5600 Fishers Lane • Rockville, MD 20857 

www.samhsa.gov • 1-877-SAMHSA-7 (1-877-726-4727) 

Behavioral Health is Essential to Health • Prevention Works • Treatment is Effective • People Recover

Toolkit of Behavioral Health Resources 

Pertaining to the Israel-Hamas Conflict

This list of resources was developed for those working with and supporting individuals and 

communities emotionally impacted by the Israel-Hamas conflict and is intended for various 

populations and service sectors. The following is included: 

• Materials focused on responding to hate crimes and other violence motivated by

prejudice.

• Resources for and about specific populations, including children, families, and schools;

refugees, asylum-seekers, and others new to the United States; and responders.

• Information about international incidents and general behavioral health needs during and

after crises, mass violence and terrorism, and trauma.

• Resources for acute behavioral health needs.

Resources Responding to Hate Crimes and Violence Motivated by Prejudice

• Talking to Children About Hate Crimes—This tip sheet from the National Mass

Violence Victimization Resource Center explains the impacts incidents of violence and

hate crimes can have on people of all ages and suggests ways for parents and others who

care for children to talk to children about a hate crime. The tip sheet describes common

reactions to hate crimes; emphasizes the importance of talking about safety with children;

and encourages adults to talk openly with children about bias, prejudice, and

discrimination.

https://nmvvrc.org/media/hgfpvz0z/talking-to-children-about-hate-crimes.pdf

• Talking to Children about Hate Crimes and Antisemitism—Written after a mass

shooting at a synagogue in Pittsburgh, Pennsylvania, in 2018, this National Child

Traumatic Stress Network (NCTSN) fact sheet contains useful information parents and

other caregivers can use to talk with children and adolescents about hate crimes and

antisemitism. It also offers suggestions for supporting young people in coping with these

experiences and taking steps to increase safety.

https://www.nctsn.org/resources/talking-to-children-about-hate-crimes-and-anti-semitism

• Talking to Children about Antisemitism and Hate Crimes—In this online article, the

Center for Children and Youth within Jewish Family and Children’s Services advises

parents and other important adults in the lives of children about ways to talk to children

about antisemitism. Suggestions focus on starting a conversation on the topic, discussing
2 Nov-23 

measures to increase safety, allowing children to talk about their fears, and relying on 

community. 

https://ccy.jfcs.org/talking-to-children-about-anti-semitism-and-hate-crimes 

• Talking with your Children about Islamophobia and Hate-Based Violence—This 

NCTSN fact sheet describes Islamophobia, identifies factors that can heighten 

Islamophobia in society, and describes ways Islamophobia may affect children and 

parents. The fact sheet recommends several ways for parents to communicate with and 

support their children, and themselves, in coping. 

https://www.nctsn.org/resources/talking-with-your-children-about-islamophobia-andhate-based-violence

• What Is a Hate Crime? And What You Can Do if You Experience One—This article 

from the website of KQED, a public media organization, defines hate crimes and hate 

incidents, suggests steps to take if experiencing or witnessing a hate crime, and discusses 

documenting and reporting hate crimes. The article also offers mental health information 

and resources for people who have experienced a hate crime or incident or other incident 

involving racism and prejudice. 

https://www.kqed.org/news/11827832/what-is-a-hate-crime-and-what-you-can-do-if-youexperience-one

• Where to Get Help if You are a Victim of a Hate Crime—At this web page, the Los 

Angeles Police Department lists various nonprofit organizations providing resources and 

support for victims of hate crimes from different ethnic and social backgrounds. The page 

highlights organizations such as the Anti-Defamation League, American-Arab AntiDiscrimination Committee, National Association of Latino Elected Officials, and the 

Committee Against Anti-Asian Violence.

https://www.lapdonline.org/where-to-get-help-if-you-are-a-victim-of-a-hate-crime

Resources for Children, Youth, Parents and Other Caregivers, and Schools

• Understanding Child Trauma—This web page from SAMHSA presents statistics on 

child trauma, which may be experienced as part of a natural or human-caused disaster, 

and lists signs of traumatic stress in children and youth. It also offers tips for parents and 

other caregivers for helping children and youth to cope with trauma. Links are also 

provided to downloadable infographics provided by the SAMHSA National Child 

Traumatic Stress Initiative.

