EARTHQUAKE SURVIVOR: FRAIL ELDERLY 2
This paper is adapted from the Psychological First Aid Field Operations Guide Second
Edition published by the National Child Traumatic Stress Network/National Center for PTSD
in conjunction with Substance Abuse and Mental Health Administration (SAMSHA) and
the Robert Wood Foundation.
Nature of the Disaster
An earthquake is a sudden violent shaking of the earth’s surface, caused by the shifting
of two blocks of the earth’s crust that suddenly slip past one another and pull apart. This
occurs are pressure builds up over many months and years, Stebnicki (2017). It is a natural
disaster that pose serious threats to the physical and psychological health to individuals of all
ages, cultural/ethnic backgrounds, and socioeconomic classes. The affect that is experienced
by individuals is influenced by developmental, situational, existential, interpersonal and
spiritual factors.
I have selected to complete a treatment for a frail elderly person, age 81 years of white
anglo-saxon descent. Mrs. Jennings is a widow of 18 months. The ratio of elderly males to
females ages 80 to 84 years is 53 to 100; females out live men almost 2 to 1 in this age
category, Cavanaugh and Blanchard-Fields (2006). Lousie Jennings, a widow whose
husband died approximately one year ago. She currently resides with her daughter age 55
years, who is recently divorced. To ensure her safety during the day, Louise attends an adult
care facility, while her daughter is at work. Louis suffers from osteoarthritis; a chronic
condition that has greatly impaired her mobility. She is also beginning to show sign of
Alzheimer’s disease. According to the Alzheimer’s Association, 2017 Alzheimer’s Facts and
Figures report, approximately 43% of persons ages 75-84, and 38% those age 85 years and
EARTHQUAKE SURVIVOR: FRAIL ELDERLY 3
older suffer from this disease. Despite her mobility issues, Mrs. Jennings is quite capable of
performing most activities in daily living. The can still bathe, clothe, and feed herself Jacobs
(2016). Additionally, she carries out instrumental activities in daily living such as using the
telephone, self-administering medication and keeping a schedule Jacobs (2016). Her husband
died after a long illness of lung cancer, contracted after working in a manufacturing plant for
40 years.
Eight Core Actions of Psychological First Aid
Contact and Engagement
Goal- respond to contact from/or initiate contact with Mrs. Jennings.
x Observe Mrs. Jennings first before approaching her.
x Introduce myself to Mrs. Jennings and describe my role as a psychological first aid
responder.
x Inquire about Mrs. Jennings immediate needs.
x Ensure that there is adequate privacy to protect confidentiality of Mrs. Jennings
personal information. This also demonstrates respect.
x Speak to Mrs. Jennings in soft calm voice.
Safety and Comfort
Goal-Ensure the immediate safety of Mrs. Jennings and provide physical and emotional
comfort.
x Ensure that Mrs. Jennings is out of physical danger by placing her in an area that is
quiet and hopefully near the restroom due to her osteo-arthritis (it would be ideal to
assign an attendant to assist persons with mobility difficulties).
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PSYCHOLOGICAL FIRST AID TREATMENT PLAN ASSIGNMENT INSTRUCTIONS
OVERVIEW
Disaster recovery is a journey of healing and transformation for a survivor to be able to live a
meaningful life in a community of his or her choice while striving to achieve maximum human
potential. A Psychological First Aid Treatment Plan is a tool used by counselors and survivors to
outline the objectives of the disaster recovery process. A Psychological First Aid Treatment Plan
assists counselors and survivors to make positive changes happen through purpose, focus, and
direction. Treatment plans empower the survivors to take charge of their own life, address mental
health distress, and move forward toward that happy and healthy place with strong mental health,
emotional health, and wellbeing.
INSTRUCTIONS
You will complete a Psychological First Aid Treatment plan based on this scenario.
A large earthquake has suddenly hit the center of the city in the middle of the workday.
Buildings have fallen, there is widespread destruction and you are among the many people who
have been affected. There is a diverse group of people (young and old, men and women) who
have survived and are now in a shelter. You have each been affected in different ways and are
distressed, but no one has experienced a life-threatening injury. You have been deployed by your
agency to support the survivors at the shelter. Choose one survivor from among the list below:
Unaccompanied child – alone and frightened, about 10 years old
Pregnant woman with a child
Very distressed but unharmed person whose family is lost in the disaster
Person in shock who cannot speak
Nervous person who is upset and starting to upset others
A frail, elderly person.
Create a Psychological First Aid Treatment Plan for this survivor.
