program.

Introduce the CCP Transition to RSP Training Participant 

Workbook, and describe how it will be used during the course. 

Highlight the following:

• The workbook will be used to convey key concepts 

covered in the course.

• There is space to make notes as well as capture 

reflections.

• Reference materials are included for use during and 

after the course.

Ask the participants to decide on the following:

• If there are any norms they would like to modify

• If any are missing

Write any additional guidelines on the easel stand, and check to see if everyone can agree to the 

list. You can keep it light by asking them to shake hands (or other minimal-contact gesture, such 

as a head nod or elbow bump) with someone at their table to signify agreement with this “social 

contract.”
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Section 1: Transition From ISP to RSP (1 hour)

 30 minutes Session Introduction and Characteristics of the Disaster

Introduce this session by telling participants that we’re going 

to explore the range of common issues that CCPs face as 

they transition from an ISP to an RSP, and take some time to 

identify what the RSP specifically should pay attention to in the 

coming weeks. 

Review the session objectives: 

• Identify ISP-to-RSP transition issues.

• Define the goals of the RSP.

Note: Instructor should gather information from the state, 

territory, or tribe on what their goals are for the RSP (from 

their application) and/or what they are hoping to accomplish 

through the RSP. This is a good place to set that expectation 

and then refer to it later in the training.

Explore the typical CCP timeline (as shown in the graphic) in 

relation to the actual timeline of ISP application and award for 

the state’s CCP. 

Ask these questions: 

• Where is your CCP in this timeline?

• How much time has passed since the disaster?

• What was the start date of your ISP? Was your ISP

extended? What was the final end date for your ISP?

• What are the start and end dates of your RSP?

Note: You should find out these dates from the program 

management prior to the training. The purpose of asking these 

questions here is to confirm and ensure that all staff know 

these dates. 
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Building upon the discussion of where the program is in 

its transition from ISP to RSP, facilitate a large-group 

discussion on the history of the ISP and what issues 

participants must focus on as they start their RSP. Allow up 

to 20 minutes for this discussion, and direct participants 

to page 7 of their workbooks. Remind participants that this is 

our initial discussion, and we will discuss these topics in more 

depth later. 

• Reflecting on the ISP, what stands out for you—

successes, accomplishments, and challenges?

• What lessons were learned from the ISP that you can

bring to the RSP?

• How do you think the RSP will be different than the ISP?

• Looking ahead to the RSP, what do you need to pay

attention to during the transition? What do you want to

see accomplished during the RSP? What challenges do

you anticipate?

Record key points from the large-group discussion on a 

flipchart pad for future reference.

Transition to discussing the goals of the RSP, building upon 

this discussion. 

Make sure participants are aware that most RSPs last 9 

months. This program is time limited in duration. 

Discuss with participants what this means for individual 

survivors, the community, and the staff.

Prior to this session, list the items below on two or three tear 

sheets posted on the wall. Introduce this list of typical RSP 

goals and objectives. Clarify what is meant by each one—a 

focus on the following areas:

• 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

 30 minutes Goals and Objectives of the RSP
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Some areas the RSP will focus on are:

• Group crisis counseling, public education, and media

messaging

• Targeted outreach to special populations

• Increased community networking

• Assessment and referral

• Resource linkage

Tell participants to turn to their workbooks, page 8, where the 

RSP goals are listed.

Explain. While reviewing the RSP goals, the participants 

should be thinking about priorities.

Ask them to place a check mark in their notebooks next to the 

items that they feel are priorities: 

• Reassessment of training needs

• Continued stress management

• Analysis and use of program data

• Comprehensive quality assurance process

• Program legacy for individuals, community, and staff

Suggested Activity: Write the goals on to one or two 

flipchart pads. Divide the class into groups and assign the 

groups to specific flipchart pads listed with the goals. Ask the 

groups to briefly discuss the goals and list possible examples 

of how this might be achieved in their RSP.

Once all goals have been reviewed:

Ask participants to come up to the flipchart pads and place a 

mark (using a sticker or a marker) next to the ones they feel 

are priorities. 

Discuss the results as a group, focusing on each of the items 

that received the most marks: 

• Why is this item a priority?

• What are some things you can or should do in this

area?
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Summarize the discussion of priorities for the RSP, and 

segue to a discussion of the program management issues 

related to transition to RSP.

 15 minutes Program Management Issues

Explain how the RSP administrative structure is different 

from the ISP structure.

• The State Mental Health Authority (SMHA) applies

directly to the Federal Emergency Management Agency

(FEMA) for RSP funding.

• Typically, funding flows from FEMA to SAMHSA to the

SMHA.

• CCP administrators must be aware of this difference in

funding flow to avoid state fiscal mechanism issues.

• Local community behavioral health providers are the

provider organizations often contracted to conduct CCP

services.

• Partnerships with all stakeholders are crucial during the

response and recovery efforts.

Note: The Governor’s Authorized Representative’s (GAR) 

involvement is different based on where you are in the country. 

Note that this might look different in the participants’ state. 

While the GAR signs the application, they may have no 

involvement in the CCP program.

Explain that during transition, program management should 

review existing strategies and plans for both provision of 

services and internal program management.

Suggested talking points:

• Needs assessment and outreach strategy are the

foundation of the CCP. Together they make up a

continuous process necessary to ensure the relevance

of the program for the duration of the effort.

• Staffing plans consider the CCP staff roles and the

number of hires for each position and are informed by

the needs assessment and existing state and provider

structures.

• Training is essential to the quality of service provision

and program success. Skilled staff must be trained on
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expectations and limitations of services and adherence 

to the CCP model.

• Supervision and team meetings are critical elements

of program management in the CCP. In the beginning

of the program, teams meet twice daily. Later in the

program, teams meet weekly.

• Crisis counseling services will change related to

ongoing needs assessment and the phase of the

disaster.

Discuss some of the anticipated changes in survivor 

reactions and need for services.

Emphasize that these anticipated reactions and needs are 

based on lessons learned in previous CCPs and disaster 

behavioral health research.

At the same time, the program must continue to conduct 

ongoing needs assessment to ensure these anticipated 

reactions apply to the disaster. Needs assessment should 

still drive services.

Discuss the administrative systems that should be assessed 

during the transition to ensure services and interventions are 

being provided efficiently.

Ask participants what program management challenges and 

successes they have encountered during the ISP, and share 

strategies and solutions that were successful and might be 

helpful to others.

Use these points to segue to the next section on disaster 

reactions.
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Section 2: Current Disaster Reactions, 

Strengths, and Resilience (1 hour, 30 minutes)

 10 minutes Session Introduction and Key Concepts

Introduce this session by telling participants that you and 

they will explore the reactions they are encountering and can 

expect to encounter in this and coming phases of the disaster. 

Specifically, you and they will talk about collective, individual, 

and severe reactions and also about fostering resilience 

among individuals and in the community.

Review the session objective:

• Identify ongoing and emerging disaster reactions related

to the current phase of disaster.

Begin by reviewing some of the key concepts of disaster 

reactions and asking participants if they have observed them 

to be true thus far.

Ask participants to raise their hands if they have observed 

the behavior/if they agree with each statement as they are 

read.

Note: These key concepts of transition-related disaster 

reactions frame the CCP approach to disaster work—a 

strengths-based model that assumes natural resilience in 

the majority, while being careful to assess for severe 

reactions in the minority.

