Healing After Trauma Skills (HATS)

In the wake of a disaster, the first concern is always safety and basic survival needs. Before delving into emotional support, make sure the person is currently safe and their basic needs are being met. This includes checking that they have shelter, warmth, food, water, and any urgent medical needs addressed. Often, people cannot focus on talking about feelings until they feel physically secure.

• Action: Gently verify the person’s safety and comfort. For example, ensure the environment around you is free from dangers. If you are in a shelter, find a quiet corner away from chaos. Offer water or a blanket if available. If the person is injured or in pain, help them get medical aid first.

• Example script: “Are you okay to talk for a bit? Do you need anything right now – water, or to sit down? Let’s make sure you’re comfortable first.” This shows that you prioritize their well-being.

• Psychological safety: Help the individual recognize that they are safe at this moment (if true). After a traumatic event, survivors often remain in “fight or flight” mode. You can say reassuring words like, “It’s over now, you’re safe here with me,” if the situation allows. If the disaster is ongoing (e.g. aftershocks of an earthquake or active wildfire nearby), acknowledge the uncertainty but emphasize what is being done to keep them safe (e.g. “The fire is being kept away from this evacuation center and we have medical staff here to help.”).

• Address immediate worries: The person might be frantic about loved ones or belongings. Help ground them in what can be done now. For instance, “I know you’re worried about your family. The responders are working on reunification. For now, let’s focus on getting you feeling a bit better while we wait for news.”

• Note: If at any point the person’s distress escalates beyond what you can manage (e.g. severe panic attack, risk of self-harm), seek professional assistance (like on-site counselors or emergency services). Your role is to support, but knowing your limits is part of ensuring safety.

Once basic comfort is attended to, the next step is to establish rapport and explain what you’re going to do. Trauma can make people feel very vulnerable, so it’s important to approach with warmth, empathy, and honesty. Introduce yourself (if not already known) and the idea of doing some activities together to help them cope.

• Action: Start by building trust. This can be as simple as a calm conversation where you express genuine care. Use a calm tone, maintain appropriate eye contact, and listen more than you speak initially.

  • Example script: “My name is __, and I’m part of the team here to support people after the disaster. I can’t imagine how overwhelming this has been for you. I’m here to listen and help in any way I can.” Statements like this show empathy and availability.

• Explain HATS in simple terms: Avoid jargon. You might say, “We have a set of activities called Healing After Trauma Skills, or HATS for short. They’re easy things that can help you feel a bit better and cope with what happened. Would you be willing to try this with me? We can go at your pace.” Make it clear that this is not formal therapy or anything invasive, just supportive conversations and exercises.

• Consent and collaboration: Especially when working with adults (or with anyone, really), empower them by asking permission to proceed. “Is it okay if we spend some time talking about what you’ve been through and doing a few coping exercises together?” If they hesitate, you can gently encourage (“I’ve seen these tools help others in similar situations, but it’s up to you. Even a short try might help.”). If someone truly doesn’t want to engage, respect that – maybe they are not ready yet. You can offer to check in later.

• Set expectations: Briefly outline what you’ll do, so the person isn’t caught off guard. For example, “We can start by talking about what happened, only as much as you’re comfortable. Then we’ll go through some steps to help you handle the feelings you’re having, and think about what might help you in the coming days.” Knowing the roadmap can reduce anxiety. For children, you might frame it as, “We’re going to do some activities and games that help with the bad feelings from the fire. We can draw, talk, even do a little breathing exercise like a game.”

• Tone and body language: Be patient and give the person time to respond. Keep your body language open and non-threatening (e.g., sit at the same level rather than standing over them; nod to show you’re listening). The trust you establish in this step will set the foundation for the more in-depth work to come.

After establishing a rapport, give the survivor a chance to tell their story of the event – this is akin to the “What Happened” step in the original HATS manual. Recounting the experience, even briefly, can help a survivor process the reality of what occurred and start making sense of it. However, this must be done gently, as recalling the trauma can be painful. The key is to let them share only what they are comfortable sharing, and to listen supportively without judgment or interruption. This step is about validation and bearing witness to their experience.

• Action: Invite the person to describe their experience of the disaster in their own words (or through drawings/play for children). Use open-ended prompts and be an attentive listener.

