GENERAL PRINCPLES OF
PSYCHOLOGICAL FIRST AID
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1.
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INTERVENE IMMEDIATELY - BE DIRECT, ACTIVE,
AUTHORIATIVE.
The sooner the student is assisted in coping with the crisis
situation, the better are the chances of restoring
equilibrium. The longer the student remains in a state of
confusion, unable to take some sort of action to address the
situation, the more difficult it will be to intervene.
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2.
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KEEP THE FOCUS OF THE INTERVENTION ON THE
PRECIPITATING SITUATION.
Help the student to accept that the crisis situation has
occurred by encouraging the student to express the facts of
the situation as well as his/her feelings.
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3.
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PROVIDE ACCURATE INFORMATION ABOUT THE
SITUATION.
Give a realistic orientation about what has occurred, and
what might be the expected outcomes.
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4.
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DO NOT GIVE FALSE ASSURANCE. ALWAYS REMAIN TRUTHFUL
AND REALISTIC.
Recognize the anxiety, depression or tension, but at the
same time provide some sense of hope and expectation that
the person will ultimately overcome the crisis. However, let
the student know that things may never be the same as they
were before the crisis.
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5.
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RECOGNIZE THE PRIMACY OF TAKING ACITON.
Every crisis counseling interview should have an ultimate
outcome or some action that the individual is able to take.
Restoring the person to the position of actor rather than
victim is critical to success.
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6.
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PROVIDE EMOTIONAL SUPPORT FOR THE INDIVIDUAL.
Find a group of peers, school staff members, or family
members that can provide both support and temporary
assistance during the crisis. Implement a buddy system so
that the student is not left alone.
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7.
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FOCUS ON SELF-CONCEPT.
Emphasize how the person has coped with the situation so far
and how the person has already begun to use strategies for
moving forward. Encourage the individual to implement
solutions or strategies which have a high probability of
success.
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8.
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ENCOURAGE SELF-RELIANCE.
Provide constructive activities that the person can do to
assist with the situation, such as helping to straighten up
the classroom or preparing materials to share with
classmates. Reinforce whatever problem solving the
individual has demonstrated to this point in time.
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9.
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BE CONCERNED AND COMPETENT.
The more adults can present themselves as a model of a
competent, problem solving individual, and demonstrate the
process of taking in information, choosing between
alternatives, and then taking action, the more children will
be able to function adequately. Therefore, it is important
that staff members establish their own support systems that
they can adequately cope with the situation.
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