Suggested talking points:

• During and after a disaster, people may function at a 

level of high activity but low efficiency.

• The use of the word “normal” can be emotionally

loaded. “Common” is the preferred adjective.

• The CCP is intended to help people access their natural

resilience and develop positive coping skills to diminish

disruptions in daily living.
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Continue reviewing some of the key concepts of disaster 

reactions and asking participants if they have observed them 

to be true thus far.

Review the typical outcomes of disaster. Emphasize that 

disaster reactions should always be considered in terms of 

context and culture.

Note: Ask for feedback on the final point on the slide, 

“Survivors often reject help.” Ask for examples of what they 

have seen in their communities related to this concept.

 35 minutes Collective and Individual Reactions

Remind participants of the distinction between individual and 

collective disaster impact. Also, note that trauma is not the 

same as disaster impact. People can experience impact from 

a disaster, without experiencing trauma.

• The CCP addresses both individual (survivors, families

of survivors, and other affected people) and collective

(community) disaster impact.

• Individual disaster impact is an emotional or

psychological injury usually resulting from an extremely

stressful or life-threatening situation.

• Collective disaster impact is a psychological effect

shared by a group of people of any size, up to and

including an entire society. Disaster events witnessed by

an entire society can stir up collective sentiment, often

resulting in a shift in that society’s culture and mass

actions.

Tell participants that you will focus on collective trauma 

reactions first.

Some examples of collective disaster impact include the 

attacks of September 11, 2001, and the change in airlines 

operations, Transportation Security Administration 

policies, etc.; Hurricane Katrina caused changes in 

federal regulations and outreach.

• People have natural resilience; in fact, most survivors

will recover to their former functioning levels within 6 to

18 months without outside mental health or substance

use intervention.
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Show the phases of disaster graph, and explain that 

this graph illustrates a typical disaster and the associated 

emotional highs and lows. Provide a quick review of the 

phases as a reminder.

Explain every disaster is different and unique, and in a few 

minutes we’ll personalize this graph to fit this specific disaster.

Ask participants what phase they currently are in.

Pre-disaster phase

• Disasters with no warning can cause feelings of

vulnerability, lack of security, and loss of control; fear

of future unpredicted tragedies; and 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 a focus on

self-preservation and family protection.

Heroic phase

• Many survivors exhibit adrenaline-induced rescue

behavior, as well as high activity with low productivity.

• Risk assessment may be impaired.

• There is a sense of altruism.

Honeymoon phase

• Disaster assistance is readily available.

• Community bonding occurs.

• Many are optimistic that everything will quickly return to

normal.

• CCP staff can establish program identity, gain access to

survivors, and build relationships with stakeholders.
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Disillusionment phase

• Stress and fatigue take a toll.

• Optimism turns into discouragement.

• Need for substance use services may increase.

• The larger community returns to business as usual.

• Demand for CCP services may increase as individuals

and communities become ready to accept support.

Reconstruction phase

• Individuals and communities begin to assume

responsibility for rebuilding their lives.

• People begin adjusting to new circumstances.

• There is a recognition of growth and opportunity.

Continue the discussion of collective reactions by reviewing

the risk factors—population exposure model (Adapted by 

DeWolfe, D. (2002). Mental health interventions following 

major disasters: A guide for administrators, policy makers, 

planners, and providers. Rockville, MD: U.S. Department of 

Health and Human Services, SAMHSA, Center for Mental 

Health Services.)

Ask about the reactions of specific groups represented in the 

model. How have you seen their reactions and needs change 

over time?

Note that more intensive individual/family crisis counseling 

may be appropriate closer to the center. Educational efforts to 

build community resilience may be more appropriate for the 

"outer" groups.

Adapted by DeWolfe, D. (2002). Mental health interventions 

following major disasters: A guide for administrators, policy 

makers, planners, and providers. Rockville, MD: U.S. 

Department of Health and Human Services, Substance Abuse 

and Mental Health Services Administration, Center for Mental 

Health Services.
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 15 minutes 

Give the following instructions:

• Find a partner.

• Together, draw a map of the phases of this disaster in 

the workbook (page 12)—what you’ve observed to date 

and projecting into the future.

• Identify the typical individual reactions you’re seeing.

• Identify potential future trigger points.

When the pairs are finished (after about 10 minutes), ask 

for examples of the reactions they identified. Record these 

reactions on a flipchart pad.

Facilitate a discussion about these reactions:

• Are the reactions something noticed in earlier phases?

• Which reactions have become worse or better over 

time?

Review the range of types of disaster reactions.A summary of 

the different types of disaster reactions is included in the 

participant workbook, page 11. Suggested talking points:

• People affected by disaster may experience more than 

one type of reaction.

• Reactions may change over time, and may get more or 

less intense over time.

• Reactions may be more intense if people have 

experienced the event more directly or have gone 

through previous trauma or crises.

• Typical reactions can vary by developmental stage.

• Reactions can include positive and negative responses.
CCP Trainer’s Guide: Transition to RSP Training

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Objective: To have the group generate and report the 

immediate and long-term reactions to disaster.

Separate participants into groups based on their teams, 

providers, or regional affiliations in the CCP.

• Provide each group with an easel, flipchart pad, and

markers.

• At the top of the paper, have one person in each group

write “immediate” in the upper left corner, followed by an

arrow, and then, “over time” in the upper right corner.

• Explain that the Immediate Services Program and RSP

are relatively arbitrary dates, in the sense that

a calendar date cannot determine the time frame for

reactions.

• Each group is to identify how immediate reactions might

evolve into intermediate, and then long-term reactions.

• The arrow at the top of the page represents the

expected lifespan of the CCP.

 15 minutes Suggested Activity: Identifying Immediate and Long-Term Reactions

Summarize and reinforce key points about how reactions 

change over time using this slide of anticipated reactions.

Additional reactions over time:

• Anxiety about recurrence of the disaster or new disaster

• People taking advantage of survivors with predatory

scams or other, similar crimes

• Frustration in finding workers to make home repairs

• Cumulative stress over dislocation and separation from

family, friends, and social support network

• Survivors who have developed mental health conditions

may be at higher risk for substance use or misuse.

Ask the participants to share some of the future triggers they 

identified.

Ask how these potential triggers are related to future phases 

of disaster.

Ask what reactions these triggers are likely to produce for 

individuals and collectively.
CCP Trainer’s Guide: Transition to RSP Training

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Discuss the factors that influence severe reactions. 

Note that while preexisting trauma may increase risk of 

severe reactions, some survivors with preexisting trauma have 

increased coping skills and ability to deal with the effects of 

disasters.

Explain that severe reactions may signal a range of 

psychological disorders. 

Emphasize the following points: 

• The treatment of severe reactions is beyond the scope

of the CCP; however, the ability to recognize such

symptoms is crucial for the crisis counselor to make

appropriate referrals.

• CCPs may benefit from staffing structures that have

professional behavioral health clinicians supervising

paraprofessional crisis counselors. In this way, clinicians

are available to support paraprofessionals in the

assessment and referral of people exhibiting severe

reactions.

• Disasters affect the community infrastructure; therefore,

referral resources will vary based on the following:

- Preexisting community infrastructur

- Damage to the community infrastructur

• This doesn’t mean that people will go on and develop

a diagnosable condition. Most people recover without

developing any disorders. Some of these may have

been conditions that were present before the disaster

and were amplified by the disaster.

• Have group members select a recorder who will list the

anticipated reactions over time.