https://www.samhsa.gov/child-trauma/understanding-child-trauma 

• After a Crisis: Helping Young Children Heal—This tip sheet from the NCTSN 

describes how young children may respond to disasters and other crises and suggests 

ways for parents and other caregivers to support them in coping. The tip sheet uses the 

word SAFETY as a memory aid for readers, with each category of tips beginning with a 

letter in the word. 

https://www.nctsn.org/resources/after-crisis-helping-young-children-heal 
3 Nov-23 

• Age-Related Reactions to a Traumatic Event—In this fact sheet, NCTSN provides an 

overview of how children and adolescents may react to a traumatic event, including a 

natural or human-caused disaster that they experience as traumatic. This resource 

describes reactions typical within specific age ranges and offers tips for families, doctors, 

and school personnel to help children and adolescents cope. 

https://www.nctsn.org/resources/age-related-reactions-traumatic-event

• Assisting Parents/Caregivers in Coping with Collective Traumas—This NCTSN fact 

sheet describes how collective traumas such as war may impact parents and other 

caregivers and offers strategies for coping. The fact sheet also suggests ways parents and 

other caregivers can help their children.

https://www.nctsn.org/resources/assisting-parents-caregivers-in-coping-with-collectivetraumas 

• Childhood Traumatic Grief: Information for Mental Health Providers—This 

NCTSN tip sheet provides an overview of the grieving process for children and explains 

childhood traumatic grief for professionals providing services to children. The resource 

includes signs of traumatic grief and tips for supporting the child in recovery. 

https://www.nctsn.org/resources/childhood-traumatic-grief-information-for-mentalhealth-providers 

• Childhood Traumatic Grief: Information for Parents and Caregivers—This NCTSN 

tip sheet describes how children grieve, defines childhood traumatic grief, and identifies 

signs that children may be experiencing traumatic grief. It also offers tips for parents and 

caregivers to support children in coping with traumatic grief. 

https://www.nctsn.org/resources/childhood-traumatic-grief-information-for-parents-andcaregivers

• Childhood Traumatic Grief: Information for School Personnel—In this fact sheet, 

NCTSN explains to school personnel how children often experience grief, as well as 

defining childhood traumatic grief, which children may experience after a disaster in 

which they lost a loved one. The fact sheet lists signs of childhood traumatic grief and 

suggests ways for school personnel to help children who may be going through this kind 

of grief.

https://www.nctsn.org/resources/childhood-traumatic-grief-information-for-schoolpersonnel

• Childhood Traumatic Grief: Youth Information Sheet—In this 2-page resource, 

NCTSN describes grief in children and teenagers and explains childhood traumatic grief, 

which has some different signs and symptoms from other grief. Tips are provided for 

coping with traumatic grief. 

https://www.nctsn.org/resources/childhood-traumatic-grief-youth-information-sheet 

• Children’s Mental Health is Paramount Amidst Israel-Gaza Humanitarian Crisis—

In this news release, the American Academy of Child & Adolescent Psychiatry (AACAP) 

discusses the Israel-Gaza humanitarian crisis and its impacts on children and families. 

AACAP offers tips for parents and other caregivers in supporting their children during 
4 Nov-23 

this time and lists related resources, including online information about talking to 

children about terrorism and war and children and exposure to news. 

https://www.aacap.org/AACAP/zLatest_News/Childrens_Mental_Health_Paramount_A

midst_Israel-Gaza_Violence.aspx 

• Creating Supportive Environments When Scary Things Happen—This fact sheet 

explains how parents and other caregivers can create home environments that offer 

children and adolescents the stability and reliability they need to cope effectively with 

adversity, including war. The fact sheet zeroes in on routines, rhythm, and ritual as ways 

to foster security and resilience.

https://www.nctsn.org/resources/creating-supportive-environments-when-scary-thingshappen

• Helping School-Age Children with Traumatic Grief: Tips for Caregivers—After 

children lose someone they love in a disaster or other event, they may go through 

traumatic grief, particularly if the death was sudden or frightening. In this tip sheet, 

NCTSN explains how school-age children may experience traumatic grief and suggests 

ways for parents and other caregivers to support them in moving through and coping with 

this type of grief. 