Your Psychological First Aid Treatment Plan must:
Distinguish the nature of the disaster for the survivor as well as the type of crisis (i.e.
developmental, situational, existential, interpersonal, spiritual)
Identify all eight core actions of Psychological First Aid
Demonstration practical strategies for implementing the eight-core actions of
Psychological First Aid
Suggest strategies for alleviating psychological distress based off of discussions or
discoveries made from the course textbooks and presentations
Offer teachable coping skills the counselor can share with the survivor
Provide a specific approach toward developing self-care for the counselor
This 5-page assignment must have a title page (this counts as page one) including your name, the
course, the instructor, and the assignment (Psychological First Aid Treatment Plan Paper).
Include the following headings in your paper:
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Nature of the Disaster
Alleviating the Psychological Distress
Teaching Coping Skills
Developing Counselor Self-Care & Resiliency
Your paper must be formatted in current APA standards and include a reference page (Note that
the reference page does not count toward the overall page length requirement).
TRMA 820
Page 1 of 3
PSYCHOLOGICAL FIRST AID TREATMENT PLAN GRADING RUBRIC
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Below Expectations
Not present
Identifying/
Implementing the
Eight Core
Actions of PFA
25 to 26 points
Identifies the nature of
the disaster for the
survivor with the
background/history/caus
e for the crisis.
Distinguishes the type of
crisis (i.e.
developmental,
situational, existential,
interpersonal, spiritual).
Identifies/implements all
eight core actions of
PFA.
24 points
Identifies the nature of
the crisis for the family
member with the
background/history/cause
for the crisis.
Identifies/implements
seven core actions of
PFA.
21 to 23 points
Identifies the nature of the
crisis for the family
member missing the
background/history/cause
for the crisis.
Identifies/implements five
core actions of PFA.
1 to 20 points
Poor identification of
the nature of the crisis
for the family
member.
0 points
Not Present
Alleviating
Psychological
Distress
24 to 26 points
Delineates an
appropriate model of
disaster care explained
from the course content
& textbooks.
Appropriate strategies
are included for
alleviating psychological
distress described in the
course content &
textbooks.
22 to 23 points
Delineates an appropriate
model of crisis care.
Appropriate strategies are
included for alleviating
psychological distress.
20 to 21 points
Delineates an appropriate
model of crisis care but
needs more development.
Appropriate strategies are
included for alleviating
psychological distress but
needs more development.
1 to 19 points
A poor model of
crisis care is
delineated. Missing
strategies for
alleviating
psychological
distress.
0 points
Not Present
Teaching Coping
Methods
24 to 26 points
Offers holistic teachable
coping skills for the
22 to 23 points
20 to 21 points
Offers teachable coping
skills for the client to learn
1 to 19 points
Poor teachable coping
skills for the client to
0 points
Not Present
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Page 2 of 3
client to learn from the
disaster designated in the
course content &
textbooks.
Offers teachable coping
skills for the client to
learn from the disaster.
from the disaster but needs
more development.
learn from the
disaster identified.
Developing
Counselor
Self-Care &
Resiliency
26 to 27 points
Provides specific
approaches toward
developing counselor
self-care & resiliency
explained in the course
content & textbooks.
24 to 25 points
Provides specific
approaches toward
developing counselor
self-care & resiliency.
21 to 23 points
Provides specific
approaches toward
developing counselor self-
care & resiliency but needs
more development.
1 to 20 points
Poor approaches
toward developing
counselor self-care &
resiliency are
described.
Structure
Advanced
Proficient
Developing
Below Expectations
Not present
Organization
28 to 30 points
All required elements are
included and presented
with strong headings and
organizational clarity.
There are clear
transitions between
paragraphs and sections.
The treatment of the
topic is logically
oriented. The paper
meets the page length
requirement.
26 to 27 points
Most elements are
included and presented
with strong headings and
organizational clarity.
There are transitions
between paragraphs and
sections. The treatment of
the topic is logically
oriented. The paper meets
the page length
requirement.
24 to 25 points
There are transitions
between paragraphs and
sections. The treatment of
the topic is logically
oriented. The paper meets
the page length
requirement.
1 to 23 points
The treatment of the
topic is logically
oriented. The paper
meets the page length
requirement.
0 points
Not Present
Style
15 points
The paper properly uses
current APA style and
DCCC Professional
Writing Guidelines.
Proper headings, in-text
citations, and references
are formatted correctly.
The paper reflects a
12 to 14 points
The paper consistently
uses current APA style
and DCCC Professional
Writing Guidelines with
few or no exceptions.
Proper headings, in-text
citations, and references
are formatted with few or
10 to 11 points
The paper inconsistently
uses current APA style and
DCCC Professional
Writing Guidelines.
Headings, in-text citations,
and references are
inconsistently formatted.
The paper does not
1 to 9 points
The paper
erroneously uses or
does not use current
APA style and DCCC
Professional Writing
Guidelines. Headings,
in-text citations, and
references are
0 points
Not Present
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graduate level voice and
vocabulary. There are
very few spelling and
grammar errors.
no errors. The paper
reflects a graduate level
voice and vocabulary.
