The Assessment, Crisis Approach, and Trauma Treatment (ACT) Model
Climate-related disasters – such as wildfires, floods, and extreme heat waves – can take a serious toll on mental health. In Canada, communities like Fort McMurray (Alberta) have faced multiple disasters (a major wildfire in 2016 followed by severe flooding in 2020) and endured compounding trauma. In the aftermath of such events, people may experience intense stress, fear, or trauma. It’s crucial that responders have a framework to help affected individuals cope and recover.
ACT – which stands for Assessment, Crisis Approach, and Trauma Treatment – is a three-phase approach to disaster mental health. Simply put, ACT guides helpers to identify who needs support (Assessment), provide immediate psychological first aid (Crisis Approach), and offer longer-term therapy or support for trauma recovery (Trauma Treatment). These phases often overlap and inform each other, forming a continuous support process.
Core Principles
ACT is grounded in compassion, timeliness, and cultural sensitivity. In practice, this means:
Safety First: Ensure people are physically and emotionally safe. Create a trusting environment before delving into deeper issues.
Stabilize and Support: Address immediate distress through calming and practical support (often called psychological first aid in the crisis phase).
Assess and Triage: Early on, check how survivors are doing mentally – who might be at high risk for trauma-related problems and who might need basic support versus intensive care.
Trauma-Informed Care: When providing any support, be mindful of trauma impacts. Avoid re-traumatizing. Empower individuals with choice and control where possible.
Continuity of Care: Recovery is not instant. Plan for follow-ups and longer-term counseling or therapy for those who need it.
Cultural Respect: Adapt approaches to fit the community – what works for a newcomer family in Toronto might differ from what works for an Elder in an Indigenous community. Always honor local values, languages, and healing practices.
In the following sections, we present evidence on what works in disaster mental health and a step-by-step implementation guide for ACT. This guide is written for a broad audience – whether you are a mental health professional, emergency responder, community volunteer, or peer supporter, the aim is to give you practical tools and confidence to help others in the wake of climate disasters.
Implementation
In this section, we break down how to carry out Assessment, Crisis intervention, and Trauma treatment in a post-disaster context. This is a practical guide – think of it as a playbook or flowchart that you can follow when you’re in the field or supporting someone after a climate disaster. The steps are written for a broad audience, so even if you don’t have a mental health title, you can apply many of these actions (and know when to refer to a professional).
Phase 1, 2, and 3 – not strictly linear: Keep in mind that while we present ACT in phases for clarity, in reality the phases overlap. For example, you might do some quick mental health assessment while providing first aid, or you might start a therapeutic technique during what is technically a “crisis” phase. That’s okay. ACT is flexible – use what is needed when it’s needed.
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Goal
Quickly gather information about who needs what kind of help. This includes checking on emotional well-being, risk factors (like suicidal thoughts, serious distress), and practical needs.
When
Begins immediately after the disaster and continues in the days and weeks following. Early on, keep assessments very brief and focus on obvious high-risk cases; later, you can do more in-depth screenings.
Steps for Assessment:
Step 1. Observe and Triage (Look): In the immediate aftermath, start with simple observation. Who appears very distressed or disoriented? Who suffered significant losses (e.g. injury, family death)? Make note of individuals who might need urgent psychological support. Example: You are at an evacuation center after a wildfire; you notice a person sitting alone, shaking and unresponsive, or a family that seems extremely upset – these are people to check in with right away.
Step 2. Approach and Inquire Gently: Approach those identified in step 1 (one at a time) in a caring, non-intrusive way. Explain who you are and why you’re there to help. Use plain language. Instead of jumping into “mental health questions,” start with general care: “Hi, I’m [Name]. I’m part of the support team here. I just wanted to see how you’re holding up and if there's anything you need.” This opens the door. As you converse, listen for cues of distress (e.g., person mentions they haven’t slept, or seem confused). Key tip: Normalize the situation – many survivors worry that their intense feelings mean they’re “going crazy.” You can reassure by saying, for instance, “What you’re feeling is an understandable reaction to an extremely stressful event. A lot of people feel scared and overwhelmed after something like this.” This both assesses (their feelings come out) and soothes at the same time.
Step 3. Use Brief Screening Questions or Checklists: Once basic rapport is made and immediate physical needs are secured, you can do a more formal check of mental state. Depending on your role and the setting, this might be:
A short conversation: Ask questions like “Are you having any thoughts that are really upsetting or scary since this happened?”, “How is your sleep going?”, “Do you have someone to support you right now?”. Even these simple questions can reveal if someone has acute anxiety, insomnia, or lack of support.
Standardized tools: If you have them, use brief screening questionnaires. For example, the PCL-5 (PTSD Checklist) has only 5 items and can flag trauma symptoms, or the PHQ-9 for depression. In a Canadian disaster setting, responders have used such tools in shelters and clinics – one study used the PTSD Checklist and found about a quarter of evacuees scored high for PTSD. Another common tool is an acute stress checklist (to check for Acute Stress Disorder in the first month).
Rating scales or apps: In some organized responses, survivors might fill a quick form indicating their distress level (like 0–10 scales for anxiety, etc.). This can be done on paper or via a tablet if available.
Note: If you’re not a clinician, don’t worry about picking the perfect tool – the priority is to ask something rather than nothing. Document what you learn in a confidential way (so that the next shift or a professional can follow up). For example, you might note: “Day 2: Mrs. X reports 4 nights of no sleep, high anxiety, and no family support nearby. Referred to on-site counselor.”
Step 4. Assess Risk Factors: Always check for any red flags that require immediate action. The two big ones are:
Suicidal ideation or self-harm: It’s rare in the immediate aftermath, but possible if someone feels extreme despair. Ask in a sensitive way if you sense hopelessness: “Sometimes people feel like they can’t go on after something this bad. Have you had any thoughts of wanting to harm yourself?” If yes, do not leave them alone and seek professional help immediately.
Psychosis or extreme disorientation: Disaster trauma can in very rare cases trigger psychotic episodes or intense dissociation. If someone is completely disconnected from reality (not knowing who they are, seeing things that aren’t there), this is an emergency – involve medical services.
Medical conditions exacerbated by stress: E.g., someone with a heart condition feeling chest pain from panic – get medical aid.
Step 5. Prioritize Who Gets What: After gathering basic info, make a quick triage decision:
Who seems okay with minimal support (they have mild distress, good support network)?
Who needs immediate psychological first aid (they are very upset but not in danger, just need comfort/stabilization)?
Who might need professional mental health intervention or medical care promptly (e.g., someone expressing suicidal thoughts or unable to function)?