• Have the group focus on listing individual and

community reactions, not interventions.

• Have each group report their findings to the larger

group.

Summarize the discussion, adding your own 

observations about phases of disaster, triggers, and individual 

and collective reactions.

Transition to a discussion of identifying and responding 

to severe reactions.
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Facilitate discussion with the participants about the 

following: 

• How to recognize severe reactions

• How to handle a severe reaction

• When to refer

• How they are currently using the Assessment and

Referral Tools

Recognizing severe reactions—A reaction is severe 

when it does the following things: 

• Significantly impacts life functioning

• Presents a health or safety risk

• Does not resolve or diminish over time

When to refer—When a severe reaction or psychiatric 

disorder is suspected, the crisis counselor needs to alert the 

CCP team leader or clinical supervisor immediately. The team 

leader and crisis counselor should work with the survivor to 

determine if a referral is needed and if so, the crisis counselor 

should use his or her knowledge of local resources to connect 

the survivor to needed services. Crisis counselors should 

check back in with survivors to see if they have followed 

through with the referral. The crisis counselor should know 

and follow the contractor’s procedures if a disaster survivor 

presents with suicidal behavior. 

Using the Assessment and Referral Tools—Using 

the Adult and Child/Youth Assessment and Referral Tools is 

a way to keep track of survivors who may be suffering from 

severe reactions to disaster. As with all issues related to 

severe reactions and psychiatric disorders, using the tools for 

this purpose should be done in consultation with CCP team 

leaders and clinical personnel.
CCP Trainer’s Guide: Transition to RSP Training

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 15 minutes Activity: Part 1, Talk at Tables: What Survivors Have Been Reached?

Who Still Needs Service?

Objective: To assess how to reach survivors who have not yet 

been served and who may still need help.

Ask participants to spend 15 minutes talking at their tables 

about successes, challenges, and next steps in reaching 

special populations.

Suggest they discuss:

• Which groups has the CCP been most successful at

connecting with?

• Which groups haven’t been reached yet, and what is 

the plan to reach them?

• Discuss any unanticipated challenges and unique

issues serving some populations discovered during the

ISP.

• Share strategies for engaging special populations.

Ask them to take notes on a flipchart and prepare to share 

with the large group. Note that we will also use their notes for 

an upcoming activity.

 25 minutes Strengths and Resilience

Ask participants these questions: 

• What types of individual strengths have you observed?

• What types of collective strengths have you observed?

• What are some examples of personal growth you have

observed?

Examples of personal growth: 

• Becoming closer to loved ones

• Having faith in the ability to rebuild one’s life

• Becoming more spiritual or religious

• Finding a deeper meaning and purpose in life

• Discovering inner strength

• Feeling more connected to community
CCP Trainer’s Guide: Transition to RSP Training

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 25 minutes Strengths and Resilience

The American Psychological Association APA identifies four core 

components of resilience:

• Connection to people, organizations, and communities

• Wellness, including healthy habits; mindfulness; and

avoiding using alcohol, drugs, and compulsive behavior

in areas such as over- or undereating, shopping, or

gambling to avoid difficult feelings

• Healthy thinking, including countering all-or-nothing

thinking and strengthening optimism

• Meaning, including finding purpose through helping

others and setting and working toward goals

Make the link between strengths and resilience explaining 

that it is through strengths that we build resilience.

Remind participants of the definition of resilience. Suggested 

talking points:

• Resilience varies across situations and within individuals 

at different times.

• The level of resilience in individuals and communities

can change and can be fostered.

• It is crucial to recognize people’s strengths, as well as

the suffering they have experienced.

• While survivors’ suffering must be acknowledged, and

compassion and empathy conveyed to them, it is also

important that those who care for them believe in and

support their capacity to master this experience.

• Information and education help people’s understanding

and should be an integral part of the support and care

systems.

• People are helped with mastery of their experience and 

recovery by all of the following: preparation prior to 

disaster, information about what has happened,

education about common responses to such events,

training in what to do to help with psychological

recovery, information centers, and ongoing informational

feedback to affected communities.

National Center for PTSD. Helping Survivors: Early 

Interventions Following Disaster and Mass Violence. Retrieved 

from https://www.ptsd.va.gov/professional/treat/type/ 

disaster_earlyintervention_tx.asp
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As time permits, ask participants if they think any component 

is missing.

Transition to talking about how to foster resilience.

Discuss the factors that affect resilience. Start by asking how 

participants have seen these factors affect resilience.

Suggested talking points:

• Some people are at higher risk for or more vulnerable to 

disaster stress reactions due to their life situations,

individual differences, or experiences prior to the

disaster.

• Life situation factors include socioeconomic status,

education level, and current life stressors.

• Individual traits include coping strategies, capacity to

tolerate stress, substance use and misuse, and gender.

• Disaster and trauma experience factors include previous

disaster experience and losses, and prior trauma or

violence history.

• Depending on where people are in terms of these factors 

(e.g., high versus low capacity to tolerate stress), after a 

disaster they may be in a resilient state that lessens the 

effects of trauma and stress and assists them in coping, 

or they may experience more challenging reactions.

• Probably the most far-reaching, but most easily

overlooked, principle of disaster behavioral health

emerging from the literature is that people are resilient.

• Even after intense exposure to the most severe

disasters, only a minority of the most highly affected

population is likely to suffer from PTSD, and most people 

do not develop any psychiatric disorder.

• Emotional distress is common after exposure to severely 

traumatic events.

• Uncomplicated distress should not be confused with

psychiatric illness. This kind of confusion unnecessarily

pathologizes the healthy population and trivializes

the experience of those directly exposed to extremely

traumatic events (North, C. S. [2004]. Approaching

disaster mental health research after the 9/11 World

Trade Center terrorist attacks. Psychiatric Clinics of 

North America, 27, 589–602).
CCP Trainer’s Guide: Transition to RSP Training

30

Make the point that resilience is not a trait that people either 

have or do not have. It involves behaviors, thoughts, and 

actions that can be learned and developed.

Discuss the ways crisis counselors can help survivors to 

develop resilience.

You may want to discuss the following additional points on how 

to foster resilience:

• Maintain flexibility and balance when dealing with 

stressful circumstances and traumatic events.

• It is all right to experience strong emotions, if the 

individual is attending to other responsibilities in addition 

to experiencing and moving through emotions.

• Step forward and take action to deal with problems and 

meet the demands of daily living, while stepping back to 

rest and reenergize.

• Spend time with loved ones to gain support and 

encouragement.

APA, 2020, https://www.apa.org/topics/resilience

Facilitate a discussion about actualizing these survivor tools 

for resilience.

Ask the participants to contribute specific examples of how 

they build resilience. Help participants to see they are building 

resilience through everything they do with survivors, and 

encourage them to always keep in mind that their goal is to 

build resilience.

Bring the session to a close by telling participants that in 

the next section we will continue to work with how to foster 

resilience and support recovery over time through the range 

of CCP services. We’ll pay particular attention to group 

counseling.

Review the additional tools crisis counselors can use to 

teach survivors.

APA, 2020, https://www.apa.org/topics/resilience
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 30 minutes Needs Assessment and Outreach Strategy

 1 hour Lunch

Section 3: Crisis Counseling Services and Skills

(4 hours, 30 minutes)

 Session Introduction

Introduce this section by telling participants that we’re 

going to spend the rest of this afternoon focusing on needs 

assessment and outreach, reviewing individual and family 

counseling skills, and practicing group crisis counseling.