https://www.nctsn.org/resources/helping-school-age-children-traumatic-grief-tipscaregivers 

• Helping Teens with Traumatic Grief: Tips for Caregivers—This NCTSN tip sheet 

explains how teens may experience traumatic grief, a type of grief that people may go 

through after a death that occurs as part of a disaster or other sudden or violent event. The 

tip sheet describes 10 ways that teens may feel, behave, and express themselves as they 

go through traumatic grief, and, for each reaction, it suggests ways for parents and other 

caregivers to offer support. 

https://www.nctsn.org/resources/helping-teens-traumatic-grief-tips-caregivers 

• Helping Young Children with Traumatic Grief: Tips for Caregivers—In this tip 

sheet, NCTSN explains how young children may experience traumatic grief, which can 

arise after a disaster or other event in which the child lost a loved one. The tip sheet lists 

ways in which young children may go through and express traumatic grief and offers 

suggestions for parents and other caregivers to support children in coping. 

https://www.nctsn.org/resources/helping-young-children-traumatic-grief-tips-caregivers 

• Helping Youth after Community Trauma: Tips for Educators—In this 1-page tip 

sheet, NCTSN identifies 10 ways youth may react to community traumas such as natural 

or human-caused disasters and suggests ways for educators to respond to these reactions 

and support youth in coping. The tip sheet also advises educators to find professional 

mental health support for youth—and for themselves—as needed. 

https://www.nctsn.org/resources/helping-youth-after-community-trauma-tips-educators 

• PFA: Parent Tips for Helping Adolescents after Disasters—Part of the Psychological 

First Aid (PFA) Field Operations Guide, this handout lists reactions adolescents may 

have to disasters, suggests ways for parents to respond, and offers examples of things 
5 Nov-23 

parents can do and say to support adolescent disaster survivors. 

https://www.nctsn.org/resources/pfa-parent-tips-helping-adolescents 

• PFA: Parent Tips for Helping Infants and Toddlers after Disasters—This handout 

lists ways that infants and toddlers may react to disasters, how parents should interpret 

these reactions, and steps parents can take to help infants and toddlers in coping. The 

handout is part of the PFA Field Operations Guide, which describes PFA, an approach 

responders can use to provide support and assistance to disaster survivors. 

https://www.nctsn.org/resources/pfa-parent-tips-helping-infants-and-toddlers-afterdisasters 

• PFA: Parent Tips for Helping Preschool-Age Children after Disasters—Part of the 

PFA Field Operations Guide, this handout lists reactions preschool-age children may 

have to disasters, including behaviors that are common reactions among children in this 

age range. The handout presents ways for parents to respond and things they can do and 

say.

https://www.nctsn.org/resources/pfa-parent-tips-helping-preschool-age-children-afterdisasters 

• PFA: Parent Tips for Helping School-Age Children after Disasters—This handout 

lists reactions children may have to disasters, ways parents can respond helpfully to these 

reactions, and examples of things parents can do and say to support their school-age 

children after a disaster. The handout is part of the PFA Field Operations Guide. 

https://www.nctsn.org/resources/pfa-parent-tips-helping-school-age-children-afterdisasters 

• Refugee Trauma—On this web page, the NCTSN outlines the impact of trauma on 

refugee children. The page covers various aspects of refugee trauma, including core 

stressors, screening and assessment, and intervention strategies for various audiences 

including mental health professionals, healthcare professionals, and policymakers. 

Additionally, the web page links to supplementary resources to aid in understanding 

refugee trauma.

https://www.nctsn.org/what-is-child-trauma/trauma-types/refugee-trauma

• Talking to Children about Hate Crimes—This tip sheet from the National Mass 

Violence Victimization Resource Center offers parents and caregivers tips for 

communicating with their children when an incident of mass violence that is also a hate 

crime has occurred in their community. The tip sheet includes steps for creating an open 

conversation, suggestions regarding media exposure, and encouragement to discuss bias 

and discrimination openly with children. 

http://nmvvrc.org/media/wbuhhigx/tipsheet17.pdf 

• Talking to Children about War—This fact sheet from the NCTSN explains how 

international wars and conflicts may affect children and families, offers tips for talking 

with children about war, and suggests ways to manage exposure to the conflict through 

the media. The fact sheet concludes with suggestions for helping children build and 
6 Nov-23 

increase resilience.