  • Example script (adult): “Would you like to tell me about what you remember happening during the flood?” or “It might help to talk about where you were when the wildfire started and what you went through. I’m here to listen whenever you feel ready.”
    Example script (child): “Can you tell me what happened when the big storm came? What was the scariest part for you?” For a younger child, you might use toys or crayons: “Maybe you can draw me a picture of what happened, if you want.”

• Listening and validating: As they share, listen calmly and nod or give brief verbal reassurances (“I see…,” “That must have been terrifying,” etc.). Avoid jumping in with your own stories or trying to “fix” anything at this stage. The goal is for them to express and for you to acknowledge. Validate their emotions: “It makes perfect sense that you felt panicked when you saw the flames coming closer. Anyone would be frightened in that situation.” If the person becomes very emotional (tears, trembling), that’s okay – give them time, offer tissues or a comforting presence. “Take your time, I’m here,” can be a reassuring thing to say.

• Modulate the depth: Not everyone will be ready or able to give a detailed narrative. Some may only speak a few sentences or might be in shock and numb. Do not force details. Even a simple statement like “I lost my house” is a significant share. You can gently encourage (“What happened after that?” or “How did you get to safety?”) but if you sense hesitation or the person says “I don’t want to talk about it,” respect that boundary. You can pivot to the next steps which focus on feelings and coping in general, and perhaps later they will open up more.

• For multiple people or groups: If you are doing HATS with a small group (say a family or a few survivors together), you can facilitate a sharing circle of sorts. Ensure one speaks at a time and everyone’s story is heard. In some cases, hearing each other can be therapeutic (they realize others went through it too). However, be mindful that one person’s story could trigger another, so check in and be ready to pause or console as needed.

• Trauma reminders: While listening, you may catch indications of particularly traumatic elements (e.g., someone thought they would die, or they saw something very upsetting). Make a mental note of those, as these might inform which coping skills to focus on later (for example, if they mention “I keep seeing that moment in my head,” you know intrusive images are an issue to address with maybe a thought-redirection technique). For now, just empathetically acknowledge: “That moment really stuck with you.”

• Acknowledge courage: Thank them for sharing their story with you. “Thank you for telling me that. It takes courage to talk about it.” This can help them feel heard and validated. It also reinforces that talking about it is a brave and positive action, not a weakness.

After discussing what happened, the person may feel emotionally raw or fearful. It’s important to help them regain a sense of safety in the present. In HATS, this is reflected in sections like “Searching for a Sense of Safety” and “Getting Back to Basics”. Essentially, you want to guide the survivor in recognizing what can help them feel safe and grounded now, and encourage a return to simple routines or normal activities that can restore a sense of control and stability.

• Action: Talk about safety and stability. Ask what would help them feel safer or more secure at this time, and work on small steps to achieve that.

  • Example script: “I know things still feel unsafe right now. Let’s think of some ways you can feel a bit safer. Is there someone you trust who you’d like to have with you tonight? Would it help to be in a quieter space or to have a light on when you sleep?” Tailor this to the context. If their home is gone, safety might mean staying with a relative; if noises startle them, perhaps noise-cancelling earplugs or a calming routine could help.

• Encourage routine: Getting back to basics means resuming normal daily activities as much as possible. This might include regular meals, staying hydrated, sleeping at normal times, or even small tasks like brushing teeth and changing clothes daily. Trauma can disrupt even basic self-care. Gently encourage the person to re-establish routines: “Have you been able to eat today? Let’s see if we can get you something nutritious – it can help your body handle stress.” Or “Tomorrow, maybe you can take a short walk with your neighbor like you usually do in the mornings, if you feel up to it. Little routines can make things feel a bit more normal.” For children, maintaining a routine (bedtimes, school if possible, play times) is crucial; explain to parents/caregivers that consistency and structure help kids feel safe.

• Problem-solve immediate needs: If the person expresses specific fears (e.g., “I don’t want to be alone” or “I’m afraid to go back home”), address those. For example: “Let’s make sure you’re not alone tonight. Is there a family member who can stay with you, or would you feel safer sleeping here with others around?” If they are afraid of the damaged home, you might involve authorities to verify structural safety or plan a visit in daytime with support. The idea is to find practical solutions to reduce fear.