There are few spelling
and grammar errors.
consistently reflect a
graduate level voice and
vocabulary. There are
spelling and grammar
errors.
erroneously formatted
or not present. The
paper does not reflect
a graduate level voice
and vocabulary.
There are spelling
and grammar errors.
Running Head: PSYCHOLOGICAL FIRST AID TREATMENT PLAN 1
PSYCHOLOGICAL FIRST AID TREATMENT PLAN
Student Name
Institutional Affiliation
PSYCHOLOGICAL FIRST AID TREATMENT PLAN 2
Psychological First Aid treatment is a first catastrophe response intrusion that aims at
promoting safety, alleviate survivors of disasters such as earthquakes and connect people to
assistance and resources (Everly & Lating, 2017). The goal of Psychological First Aid Treatment
is to evaluate the immediate concerns and necessities of a person's outcome of a disaster and not
to offer on-site therapy (Sim & Wang, 2021). Psychological First Aid Treatment Plan is also
formulated to decrease the initial distress due to traumatic occasions and nurture short and long-
term adaptive coping and functioning (Sim & Wang, 2021). Therefore, this paper aims to develop
a Psychological First Aid Treatment Plan for Mrs. Elizabeth Jayson, a frail, elderly 87- year-old
woman who survived an earthquake disaster.
Nature of the Disaster
An earthquake results from an abrupt discharge of the energy stored in the Earth's Crust
that forms seismic waves. Earthquakes mainly occur along with the narrow masses and geological
faults where rock multitudes move about each other (Rovida et al., 2020). Besides, earthquakes
manifest themselves by displacement and shaking of the earth’s surface. Earthquakes have adverse
effects such as surface faulting, landslides, liquefaction, ground rapture, tsunamis, ground shaking,
and failure (Rovida et al., 2020). Still, the occurrence of earthquakes causes loss of properties and
death and poses perilous threats to psychological and physical health to people of all
socioeconomic classes, ages, gender, and backgrounds (Rovida et al., 2020).
Therefore, in this case, I have selected a frail elderly aged 87 years old woman known as
Mrs. Jayson. Mrs. Jayson is an African American woman who lost her husband two years ago and
lived in an elderly home. Mrs. Jayson has lived in the elderly home for ten years. She undertakes
diverse activities such as attending the Bible Study and preaching to the other women in the
PSYCHOLOGICAL FIRST AID TREATMENT PLAN 3
facility. However, Mrs. Jayson's mobility is limited since she uses a wheelchair to walk around the
facility since her leg was amputated due to a health condition. While Mrs. Jayson is undertaking
her daily activities in the facility, a large earthquake unexpectedly hits the city, adversely affecting
her and the facility. Mrs. Jayson has nowhere to go after she is displaced, as the quake substantially
damages the facility. She does not have any relatives or children nearby; thus, she is distressed
about who will accommodate her or live after the disaster.
Core Actions of Psychological First Aid
Engagement and contact. The aim of this action is to establish a connection with Mrs.
Jayson, observe her, greet her, introduce myself as the PFA responder, and analyze Mrs.
Jayson for her immediate requirements and concerns and lastly offering Mrs. Jayson a safe
environment for her to give personal information about her life to enable address her
primary concerns and needs (Everly & Lating, 2017). Therefore, as the PFA respondent in
Mrs. Jayson's case, while engaging her, I will speak clearly and slowly while
communicating with her concerning her immediate concerns and needs.
Comfort and safety. The purpose of this is action to offer emotive and physical well-being
to Mrs. Jayson, ensure she is comfortable and safe, and provide her with personal
necessities. In executing this action, I will inquire about her family and medical history to
address her immediate medical needs (Sim & Wang, 2021).
Stabilization. This action aims to ensure that Mrs. Jayson is orient and calm in
emotionally disoriented times and to determine ways that will help stabilize her (Everly &
Lating, 2017). I will implement this strategy by offering Mrs. Jayson vital support and
teaching her the techniques to assist her in remaining calm during a distressful time.
PSYCHOLOGICAL FIRST AID TREATMENT PLAN 4
Information gathering. This action aims at determining her immediate concerns and
needs. This action is executed by communicating with Mrs. Jayson and identifying Mrs.
Jayson's contacts, i.e., her close relatives or friends.
Practical Assistance. Assists in addressing Mrs. Jayson's immediate concerns and needs
(Everly & Lating, 2017). This action will be implemented by discussing an action plan
with her, identifying her immediate needs such as water, medications, and food,
expounding each need with her to ensure all the essentials are satisfied.
Connection with social support. This action will be instigated by encouraging Mrs.
Jayson to interact with the other survivors and guaranteeing her that she will overcome the
situation (Everly & Lating, 2017).
