Using between 350 and 400 words create a tri-fold health brochure on the topic of Posttraumatic Stress.

You will use the Microsoft Word pamphlet template. The pamphlet needs to be visually interesting and use appropriate images. This project must have 350 – 400 of your own words. Quotations are not part of the word count. Grammar and spelling are important.

You must cite all of your sources using APA style. Graphs and tables must be cited though pictures need not be.

You will use a tri-fold style pamphlet and all panels must have text. Your name and topic go on the front panel and works cited go on the back panel or on a separate page.

Create Content! Be sure to meet these four content requirements.

1. Be sure to clearly (and in your OWN WORDS) define all key terms.   
2. Explain how your topic relates to health/mental health and adjustment. This can include how knowledge of your topic can help people live better lives. For example, for a health issue, explain what will happen if someone does not address it, including causes, progression, and treatment. 
3. Include your name, PSY 118 section # (i.e. 0004) and semester (i.e. Spring 2019) on the cover of your brochure. 
4. Be sure to write for the general public.  Write as if someone has no knowledge of this psychology course, so over – explain as needed (key terms). 

Sources and Citations: 

 

You will need to find at least four reliable sources to gather information from, and summarize using your own words. You may use direct quotes, but sparingly. Please cite these appropriately using APA style.

You may use your textbook as one of your sources. (Weiten/Hammer/Dunn “Adjust” student edition)

You must use at least one source that is non – internet.

You can quote from someone with experience in the area, but you must be sure to give proper credit, and share their credentials (i.e. they must have some expertise in the area).

Get creative! 

Use a template. 

The easiest way to create a brochure is to use either a Microsoft Word or Microsoft Publisher pamphlet template.

Debriefing is the opportunity to process thoughts and feelings related to trauma work and traumatic events. There are a number of debriefing models and selecting the type of model is dependant upon the type of trauma work being implemented. For example, many health care organizations adopt the critical incident stress debriefing model (originated from the military) because it has been the most effective method for large organizations (Morrissette, 2004). Think of what type of debriefing model might be effective in your organization or practice.

For this Application Assignment, you select two types of debriefing models and examine the effective elements of the models which aid to mitigate vicarious trauma.

The assignment: (2–3 pages)

• Describe two types of debriefing models.
• Compare the similarities and differences of each model. Be specific.
• Explain how each debriefing model reviews the traumatic event, provides for emotional ventilation, and meets the intended outcome of the debriefing session.
• Select a training element you would add to a debriefing session to maximize the potential to prevent vicarious trauma. Justify your selection by using the Learning Resources and current literature. Be specific.

Readings

• Course Text: Compassion Fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized
  • Chapter 6, “Debriefing and Treating Emergency Workers”
• Course Text: Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators
  • Chapter 10, “Kelengakutelleghpat: An Arctic Community-Based Approach to Trauma”
  • Chapter 13, “Self-care and The Vulnerable Therapist”
• Course Text: Quitangon, G. & Evces, M. (2015). Vicarious Trauma and Disaster Mental Health: Understanding Risks and Promoting Resilience. New York: Routlege
  • Chapter 7 & 11
• Article: Adler, A. B., Castro, C., & McGurk, D. (2009). Time-driven battle mind psychological debriefing: A group-level early intervention in combat. Military Medicine, 174(1), 21–28.
• Article: Juhnke, G. (1997). After school violence: An adapted critical incident stress debriefing model for student survivors. Elementary School Guidance & Counseling, 31(3), 163–171.
• Article: Miller, J. (2003). Critical incident debriefing and social work: Expanding the frame. Journal of Social Service Research, 30(2), 7–25.

Optional Resources

• Article: Armstrong, K., Lund, P., McWright, L., & Tichenor, V. (1995). Multiple stressor debriefing and the American Red Cross: The East Bay Hills fire experience. Social Work, 40(1), 83–90.
• Article: Substance Abuse and Mental Health Services Administration. (n.d.). Psychological first aid for first responders: Tips for emergency and disaster response workers. Retrieved May 17, 2010, fromhttp://store.samhsa.gov/shin/content//NMH05-0210/NMH05-0210.pdf

References

• McCammon, S., & Allison, E. (1995). Debriefing and treating emergency workers. In C. R. Figley (Ed.). Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those who Treat the Traumatized. Levittown, PA: Brunner/Mazel.
• Morrissette, P. (2004). The Pain of Helping: Psychological Injury of Helping Professionals. New York, NY: Brunner-Routledge.