Who has practical needs that if unmet could worsen their mental state (e.g., “This person is panicking because they can’t find their child” – the solution is to help locate the child, in partnership with rescue services)?
Note: Focus your efforts and refer accordingly. High-risk individuals should be handed off to mental health professionals if available (many disaster teams have clinicians or can call in crisis counselors). Those with moderate distress can be helped on the spot with crisis intervention (Phase 2). Those who seem okay should still be given information on how to get help later if needed (because issues can arise later).
Ste 6. Follow-Up Assessments: If you are involved for more than the initial day, plan to re-check people after some time. Trauma reactions can evolve. For instance, after about 4–6 weeks, it may be useful to do a second screening for PTSD or depression for high-risk groups (like those who lost homes). Many post-disaster programs, such as in schools, will do a second round of screening a few months post-event to catch delayed issues. Evidence supports this, as some studies found new cases of PTSD emerging at 3 or 6 months post-disaster that weren’t present initially. So make a note to follow up, or ensure the system in place will follow up (for example, public health might send out a survey, or family doctors might be alerted to watch for symptoms in their patients who went through the disaster).
Example Script for Conducting a Brief Assessment:
Responder (at a community centre one week after a flood): “Hi, I’m John. I’m a volunteer with the community health team. I’m checking in with residents to see how you’re doing after the flood. Would it be okay if I ask you a couple of questions about how you’re feeling? It’ll just take a few minutes.”
Survivor: “Um, sure.”
Responder: “Thank you. First, how have you been sleeping since the flood?” … “And how about during the day – do you feel generally calm, or do you feel a lot of worry or on edge?” … “On a scale of 0 to 10, where 0 is no stress and 10 is the worst you can imagine, how would you rate your stress right now?” … “I’m also asking everyone: have you had any moments of feeling like you might hurt yourself because of all this? It’s something we ask just to make sure everyone stays safe.”
(Responder listens attentively to each answer, notes that the survivor rates stress 8/10 and hasn’t slept through the night once. No self-harm thoughts. The survivor mentions their family is overseas, so they feel very alone.)
Responder: “It sounds like this has been really overwhelming – which is completely understandable. Based on what you’ve told me, I’d like to link you with one of our counselors here who has more training. They can help you with those sleepless nights and high stress. Is that okay?”
Survivor: “Yes, I think I’d like to talk to someone.”
(Responder walks the survivor over to the counseling area or takes their contact for a follow-up, ensuring the connection is made.)
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Goal
Alleviate distress and ensure safety in the immediate aftermath. This is often called the “Psychological First Aid” phase because it’s analogous to physical first aid – you’re stopping the bleeding, so to speak, for emotional wounds. The focus is on stabilization, support, and practical help, not on delving into the trauma details or doing therapy.
When
From minutes after the event up to the first few days or weeks, depending on the disaster’s duration and aftermath. Essentially, during the emergency phase when people are displaced, shocked, or in chaos.
Key Principles
Look – Listen – Link (from the WHO PFA model). Also remember the 5 essential elements: promote Safety, Calm, Connectedness, Self-Efficacy, and Hope. We’ll incorporate these in the steps below.
Steps for Crisis Intervention:
Step 1. Prepare (Yourself and Setting): Before you engage, take a quick second to check your own state. Helping can be stressful – use a calm tone and body language. Ensure the setting is as safe and private as possible. If you’re in a busy shelter, maybe take the person to a quieter corner. Safety first: If there are ongoing dangers (e.g. fire still burning, area being evacuated), focus on physical safety above all – help get people out of harm’s way.
Step 2. Initiate Contact and Ensure Safety (Look & Approach): Approach people who need help (as identified in assessment triage or obvious cues like crying, panic). Introduce yourself and your role. Example: “Hello, I’m Sarah. I’m with the emergency support team. I’m here to help. Is it okay if I sit with you for a moment?” This gives the person some control (they can say yes or no). Check for immediate needs: “Are you hurt or in any pain? Do you have everything you need right now, like water or a blanket?” Often people in crisis forget to take care of basics, so gently ensure they have food, water, warmth, and are in a safe location. If not, address those (get them water, find their medication, etc.). Helping with small practical needs can build trust and also alleviate discomfort that might be worsening their mental state.
Step 3. Calm and Comfort (Listen): Once immediate physical needs are met, help the person settle emotionally. Use a calming voice, gentle eye contact, and compassionate demeanor. Encourage them to express their feelings if they want: “It’s really tough, what you’re going through. Would you like to talk about what’s on your mind right now?” Let them vent or cry if they need to. Active listening is crucial: nod, use validating statements (“I hear you. It’s completely understandable to feel that way after what you experienced.”). If someone is panicking or hyperventilating, guide them through grounding exercises: “Okay, let’s try to take some slow breaths together. In… and out… that’s it.” You can also help them ground by using the environment: “Can you feel this chair you’re sitting on? You’re here, you’re safe now.” The aim is to reduce the acute anxiety or numbness. Remember, silence is fine too – sometimes sitting quietly with a supportive presence is enough to help someone feel calmer. If a person is disoriented, remind them of safety and facts: “The fire is out now. You’re at the community center and we have doctors and volunteers here to help. Your children are here with you (or ‘will be here soon’ if they’re coming). You are safe.” Reorienting and assuring safety helps quell the “fight or flight” response.
Step 4. Avoid Forcing Details: It’s important in this crisis phase not to force people to recount the traumatic event in detail. Unlike some older practices (like mandatory debriefing where everyone had to discuss the event), modern crisis intervention respects the individual’s coping style. If someone wants to talk about what happened, absolutely listen and empathize. But do not push: e.g., don’t say “You need to tell me exactly what you saw.” Research has shown that forced debriefing can sometimes increase distress for certain individuals. Instead, focus on feelings and needs in the present.
Step 5. Practical Assistance (Link to services): Once the person is a bit calmer, help address immediate problems or needs. This might mean:
Helping them gather information (e.g., “Let’s find out where your family is sheltering” or “I can help you get updates on when you can return home”).
Connecting them to medical care if they have injuries or medication needs.
Facilitating communication (e.g., lending a phone to call a loved one).
If they are overwhelmed with an issue (“I have no clothes, all my stuff is gone”), connect them to relief services that provide clothing or essentials. You might say, “I know someone who can help with that. Let’s go talk to the supplies desk together.”
In disaster response, there are often multiple agencies on site. As a helper, become familiar with what services are available (housing, food, financial aid, etc.) so you can guide people. Helping solve a practical issue not only meets that need but also increases a survivor’s sense of control and self-efficacy, which is psychologically protective.