Tomorrow morning we’ll spend time discussing the other crisis 

counseling services, identifying successes to date and areas 

to focus on going forward.

Review the session objective:

• Describe the crisis counseling services related to the

current phase.

Start by saying that:

• Needs assessment is the foundation of outreach and of 

the entire CCP. The information uncovered in the initial 

needs assessment provides the rationale and 

justification for the CCP’s existence and identifies the 

populations which will be identified for outreach. It is an 

ongoing process.

• Needs assessment is an ongoing process whereby new 

information is brought into the program, and program 

outreach and services are adjusted to meet emergent 

needs or “discovered” special populations.

• Summarize the discussion, and transition to a review of

the range of crisis counseling services.

Additional talking points:

• The most reliable data on disaster damage generally will 

come from the FEMA preliminary damage assessment, 

which can be provided by the FEMA regional office 

responsible for the disaster response.
CCP Trainer’s Guide: Transition to RSP Training

• Other important sources of information on crisis

counseling needs may include the state emergency

management agency (SEMA); voluntary agencies, such

as the American Red Cross; and media sources. In

addition, any crisis counselors and other human

services workers deployed by the SMHA or other public

agencies in the immediate aftermath of a disaster may

provide information on crisis counseling needs.

• During disasters, survivors seek support from trusted

members of their own communities rather than disaster

behavioral health professionals.

• Further training of these community resource people

can expand the availability of behavioral health services

after community disasters.

North, C. S., & Hong, B. A. (2000). Project CREST: A new 

model for mental health intervention after a community 

disaster. American Journal of Public Health, 90(7), 

1057–1058).

Objective: To assess how to reach survivors who have not yet 

been served and who may still need help.

Guide a group discussion using the prompts on the 

discussion from earlier and/or the questions below.

• Briefly review results from Part 1 of the activity: Which

populations have been successfully served through

outreach and needs assessment? How were they

identified? In what geographic area were they served?

What might be common characteristics of those

who have been served? What strategies have been

successful?

• Identify characteristics, demographics, and geographic 

indicators to identify survivors who still need service and

to what degree.

• How can the CCP use outreach and needs

assessment to reach these segments of the

population?

• What are steps to be included in an action plan as

services are refocused on reaching the unserved

or underserved survivor population?

• What new strategies could you use?

32

 15 minutes Activity: Part 2, Share With the Group: Who Still Needs Service? 

How Can We Reach Them? 
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33

 10 minutes CCP Services

Building upon the previous discussion, we’re going to review 

the range of crisis counseling services that make up a CCP.

Quickly review the range of CCP services.

Ask these questions:

• 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 expect to be most needed in the

coming months?

• How has the need shifted, and why?

Transition to a review of crisis counseling skills.

 20 minutes Individual/Family Crisis Counseling

Explain that now that the basics have been reviewed, 

participants will take a closer look at some of the tips 

and techniques learned from their experience with crisis 

counseling.

Remind participants of the basic goals or tasks of crisis 

counseling.

Ask participants to take a moment and reflect upon what 

they’ve learned from their experience in crisis counseling. 

What are some things they have done that have been helpful? 

For each goal listed, have participants write in their workbooks 

(page 21) one tip or technique that can be used to achieve 

each goal. (5 minutes)

Have participants discuss their tips and techniques at their 

tables. (5 minutes)

Facilitate a quick large group discussion of the tips and 

techniques. (10 minutes)

Remind participants that training videos are available online 

for future reference: https://www.samhsa.gov/dtac/ccptoolkit/train-your-ccp-staff.

Give participants a break, and tell them that when they return 

they will be discussing and practicing group crisis counseling.
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34

Start by asking the group where they are now in regard to 

group outreach:

• What types of groups are currently provided (e.g.,

support and education groups, self-help groups)?

• What groups can the CCP provide in the future, or start

planning for now?

• What are the common themes of the groups (e.g.,

similar levels of exposure, similar needs, special

populations)?

• What’s working well about these groups?

• What’s been challenging (e.g., getting the groups

started, maintaining participation, facilitating the

sessions, marketing, transitioning to member-led)?

Facilitate a brainstorming session to identify the types of 

groups that will be needed during the RSP. Discuss the types 

of communities that have emerged that would benefit from 

forming a group?

Chart these responses. The list created in this brainstorming 

will be used in a later activity.

Review the goals of group counseling. 

Suggested talking points: 

• 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 education.

• Group counseling must be accessible to the affected

community. Consider how to reduce barriers so that all

impacted community members can access the group

services (e.g., geographic location, accessible buildings,

transportation, computer equipment).

• 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 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.
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35

• Groups can be led by a licensed behavioral health

professional, co-facilitated with a behavioral health

professional and a paraprofessional, or led by survivors

themselves.

• Group leaders should implement cultural competency. It

is important that group leaders can connect with the

group members and their culture to create a safe and

welcoming environment. When possible, group leaders

should be representatives of the population they seek to

support.

• Group crisis counseling refers to services that help

group members:

• Understand their current situations and reactions

to the disaster.

• Review or discuss their options.

• Access emotional support or referral services.

• Attain skills to cope with their current situations

and reactions.

In group counseling, participants do most of the talking.

Discuss the factors affecting the group process. 

Suggested talking points: 

• Crisis counselors should assess their own skills and

knowledge about the content to be discussed, so they

may set clear boundaries on how to approach the group

process. Group members may inquire about symptoms

on which counselors are not authorized to give advice.

Counselors can, however, provide concrete information

and make appropriate referrals to behavioral health

professionals.

• Be aware of personal biases related to religion,

spirituality, culture, ethnicity, and gender. It is common

and healthy to recognize these qualities for personal

reflection, but it is detrimental if these qualities disrupt

the group process. Group facilitators should strive

to be anti-oppressive, antiracist, and attend to group

members’ broadly-defined overlapping social and

cultural realities.

• Respect and maintain confidentiality. A group should be

in a safe place in which people, families, and

communities can freely share their feelings without
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36

worrying about other people knowing their personal 

business. 

• Facilitate the group by making sure that each member

has a chance to talk and that no one person dominates

the conversation. Ask a member who has not spoken if

he or she would like to talk; however, respect his or her

right to just sit back and listen. Never force someone to

talk as that can be retraumatizing.

• Ask for feedback. Some groups may warrant more

structure than others; however, it can be empowering

for group members to become actively engaged in the

process of deciding what they would like to achieve in

group sessions.

Adapted from ASGW Guiding Principles for Group Work, 

https://asgw.org/wp-content/uploads/2021/07/ASGWGuiding-Principles-May-2021.pdf.

Review group 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

Tell participants they’re going to practice these skills in a 

simulated group counseling session next.
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Choose a type of group identified during the earlier session. 

The group type included in the brainstorm list can be chosen 

from the brainstorming list by group participants or by the 

instructor.

Give the following task instructions: 

• 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.

Consider their needs, emotions, stressors, and other

factors impacting their physical and emotional state.

Please be careful to maintain confidentiality of actual

survivors.

• The role created should fit with the type of group

selected from the brainstorming list.

Tell participants to make notes in their workbooks (page 26) 

about their survivor, to reference during the activity.

 45 minutes 

Prior to this exercise, it is helpful for the trainer to prepare 

their thoughts ahead of time on the topic to be discussed.

