Earthquakes, Emergency Response, And The Psychological
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Transcript of Earthquakes, Emergency Response, And The Psychological
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Introduction
Literature Review
Method
Analysis & Interpretation
Findings
OvervieOvervieww
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Background
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DefinitionsDefinitions
Process Trauma:the psychological effects and the child’s developmentally determined cognitive interpretation of the adversities related to the initial event, such as displacement, relocation, property loss, etc. (Terr, 1991).
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DefinitionsDefinitions
Emergency response plans:the policies or programs created before an event. Aimed at intervention and readiness to respond to an emergent occurrence (Godschalk, 1991; McEntire & Myers, 2004).
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DefinitionsDefinitions
Developmental requirements:• the Western construction of the evolving
physical and psychological needs of children that change dependent upon the age and developmental stage of the child (Kegan, 1982).
• developmentally-sensitive plan elements are defined as addressing children’s overall needs and specific requirements.
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Literature ReviewLiterature Review
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HaddoHaddon’s n’s
MatrixMatrixPre-event Stage
Disaster/Injury Producing Event
Post-event Stage
Outcomes
Everything that
contributes to the
environment before the event
Systemic and
structural changes resulting from the
event
•Survival Physical Status
•Process Trauma (Absence, presence/degree of process trauma)
•Emotional Growth (absence or low level of aberrant behavior, PT)
•Neurobiologic Seqeulae
Child Psychological Development
Child Psychological Development
Child Physical
Development
Child Physical
Development
E.R. Plans/ Agent
Kids/Host
Physical Environmen
t
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MethoMethodd
• Content Analysis with Mixed Method Elements
• Self designed interview instrument
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CodingCoding
• Coding Strategy– A priori code book – Refinement through Pilot Process and
participant confirmation of field notes
• Coder training and retraining• Cohen’s Kappa
– mathematical elimination of chance– all scored .8 and above = excellent
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Recruitment Recruitment ProcessProcess
Final Sample:15 National &1 International
Expert
Inclusion & Exclusion Criteria
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8 had direct experience in 8 had direct experience in response or planning for an response or planning for an
earthquakeearthquake
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ParticipantsParticipants
• All dedicated 30-90 minutes• No interruptions except bank robbery• With one exception all:
– Confirmed transcript– Confirmed insertion of reflective and descriptive field notes
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AnalysisAnalysis
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• New themes noted
• Theme frequency counted in each individual interview and across all participants and themes
• Listed main thematic categories
DeductiDeductive ve
ProcessProcess
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LimitationsLimitations
• Small study - Only 16 experts interviewed
• Not generalizeable
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FindingsFindings
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• All participants agree: psychological needs are poorly accommodated in planning.
• Operational and Policy planners disagree about children’s physical needs being adequately addressed.
• 50% of participants believe that children’s developmental needs are not operationalized* in planning.
* Specific /useful guidelines for those doing both planning and provision of care
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Required by:• Health Care and Response Community
• Children
• Parents and Caregivers
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Outcomes
•Survival Physical Status
•Process Trauma (Absence, presence/degree of process trauma)
•Emotional Growth (absence or low level of aberrant behavior, PT)
•Neurobiologic Seqeulae
Post-event Stage
Systemic and
structural changes resulting from the
event
Disaster/Injury
Producing Event
Kids/HostKids/Host
Research FindingsFeedback Loop
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Two compelling findings mentioned by the majority of respondents:
• Effect of care givers response• Importance of a rapid return to
normal
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Summary of Summary of FindingsFindings
• All participants believe that the incorporation of developmental elements would prevent process trauma.
• All participants stated that children's psychological needs are not well addressed in planning.
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RecommendationsRecommendations
• Survey of national level planners across disciplinary domains to understand their perspective on children in disaster planning
• Use and test of conceptual framework