Step 6. Encourage Connection:Ensure the person is not left isolated after you leave. If they came in alone, see if there are friends or family you can connect them with. If they have no one, consider introducing them to others (maybe there’s a support group forming, or even pairing survivors to support each other). In shelters, sometimes just knowing someone’s name next to you helps. You can say, “Do you know anyone here? If not, I can introduce you to Maria – she’s also from your neighborhood and has been helping others, she’s really kind.” Also, provide hotline numbers or community support contacts for later (e.g., the local distress line, Red Cross support line, etc.). Social support is one of the strongest protective factors after trauma, so do what you can to foster social connection.
Step 7. Provide Information and Hope: People in disasters often fear the worst about their reactions. Briefly educate them on common reactions and give hope that things can improve. For example: “After something like this, it’s common to have nightmares, or feel jumpy when you hear loud noises. These reactions usually get better over time. We have resources to help if they don’t. You’re not alone in this – many people are feeling this way, and we’re going to work together to get through it.” Tailor this to what they expressed. If they said, “I can’t sleep because I keep seeing the flames,” you can respond, “That’s a very normal response. Your brain is trying to make sense of what happened. Usually, these images start to fade over a few weeks. If they don’t, there are therapies that can help stop the nightmares.” By normalizing and also mentioning that help exists, you instill hope and reduce anxiety about the symptoms themselves. Avoid making firm promises (“I guarantee you’ll be fine”) but do convey optimism (“People do recover from events like this, especially with support, and we will be here to support you.”).
Step 8. End the encounter with a plan: Don’t just walk away abruptly. Summarize any next steps: “Okay, here’s what we’ll do: I’m going to check on you again tomorrow when I’m back here. In the meantime, try to rest in the family area, and here’s a pamphlet with some tips for sleeping after disasters. If you feel upset later, remember you can call the crisis line on the back of this card anytime. And let’s plan for you to visit the mental health clinic next week – I’ll help arrange that.” Make sure they know how to get further help when they need it. If appropriate, walk them to a safe area or to someone who will take over care (like a relative or another worker). Ensure continuity: hand off any info to the next shift or write a brief referral note.
Example Script – Providing Psychological First Aid:
(Scene: A flood evacuee is sitting on the curb, visibly upset and shivering. The responder approaches.)
Responder: “Hi there, my name’s Alex. I’m with the emergency response team. I see you’re out here in the cold – is it okay if I talk with you for a bit and help you find somewhere warmer?”
Survivor:[looks up, eyes teary] “I… I guess.”
(Responder gently places a blanket around the person’s shoulders.)
Responder: “It’s been a really tough day, hasn’t it? Let’s get you into the community center lobby – they have heaters inside. Would that be okay?”
Survivor:nods
(Inside, the survivor starts to sob.)
Responder:“I’m so sorry for what you’re going through. It’s okay to cry. Is there anything specific that’s worrying you the most right now?”
Survivor: “I… I don’t know what to do. My home is under water. I’ve lost everything…”
Responder: “I can’t imagine how hard that is. It makes sense to feel lost after losing your home. Anyone would feel devastated.” [Listening attentively] “Is your family with you? Are you here alone?”
Survivor: “My husband… I can’t find him. He was at work and I don’t know where he is.” [voice trembles]
Responder: “That sounds very scary. Let’s see if we can locate him. We have a registration list of everyone here – what’s his name?”
(Responder checks the evacuee list at the center’s help desk, finds the husband is at a different shelter location.)
Responder: “Good news – it looks like your husband is safe and at the High School shelter. We can arrange for you two to reunite. How does that sound?”
Survivor:[breathes a sigh of relief] “Oh thank God… yes, please.”
Responder: “Absolutely. I’ll coordinate with the team to get you over there. In the meantime, can I get you some water or food? We have some soup in the dining area.”
Survivor: “Water would be nice, I haven’t had anything since this morning.”
(Responder gets water, stays with the survivor.)
Responder: “Here you go. You know, everything you’re feeling – the shock, the worry – it’s a very normal reaction to an overwhelming situation. Most people feel really stressed after something like this. You’re not alone, and we have folks who can help you cope with these feelings as you begin to rebuild.”
Survivor: “I… I keep thinking it’s my fault. I should have grabbed our important papers… I feel so stupid.”
Responder: “It’s not your fault at all. You did the best you could in an impossible situation. These events are beyond our control. What’s important is you survived and you’re here. Papers can be replaced, lives cannot. We can help you with the paperwork in the coming days.”
(The survivor nods quietly.)
Responder: “Right now, try to take things one hour at a time. Focus on small steps – like reuniting with your husband, which we’re about to do. Later on, we’ll have resources to help you with housing and paperwork. And if the stress feels too much, it can really help to talk about it – we have counselors arriving tomorrow, and I can arrange for someone to chat with you. Here’s a card with a 24/7 support line as well, in case you need to talk to someone tonight.”
Survivor: “Thank you… I’m feeling a bit better knowing he’s okay and that there’s help.”
Responder: “You’re welcome. You’re doing great – just hanging in there is brave. Let’s go get you to your husband now.”
(They proceed to arrange transportation to reunite the family.)
In the above example, the responder followed PFA principles: establishing safety (getting warm, finding husband), calming (listening, providing water, blanket), connecting (reuniting with loved one), fostering self-efficacy (praising her efforts, focusing on small tasks), and hope (reassurance that help is available and things can be rebuilt). That’s the essence of crisis intervention.
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Goal
Help survivors who have enduring psychological effects to heal and regain their well-being. This phase involves more formal mental health interventions – typically by trained professionals such as psychologists, clinical counselors, or psychiatrists – though there are also peer support and community programs that play a role.
When
This phase usually starts several weeks post-disaster, once the immediate chaos has settled. Many guidelines suggest waiting a few weeks to see if acute stress resolves on its own before launching intensive therapy, unless symptoms are very severe or life-threatening. However, early interventions (like within days) that are gentle (e.g. two or three sessions of trauma-focused counseling) can be considered for high-risk individuals. In practice, most trauma therapy begins a month or more after the event and can continue for months.
Steps for Trauma Treatment:
Step 1. Identify Who Needs Trauma-Focused Treatment: Not everyone exposed to a disaster will need formal therapy – many will recover with support and time. So, part of this phase is deciding who should get therapy or specialized treatment. However, those who do need enhanced treatments can often, be identified at 1-3 months post-disaster using tools like the PTSD Checklist. For example, one study noted that about 24% of people screened had clinically significant PTSD after a wildfire – those folks would benefit from treatment. Indicators of enhanced need include:
Persistent PTSD symptoms (nightmares, flashbacks, avoidance, hypervigilance) lasting beyond a few weeks and causing impairment.
