Disaster and mental health intervention

Tuckman, Alan

doi:10.1007/bf01411091

Cited by 30 publications

(7 citation statements)

References 7 publications

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“…Several theories of the crisis state and models for crisis intervention with adults, have been proposed (Aguilera & Messick, 1974;Baldwin, 1979;Caplan, 1964Caplan, , 1970Jacobson, Strickler, & Morley, 1968). Although it has been argued that crisis intervention has no unified theoretical model (Smith, 1977), there is general agreement that crisis interventions are the preferred approach to treating disaster survivors (Frederick, 1977;Heffron, 1975;Kirn, 1975;Schulberg, 1974;Taylor, Ross, & Quarantelli, 1976;Tuckman, 1973;Zarle, Hartsough, & Ottinger, 1974).…”

Section: Questioning the Limitations Of Crisis Interventionmentioning

confidence: 99%

Crisis Intervention With Survivors of Natural Disaster: Lessons From Hurricane Andrew

Shelby

Tredinnick

1995

Jour of Counseling & Develop

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Crisis intervention has typically been conceptualized as seeking a return of clients to a state of equilibrium. Our work with Hurricane Andrew survivors in south Florida, as part of the Disaster Mental Health Services team of the American Red Cross, has led us to appreciate the importance of several further considerations. In our work, we developed a proactive approach, attempting to recognize and extend clients' preexisting strengths. We offer a number of pragmatic interventions, focusing particularly on children's issues and we draw attention to sensitive multicultural issues.

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Section: Questioning the Limitations Of Crisis Interventionmentioning

confidence: 99%

Crisis Intervention With Survivors of Natural Disaster: Lessons From Hurricane Andrew

Shelby

Tredinnick

1995

Jour of Counseling & Develop

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“…We customarily focus on situational exposure as an objective index of victimization and assume that those who were exposed to the most difficult experiences during the disaster will be most vulnerable and require our best intervention efforts (Dohrenwend and Dohrenwend, 1974;Dudasik, 1980;Galante and Foa, 1985;Horowitz et al, 1978;Janis, 1971;Tuckman, 1973). It is understandable that crisis intervention be focused primarily on children from the victim school.…”

Section: Situational Exposure and Personal Lossmentioning

confidence: 99%

“…Studies with a psychoanalytic orientation tend to be based on small samples without control data and to rely heavily on clinical interpretation of unstructured interview data (Terr, 1979(Terr, , 1981. Other studies are descriptive, diagnostic or developmental in nature, and still others, systematic long-term empirical followups with primary emphasis on the efficacy of the crisis intervention techniques employed (Blom, 1982;Klingman and Ben Eli, 1981;Tuckman, 1973).…”

Section: Introductionmentioning

confidence: 99%

Situational exposure and personal loss in children's acute and chronic stress reactions to a school bus disaster

Milgram

Toubiana²,

Klingman

et al. 1988

J Trauma Stress

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“…To date, no large-scale, empirical studies of the behavioral consequences for children exposed to traumatic motor vehicle accidents have been published. However, two descriptive accounts (Milgram, Toubuana, Klingman, Raviv, & Goldstein, 1988;Tuckman, 1973) of the acute and chronic stress reactions of children involved in bus-train collisions are available. In general, these papers suggested that the reactions of the children included difficulty concentrating, traumaspecific fear, increased frequency of crying, depressed behavior, irritability, regressive behavior, reexperiencing the trauma, somatic complaints, and sleep disturbance (e.g., insomnia, nightmares).…”

Section: An Overview Of the Research On Behavioral Responses To Motormentioning

confidence: 99%

Measuring behavioral disruption in children who have been in motor vehicle accidents

James¹

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This study examined the overt behavioral response of children following recent exposure to a motor vehicle accident (MVA). Forty-five children completed a clinical Stroop task. Children were divided, based on prior psychometric assessment, into three groups: (a) survivors of a recent MVA, and experiencing behavioral distress; (b) survivors of a recent MVA, and not experiencing behavioral distress; and (c) those who have not experienced an MVA. Differential color-naming and error response to four types of Stroop stimuli was assessed: (a) MVA-related words, (b) school-stress related words, (c) neutral household words, and (d) colored Xs. Analysis of participant characteristics indicated no significant differences between the groups on child variables such as gender, race, reading level, grade in school, or age; or parent variables such as education, employment or marital status. Additionally, there were no differences between the two MVA groups in parent report of the severity of the MVA. Results revealed that the distressed MVA survivors exhibited longer color-naming times for MVA-related words, compared to comparison word and participant groups. However, this Stroop Effect was only obtained for the children reading at or above a fourth-grade level. Children reading below the fourth-grade level took longer to color-name than high readers, irrespective of word type and participant group. Additionally, there appeared to be a fatigue effect for all participants, evidenced by an overall increase in color-naming time over trials. The Stroop effect was only apparent after fatigue was statistically controlled. No differences were obtained in the number of errors across word types and participant groups. Finally, psychometric data were not correlated with Stroop performance on the MVA-related words. These results suggest that the clinical Stroop color-naming (but not error) task may identify distressed MVA survivors who are reading at or above the fourth grade reading level. For children reading below the fourth-grade level the reading response may be challenging enough to block the Stroop effect. The lack of correlation between verbal report of distress and color-naming performance on the MVA-words also signifies the importance of direct assessment approaches such as the clinical Stroop task to the assessment of post-accident distress. iv Acknowledegments I would like to express my appreciation to the members of my dissertation committee, Drs.

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Disaster and mental health intervention

Cited by 30 publications

References 7 publications

Crisis Intervention With Survivors of Natural Disaster: Lessons From Hurricane Andrew

Crisis Intervention With Survivors of Natural Disaster: Lessons From Hurricane Andrew

Situational exposure and personal loss in children's acute and chronic stress reactions to a school bus disaster

Measuring behavioral disruption in children who have been in motor vehicle accidents

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