• Grounding techniques: To help someone feel safe in their body at that moment, you can do a quick grounding exercise. For instance, the 5-4-3-2-1 method: “Let’s try something to help your mind realize you’re in a safe place right now. Name 5 things you can see around us, 4 things you can feel (like your clothing or the chair), 3 things you can hear, 2 things you can smell, and 1 thing you can taste.” This sensory exercise can pull them out of panicked thoughts and into the present environment, which is hopefully safe. Another grounding is to have them press their feet on the floor and notice the support, or give them a small object to hold and describe. These tactics are especially useful if the person is dissociating or extremely anxious.

• “Safety” for children: Children might have very specific needs to feel secure. A child might want a favorite toy or a parent’s presence all the time. If a child says, “I’m scared the flood will come again,” don’t dismiss it. Instead, create a simple safety plan: “The flood is over, and we’re going to stay in a place that water can’t reach. If there is a lot of rain again, adults will know and we will move somewhere safe. I will make sure you’re okay.” Sometimes giving them a flashlight or a “magic” stuffed animal that “protects” them at night can help symbolically. Also, limiting exposure to scary media (news footage of the disaster) is part of maintaining a sense of safety.

• Summary: This step is about addressing the here-and-now needs. By restoring a sense of physical and emotional security and routine, you create a stable platform from which the person can do the emotional work of healing. It’s like ensuring the ground under their feet is solid before they start walking forward.

After ensuring the person feels as safe and stable as possible, you can move into helping them identify and express their feelings. Trauma survivors often experience a flood of emotions: fear, anger, sadness, guilt, confusion, numbness, etc. Naming these emotions is a powerful coping skill – it brings some order to the emotional chaos and validates the person’s internal experience. HATS emphasizes this with a “Naming Feelings” exercise, and it’s useful for both children and adults. This step is about normalizing their emotional responses and giving them permission to feel whatever they feel.

• Action: Invite the person to reflect on what they have been feeling during and after the disaster. If they struggle to articulate, help by offering gentle suggestions or examples.

  • Example script (adult): “A lot has happened. How have you been feeling since it happened? Some people feel scared or anxious, others feel sad or even angry. There’s no wrong feeling – everyone is different.”
    Example script (child): “Can you tell me what kinds of feelings you’ve had after the fire? Maybe sometimes you feel sad, or mad, or scared?” If the child is very young, you can use a feelings chart with faces (happy, sad, angry, scared, etc.) and ask them to point, or use colored crayons (e.g., “Pick a color for how you feel right now.”).

• Normalize and validate: Whatever emotion they mention, assure them it’s understandable. “It’s completely normal to feel angry after something like this – you’ve lost a lot and it’s not fair. Many people feel that way.” Or “Feeling guilty that you survived when others didn’t is something I hear often – it’s called survivor guilt, and it’s common, though it can be painful. We can talk about that more.” By naming and normalizing, you reduce the shame or fear around the emotion. Research in trauma psychology shows that labeling feelings can diminish their intensity and help people cope better.

• Use creative expression: Some individuals, especially children or those who are not comfortable talking, may benefit from non-verbal ways to express feelings. You can ask them to draw their feelings. “Maybe draw a big face showing how you felt when the flood came, and another face for how you feel now.” For adults, journaling can be helpful: suggest they write down a list of feelings or keep a diary of emotions. Another HATS exercise is to have them pick an emotion (like fear) and describe what it feels like in the body (heart racing, etc.) – this helps connect physical sensations to emotional labels, increasing self-awareness.

• Acknowledge mixed emotions: Make it clear they might have many emotions at once. “It’s possible to feel relieved that you’re alive, and at the same time feel grief for those who were lost, and anger that it happened at all – all of that can coexist.” People often are confused by having conflicting feelings (like happiness to be reunited with family but sadness for their destroyed home). Let them know this is okay.

• Family and peer discussion: If you are working with a family or small group, you can facilitate a conversation about feelings where each person shares one feeling they have. HATS even includes a family exercise called “Same and Different” for feelings, where family members compare what emotions each of them have experienced. This can be enlightening (e.g., a child might be surprised a parent also feels afraid; a parent might realize a child feels guilt when they didn’t know). Encourage open communication: “Everyone, even grown-ups, has big feelings after a disaster. Talking about them together can help the family support each other.”