Significant depression or anxiety that doesn’t improve, or any substance abuse that started/worsened after the disaster.
Children who show behavioral changes (e.g., regressing to bedwetting, extreme clinginess) that don’t abate.
Anyone who asks for help because they feel they are not coping.
People with prior trauma or mental health issues (they might be at higher risk of chronic problems post-disaster).
Step 2. Choose the Right Setting and Approach: In a Canadian context, options for trauma therapy might include:
Individual Therapy: one-on-one sessions with a therapist. Common evidence-based approaches are Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), EMDR, Narrative Therapy, or others. In one study, trauma-focused CBT delivered within a year of a disaster led to significant reductions in PTSD and depression at 12-month follow-up. This is considered a frontline treatment for PTSD.
Group Therapy: if individual therapists are scarce, group sessions led by a professional can teach coping skills and allow sharing of experiences. Some models like CBITS (Cognitive Behavioral Intervention for Trauma in Schools) are specifically designed as group therapy for youth in schools. Group interventions can be effective for fostering support and teaching skills, though severe PTSD often still requires some individual work.
Peer Support Groups: survivors supporting each other in a structured group (possibly moderated by a counselor). This can complement formal therapy.
Psychiatric care: sometimes medication is needed. Primary care doctors or psychiatrists might prescribe an SSRI (antidepressant) for PTSD or depression (paroxetine, sertraline, etc. are commonly used for PTSD). Medication can reduce symptoms enough to engage in therapy better. For instance, a cost-effectiveness study found that combining screening with treatment using either paroxetine or trauma-focused CBT both yielded improved outcomes. If someone is extremely anxious or not sleeping at all, short-term use of sedatives might be considered by a physician. As a front-line or community worker, your role is to encourage and facilitate medical referral if needed, not to advise on specific medications.
Alternative Therapies: Some survivors might engage in cultural or alternative healing (like traditional healing ceremonies for Indigenous peoples, or spiritual counseling through faith communities, or newer methods like yoga for trauma). These can be complementary to clinical treatments, and if the survivor values them, they should be supported as part of a holistic recovery plan.
Step 3. Begin with Psychoeducation and Stabilization: When formal treatment starts, it’s important the survivor understands the rationale and process. A therapist (or trained provider) will usually explain what PTSD or trauma reactions are, to demystify their experience: “Your brain has gone through something overwhelming, and it hasn’t fully processed it. We’re going to work together to help it process this experience so that it no longer has the same power over you.” This alone can reduce fear. Early sessions also focus on stabilization skills – teaching the person how to calm their body and mind (through breathing exercises, relaxation techniques, or mindfulness). This is crucial; one study emphasizes that even in trauma-focused therapy, building coping skills upfront is linked to better outcomes (e.g., PFA principles of calming carry into therapy). So early in treatment, expect interventions like learning to recognize triggers, practicing grounding techniques (like looking around the room and naming 5 things you see when you feel a panic coming), or scheduling pleasant activities to reintroduce positive experiences.
Step 4. Trauma Processing: Once a survivor has some stability and trusts the therapist, the core trauma processing begins (in therapies that require it). This is the step people often associate with PTSD treatment – talking through the trauma or otherwise confronting it in a safe environment to reduce its power. Different therapies do this differently.
In Prolonged Exposure (a type of CBT), the person would gradually recount the traumatic event in detail repeatedly in sessions (and perhaps listen to recordings of it) until the memories no longer trigger extreme distress. This has strong evidence for reducing PTSD.
In Cognitive Processing Therapy (CPT), rather than repeatedly recounting, the focus is on discussing the trauma and writing about it, and challenging unhelpful beliefs (“It was all my fault,” “I should have prevented it”) with more balanced thoughts. It’s a mix of processing and cognitive therapy.
EMDR uses a different approach – the person brings up parts of the traumatic memory while engaging in bilateral stimulation (like following the therapist’s moving finger with their eyes). This can help the brain reprocess the memory. EMDR has shown effectiveness in disaster contexts for quick symptom reduction.
Narrative Exposure Therapy (NET), used often with refugees, involves creating a chronological narrative of one’s life, weaving in traumatic events and talking through them as a story. This helps contextualize the trauma as one part of life, not the whole story.
For children, modalities like play therapy or art therapy allow them to express and process trauma non-verbally. One case of play therapy after a natural disaster showed significant reduction in PTSD symptoms in kids (Elicit - Climate Crisis Trauma Interventions - Report (1).pdf). Children might act out the disaster with toys or draw pictures of it, which therapists then help them work through with gentle guidance.
During processing, it’s normal for symptoms to spike a bit (because you’re touching on painful material), but over time this leads to desensitization and cognitive reframing – the trauma memory gets integrated and isn’t as triggering as before. It’s like emotional wound care: cleaning out the wound might hurt, but then healing happens.
Step 5. Address Co-occurring Issues: Many survivors will have not just PTSD symptoms but also depression, anxiety, or grief. Good trauma treatment will also address these. For example, therapy might include behavioral activation for depression (encouraging activity, reconnection with things that give a sense of purpose), or strategies for anxiety management. Grief counseling might be needed for those who lost loved ones. Substance use issues should be tackled too – some may start drinking or using drugs to cope. Integrating addiction support (like referral to substance use counseling or support groups) is important in such cases.
Step 6. Reintegration and Building Resilience: As formal treatment nears its end, the focus shifts to moving forward. This means:
Helping the person regain roles and routines (return to work, school, community roles) if they haven’t already.
Strengthening their support network (perhaps involving family in final sessions, planning how they’ll seek support if feeling down).
Making a safety plan for future crises (e.g., “If I start feeling panicky again, I will use the breathing techniques, talk to my friend, and if it lasts more than a week, I’ll reach out to the counselor again.”).
Highlighting their strengths and growth (sometimes called post-traumatic growth). Many people, after recovery, find they have a new perspective or strength. The helper can reinforce this: “Look at what you’ve overcome – you’ve rebuilt your life after the flood and learned how to manage your anxiety. That’s incredible resilience.”
If available, connecting them to community activities like volunteering or support groups, which can maintain their recovery and give a sense of meaning (helping others is therapeutic for many survivors who are further along in recovery).
Step 7. Monitor and Follow-up: Ensure there is some follow-up plan. This could be a scheduled check-in a few months later, or at least making sure the person knows how to reach services if they need in the future. Some programs send reminders or have reunion meetings after a year. Even if formal therapy is “graduated,” the door for help should remain open.