Ask for four volunteers to participate in a brief demonstration, 

in which you’ll lead a group and they’ll play the role of 

survivors. 

Ask those not participating to pay close attention to the skills 

demonstrated by the group leader and to be prepared to talk 

about their observations after the activity. 

Conduct a brief demonstration (about 10 minutes), in which 

you lead a mock group session with the four volunteers. 

Ask everyone to take a few minutes to reflect and make notes 

on the worksheet in the participant workbook (page 28). Next,

facilitate a discussion about the leader’s skills observed during 

the demonstration. 

Say that now they’ll have a chance to practice and get 

feedback from others.
CCP Trainer’s Guide: Transition to RSP Training

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Explain that they will now work in groups of four to simulate a 

group counseling session. 

• Explain the exercise will take 40 minutes, about

equivalent to one group session. Each person in the

group will take turns facilitating for 10 minutes, with

each facilitator picking up where the last one left off.

• Explain that the other members of the group will play

the survivor roles when not acting as the facilitator. Also

explain the groups will use the same type of group as

used for the earlier demonstration.

• Explain that during the simulation, one of the group

members will also act as an observer who will give

feedback to the facilitator. When a new facilitator takes

over, a new observer should be identified to give the

feedback. Just as group members take turns being a

facilitator, group members should also take turns being

the facilitator observer.

• Explain that each group will have a few minutes to

prepare before the simulation begins.

Tell them that you’ll keep track of time and tell them when to 

switch facilitators. 

Ask if they have any questions about how the practice will 

work. 

Tell them to turn to their workbooks, page 29, and take a few 

minutes to prepare for the simulation, including review of the 

worksheet for assessing the activity. Give them 5 minutes to 

prepare. 

Organize participants into groups of four people each. 

Remind them to identify a group member to observe and 

provide feedback to a specific facilitator. 

Tell them to decide the order in which they will act as the 

facilitator (e.g., who starts, who goes next, etc.). 

Start the simulation. Keep time and have the groups switch 

facilitators every 10 minutes. 

Circulate around the room to observe the groups as the 

simulation takes place. Note anything you see that you want to 

mention during the large-group discussion.
CCP Trainer’s Guide: Transition to RSP Training

39

 10 minutes 

After the practice concludes, tell the participants to take a few 

minutes to complete the worksheet in their workbooks (page 

28) documenting how they felt about the effectiveness of their

facilitation session and to make any notes about other group

member’s facilitation.

Tell the group members to get back together in their groups 

and share their facilitation feedback.

Ask everyone to come back together as a large group, and 

facilitate a discussion of the lessons learned from the 

simulation.

• Overall, how did the practice go? What was easy?

Challenging?

• What skills did you use? What was the impact on the

group?

• What could be improved?

• What lessons are you taking away about facilitating

group counseling?

For the discussion, start with participants sharing their 

impressions and then, add your observations. If you start 

by giving your assessment, it might inhibit the participants’ 

willingness to contribute their views. 

 30 minutes Activity: A Vision for Success

Review the agenda for today. 

If you didn’t have participants discuss their journal reflections 

yesterday, do it now. 

Tell participants to find a partner and discuss their journal 

reflections. 

Hear from a few participants willing to share a few examples 

of their journal responses in the large group. 

Check in with participants to see if they have any questions 

remaining about the topics discussed yesterday. Review topics 

and questions from the index cards submitted at the end of 

day one.
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Ask if there are any questions about the readings from last 

night. Most of the reading should have been a review and 

not new information. Encourage participants to reflect on the 

readings during the morning’s discussion. 

Discuss the CCP Transition to RSP—Program and Services 

Assessment Questionnaire from the reading. These are the 

types of questions the program should use for assessment 

as it transitions from ISP to RSP. We are addressing and 

discussing many of these questions during this workshop, 

but not all of them. Program management should be sure to 

review this list and actively seek to answer the questions—

both among the management team and by soliciting staff input 

and perspectives.

Review the definitions of cultural awareness and its 

importance in the CCP.

Additional talking points: 

• CCP staff should reflect the makeup of the community

and speak the languages of the communities served.

This is an effective strategy for better engagement and

ability to reach special populations.

• Reduce barriers to the program by addressing access

issues such as language, physical access to space,

technology limitations, education level, etc.

• Recognize that perceptions of mental health or

substance use vary among people in general, as well as

across cultural groups.
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Review the elements of staff/individual cultural awareness, 

and programmatic cultural awareness.

Additional talking points:

• Recruit crisis counselors who represent the various

cultural groups affected by the disaster.

• Provide ongoing cultural awareness training to staff.

• Identify the various cultural groups or populations in

need of services.

• Ensure that services are accessible, appropriate, and

equitable.

• Allow time to gain acceptance in a community.

• Involve cultural brokers and community leaders in a

meaningful way.

• Ensure that program materials are sensitive to and

reflect the languages of the cultural groups served.

• Develop mechanisms, use team meetings, and use

quality assurance processes to ensure the program is

moving toward cultural awareness.
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Crisis Counseling Skills Quiz—Instructor’s Answer Key

List three things crisis counselors should provide during encounters.

1. Information

2. Education

3. Reassurance

Word Search for Crisis Counseling Skills

Find these crisis counseling skills in the puzzle below.

Engagement Opening Calming Reframing Empathy Paraphrasing Normalizing
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43

1. Engagement F A. Lets the survivor know you are aware of how

he or she is feeling

2. Opening D B. Reassures the survivor that his or her

reactions are common

3. Calming H C. Applies a new interpretation to a statement or

problem

4. Reflecting feelings A D. Indicates that you’re ready to listen and want

to hear more

5. Reframing C E. Helps determine or demonstrate that you have

accurately heard what has been said

6. Empathy G F. A means of reaching affected individuals to

provide crisis counseling

7. Paraphrasing E G. Demonstrates that you are trying to

understand how the survivor is experiencing

the disaster

8. Normalizing B H. Measures taken if the individual is too agitated

to talk or is showing extreme fear or panic

Matching Skills and Definitions

Match the skills with the appropriate definition by drawing a line connecting the skill and the 

definition (or by writing the letter of the definition next to each skill).
CCP Trainer’s Guide: Transition to RSP Training

44

Section 3: Services, Interventions, and Skills 

(continued)

5-15 minutes Welcome and Getting Started

Tell participants that this morning we are going to start with 

a series of roundtable discussions about other CCP services 

beyond individual and family and group crisis counseling. 

The purpose of these discussions, in keeping with the theme 

of this course overall, is to provide an opportunity to assess 

what they’re currently doing in these areas and where they 

want to go from here. 

Topics: 

• Community support and networking

• Public education and media messaging

• Assessment, referral, and resource linkage

• Cultural awareness

Preparation for Roundtables 

Organize the room into four groups, each at a separate 

table, one for each of the topics. If you have more than 25 

participants, you’ll want to have more than four tables. Each 

table should have about four to six participants. 

Place an easel with flipchart pad next to each table along with 

markers. On each flipchart pad list the topic and associated 

questions to be the focus of this activity. Using the easels 

with flipchart pads, have participants write or illustrate the key 

ideas. 

Have participants choose which topic they’d like to start with 

and go to that table. Adjust the number of people at each table, 

if necessary, to make sure participants are evenly distributed 

at the tables. 
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 55 minutes CCP Services Roundtable Discussions

Describe how the roundtables will work. During this session, 

there will be two rounds of conversation, 20 minutes each. 