• Emotion regulation begins here: Simply naming feelings can sometimes start to reduce distress (the saying “name it to tame it” applies). If the person becomes very upset while talking about feelings, pause and use a calming technique (which is actually the next step). For instance, if someone begins sobbing while expressing their grief, you might segue: “Let’s take a few slow breaths together. It’s okay—these tears are important. We’ll just take a moment to breathe.” This bridges to the relaxation step.

• Transition: Once feelings are identified and out in the open, you can move to teaching skills to cope with those feelings. You might say, “Thank you for sharing that. Now that I understand how you’re feeling, I’d like to show you some things that might help when those feelings get really strong or uncomfortable.”

When someone is dealing with intense negative emotions and bodily stress responses (like anxiety, panic, or anger outbursts), having concrete relaxation techniques is vital. In HATS, this corresponds to the “Relaxation: Fighting Back Against Negative Feelings” component. This step involves introducing one or two simple coping skills that the person can use anytime to calm their mind and body. By practicing these together, you empower the survivor with tools to manage overwhelming feelings on their own.

• Action: Choose a relaxation or grounding exercise appropriate for the person’s age and preferences, and guide them through it. Common exercises include deep breathing, muscle relaxation, or mindfulness/grounding techniques.

  • Example script (deep breathing): “One thing that can help when you feel anxious or panicky is to take slow, deep breaths. Let’s try it together now: Breathe in slowly through your nose... now breathe out through your mouth. Like smelling a flower, then blowing out a candle.” Do this for a few cycles with them. You can count “in-2-3-4, out-2-3-4” to help pace. Emphasize breathing from the belly (diaphragmatic breathing) if possible.

  • Example script (for a child - blowing exercise): “Imagine you have a big bowl of hot soup. Let’s blow on the soup to cool it down.” (This gets them to take a deep breath and blow out slowly.) Or use a bubble wand if available – blowing bubbles requires controlled breathing and can be fun.

• Muscle relaxation: Another effective method is to have them tense and then relax muscle groups, which relieves physical tension. For kids, you can turn this into a game or story. HATS suggests a script with imagery like lifting a heavy rock (tensing the arms) and then dropping it, feeling the arms go loose “like spaghetti”. For example, “Okay, pretend you’re holding two lemons. Squeeze the lemons in your fists as hard as you can… squeeze out all the juice… now drop the lemons and let your hands relax. Feel the difference? We can do that with different muscles.” Do this with shoulders (shrug up, then drop), with face (scrunch, then relax), etc. For adults, you can simply say “Tighten your shoulders up to your ears... hold... now release” and so on through muscle groups.

• Grounding and mindfulness: If the person is very anxious or having flashbacks, teach a grounding technique. One we already mentioned is the 5-4-3-2-1 sensory grounding, which you can do here if not done earlier. Another grounding tip is positive imagery: “Let’s try an exercise. Close your eyes if you’re comfortable, and think of a place that makes you feel calm and safe – maybe a real place or imaginary. It could be a beach, a forest, or your grandmother’s kitchen – anywhere you feel good. Can you picture it? Now notice little details, like the sounds you hear there, the colors you see…” This visualization can soothe the nervous system. (For a child, you might say “imagine your happy place” or visualize being with a favorite character, etc.)

• Use of tools: If available, there are tools that can aid relaxation: stress balls to squeeze, soothing music, a soft blanket, or a pinwheel (to practice breathing by making it spin). With permission, a gentle hand on the shoulder (if culturally appropriate and they are comfortable with touch) can also be grounding through physical reassurance.

• Practice and encourage: Have the person practice the chosen technique a few times with you. Then encourage them to use it on their own: “When you start to feel really anxious or your heart races, remember you can do those slow breaths. It might help to count to 10 slowly while you breathe.” Ensure they understand how to do it by themselves. Some people even like to write a reminder (e.g. “Breathe”) on a paper or set a phone reminder to practice breathing a few times a day.

• Check in: After an exercise, ask “How do you feel now?” Often, they will report feeling a bit calmer or at least distracted from distress. If they say it didn’t help or felt weird, validate that not every technique works for everyone, and maybe try a different one. The aim is to equip them with at least one go-to calming skill.

• Link to feelings: Explain that these techniques are like tools in their toolbox – whenever those strong feelings we talked about in Step 5 (fear, anger, etc.) start to overwhelm them, they can use these tools to “fight back” against the stress. This instills a sense of control: the feelings don’t have to boss them around; they can actively do something to feel better.

