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Post-Earthquake Support for Sichuan: Educational Psychology Initiatives

Learn about the support efforts for Sichuan post-earthquake by the Division of Educational Psychology, Hong Kong Psychological Society. Training volunteers, providing psychological interventions, and maintaining long-term support strategies.

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Post-Earthquake Support for Sichuan: Educational Psychology Initiatives

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  1. Sharing onPost-earthquake Support for Sichuan 27.9.2008Division of Educational Psychology (DEP)Hong Kong Psychological Society (HKPS) Irene Ho Chair, DEP

  2. Background & Process May 12 Earthquake (Effects on students & schools) 17-28 Communication, liaison 29-31 Beijing：- exchange with psychologists - training of volunteers (graduate students in psychology) * K.F. Chow, Belinda Wong, Carrie Lau June - present Communication, liaison (Stages 3 & 4) itfho@hku.hk

  3. Training of Volunteers Day 1 ： Volunteers heading for Sichuan (service targets: students) Morning 1. Assessment of training needs 2. Dealing with worries & anxieties (Sharing of our experience) 3. Psychological support/intervention in crisis： essential concepts, group debriefing experience Afternoon 4. Understanding and handling emotional responses of teachers & students; age-appropriate activities 5. Preparation: the role of volunteers (NOT psychotherapy), realistic expectations, self-care

  4. Training of Volunteers Day 2 ：Hotline volunteers Morning 1. Assessment of training needs 2. Helping participants understand their own emotional reactions & needs 3. Hotline service: functions & limitations 4. Group work on improved responses, building up Q & A for reference 5. Review: realistic expectations, improvements of hotline system

  5. Summary of Experiences • Conceptual model vs. reality of the situation • Ad hoc arrangements, immediate reactions: experienced trainers • Meaning of “psychological support”: Volunteers’ expectations ( “professional” service) vs. • Real needs & effective services (beyond psychological techniques: * Being sensitive to the needs of targets * Understanding own role, expectations, preparation) • Limitations of “hit and run” support

  6. Stages of aftermath support service Stage 1:Needs assessment • For planning purpose Stage 2: Training of core group supporters (with basic psychological training, students of Psychology & Mental Health teachers) • Provide immediate aftermath support to schools Stage 3: Implementation of aftermath support to schools • Provide emotional first-aid for affected individuals & to facilitate restoration of equilibrium of schools • Identification of high-risk students/ teachers for follow-up service Stage 4: Long-term support • Continuous needs assessment, school development, teacher training, parent support, community awareness & support, follow-up service for high-risk individuals

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