Special note: Not everyone will engage in therapy even if they need it. There can be barriers – stigma, lack of access to therapists (especially in rural or remote areas), or the survivor’s own readiness. In such cases, try to offer alternatives: maybe the person will attend a less-formal support group, or use a guided self-help workbook, or an online program (for example, internet-based CBT modules have shown to help reduce post-trauma symptoms (Elicit - Climate Crisis Trauma Interventions - Report (1).pdf)). Something is better than nothing. Additionally, in resource-scarce situations, consider a stepped care approach: start with a low-intensity intervention (like a workbook or online course), and “step up” to individual therapy if that’s not enough.
Example (Scenario) – Long-Term Recovery:
Imagine a 16-year-old youth, Priya, who survived an urban flash flood in her community. Initially, she seemed quiet but okay; however, two months later she’s having nightmares, avoiding rain, and her grades are dropping. Here’s how the trauma treatment phase might look for her:
Referral/Engagement: A school counselor, using an assessment checklist, flags that Priya is scoring high for PTSD symptoms. The counselor contacts Priya’s parents and suggests a trauma-focused counseling program. Priya agrees to meet the counselor weekly.
Early Sessions (Psychoeducation & Coping): The counselor builds rapport with Priya, explains that her symptoms (nightmares, fear of rain) are a normal response to a scary experience (being caught in the flood waters). They draw the “stress cycle” to show how avoiding anything related to water is actually feeding her fear over time. The counselor teaches Priya a relaxation breathing technique and a visualization of a “safe place” to use when she feels panicky. Priya practices imagining she’s in her grandmother’s kitchen (her safe place) whenever she hears thunderstorms.
Trauma Processing: When Priya feels a bit more control over her anxiety, they begin to process the flood experience. Instead of forcing her to talk about every detail, the counselor uses a drawing technique (since Priya likes art). Priya draws a sequence of three pictures: before the flood, during the flood, and after the flood. She then describes each picture. She draws herself on a rooftop waiting for rescue, feeling terrified and alone. She also writes a short narrative with the counselor’s help: “I thought I might die. I still feel nervous when I see water rising.” They gently challenge a belief she expresses: “It was my fault I got stuck; I should have run sooner.” The counselor helps her see she did the best she could and even made a smart choice climbing to the roof, which saved her. Over a few sessions, Priya revisits these drawings and her story – each time her distress while recalling it lessens. They even visit the now-repaired flood site together as a form of exposure, with the counselor by her side, practicing calming techniques.
Addressing Other Issues: The counselor notices Priya also seems down on herself (depression). They set small goals to re-engage with life: Priya will try to attend one of her karate classes this week (she stopped after the flood). They discuss how staying active can improve mood. The counselor also invites Priya’s mother in for one session to discuss how the family can support Priya (for example, not forcing her to talk about the flood if she’s not in the mood, but being there to listen when she is).
Closing and Looking Ahead: After three months of weekly sessions, Priya’s nightmares have stopped, she’s attending karate again, and she doesn’t panic during storms (though she still dislikes them, which is normal). They decide to taper sessions. In the final meeting, the counselor and Priya make a “coping toolkit” – a notebook listing her strategies (breathing, drawing, talking to friends, going to karate) and emergency numbers. They also list what’s changed: Priya says, “I feel stronger. I got through this, and now I feel I can handle other hard things too.” The counselor highlights this resilience. They schedule a follow-up for one month later just to check in. Priya’s journey illustrates how targeted therapy, matched to her age and preferences (art in this case), helped her recover and even grow from the disaster.
This scenario is one of many possibilities. The exact methods will vary person to person. The key is to apply evidence-based practices (like CBT techniques, exposure, cognitive reframing, etc.) in a client-centered way (considering the survivor’s culture, age, and personal style).
Adaptations
Canada is a diverse country with many cultural communities, and climate disasters affect everyone – Indigenous peoples, long-time residents, immigrants, refugees, youth, elderly, urban and rural communities. A one-size-fits-all approach to trauma is not appropriate. Culturally safe practice means delivering support in a way that is respectful of and tailored to the cultural background of the individual or community. It also means being aware of one’s own cultural biases as a helper and working to overcome power imbalances (especially important when working with Indigenous peoples given historical traumas). In this section, we highlight considerations for adapting ACT to different groups, focusing on examples: Indigenous communities, newcomers/refugees, and children/youth. (Of course, cultural adaptation is important for many other groups too – these are just a few priority populations in Canada’s context.)
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Indigenous communities (First Nations, Inuit, and Métis) have unique strengths and challenges. They often face the legacy of historical traumas (colonization, residential schools) which can compound the impact of a new disaster. They also have rich cultural practices for healing and resilience. When implementing ACT in Indigenous contexts:
Engage community leaders and Elders: Build relationships with local Indigenous leaders, Elders, or healers from the get-go. They can guide the response to be culturally appropriate. For example, after the 2016 fires in Fort McMurray, outreach to nearby First Nation communities was done in partnership with Indigenous health representatives who understood local traditions.
Incorporate Traditional Healing: Whenever possible, blend Western and Indigenous healing practices. This might mean including ceremonies, talking circles, prayer, or medicine wheel teachings as part of the recovery process. For instance, a talking circle (where everyone sits in a circle and shares, often with a ceremonial object passed around) can serve both as assessment (people share how they’re doing) and group support. It’s important not to parachute in unfamiliar practices; rather, ask the community what healing methods they prefer. Many Indigenous peoples find strength in returning to the land – organizing land-based activities (like group walks on the land, or a healing camp) can be profoundly therapeutic.
Adapt interventions to be culturally relevant: Standard trauma therapies might need changes. Manualized treatments often need adaptation for Indigenous communities; many communities prefer “culture-as-treatment,” integrating cultural values and practices into care. For example, instead of the usual clinical setting, therapy might happen in a community lodge or out on the land. Instead of solely focusing on the individual, include family and community in the healing process, as Indigenous cultures often emphasize collectivism.
Language and Communication: If English (or French) is not the person’s first language or the language they think about trauma in, consider using their native language for counseling (with interpreters if needed). Sometimes concepts of Western psychology don’t directly translate, so be patient and find equivalences. Use storytelling – many Indigenous cultures convey knowledge through stories, which aligns well with narrative approaches to trauma treatment.