This means individuals will not have a chance to discuss every 

topic. Participants should choose which two topics they are 

most interested in discussing. 

Each table will have questions related to their service to guide 

their discussion. The questions will be related to what the 

program has done thus far in that service area, and what it 

should do in the future. Suggest the participants use the CCP 

Creative Strategies document (https://www.samhsa.gov/sites/

default/files/dtac/ccp-grantee-strategies-ideas-virtualoutreach.pdf) as a resource. What ideas from that list might 

work for your CCP?

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?

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?
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Cultural awareness:

• How are the program’s services culturally appropriate

and reaching diverse community groups?

• What are you doing in your program to address cultural

awareness? What are some specific examples?

• What opportunities exist to increase the cultural

awareness of the program and its reach into diverse

community groups?

Call time at the end of 20 minutes. Remind the hosts to stay 

where they are, and ask the participants to move to another 

table. Adjust the number of people at the tables, if necessary.

Start the second roundtable session.

Call time after 20 minutes.

After the second round, facilitate conversation for the whole 

group about key ideas and insights and any patterns that 

emerged. Ask the hosts to report out on their topics first; then, 

invite others to contribute additional points.

Ask participants if they have any tips, tricks, or best practices 

to share with the group on CCP service deliveries.

Bring the conversation to a close, and transition to the next 

section on data collection and program evaluation.
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Section 4: Data Collection and Program Evaluation

(1 hour, 15 minutes)

 5 minutes Session Introduction

Explain that in the next section, we’ll focus on the uses and 

importance of data collection, and reviewing the tools available 

for data collection. 

Remind the CCP staff that they should have completed 

another forms training following the Core Content Training, 

and that this section will include a brief overview of some of 

the forms that are probably already being used. 

This section will focus on several new feedback forms that will 

be administered during the RSP. 

Remind participants that all tools and forms, and more 

information for each, is available online: https://www.samhsa.

gov/dtac/ccp-toolkit/ccp-data-forms-trainings.

Review the session objectives:

• Describe the importance of data collection and program

evaluation.

• Identify how data and evaluation have been used in the

ISP.

• Describe the data collection forms that will be used in

the RSP.

• Identify how data will be used in the RSP.

To start this session, facilitate a discussion about how data 

collection has been used in the CCP.

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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 20 minutes Data Collection Forms

Discuss the importance of data collection and program 

evaluation. 

Suggested talking points: 

• Program evaluation refers to systematic efforts to

collect, analyze, and interpret information about the

execution or effectiveness of interventions.

• Whether questions concern how to improve the reach

of the service delivery system or the efficacy of the

services themselves, program evaluation provides an

empirical basis for the answers.

• Data collection is performed by the crisis counselors.

• Data analysis is performed by program managers.

• The feedback loop is performed by program managers

with input from the crisis counselors.

• The program evaluation plan is implemented by the

crisis counselors and team leaders and monitored by

the program managers.

Ask participants to share some data points/data analysis 

from their ISP (or a previous CCP) and how the feedback loop 

changed or improved the program. If the program hasn’t yet 

instituted a feedback loop, have the participants discuss how 

they would design and implement a process to ensure that 

everyone is aware of data trends and how they can be used to 

shift service delivery.

Present an overview of the data collection forms. 

Suggested talking points: 

• The pyramid indicates prevalence of use of the forms.

• The bottom section of the pyramid houses the three

main forms used by all crisis counselors throughout the

program (both ISP and RSP).

• The top three sections show forms that are used less

frequently, according to the instructions for each form’s

use.

• The forms are cleared by the federal Office of

Management and Budget (OMB) and have an official

OMB number. They may be altered only by SAMHSA
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through a formal process and may not be changed by 

the states. 

• Every CCP is required to utilize and complete all of

these forms, as appropriate.

• Included with each form is a page of detailed

instructions for your reference.

• Note that we will next provide a brief overview of each of

the data collection forms.

Review the Individual/Family Crisis Counseling Services 

Encounter Log and Group Encounter Log. 

Quickly review these tools. They were covered in the Core 

Content Training and in the initial SAMHSA DTAC Forms 

Training. 

Note that crisis counselors should be encouraged to use 

the Group Encounter Log to capture a wide range of public 

education and community activities, in addition to more formal 

group crisis counseling. 

The Group Encounter Log is the form that you will likely begin 

to use more often in the RSP than in the ISP.

Remind participants that training videos on the forms are 

available online: https://www.samhsa.gov/dtac/ccp-toolkit/

train-your-ccp-staff.

Review the Weekly Tally Sheet. 

Quickly review this tool. It was covered in the Core Content 

Training and in the initial SAMHSA DTAC Forms Training. 

Note that the county is the county in which the services were 

provided, rather than the county in which a person lives. Every 

state has assigned three-digit county codes to each county. 

Review any questions or examples that were submitted at 

the end of day 1 that are related to the Individual, Group, or 

Weekly Tally Forms. Take a few minutes to discuss questions, 

scenarios, or issues they have encountered using the forms 

during the ISP.

Note that we will next review the advanced evaluation tools 

that should also be used, as appropriate.
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 20 minutes 

The Assessment and Referral Tools are often underutilized 

by CCP programs, however they are a critical element of the 

CCP. In the next few slides we will review the tools, and when 

they should be used.

Review both the Adult Assessment and Referral Tool and the 

Child/Youth Assessment and Referral Tool.

Suggested talking points for both of these forms: 

• Both tools are to be used in the ISP and the RSP as

needed.

• CCP program managers will provide additional training

and instructions for when and how these forms will be

implemented.

• While these forms are specifically recommended for use

during the third encounter, either can be used at any

point when a crisis counselor, in conjunction with a team

leader, feels additional assessment may be warranted

(for example, during specialized crisis counseling or to

keep track of the progress of an individual survivor).

• The Individual/Family Crisis Counseling Services

Encounter Log should also be filled out if an encounter

lasting 15 minutes or more precipitated the use of the

Adult or the Child/Youth Assessment and Referral Tool. If 

a follow-up visit is scheduled by a team leader to 

administer the tool, then only this form needs to be

completed.

• These tools serve as a reminder that crisis counseling is

intended to be a short-term intervention. Managers need

to ensure that protocols are in place in their settings to

ensure that individual/family crisis counseling does not

become therapy.
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• When using the mobile app, it will prompt them when

the criteria is met, and they should be using the form

when warranted.

• Unlike the Individual/Family Crisis Counseling Services

Encounter Log, the questions on these forms are

supposed to be read aloud to the individual as an

interview guide. There are instructions on each form on

how to do this.

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

that are highly rated 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?”

• A crisis counselor can still make visits to a survivor who

has received an assessment and referral.

Remind participants that training videos on these forms are 

available online: https://www.samhsa.gov/dtac/ccp-toolkit/

train-your-ccp-staff.

The guidelines on these two slides give specific direction on 

when an Assessment and Referral Tool should be completed.

Review the criteria that counselors should be aware of when 

determining whether to use this tool or not. The Assessment 

and Referral Tools are often underutilized by CCP programs. 

Following the guidelines on when to use the tools ensures 

they will be utilized at the correct times.

Facilitate a discussion with the participants around the 

following questions: 

• What cues tell you a person needs assessment and

possibly also a referral?

• What resources do you have to refer people to?

• When should you contact your supervisor?
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Explain that the next data collection tools we will discuss 

are the two feedback surveys. These are introduced during 

the RSP for evaluation purposes (typically at 6 and 12 months 

after the disaster). 