https://www.nctsn.org/resources/talking-to-children-about-war 

• Talking to Children When Scary Things Happen—This NCTSN fact sheet provides 

adults with the guidance necessary to speak to children about scary or violent occurrences 

happening in the world. The fact sheet outlines a conversational approach that is 

digestible for children and supportive of their emotions toward such events. 

https://www.nctsn.org/resources/talking-to-children-when-scary-things-happen 

• Talking to Teens When Violence Happens—While this tip sheet focuses on the impacts 

of mass violence events on parents and teenagers, it offers information and suggestions 

applicable to other types of violence, including war. The tip sheet encourages parents and 

guardians to begin by understanding their own feelings and reactions and then offers 

several ways to communicate effectively with teenagers and help teenagers cope with 

their reactions.

https://www.nctsn.org/resources/talking-to-teens-when-violence-happens 

• Traumatic Separation and Refugee and Immigrant Children: Tips for Current 

Caregivers—This tip sheet from NCTSN explores how caregivers can support 

immigrant and refugee children who have experienced traumatic separation. It outlines 

what children of different ages may feel in response to separation and offers strategies for 

addressing their emotional wellness. 

https://www.nctsn.org/resources/traumatic-separation-and-refugee-and-immigrantchildren-tips-current-caregivers

• Understanding Refugee Trauma: For Child Welfare—This fact sheet is designed to 

offer insights to individuals working within or alongside the child welfare system. The 

fact sheet describes traumas refugee children face and suggests ways to address the 

unique needs of children who are refugees. 

https://www.nctsn.org/resources/understanding-refugee-trauma-child-welfare

• Understanding Refugee Trauma: For School Personnel—This fact sheet identifies 

challenges that refugee children and adolescents may have owing to their experiences as 

refugees and suggests ways for school administrators and teachers to help address these 

challenges. The fact sheet explores considerations for refugee children in the areas of 

school, classroom experience, characteristics individual to the child, and family. 

https://www.nctsn.org/resources/understanding-refugee-trauma-school-personnel 

• Faith-based Communities and Spiritual Leaders—This part of the SAMHSA Disaster 

Behavioral Health Information Series (DBHIS) resource collection includes materials to 

help communities of faith and spiritual leaders support survivors of natural and humancaused disasters. It features faith-based organizations involved in disaster response, 

resources that highlight how faith leaders can help communities recover after disasters, 

and information about working with children. 

https://www.samhsa.gov/resource-search/dbhis?rc%5B0%5D=audience%3A20217 
7 Nov-23 

• Disasters & Religions app—Provided by the University of Southern California Center 

for Religion and Civic Culture, New York Disaster Interfaith Services, and the National 

Disaster Interfaiths Network, this mobile app offers information and resources to help 

responders and voluntary organizations serve disaster-affected religious communities 

more effectively and build partnerships with religious leaders. Compatible with Apple 

(https://apps.apple.com/us/app/disasters-and-religions/id1513405416) and Android 

(https://play.google.com/store/apps/details?id=com.crcc&hl=en_US&gl=US) operating 

systems, the app contains information about 27 different religions and links to PDF 

resources that are easy to share. 

https://n-din.org/disasters-religions-app 

• Mitigating Attacks on Houses of Worship: Security Guide—Provided by the U.S. 

Department of Homeland Security’s Cybersecurity and Infrastructure Security Agency, 

this guide is designed to help faith-based organizations develop security strategies to 

protect congregations in places of worship across the nation. The guide discusses risks 

and hazards faced by places of worship and ways of creating a holistic security strategy, 

assessing vulnerabilities, and fostering community preparedness and resilience. 

https://www.cisa.gov/sites/default/files/publications/Mitigating%20Attacks%20on%20H

ouses%20of%20Worship%20Security%20Guide_508.pdf 

Resources for Refugees, Asylum-seekers, and Other New Arrivals 

• Resources To Support the Mental Health of Refugees and Asylum Seekers—

Maintained by the SAMHSA Mental Health Technology Transfer Center Network, this 

collection begins with a list of key concepts for people providing care to children, youth, 

and families navigating the asylum system. It then offers resources for responders to help 

them with self-care, to learn about trauma-informed care, and to engage with 

communities; resources about supporting refugee and asylum-seeker mental health; a list 

of related websites; and resources grouped by format, including manuals, tip sheets, 

articles, and reports.