• Repeat for reinforcement: Encourage them to keep practicing these skills daily, not just when upset, so that it becomes natural. With children, make it a routine (e.g. deep breathing each night before bed). With adults, you might suggest a smartphone app for meditation or breathing, or a local yoga or relaxation class in the community when available, to continue building this skill.

By this point, the survivor has shared their story, identified their feelings, and learned at least one way to self-soothe in the moment. The next step is to delve a bit deeper into processing those difficult emotions and developing strategies for managing them in the long run. HATS refers to this phase as “Dealing With Feelings.” It’s about acknowledging the ongoing emotional challenges (grief, anger, fear, etc.) and brainstorming healthy outlets and coping mechanisms for them. This step often involves problem-solving and emotional expression techniques.

• Action: Discuss each major emotion the person is struggling with and explore ways to cope or express that emotion safely. Essentially, we are teaching them that feelings can be managed – they do not have to bottle them up, nor let them explode uncontrollably; there are middle paths to release or reduce emotional intensity.

• Start with empathy: “I know these feelings of anger and sadness can come and go in waves. Let’s talk about what you can do when they come up.” Identify one feeling at a time. For example, say the person mentioned anger (perhaps at the loss, or at officials, or just general anger that this happened). Acknowledge it: “Anger is a very common and valid response. It’s what we do with that anger that matters.”

• Brainstorm coping ideas: Ask if they have found anything that helps when that feeling comes. If they have no ideas (often they might not in the immediate aftermath), suggest some. Make these practical and accessible:

  • For anger: physical activity can help discharge it (e.g. going for a brisk walk, doing push-ups, squeezing a stress ball, punching a pillow, yelling into a pillow in private, etc.), or creative outlets (write a letter expressing anger – they need not send it, just to vent on paper; draw scribbles to symbolize anger and then tear it up safely).

  • For sadness or grief: allow crying (it’s a healthy release), talking to someone supportive about the loss, creating a small memorial or ritual (lighting a candle for what/who was lost), or engaging in comforting activities (listening to soothing music, wrapping in a warm blanket, prayer or spiritual practices if applicable).

  • For fear/anxiety: aside from the relaxation techniques in Step 6, sometimes gradual exposure helps (for example, if someone is afraid of rain after a flood, first talk about rain when it’s dry, later maybe stand outside in a light rain with support to show not all rain = disaster, etc., but that might be later in recovery). Also, finding facts can help with fear – e.g., learning more about how wildfires are monitored might reassure someone that they will be warned in time.

  • For guilt or self-blame: this one is tough, but talking it through is key. You may need to gently challenge irrational guilt (e.g., “You keep saying it’s your fault, but you could not have prevented the hurricane. You did the best anyone could.”). Encourage forgiveness and self-compassion. Sometimes writing down what they feel guilty about and then writing what they would tell a friend in that situation (likely forgiving them) can provide perspective.

• Example dialog: “When you start to feel really angry, say when dealing with insurance or hearing news about the fire, what could you do? One idea: take a timeout – step away and do ten push-ups or go run around the block. Or maybe scribble on paper as hard as you can then rip it. Does that sound like something you’d try?” Tailor suggestions to the person’s lifestyle (a senior might not do push-ups but could pace the hallway or squeeze a pillow).

• Introduce the idea of talking vs. suppressing: Emphasize that sharing feelings with others can be healing. If they withdraw, problems can grow. Encourage them to identify at least one person they trust (a friend, family member, faith leader, support group) with whom they can talk when they are upset. If they have no one, suggest community resources (maybe a local crisis line or a counselor). For peers supporting each other, encourage that mutual listening.

• Use HATS activities if applicable: The HATS manual includes various activities to externalize feelings. One example is creating a “feelings thermometer” where the person can rate their emotional intensity and then use a coping skill when it goes above a certain level. Another is role-playing or puppets for kids: let the child have a doll or puppet “act out” how they feel (sometimes the puppet can say things the child is afraid to say). Play therapy techniques are great for children – drawing their feelings, then maybe having them draw a “helping hero” who comes to assist the character in the drawing.