Address distrust and ensure safety: Due to historical injustices, Indigenous survivors may be wary of authorities or outside helpers. Take extra care to earn trust. Be humble, acknowledge any limitations in your understanding of their culture, and show willingness to learn. Recognize and validate historical and intergenerational trauma if it comes up (“I know that for your community, this flood isn’t the only trauma – there have been many losses over generations. We want to be respectful of that context in helping you now.”). Cultural safety means the person feels they won’t be judged or forced into something that conflicts with their identity.
Community-based approach: Often, working with the whole community is effective. Workshops on trauma that include cultural practices, community feasts to honor the journey of recovery, and using community support workers (Indigenous peer helpers trained in PFA, for example) can all make ACT more effective and sustainable. An example of success: a mental health awareness project in Puerto Rico (after hurricanes) provided culturally and linguistically tailored training to thousands of local helpers, enabling them to reach youth in ways that resonated. A similar philosophy can apply: empower Indigenous communities with tools and let them lead the way with cultural knowledge.
Above all, listen to Indigenous voices. Ask what recovery means to them. As one review noted, any interventions should be adapted to meet the specific needs of Indigenous communities, and indeed many Indigenous-led programs already use culture-as-treatment for trauma. As a responder, be prepared to support approaches that might be different from what you’re used to – they may be exactly what’s needed for that community’s healing.
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Newcomers to Canada, including immigrants and refugees, may face language barriers and come from very different cultural frameworks around mental health. Some may also have trauma histories from their country of origin (conflict, persecution) and thus a disaster can retrigger those experiences. Key tips for adapting ACT for newcomers:
Use Cultural Interpreters: If there’s a language difference, try to get interpreters not just for language but also cultural nuance. A cultural interpreter or liaison can explain, for instance, that in this culture people might somaticize emotional pain (express it as physical pain) or may be hesitant to talk about family matters with a stranger. This helps shape your approach. Always speak to the survivor even if using an interpreter (maintain eye contact and respect), the interpreter will relay.
Build Trust and Explain the Process: Some newcomers, especially refugees from regions with oppressive regimes, might distrust anyone seeming “official.” Emphasize your humanitarian role. Be very clear about confidentiality (“What you share with me won’t be told to police or immigration, it’s just to help you”). Explain why you’re asking personal questions in assessments – tie it to their well-being: “In Canada, we ask about how events affect you emotionally because we have services that can help if you’re feeling very fearful or sad. I ask these questions so I can connect you with the right support, not to judge you.”
Be mindful of stigma: In some cultures, seeing a psychologist might be stigmatized or completely unfamiliar. When suggesting trauma treatment, frame it in acceptable terms. For example, instead of “mental health therapy,” say “specialized support to help with stress from the disaster.” Emphasize aspects that align with their values: if the culture values family, mention therapy can help them be strong for their family. If they value spiritual coping, validate that and mention therapy will work alongside their spiritual practices, not against them.
Holistic approach: Many newcomers prefer a more holistic or medical approach initially (some might present with headaches, body aches which are stress-related). It can be helpful to involve medical practitioners for a check-up, both to rule out any issues and to provide what the person might consider a more “legitimate” intervention. You can then gradually introduce psychological help as part of overall care (“The doctor will help with your headaches, and we also have someone you can talk to about the nightmares – both physical and emotional health are important.”).
Community and faith resources: Leverage community organizations that serve those ethnic communities. For instance, after a disaster, working with a local Chinese-Canadian association, or a Sikh gurdwara, or a mosque, etc., can provide culturally comforting environments for support. Faith leaders can be allies – perhaps they can co-host a healing event or reassure their community that seeking help is okay.
Materials in native languages: Provide written info (pamphlets about common reactions, coping tips, where to get help) in the person’s first language if possible. Visual aids can help if literacy is a concern. The Mental Health and Climate Change Alliance, for example, might consider translating parts of this guide for major language groups in Canada.
Consider pre-migration trauma: For refugees especially, a flood or fire might layer on top of war trauma or torture they experienced before. Their symptoms might be complex. If you suspect this, consultation with a trauma specialist is wise. Standard disaster interventions might need augmentation with trauma therapy addressing those earlier events too. Prior trauma can also mean they may be in a state of chronically high stress even before the disaster – so their coping capacity might be lower. Be gentle, go slow, and ensure they feel in control of any intervention (people who have had control taken away need to feel empowered in recovery).
Above all, cultural humility is key: you as a helper acknowledge you don’t fully understand what this experience means to them culturally, and you invite them to share what would help. Some cultures may have proverbs or practices around trauma – ask about those: “In your home country, what do people typically do to recover from hard times?” – maybe they’ll say “We pray” or “We gather the family.” If it’s healthy, integrate it: encourage them to do that here too, or incorporate that element into therapy. By respecting and using their cultural strengths, you make ACT far more effective.
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Children and youth are not just “small adults” – they have different ways of understanding events and expressing distress. After a disaster, young people can be very vulnerable, but also quite resilient if given support that makes sense to them. In Canada, we often work through schools to reach children after disasters, since schools are a central part of kids’ lives. Here are tips for adapting ACT for younger populations:
Use age-appropriate communication: For assessment, you wouldn’t ask a six-year-old to fill a PHQ-9 depression form. Instead, you might use a simple feelings chart or ask them to draw how they feel. For teens, standard questionnaires (with simple language) can work, or a private conversation. When providing crisis support, get down to the child’s eye level, use a soft tone. Simplify your language: “That was a really scary storm. How are you feeling now? Do you have any questions about what happened?” Young kids especially might have “magical thinking” or misconceptions (they might think they caused the fire by being naughty, etc.). Gently correct any misunderstandings: “I heard you say you feel the flood was your fault because you wished for a day off school. I want you to know, nothing you did caused the flood – it was a natural event that nobody could control.”
Involve caregivers: For both assessment and treatment, involve the parents or guardians whenever possible. They need to understand what the child is going through and how to support them. Many trauma interventions for kids include parent sessions (for example, teaching the parent how to do relaxation exercises with the child or how to respond to nightmares). If the parent is also affected (which is likely), consider treating the family as a whole or referring the parent for help too – a child’s recovery can stall if their parent is very distressed and unsupported. Conversely, strong parental support can reduce post-disaster stress in youth, so empowering parents is key.
Maintain or restore routines: Emphasize getting kids back to normal routines (school, playtime, bedtime rituals) as soon as it’s safe to do so. Routines are reassuring and healing for children. In the crisis phase, you might set up a play area in a shelter or have volunteers run group activities for kids – this provides structure and a sense of normalcy. Part of assessment can be observing kids in these play groups – which kids are not engaging or seem frightened might need extra help.