https://mhttcnetwork.org/centers/global-mhttc/resources-support-mental-health-refugeesand-asylum-seekers 

• Tips and Tools for Reaching Limited English Proficient Communities in Emergency 

Preparedness, Response, and Recovery—Developed for emergency preparedness and 

response professionals, this guide from the U.S. Department of Justice explains how to 

incorporate language access into emergency plans. It discusses how to identify groups of 

people who speak specific languages and to ensure that individuals in these groups have 

access to services. The guide is designed to help professionals comply with legal 

requirements for meaningful access to services for people with limited English 

proficiency. 

https://www.justice.gov/crt/file/885391/download

• Understanding Refugee Trauma: For Mental Health Professionals—This fact sheet 

from the NCTSN explains how trauma associated with experience as a refugee can affect 

child or adolescent development and any adjustment issues a young person may be 

having. It identifies key considerations for mental healthcare professionals and suggests 
8 Nov-23 

ways to address trauma in a child or adolescent in a refugee family.

https://www.nctsn.org/resources/understanding-refugee-trauma-mental-healthprofessionals

• Understanding Refugee Trauma: For Primary Care Providers—This fact sheet 

highlights ways for primary care professionals to use visits with refugee children and 

their families to identify and help address concerns linked to trauma as well as physical 

health. Specific suggestions are provided for working with families and navigating 

service systems to help link families with emotional and behavioral support. 

https://www.nctsn.org/resources/understanding-refugee-trauma-primary-care-providers

Resources for Disaster Responders and First Responders

• Cultural and Population Sensitivity in Disaster Behavioral Health Programs—This 

double issue of The Dialogue, the quarterly newsletter of the SAMHSA Disaster 

Technical Assistance Center (DTAC), focuses on cultural sensitivity in disaster 

behavioral health programs. The contributors to this newsletter discuss implementing 

disaster behavioral health programs in various communities. Contributors also share tips 

and information on how to work with different populations. 

https://www.samhsa.gov/sites/default/files/dtac/dialoguevol14i3and4compliant-508c.pdf 

• Disaster Preparedness in Migrant Communities: A Manual for First Responders—

In this 41-page manual for responders, the Lutheran Immigration and Refugee Service 

gives information on how to include communities it collectively refers to as 

newcomers—immigrants, refugees, migrants, asylum-seekers, and unaccompanied 

children—in disaster planning, response, and recovery. It describes unique qualities of 

newcomer communities; recommendations; and tools to support disaster planning, 

response, and recovery that includes newcomers. 

https://diversitypreparedness.org/~/media/Files/diversitypreparedness/uploads/LIRS%20

Migrant%20Communities.ashx?la=en 

• Pause – Reset – Nourish (PRN)* to Promote Wellbeing—Provided by the NCTSN, 

this tip sheet describes the PRN approach to promotion of well-being for responders to a 

disaster or other crisis. In addition to providing specific ways to engage in stress 

management, the tip sheet identifies sources of more information and support in coping. 

https://www.nctsn.org/resources/prn-to-promote-wellbeing-as-needed-to-care-for-yourwellness

• PFA MobileTM—Compatible with Apple and Android devices, this free mobile app from 

NCTSN is designed to help responders with providing PFA in disaster-affected 

communities. The app identifies the eight core PFA actions, helps responders use 

interventions appropriate for specific survivor reactions, and expedites assessment and 

referral of survivors. 

PFA Mobile linked to the Apple App Store: https://www.nctsn.org/resources/pfa-mobile 

PFA Mobile linked to the Google Play Store: https://www.nctsn.org/resources/pfamobile-android-version
9 Nov-23 

• Psychological First Aid Field Operations Guide, 2nd Edition—Developed by the 

National Center for Posttraumatic Stress Disorder and NCTSN, PFA is an evidenceinformed approach that disaster response workers can use to assist people in the 

immediate aftermath of disaster. 

https://www.ptsd.va.gov/professional/treat/type/psych_firstaid_manual.asp and 

https://www.nctsn.org/resources/psychological-first-aid-pfa-field-operations-guide-2ndedition 

• Psychological First Aid for Displaced Children and Families—This guide from the 