Information on coping. This is seventh action which offers her information on stress
responses and coping to alleviate distress (Everly & Lating, 2017). This action will be
executed by assisting her with recognizing trauma triggers, educating Mrs. Jayson on the
usual responses to traumatic occasions, and teaching her the techniques to reduce stress.
Linkage with collaborative services. The goal of this actio is to link her with the available
resources required (Everly & Lating, 2017). This action will be instigated by collaborating
with her and creating a referral to get help with receiving immediate needs.
Alleviating the Psychological Distress
Apart from children, elderly individuals are the most delicate population in the world.
Elderly individuals grow old, and sometimes they undergo the loss of the closest people in their
lives (Wang et al., 2021). For instance, Mrs. Jayson, an older woman, lost her husband two years
ago and has also lost the elderly home, which she called home for the past ten years. Still, she does
PSYCHOLOGICAL FIRST AID TREATMENT PLAN 5
not have any relatives or children nearby the city; therefore, I believe Mrs. Jayson is undergoing
psychological distress, grief, and fear (Wang et al., 2021). Thus, her distress is a big concern for
the Psychological First Aid responder team and as we continue to gather more information on her
case, gaining her trust is the priority. Still, providing Mrs. Jayson with full attention illustrates that
her concerns and issues are being addressed and listened to (Wang et al., 2021).
Additionally, it is essential to offer verbal and nonverbal ways to illustrate active listening,
which assists in lessening the psychological distress in the individuals. For instance, an older
woman above 85 years may have a hearing impairment, and she may be unable to hear what the
Psychological First Aid responder is telling her (Wang et al., 2021). Therefore, it is essential in
verbal communication the PFA responder ask questions for the lucidity of their story, be pleased
with the individual, and reflect and come up with conclusions for accurate comprehension of the
survivor's story (Wang et al., 2021). On the other hand, when the PFA uses non-verbal
communication to talk to the survivor, they maintain eye contact, enough space between them, and
adequate time to communicate with the individual without rushing (Sim & Wang, 2021).
Additionally, active listening also plays a substantial role in alleviating the psychological distress
level that the survivors are undergoing.
Teaching Coping Skills
As a PFA respondent, I would teach Mrs. Jayson some breathing techniques, which will
help her reduce stress each time she feels emotionally overwhelmed. Besides, I would recommend
that Mrs. Jayson attends a grief counseling program to ensure she has a support system throughout
the stage of her grief (Sim & Wang, 2021). Still, encouraging Mrs. Jayson to interact and connect
with the other survivors will play a substantial role in helping her cope with the situation (Sim &
PSYCHOLOGICAL FIRST AID TREATMENT PLAN 6
Wang, 2021). Besides, I would Mrs. Jayson is to participating in physical activities despite her
being old and in a wheelchair to assist her in coping with the traumatic events caused by the
earthquake. Lastly, reading the Bible and offering her a place to pray will greatly help Mrs. Jayson
since she used to attend bible study and preach to other women while in the elderly home.
Developing Counselor Self-Care and Resiliency
Resiliency is defined as people being internally dynamic, directed, and able to cope in
adverse circumstances. Besides, Psychological First Aid Respondents usually neglect themselves
in their line of duty due to being enthused with taking the immediate concerns and needs of the
survivors (Everly & Lating, 2017). Therefore, it is essential to practice self-care as a PFA
responder to avoid burnout while executing the duty. Burnout entails the process of being
exhausted and wearing out due to making extreme demands on resources, energy, and strength
(Wang et al., 2021). Besides, the PFA responders need to take care of themselves by taking
multiple breaks and informing their supervisors when they need to be replaced or assigned
different tasks (Sim & Wang, 2021).
Still, a PFA responder needs to determine if they are emotionally, financially, and
physically able to undertake the task before accepting it. Additionally, it is vital that a PFA
responder sleeps, drinks, and eats well (Everly & Lating, 2017). Still, physical activities help
relieve stress that the PFA may experience in their line of duty in assisting survivors with
immediate concerns and needs for the recovery of the traumatic experience (Wang et al., 2021).
Lastly, the PFA responder needs to be aware that they require a break and step back.
PSYCHOLOGICAL FIRST AID TREATMENT PLAN 7
References
Everly Jr, G. S., & Lating, J. M. (2017). The Johns Hopkins Guide to psychological first aid.
JHU Press.
Rovida, A., Mario, L., Romano, C., Lolli, B., & Gasperini, P. (2020). The Italian earthquake
catalog CPTI15. Bulletin of Earthquake Engineering, 18(7), 2953-2984.
Sim, T., & Wang, A. (2021). Contextualization of Psychological First Aid: An Integrative
Literature Review. Journal of Nursing Scholarship, 53(2), 189-197.
Wang, L., Norman, I., Xiao, T., Li, Y., & Leamy, M. (2021). Psychological first aid training: a
scoping review of its application, outcomes, and implementation. International journal of
environmental research and public health, 18(9), 4594.