Use play and creative methods: Children often express themselves through play, art, and stories. In therapy, use these techniques: trauma-focused play therapy can allow a child to reenact the event in a symbolic way and gradually gain mastery over it (as evidenced by its success in reducing PTSD symptoms). Drawing, crafting, or using puppets can help them communicate what they can’t put into words. Even older kids and teens benefit from creative outlets – journaling, music, or digital storytelling about their experience can be therapeutic.
Peer support and group work: Kids and teens often feel better knowing they’re not the only one. If possible, run group sessions (especially for teens) to talk about coping. Schools might implement a curriculum unit on coping with disasters, turning it into a structured learning and sharing experience. One example is a project where students created YouTube PSA videos about coping after a storm – it engaged youth in a positive activity and helped reduce stigma about talking about trauma.
Be fun and hopeful: This might seem odd in a trauma context, but part of helping kids is giving them permission to be kids again. Laughter and play are healing. In a therapy session, after a serious talk, you might play a quick game of catch or let them show you their favorite toy. This isn’t wasted time – it rebuilds their identity beyond “trauma victim”. Also, consistently instill hope: children need to hear that things will get better and that they are safe now. Use metaphors or stories: e.g., “Just like a tree that loses its leaves in a storm can grow new leaves, you’ll heal and grow stronger after this. We’re going to help you with that.”
Address developmental regressions patiently: Young kids might start wetting the bed again or thumb-sucking after trauma; teens might start acting younger or conversely take on too adult of a role if parents are overwhelmed. Educate parents that these behaviors are common and typically temporary. Work with the family to gently guide the child back on track without punishment or shame. For example, if a 7-year-old is suddenly clingy and won’t sleep alone, the parent might let them sleep on a mattress in the parents’ room for a while and then gradually transition them back to their own room with a night light and comfort object.
School-based interventions: In Canada, after large-scale disasters, mental health teams often go into schools to screen and deliver programs. As a practitioner, consider partnering with schools – they are excellent hubs for reaching youth. Programs like CBITS (school-based trauma-focused CBT group) or classroom workshops on coping can reach many children efficiently. A study on a school-based recovery program after a hurricane found reduced PTSD and depression in youth and even got incorporated into the curriculum. This shows the power of making mental health part of the education system post-disaster.
Ultimately, children and youth have tremendous resilience, but they depend on the supportive systems around them. So our interventions at the child level should also strengthen those systems (family, school, community). By tailoring our approach to their developmental stage and culture, we help ensure the next generation bounces back and even thrives after climate disasters.
Conclusion
Climate-related disasters are challenging, unpredictable, and often devastating – but with the right approach, their psychological aftermath can be managed and mitigated. The ACT framework (Assessment, Crisis Approach, Trauma Treatment) provides a roadmap for responders and community helpers to deliver timely, effective, and compassionate mental health support.
In this guide, we reviewed how early Assessment identifies those in need, how a humane Crisis Approach can stabilize survivors and reduce immediate suffering, and how evidence-based Trauma Treatment can greatly improve long-term outcomes. We also underscored the importance of adapting these interventions to be culturally safe and appropriate, whether working with Indigenous Elders in a wildfire-affected First Nation, assisting a Syrian refugee family after a flood, or comforting children who lived through a heat wave and evacuations.
A few closing takeaways for anyone using this guide:
You don’t have to be a psychologist to make a difference. A lot of ACT is about human connection, empathy, and common-sense support. Simply listening and caring, helping someone feel safe, and knowing some basic techniques can drastically improve a survivor’s trajectory in recovery.
Know your limits and work as a team. Disaster mental health is a team effort. Assessment will flag people who need more than you can offer – and that’s okay. Your role is to bridge them to the next level of care. Likewise, take care of yourself and your team; debrief with colleagues, watch out for signs of burnout, and consider resilience training if you are a responder (programs to bolster responder resilience have shown positive results, like the Disaster Worker Resiliency Training which significantly reduced stress symptoms in responders.
Be flexible and creative. Every disaster and every person is different. Use this guide as a framework, but trust your judgment and adapt on the fly. If the usual way isn’t working, involve the community to find solutions. Empower survivors as active participants in their healing – people are often not as fragile as we fear, especially when given support.
Healing is possible. It bears repeating: most people recover from disasters, especially with support. We have seen that psychological interventions can lead to strong improvements, and even simple interventions can instill hope. By implementing ACT, you are helping to turn a potentially traumatic experience into a story of resilience – for individuals and for communities. In the face of climate change, building this collective resilience is more important than ever.
Additional Resources
Standardized Screening Tools
PHQ-9 (Patient Health Questionnaire-9) – A 9-item self-report questionnaire widely used to screen for depression and monitor its severity. (Accessible via gov.bc.ca PDF)
GAD-7 (Generalized Anxiety Disorder-7) – A 7-item anxiety screener that helps identify probable anxiety disorders and assess severity. (See MyHealth.Alberta guide for an overview and self-test)
PTSD Checklist for DSM-5 (PCL-5) – A 20-item self-report checklist for PTSD symptoms, used to screen for PTSD or track symptom changes. (Free from the National Center for PTSD – VA PTSD PCL-5 page)
Impact of Event Scale – Revised (IES-R) – A 22-item questionnaire measuring distress from a traumatic event. Commonly used in disaster research to screen for post-traumatic stress; one of the best brief tools for PTSD screening (not for diagnosis). (See description on PTSD.va.gov or download via EMDR Foundation)
Crisis Support and Psychological First Aid (PFA) Training
Canadian Red Cross Psychological First Aid – Training program (online or in-person) that teaches how to build resiliency and provide support to others during crises. Emphasizes self-care and coping strategies for trauma. (Course info: Red Cross PFA)
Mental Health First Aid (MHFA) Canada – An evidence-based 2-day course by the Mental Health Commission of Canada that builds skills to help someone developing a mental health problem or crisis. Trainees learn to recognize signs of distress and support people until professional help can be obtained. (Details: MHFA Canada)
WHO Psychological First Aid – Field Guide – A free handbook endorsed by many agencies, offering a humane, supportive and practical framework to help people immediately after extremely stressful events. (Download “Psychological First Aid: Guide for Field Workers” from WHO)