• Reiterate normalization: Remind them that strong emotions may surge unexpectedly – and that’s normal in the aftermath of trauma. What we’re doing is preparing for those moments. “There might be days you feel okay and then suddenly you’re really upset – that’s normal. Now you have some tools: you can use your breathing, or call your cousin to talk, or punch that pillow – whatever works – rather than keeping it inside or hurting yourself.” By saying this, you also subtly check that they’re not considering self-harm as a coping method; if they are, that needs immediate professional intervention.

• Plan and commit: It can help to make a simple coping plan in writing. For example: “When I feel ___, I will ___.” Write out a few (the person can do it, or you can do it together). E.g., “When I feel anxious, I will do deep breathing for 5 minutes. When I feel sad, I will sit with my dog and listen to calming music. When I feel angry, I will go for a jog or write in my journal.” This written plan can be a tangible reminder for later, especially when you are not with them.

• Emphasize self-care: Managing feelings also involves general self-care routines – eating well, avoiding excess caffeine or alcohol (which can worsen anxiety/depression), getting rest, moving your body. Discuss these if relevant: “Taking care of your body can help your emotions. Try to get enough sleep and avoid using alcohol to cope – it might numb the pain short-term but can make things worse.” Encourage healthy practices like taking a shower each day, spending time outdoors (nature can be healing), or gentle exercise, as these can all improve mood.

• Praise efforts: As they identify coping ideas or agree to try them, reinforce that positively. “That’s a great idea – playing your guitar when you feel sad could be a really healthy way to express it.” This builds their confidence that they can handle their feelings.

Disasters bring loss and hardship, but HATS includes an important step called “Finding Hidden Treasures,” which is about identifying any positive things that remain or have emerged despite the trauma. Especially in a Canadian context where communities often come together in crises, survivors might find silver linings such as new friendships, acts of kindness, personal strengths, or aspects of life they still have that they appreciate more deeply now. This isn’t to minimize their pain or suggest that “everything is okay,” but rather to help balance the narrative of the disaster with hope and gratitude where appropriate. Research on post-traumatic growth shows that people can sometimes discover positive changes in themselves (like increased resilience, compassion, or appreciation for life) after surviving a trauma. In this step, you gently help the person recognize those “treasures” or strengths in their experience.

• Action: Ask the individual to reflect on anything good that has come out of this difficult experience, or anything good that they still have. Frame it in a sensitive way, because timing matters – if it’s too early and their losses are very acute, they may not be ready to see positives. Use your judgment; even small positives count.

  • Example script: “It’s hard to see anything good in a situation like this, but sometimes there are little bright spots. Can you think of anything – maybe a person who really helped you, or something you’re thankful for even after all this?” If they hesitate, you can share common examples: “Some people say they’ve grown closer to their family, or they met neighbors they never knew who became friends. Others realize they were stronger than they thought. For you, what would you say is a hidden good thing, if any?”

• Examples of hidden treasures:

  • Supportive people: Maybe they received help from a community member or an organization. E.g., “My coworkers raised money to help me, and I didn’t expect that kindness.” Highlighting this can reinforce that people care about them.

  • Personal strength: “I never knew I could handle so much. Now I feel like if I can survive that, I can handle other challenges in life.” If they express something like this, validate it strongly – it’s a huge realization.

  • Community solidarity: After Canadian disasters, it’s common to see strong community spirit (people rebuilding together, volunteering, etc.). If they mention community, encourage that pride and connection.

  • Changed perspective: Some might say they now appreciate life more, or value loved ones more.

  • Tangible positives: Perhaps some precious item was miraculously unharmed (e.g., “the photo album survived the flood”) or their pet survived. These can be treasures to focus on.

• For children: You can turn this into a more concrete activity. For example, “Let’s make a list of good things in your life.” Or have them draw a treasure chest and inside it draw/write things they still have or are happy about (like family, friends, favorite toy if it’s still there, etc.). The HATS family exercise suggests identifying positive people, activities, and items that remain after the disaster. This can help kids (and adults) shift attention to what’s not lost.

• Cultural or spiritual strengths: If the person has a cultural or faith background, ask if their traditions or beliefs have helped them. For some, prayer, spirituality, or cultural practices (like an Indigenous healing ceremony or time on the land) are a source of solace and strength. Acknowledge and incorporate those. “Your faith in God seems to give you comfort – that’s a wonderful strength to lean on.” Or “Continuing with your Indigenous ceremonies, like the smudging you mentioned, can be very powerful in your healing. Those traditions are treasures too.”