NCTSN offers an evidence-informed approach to supporting displaced children and 

families after their arrival in the United States. Created for responders, the guide suggests 

ways to assist displaced individuals through tailored and culturally competent steps. 

https://www.nctsn.org/resources/pfa-for-displaced-children-and-families 

• Psychological First Aid Online—NCTSN offers this online course to train new disaster 

responders in PFA, as well as to provide a refresher training for responders who want to 

review this approach to disaster response. The course describes the core actions of PFA 

and how they can be applied after a disaster, as well as discussing provider well-being. 

https://learn.nctsn.org/course/view.php?id=596

International Incidents

• Coping With Distress after International Disasters: Tips & Resources for 

Individuals, Families & Communities—This guide from Vibrant Emotional Health is a 

collection of resources and information for those experiencing anxiety, fear, confusion, or 

loneliness during and after an international incident. It includes links to person locator 

resources, tips for self-care, and more help. 

https://www.vibrant.org/coping-with-distress-after-international-disasters-tips-resourcesfor-individuals-families-communities 

General Crisis Response and Recovery Information

• Tips for Survivors: Coping With Grief After a Disaster or Traumatic Event—In this 

tip sheet, SAMHSA defines and describes grief, discusses ways of coping with grief, and 

explains complicated or traumatic grief. The tip sheet also offers relevant resources for 

additional support. 

https://store.samhsa.gov/product/Tips-for-Survivors-/SMA17-5035 

• Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress—This 

SAMHSA tip sheet gives stress prevention and management tips for dealing with the 

effects of a disaster or trauma. It identifies common reactions to disasters and other 

traumatic events, lists tips to manage and lower stress, and highlights signs of the need 

for professional support. 

https://store.samhsa.gov/product/Tips-for-Survivors-of-a-Disaster-or-Other-TraumaticEvent-Managing-Stress/SMA13-4776
10 Nov-23 

• PFA: Tips for Adults—Part of the PFA Field Operations Guide, this handout identifies 

common reactions in adults who have experienced a disaster or other collective crisis, 

suggests responses, and offers examples of things to do and say to cope with the reaction. 

These suggestions and examples include a breathing exercise for relaxation, prioritization 

of responsibilities that feel overwhelming, and tapping into existing relationships for 

support. 

https://www.nctsn.org/resources/pfa-tips-adults

• PFA: When Terrible Things Happen – What You May Experience—Also part of the 

PFA Field Operations Guide, this handout identifies common reactions to disasters and 

other extremely adverse events and suggests a wide range of steps people can take to 

improve well-being and enhance resilience.

https://www.nctsn.org/resources/pfa-when-terrible-things-happen 

Mass Violence- and Terrorism-specific Resources

• Disaster-specific Resources: Mass Violence/Community Violence—This part of the 

SAMHSA DBHIS resource collection focuses on incidents of mass violence and

community violence and their effects. Resources discuss common reactions to incidents 

of mass violence, tips for coping, and ways to support children and youth in coping. 

https://www.samhsa.gov/resourcesearch/dbhis?rc%5B0%5D=type_of_disaster%3A21219 

• Tips for Young Adults: Coping with Mass Violence—In this tip sheet, SAMHSA 

DTAC discusses ages 18 to 26 as a phase of development and explains how incidents of 

mass violence may affect people within this phase. The tip sheet highlights common 

reactions to mass violence, tips for coping, and resources for disaster behavioral health 

support. 

https://store.samhsa.gov/product/tips-young-adults-coping-mass-violence/pep22-01-01-

006 

• Serving Communities of Diverse Cultures and Languages After Mass Violence—

This tip sheet intends to assist consultants entering communities affected by mass 

violence in enhancing their cultural competence. Emphasizing the importance of 

understanding diverse cultures and languages, the tip sheet encourages consultants to be 

culturally appropriate and sensitive to the beliefs and practices of affected populations. 

https://www.ovcttac.gov/downloads/massviolence/Mass-Violence-Diverse-CulturesLanguages_508c_03282023_JA.pdf

• Mental Health Considerations After a Traumatic Event—A product of Voices Center 

for Resilience, a nonprofit formed after the attacks of September 11, 2001, this tip sheet 

highlights common reactions to acts of violence, civil unrest, or terrorism. It identifies 

signs of the need for professional mental health support, coping tips during short- and 

long-term recovery, and signs of mental illnesses that may arise in the aftermath of 

exposure to violence. 