ASIST (Applied Suicide Intervention Skills Training) – A standardized two-day workshop that equips participants to recognize and intervene when someone may have suicidal ideation. Widely regarded as a “gold standard” suicide first-aid training, ASIST teaches how to identify risk and create safety plans. (Provided by LivingWorks – see ASIST program for info)
Culturally Adapted Materials
First Nations Crisis Response Service Model – Community Crisis Planning for Prevention, Response, and Recovery: First Nations Service Delivery Model (Thunderbird Partnership Foundation, 2018) – A 68-page guide co-created with First Nations partners to help Indigenous communities develop culturally-grounded crisis plans and psychosocial supports. (Download via Thunderbird: First Nations Crisis SDM (PDF))
Immigrant and Refugee Mental Health Toolkit – An online toolkit (CAMH’s IRMHP, 2023) with essential information, translation tools, and best practices for supporting newcomer mental health. It provides a “snapshot” of resources and promising practices that frontline workers can integrate into settlement and health services. (Access the IRMHP Toolkit – free with registration)
Kids Help Phone – Newcomer & Indigenous Youth Initiatives – Kids Help Phone offers 24/7 support tailored for diverse youth. For example, its phone counselling is available in multiple languages (English, French, plus access to interpreters in Ukrainian, Russian, Pashto, Dari, Mandarin, Arabic) for newcomer youth. It also runs the Finding Hope action plan guided by an Indigenous Advisory Council to better support First Nations, Inuit, and Métis young people (including the option for Indigenous youth to be connected with Indigenous crisis responders via text). (Learn more on KHP’s pages for newcomer youth and Indigenous youth)
Digital Tools and Mobile Apps for Survivors or Responders
PTSD Coach Canada – A mobile app (iOS/Android) created by Veterans Affairs Canada that provides education about PTSD, self-assessment, coping skills (e.g. relaxation, grounding exercises), and direct links to support. It helps users “learn about and manage symptoms that can occur after trauma”. (Free download via App Store/Google Play; see VAC info page)
Calm in the Storm – A made-in-Manitoba stress management app that helps users gauge their stress levels and practice coping strategies. Designed to be “your guide through the rough waters of tough times”, it also embeds suicide prevention resources in a safe, accessible way. (Free from the Anxiety Disorders Association of Manitoba – Calm in the Storm)
PeerOnCall (First Responder Peer Support App) – A secure peer-support app co-designed by McMaster University for Canadian public safety personnel (launched 2023). It connects first responders with trained peer volunteers via confidential text/voice chat and provides a library of custom resources and self-tracking tools. The goal is to improve early access to mental health support and normalize help-seeking in first responder communities. (Visit https://www.oncallapp.ca/).
Canadian Mental Health Support Directories & Referral Pathways
988 Suicide & Crisis Lifeline (Canada) – 988 is the new three-digit number (active across Canada) for anyone in emotional crisis or suicidal distress. It routes callers to trained crisis responders 24/7 (in English and French) and is an entry point to local resources. (Operated by Crisis Services Canada – see 988 information)
Hope for Wellness Helpline – A national helpline for Indigenous peoples (First Nations, Inuit, Métis) offering 24/7 counselling and crisis intervention by phone and online chat. Services are available in English and French, and upon request in Cree, Ojibway (Anishinaabemowin), or Inuktitut. (Phone: 1-855-242-3310 or chat via Hope for Wellness)
211 Canada – A free, confidential referral service (available by phone – dial 211 – and online) that connects people to local community supports. Users can find mental health services, crisis lines, housing, financial aid, and other social services in their area. (Visit 211.ca to search by location)
eMentalHealth.ca Resource Directory – A publicly-funded directory that lets Canadians search for mental health services by province, city, or concern. It lists local clinics, support groups, helplines, and professionals. The site also provides quick screening tools and information sheets. (Access the directory at eMentalHealth.ca)
Resources for Children/Youth, School-Based Interventions, and Family-Centered Recovery
School Mental Health Ontario – Post-Crisis Educator Guide – “How to Help Students After Tragic Events” (SMH-ON, 2023) is a practical guide for educators and school staff after disasters, accidents, or violence. It outlines common reactions by students and offers strategies to maintain a calm classroom, support emotional processing, and identify those who may need extra help. It also includes self-care tips for staff. (Free on the SMH-ON website: Tragic Events Guide)
PHAC/CPA “Helping Children Cope with Stressful Events” – A Public Health Agency of Canada booklet (developed with the Canadian Psychological Association) for parents and caregivers. It explains that children’s fear, sadness or “acting out” after natural disasters or other traumatic events are normal, and gives age-specific tips to comfort and reassure kids. A companion guide, “Helping Teens Cope”, addresses the unique needs of adolescents (who may question their safety or be upset by media coverage). (Download PDFs: Children / Teens)
Canadian Red Cross – Guide to Disaster Recovery (Parents & Caregivers) – A handbook focusing on family recovery after disasters. It highlights how adults can support children’s emotional well-being and identify when additional help is needed (e.g. persistent nightmares, extreme withdrawal, talk of self-harm). The guide reinforces that such reactions are “normal responses to an abnormal event” and encourages accessing support if needed. (Available from the Red Cross)
Government or NGO Disaster Mental Health Guidelines
IASC Guidelines on MHPSS in Emergency Settings (2007) – Foundational international guidelines developed by the Inter-Agency Standing Committee. They outline a coordinated, multi-sector approach to mental health and psychosocial support (MHPSS) in disasters and conflicts. These guidelines reflect global best practices and have been translated and adopted by many relief agencies. (IASC, 2007 – download via WHO)
Sphere Handbook (2018) – Mental Health Standard – The Sphere humanitarian standards include an essential health standard for mental health care in crises. It states that “people of all ages have access to healthcare that addresses mental health conditions and associated impaired functioning”. Sphere emphasizes integrating mental health into general health services and coordinating psychosocial supports across sectors. (See Sphere Handbook 2018, Chapter on Health, Standard 2.5 Mental Health – available on Sphere’s site)
WHO mhGAP Humanitarian Intervention Guide (2015) – A field-friendly clinical guideline from the World Health Organization and UNHCR. The mhGAP-HIG provides first-line management of common mental, neurological and substance use conditions for non-specialist providers in humanitarian emergencies. It covers acute stress, grief, PTSD, depression, alcohol/substance misuse, and more – helping primary care staff deliver basic mental health care when specialists are scarce. (Free PDF via WHO: mhGAP-HIG)
CanEMERG – Canadian Emergency Psychosocial Support Network – A new initiative (launched 2024) funded by the Public Health Agency of Canada and led by McMaster University. CanEMERG is creating an online hub of evidence-based resources and guidance to help communities across Canada plan for, respond to, and recover from disasters with psychosocial supports. This project will develop practical tools for organizations, first responders, healthcare workers, and community leaders to foster mental well-being and resilience after events like wildfires, floods, and other traumatic incidents. (See https://canemerg-urgencecan.com/.)