• Reflect on resilience: Point out examples of their own resilience or coping that you noticed. “I see a lot of strength in how you protected your younger siblings during the storm – that shows courage and love.” Or “Even though you were afraid, you managed to get through each day – that’s something to be proud of.” Hearing this can help them internalize a positive self-image (trauma can make people feel helpless, so highlighting any mastery is important).

• Caution: Be careful not to force positivity. If someone is in deep grief, they might not be ready for this step, or they may give a terse “No, nothing good came of this.” If that happens, don’t press it. You might gently share one observation (“I understand. From outside, I can see how the community came together to support you – but I know it’s still really hard to see the good.”) If they remain negative, just validate that their feelings are natural. You can always circle back to this concept later as recovery progresses.

• Why this matters: Identifying “hidden treasures” helps counteract the feeling that the disaster destroyed everything. It can plant a seed of hope and remind them that not all is lost. Psychologically, this aids in rebuilding their sense of identity and future. It’s part of the “meaning-making” process of trauma recovery – finding meaning or positive elements can significantly aid emotional healing.

• Transition: After discussing these positives, you can segue to looking toward the future. “We’ve talked about what you’ve been through and the strengths you have. Now let’s think a bit about the future – where do you go from here and how to handle things moving forward.”

Even as someone starts to feel better, certain reminders of the trauma can bring back distress. These might include nightmares (bad dreams), sensory triggers (like the smell of smoke reminding a wildfire survivor of the fire), anniversaries of the event, or seasonal events (like the return of wildfire season or the time of year a flood happened). HATS devotes sections to “Good Dreams and Bad Dreams,” “Redirecting Thoughts,” “Special Occasions,” and “One Year Later,” which all deal with handling reminders and unhelpful thoughts. In this step, you prepare the survivor to cope with these post-traumatic triggers and discuss strategies for redirecting their thoughts when they get stuck on the trauma.

• Action: Talk about what kinds of moments or thoughts are still bothering them. Many survivors will spontaneously mention, for example, “I keep having nightmares,” or “Every time it rains, I get anxious,” or “I keep thinking about those moments over and over.” Address each of these issues with specific coping strategies.

• Nightmares or bad dreams: These are very common after trauma, for both children and adults. Validate that: “Nightmares are one way our brain tries to make sense of scary events. They’re common after what you went through.” Strategies:

  • Comfort at night: Ensure they have something that makes them feel safer at night – a night light, a comforting object, or someone nearby. For a child, maybe a stuffed animal “guardian” or a calming bedtime routine (read a gentle story, play soft music).

  • Dream re-scripting (for children): A HATS idea is to help the child change the ending of a bad dream. If a child dreamt about the flood water, you might say, “Let’s draw your bad dream, and now let’s draw something that makes it end better – maybe a big boat comes to rescue everyone, or you get magic powers to stop the water.” Encourage imaginative alterations. This can reduce the power of the nightmare. For an older child or adult, you can discuss how they wish the dream would go and have them visualize that before sleep.

  • Relaxation before bed: Encourage using the Step 6 relaxation techniques at bedtime to calm the mind. Maybe a brief breathing exercise or meditation before sleep.

  • When woken from a nightmare: Advise them on grounding themselves if they wake up panicked. “If you wake from a nightmare, try to remind yourself ‘That was just a dream, I am here now in my bed.’ Then do the 5-4-3-2-1 grounding with objects in your room or get up and drink some water, to come back to the present.” Sometimes writing down a quick note about the dream and “closing the book on it” can symbolically set it aside for the night.

• Intrusive memories and flashbacks: Some people get daytime “flashbacks” or intrusive images. Teach them to use the thought-stopping or redirection techniques: “When that image of the fire comes to mind, try this: literally say ‘Stop’ to your mind, and then immediately switch to a different image – maybe picture your child’s face or a safe place. It takes practice, but over time your brain learns it doesn’t have to replay the scary part.” Another method is carrying a grounding object (like a small smooth stone or a family photo) that they can look at or touch when a flashback hits, to remind them of the present.