https://media.voicesofseptember11.org/projects/tipsheets/trauma_tips_mentalhealth_001.

pdf
11 Nov-23 

Resources About Trauma

• Tips for Survivors of a Disaster or Other Traumatic Event: Coping with 

Retraumatization—In this tip sheet, SAMHSA defines retraumatization as “reliving 

stress reactions experienced as a result of a traumatic event when faced with a new, 

similar incident,” notes that retraumatization is common, and identifies ways to cope. The 

tip sheet lists events that may lead to retraumatization, highlights retraumatization signs 

and symptoms, and offers suggestions for coping. 

https://store.samhsa.gov/product/Tips-for-Survivors-of-a-Disaster-or-Other-TraumaticEvent-/sma17-5047 

• Trauma and Violence—At this web page, SAMHSA defines trauma, notes that lifetime 

experience of trauma is common, identifies effects of trauma, and discusses the 

traumatizing nature of seclusion and restraint as part of treatment of people with mental 

and/or substance use disorders. Links to related resources, including the Project ReCAST 

grant program, are also provided.

https://www.samhsa.gov/trauma-violence 

• Mass Disasters, Trauma, and Loss—This booklet from the International Society for 

Traumatic Stress Studies discusses common reactions to disasters, factors that make 

people more likely to experience reactions for longer periods, and steps survivors can 

take to cope effectively after a disaster. Signs of the need for professional mental health 

assistance are also provided.

https://istss.org/ISTSS_Main/media/Documents/ISTSS_MassDisaterTraumaandLoss_En

glish_FNL.pdf 

• War’s Enduring Legacy: How Does Trauma Haunt Future Generations? —This 

American Psychological Association article explores research on the effects of collective 

trauma experienced in war, genocide, disaster, and historical marginalization on not only 

the original experiencers but also on their descendants. The article discusses signs and 

symptoms of historical or intergenerational trauma, ways trauma and its impacts are 

transmitted from one generation to another, and promising interventions. 

https://www.apa.org/topics/trauma/trauma-survivors-generations 

Additional Resources for Acute Needs

• SAMHSA Disaster Distress Helpline—The SAMHSA Disaster Distress Helpline 

(DDH) provides free, confidential crisis counseling and support to people in distress due 

to natural and human-caused disasters. The DDH is available 24/7, on all days of the 

year, via talk or text to 1–800–985–5990. The line also offers support in Spanish (people 

who call or text should press 2 for this option) and can connect callers with counselors in 

over 100 languages via third party interpretation services. People who are deaf or hard of 

hearing or who have other speech or hearing disabilities can use the texting option or, if 

they would like support in American Sign Language (ASL), they can call the DDH’s tollfree number via videophone-enabled device or click the “ASL Now” link at the DDH 

website.

https://www.samhsa.gov/find-help/disaster-distress-helpline 
12 Nov-23 

DDH information is included in 30 languages, including Arabic, Hebrew, Punjabi, and 

Yiddish: https://issuu.com/disasterdistresshelpline. 

• 988 Suicide and Crisis Lifeline—The 988 Suicide and Crisis Lifeline is a source of 

support available 24/7 to people in crisis, including people experiencing international 

conflict from afar, triggers of past trauma, and other adversities. People in the United 

States can call or text 988 for support in English or Spanish. After calling 988, people in 

the United States can also request interpretation services in more than 240 languages and 

dialects. There is also an online chat feature available in English and Spanish. People 

who are deaf or hard of hearing who communicate using ASL can call 988 Videophone; 

those who are deaf or hard of hearing and who use a TTY can use their preferred relay 

service or dial 711 and then 988. 

https://988lifeline.org 

Versions of the 988 Suicide and Crisis Lifeline website are available in Spanish at 

https://988lifeline.org/es and in English with information specifically for people who are 

deaf or hard of hearing or who have hearing loss at https://988lifeline.org/helpyourself/for-deaf-hard-of-hearing. 

Should you need further assistance, please contact a technical assistance specialist at SAMHSA 

DTAC by calling 1–800–308–3515 or emailing dtac@iqsolutions.com.