The information gathered provides feedback to CCP managers 

about client perceptions of service quality and personal 

improvements in functioning. Perspectives from the CCP crisis 

counseling staff are also gathered about the staff’s workload, 

perceived usefulness of trainings, etc.

• What protocols do you have in place if someone

answers “yes” to a question about self-harm?

• What experiences have you had with the Assessment

and Referral Tools? Do you have any lessons learned

to share with the group?

Conclude the section on the Assessment and Referral Tools.

Introduce the Participant Feedback Survey. 

Suggested talking points:

• This survey captures information about disaster

exposure and event reactions that have been

experienced. It also measures client perceptions about

the CCP services they have received.

• Typically, the survey is conducted at 6 and 12 months

after the disaster event, which is usually in the second

half of the first quarter and at the end of the second

quarter of the RSP. Exact timing should be determined

in consultation with the assigned SAMHSA Project

Officer.

• It is recommended that the Participant Feedback Survey

packet contain a cover letter, survey, pen, and stamped

return envelope. The participants mail the survey back

to an identified central location. The provider who

distributed the surveys does not collect the surveys.

Briefly review the sections of the surveys: 

• The first page includes questions to gauge what kinds

of services were received and whether those services

were helpful.

5-10 minutes
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 20 minutes 

Introduce the Service Provider Feedback Form. 

Suggested talking points: 

• This form collects feedback from crisis counselors

who provide direct, face-to-face services, and their

immediate supervisors (team leaders).

• Feedback is collected twice during the CCP, at around

6 and then 12 months after the disaster (typically within

the RSP).

Briefly review the sections of the feedback form: 

• The first section asks staff to evaluate the usefulness of

the CCP trainings they have received.

• The next section asks staff to evaluate supervision,

opportunities for growth, workload, and adequacy of

tools provided.

• The section that follows is composed of five questions

about stress.

• The second page questions how helpful the CCP was

to the recipient and concludes with a section describing

the ways in which the respondent was exposed to the

disaster.

• The third page of the survey collects information on

event reactions and provides contact information so

the respondents can talk with a crisis counselor about

their reactions. It also asks several questions comparing

the survivor’s perceptions of how he or she was doing

before the disaster and how he or she is doing now. The

survey concludes with items on basic demographics,

language, and disability status.

Explain how it is administered: 

• The providers need to keep track of the number of

surveys distributed and provide this information to the

state CCP evaluation coordinator.

• 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.
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• The feedback form requires management to include

a phone number of someone outside of the chain of 

supervision whom counselors can call to receive

assistance if they are feeling especially stressed.

• The final section inquiries about demographics and

tenure and includes a space to write comments.

Explain how it is administered: 

• The online forms are disseminated by the state

CCP evaluation coordinator and in coordination with

templates provided by SAMHSA DTAC.

• CCP leadership staff should convey the reasons for and

importance of the survey, explaining why high response

rate matters.

• CCP crisis counseling staff complete the forms online.

Paper administration is acceptable only when online

administration is not possible.

• The feedback is provided anonymously. The crisis

counselor’s identity is protected by lack of identifying

information, return of the survey to an external

evaluator, and aggregation of results.

SAMHSA DTAC will provide the state CCP evaluation 

coordinator with summary information regarding the results of 

the survey, but not with the surveys themselves.

 10 minutes Data Collection in the RSP

Facilitate a discussion about how data will be collected and 

used in the RSP. 

Ask specifically—what will change during the RSP about how 

you collect data? 

What will change in the RSP that changes how you use data? 

Bring this session to a close and give participants a break 

before proceeding to the next section on stress management.

 15 minutes Break
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Introduce this session by telling participants that stress 

management is absolutely crucial in a CCP and something that 

must be carefully attended to during the longer RSP.

At the core of a CCP are its staff—the program’s success is 

directly dependent on staff’s ability to regulate their own stress. 

Particular care needs to be taken to address and process the 

effects this exposure can have on the crisis counselor.

There are two key elements to stress management—personal 

stress management and organizational approaches to stress 

management. The individual must take measures to manage 

his or her own stress, but the organization must also do its part 

to support staff and minimize the amount of stress placed upon 

them.

In this session, we will explore both personal stress 

management and organizational stress management.

Section 5: Stress Management for Staff 

(1 hour, 15 minutes)

 10 minutes Session Introduction

Review the APA definitions of stress and compassion fatigue.

https://dictionary.apa.org/stress

https://dictionary.apa.org/compassion-fatigue

Note that the first step in personal stress management is selfawareness around what causes you stress. 

Review the list of typical stressors. 

Tell participants that we’re going to poll them about what 

causes them stress. 

Have participants complete the stress management activity in 

their workbooks (page 50).

 35 minutes Personal Stress Management
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Allow participants to opt out of this activity, or take breaks 

as needed, if they are feeling uncomfortable/overwhelmed 

discussing their personal stress.

Ask them to imagine a Likert scale (1 to 5, 1 being the lowest, 

5 being the highest) running the length of the classroom. 

Tell them which end of the room represents 1 and which end 

represents 5 and show them where the middle is. 

Choose three stressors from the list on the previous slide. 

Read off the first stressor you’ve selected and ask participants 

to go and stand on which part of the scale fits with how 

stressed they are by this factor. 

For example, if you find it very stressful to hear survivors’ 

stories, please go stand in the part of the room that represents 

5 on the scale. If you find it somewhat stressful, stand in the 

middle. If you don’t find it stressful at all, go stand in the part of 

the room that represents 1 on the scale. 

Discuss these items with the other people gathered there: 

• Why this factor is or isn’t stressful for you.

• What you do to manage the stress you do feel from this

stimulus.

• Ask the groups to quickly share the highlights of their

discussion.

• Repeat for the second and third stressor.

Ask participants to take their seats again. Transition to talking 

about warning signs of excessive stress. 

Review the warning signs of excessive stress.
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Suggested talking points: 

• As with disaster survivors, assessment of crisis

counselors hinges on the question of how much stress

is too much.

• Disaster workers commonly experience many

reactions that have limited impact on performance.

However, when a number of reactions are experienced

simultaneously and intensely, functioning is likely to

be impaired. Under these circumstances, the worker

should take a break from the disaster assignment for

a few hours at first, and then longer, if necessary. If

normal functioning does not return, the person needs to

discontinue the assignment.

• Supervision is essential when a disaster worker’s

personal coping strategies are wearing thin.

• Suggestions can be made for stress-reduction activities.

Usually, stress symptoms will gradually subside

when the worker is no longer in the disaster relief

environment. However, if this does not occur, then

professional behavioral health assistance is indicated.

Have participants fill out the checklist for warning signs of 

excessive stress and the stress management plan worksheet.

Ask them to discuss their responses with a partner and 

identify what positive steps they will take to manage their 

individual stress level.

Tell them that they don’t have to discuss the warning signs 

checklist if they don’t want to; that’s for their own personal use.

Give the pairs about 10 minutes to talk. Ask for a few 

examples from the pairs of specific actions they identified to 

better manage their stress.

Transition to organizational approaches to stress 

management.
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 20 minutes Organizational Approaches to Stress Management

Re-emphasize how important it is for program management 

to pay attention to organizational stress management.

Tell participants that we want to take some time to review 

the organizational stress management measures the program 

currently has in place and identify some opportunities for 

improvement.

