Child and Adolescent Psychosocial Support Programs Following Natural Disasters—a Scoping Review of Emerging Evidence

Abstract

Purpose of Review This review aimed to identify and describe evidence published in the past 3 years from trials of psychosocial support programs for children and adolescents affected by natural disasters. Recent Findings Previous reviews have indicated these programs are beneficial overall. Positive impacts were documented in school-based programs conducted by trained teachers and paraprofessionals with stronger effects achieved by more qualified professionals. Summary The review found supporting evidence for positive impacts of post-disaster psychosocial programs. However, the strength of evidence is limited due to heterogeneity in interventions and evaluations. The stepped care model was found to be useful in differentiating between programs and level of available evidence. Hobfoll’s five essential elements of mass trauma intervention provide an additional means of guiding program content and assessments, particularly for universal programs. Identified gaps in evidence included groups likely to be at most risk: preschool children, ethnically diverse groups, those with disability, and social disadvantage. There were promising indications of program benefits for groups with repeated exposure to natural disasters.

Supporting children's recovery from bushfires: Stakeholders' views about the impact of a community‐based intervention program on children

“…Children learnt that their emotions were “ok” and “normal” and they were not the only ones experiencing challenging reactions to the fires. This learning reflects normalisation, an important principle in promoting calming 13,16 . As Hobfoll et al 16 .…”

“…This learning reflects normalisation, an important principle in promoting calming. 13,16 As Hobfoll et al 16 observed, "normalising and validating expectable and intense emotional states and promoting survivors' capacities to tolerate and regulate them are important intervention goals" (p. 292).…”

“…A scoping review of psychosocial support programs that provide well‐being and mental health support for children and adolescents following a disaster found these interventions to be beneficial 13 . Psychosocial support programs promote “recovery by offering support, education and advice on self‐care strategies such as calming techniques and social connectedness” 13,p. 2 …”

“…Despite the identified benefits of these psychosocial programs, Gibbs et al 13 . stated that the strength of the evidence was limited due to the “complexity of post‐trauma mental health needs and the disrupted context of post‐disaster environments” (p. 14) and the “heterogeneity of program models offered and a lack of identified consistent outcomes and goals” (p. 3).…”

“…The evaluation of the program found overall positive outcomes, with children applying coping strategies that enabled them to effectively respond to their emotional reactions to the event. 14,15 Despite the identified benefits of these psychosocial programs, Gibbs et al 13 stated that the strength of the evidence was limited due to the "complexity of post-trauma mental health needs and the disrupted context of post-disaster environments" (p. 14) and the "heterogeneity of program models offered and a lack of identified consistent outcomes and goals" (p. 3). One such framework is proposed by Hobfoll et al, 16 suggesting that post-disaster programs must include interventions that promote five essential elements: a sense of safety, calming, self and collective efficacy, connectedness, and hope.…”