Early Psychosocial Interventions for Individuals and Groups Affected by Disasters
Notice bibliographique
Résumé
Abstract Throughout the world, individuals, groups, and communities are faced with major incidents, crises, and disasters. The impact of disasters can be wide-ranging, involving death, severe injury, the loss of home, shelter, liberty, security, and food, in addition to social dislocation and destroyed infrastructure and networks. Victims can experience distress, anger, grief, and fear together with symptoms of anxiety, depression, and post-traumatic stress. First responders and those delivering longer-term social and psychological support can be adversely affected by direct exposure to the disaster, by learning about the details of the disaster from the testimony of victims, or by viewing distressing images or artifacts connected to the disaster. To reduce the impact of disasters, communities and emergency services need to prepare plans to meet the physical, social, and psychological needs of those involved and undertake thorough testing of these plans to ensure they are fit for purpose. This planning needs to consider natural hazards such as forest fires, floods, drought, and biological hazards, including Covid-19, influenza, foot and mouth disease, and severe acute respiratory syndrome. Human and technological failings can also create hazards seen in transport crashes, the release of toxic substances, and armed conflict. Contingency planning is used to reduce exposure to a hazard by identifying and protecting those at most risk of harm. However, it is impossible to prevent crises and disasters from happening, making it essential to provide appropriate and timely support. Initial support ensures that disaster survivors are taken to a safe place where their immediate needs for food, drinks, and shelter are met. The aim of early psychosocial responses to disasters are fourfold: (a) to increase disaster preparedness to reduce the impact of hazards and vulnerabilities, (b) to respond to the immediate human needs for safety and survival, (c) to communicate care and provide psychological support, and (d) to provide an opportunity for survivors to process and create meaning from experiences. Ideally, all early psychosocial interventions would be evidence-based and delivered by trained and monitored practitioners; however, often, this is not the case. Despite the development of an abundance of disaster-related models, few have been evaluated; this failure is due to a lack of agreement on the aims, scope, measures, and training required to deliver evidence-based interventions. Humanitarian and emergency response organizations look toward psychologists to provide them with the evidence-based interventions, evaluation tools, and guidance they need for dealing with disasters.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».