Ask them to complete the Organizational Stress 

Management Scorecard in their workbooks (page 53).

Have participants work in groups to do the following: 

• Discuss your scorecard responses. On which items did

you score the highest, and on which did you score the

lowest? Why?

• Identify three priority actions to improve organizational

stress management.

You may want to assign a specific area for each table to focus 

on when generating recommendations—e.g., supervision, 

training, crisis counseling skills.

Make sure that each group has a member of the program 

management staff in it to hear the conversation firsthand.

Have each group report out on the following things:

• The one to two items on which they scored the highest

and why.

• The one to two items on which they scored the lowest

and why.

• Their three priority actions.

Chart the actions and give to management for follow-up 

action.

Bring this session to a close. Segue to the closing team 

building activity.

 15 minutes Break
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Section 6: Team Building Activity (45 minutes)

 5 minutes Session Introduction

Introduce this session by telling participants that it is very 

important for all the CCP staff to function well as a team during 

the RSP. One thing that all effective teams have in common 

is that they have a shared goal and a common vision. We’d 

like to end this training by engaging in a team building activity 

that will help to solidify the common goal or vision that you all 

share.

Review the purpose of this session:

• Build the sense of team identity and common vision.

Option 1: Public Service Announcement (PSA)

Divide the participants into small groups (about four to six 

participants each).

Give the following task instructions:

• Develop a 60-second PSA that communicates the

contributions the CCP makes.

• Be prepared to deliver your PSA to a live audience!

Have each group present their PSA. Lead the group in 

enthusiastic applause after each PSA is presented.

After all PSAs have been “aired,” ask the group:

• What common themes stand out for you?

• What does this say to you about your shared vision for

the program?

 40 minutes Team Activity Options

Option 2: CCP Billboard

Divide the participants into small groups (about four to six 

participants each).

Give the following task instructions:

• Design a billboard advertising the CCP.

• Start by determining the three key messages you want

to convey about the program.
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• Be prepared to present your billboard to the Selection

Committee for approval!

Have each group present their billboard. Lead the group in 

enthusiastic applause after each is presented.

After all the billboards have been presented, ask the whole 

group these questions:

• What common themes do you see across the

billboards?

• What does this say to you about your shared vision for

the program?

• Thank participants for their effort and creativity.

Invite the program leadership to make any closing remarks.

Thank participants for their effort and creativity.

Bring this session to a close, and transition to the final 

section on applying your learning and course evaluation.

Tell participants that what we’re about to do is the most 

important part of any course. Studies have shown that if you 

don’t use new skills you have acquired during training within 2 

weeks of the course, those new skills are lost to you, and so it is 

essential to take a few moments to review your learning and set 

your intention to apply what you have learned in the real world.

Have participants turn to their workbooks and complete the 

worksheet on page 65. Give them about 5 minutes to complete it.

Tell the participants to find a partner and share their plans 

with each other.

Encourage them to make a commitment to check back in 

with each other in 2 weeks to see if they’re following through 

on the actions they’ve identified.

 15 minutes Applying Your Learning and Course Evaluation

Give them about 5 minutes for their discussion.

• Ask for a few examples of the following:

• Key areas of learning

• Specific actions they intend to take to apply this learning
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Applying Your Learning and Course Evaluation 

(30 minutes)

 20 minutes Planning to Apply Your Learning

Tell participants that what we’re about to do is the most 

important part of any course. Studies have shown that if you 

don’t use new skills you have acquired during training within 2 

weeks of the course, those new skills are lost to you. Taking a 

few moments to review your learning and setting your intention to 

apply what you have learned in the real world is essential.

Have participants turn in the workbook and complete the 

worksheet on page 58. Give them about 5 minutes to complete it.

Tell the participants to find their learning partner and share their 

plans with each other.

Encourage them to make a commitment to check back in with 

each other in 2 weeks to see if they’re following through on the 

actions they’ve identified.

Give them about 10 minutes for their discussion.

Ask for a few examples of the following:

• Key lessons learned

• Specific actions they intend to take to apply that learning

 10 minutes Course Evaluation

Hand out the course evaluation form or email the group the 

training evaluation link and ask participants to complete it.

If providing the course evaluation via a website link, share that 

link.

Encourage them to complete the form thoroughly, as the 

feedback is collected and used to improve the course in the 

future.

Thank them for their time, hard work, and attention.
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Training Feedback

The following pages include two different training feedback 

forms. One form is intended to be filled out by all those who 

were in attendance to participate in the training. The second 

form is meant to be filled out by the trainer(s) and program 

leadership.

Receiving feedback from both the trainer(s) and training 

attendees is greatly appreciated and serves several purposes:

• Your responses may be used to help us continue to

improve upon the content when future training revisions

occur.

• The feedback will allow our trainers to continue to

improve upon their delivery of the material.

• Program leadership can identify gaps in knowledge or

areas covered that could use additional discussion and

determine what supplemental training may be useful for

the program.

Please allow adequate time for training attendees to complete 

the training feedback form. The feedback can be obtained 

by either completing the paper form found at the end of the 

Participant Workbook, or by providing participants with an 

online survey link if one has been provided by SAMHSA 

DTAC.
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Crisis Counseling Assistance and Training Program (CCP)

Training Feedback Form for

CCP Name/Disaster Number: 

Name of Trainer(s): 

Date(s) of Training: 

1. The goals and objectives of the training were clearly stated.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

2. The training content, handouts, and activities were effective in meeting the stated objectives.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

3. The content of the training module was well organized.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

4. The information was clearly presented.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

5. The trainer demonstrated thorough knowledge of the subject matter.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

6. The trainer facilitated the session effectively (e.g., exercises were appropriate and well

executed, and the training was on schedule).

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

7. The length of the training was appropriate for the amount of material covered.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE 

Participants
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8. The training environment was physically comfortable (e.g., temperature, room size, setup)

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

9. What elements of this training session will most assist you in effectively performing your job

duties?

10.How do you think the module content or the training session could be improved?

Thank you for your valued feedback. Please return this form to your trainer. Copies will be sent to 

the Substance Abuse and Mental Health Services Administration (SAMHSA) Disaster Technical 

Assistance Center (DTAC) at:

SAMHSA DTAC

1–800–308–3515

dtac@samhsa.hhs.gov
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Crisis Counseling Assistance and Training Program (CCP)

Training Feedback Form for Trainers and Leadership

CCP Name/Disaster Number: 

Name of Trainer(s): 

Date(s) of Training: 

1. The content of this training module included all of the elements necessary for participants to

adequately understand and deliver CCP services.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

2. The supporting materials, including slides, handouts, and instructor’s notes, facilitated effective

delivery of module content.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

3. The content of the training module was thorough and well organized.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

4. The material was adequately covered in the time allowed.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

5. The Trainer's Guide contained activities that effectively facilitated learning.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE

6. The overall training session was well received by the participants.

STRONGLY DISAGREE 1 2 3 4 5 STRONGLY AGREE
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7. What elements of this training session were most effective in facilitating learning?

8. What, if anything, would you change to improve the content or organization of the training

materials?

Thank you for your valued feedback. Please return this form and all the participant evaluations 

to the state CCP director. Remember to ask the state CCP director to send copies of all forms to 

the Substance Abuse and Mental Health Services Administration (SAMHSA) Disaster Technical 

Assistance Center (DTAC) at the following:

SAMHSA DTAC

1–800–308–3515

dtac@samhsa.hhs.gov