• Triggers in the environment: Identify what triggers exist. Common ones:

  • Weather events: wind, rain, thunder (for storm survivors), heat (for heatwave survivors), sirens (for anyone, as sirens recall emergency), smoky smell (for wildfire survivors).

  • Dates: the one-month mark, one-year anniversary, or even time of day it happened.

  • Locations: the place where it happened (returning there could be triggering).

  • News: media coverage of similar events can retrigger feelings (like seeing a wildfire on the news if they went through one).

  • Plan for triggers: For each trigger, brainstorm a coping plan. E.g., “If you hear a thunderstorm forecast and it makes you anxious, what can you do? Maybe prepare by reminding yourself your house is safe from floods now, and plan to distract yourself with a movie during the storm. Or if it gets too much, call a friend while it’s storming to talk you through it.” If returning to the location of trauma (like going back home after a flood) is necessary, plan a gradual exposure: go with a support person, do relaxation beforehand, and only stay as long as comfortable.

• Special days and anniversaries: The HATS manual specifically mentions acknowledging events like holidays, anniversaries, birthdays in the context of trauma. These can reawaken grief (for example, the first holiday season after losing a home or loved one). Discuss this proactively:

  • “I know the one-year anniversary of the fire is coming up next month. That might be a tough day. How do you think you’d like to spend it? Some people find doing something positive, like a small remembrance ceremony or a family get-together, helps. Others like to keep busy with normal routine. What feels right for you?”

  • If it’s a communal disaster anniversary, there might be community events (memorials, moments of silence). See if they want to participate or not – both choices are okay.

  • Holidays: “The holidays are approaching, and that can be hard after everything that’s happened. Maybe we should adjust expectations – it’s okay if you don’t feel like celebrating as usual. You can create new traditions or scale it down. Also, being around supportive family can help, just let them know you might have some hard moments.”

  • The key is giving them permission to feel whatever they feel on those days, and to plan some form of self-care or support around those times.

• Redirecting negative thoughts: Trauma can create negative thought patterns, like excessive worry or pessimism (e.g., “It will happen again,” “I can’t ever rebuild,” “I’m cursed,” etc.). Without going into full cognitive therapy mode, you can gently challenge extreme thoughts and encourage balanced thinking:

  • Identify a thought: “You mentioned you keep thinking that you’re ruined financially and you’ll never recover.”

  • Challenge it kindly: “It’s understandable to worry about the future. It is going to be hard, but ‘never’ is a strong word. What do you think you might be able to do over time? Let’s break it down – maybe step by step you can rebuild. It won’t be immediate, but saying ‘I’ll never recover’ might make you feel hopeless. Perhaps instead, you could tell yourself: ‘This is really hard, but I can get through it one day at a time with help.’”

  • For a child with a thought like “It will happen again,” you might say, “I know you’re scared it could happen again. The truth is, it’s very rare for something exactly like that to happen in the same way. And we are making plans to keep you safe if any emergency comes up. Let’s remember that right now, we are safe.”

  • You can introduce a simple mantra or positive statement to counter a recurring negative thought. E.g., if they always think “I’m powerless,” encourage them to say “I survived and I am strong” or “I can handle challenges.” Write it down as a reminder.

• Educate about trauma responses: Sometimes explaining that these triggers and intrusive memories are a normal part of PTSD or trauma response can help them not feel “crazy.” “What you’re describing – these flashbacks and jumpiness – are actually a normal reaction of your brain after a life-threatening event. Over time, with coping and support, they usually decrease. If they remain very strong, we also have therapies that can help further. But you’re not alone in this; many people have the same thing.”

• Reinforce coping toolbox: Tie this step back to earlier skills. For example, if a nightmare wakes them, they can use the breathing (Step 6) to calm down. If an anniversary is coming and they feel anxiety rising, they can use their support network or coping plan (Step 7 strategies) to get through it. Basically, show them they have tools to handle these triggers.

• Empowerment: Emphasize that each time they face a trigger and get through it, it’s a victory. “Remember how a month ago you couldn’t even hear a firetruck siren without panicking? Now you told me you heard one and managed to stay calm by using your breathing technique. That’s huge progress.” This helps them see their journey of healing.

• Professional help if needed: If despite these strategies the person is having severe flashbacks or nightmares that do not improve, gently suggest that professional therapy might help (like trauma-focused therapy or possibly medication for nightmares). HATS is an early intervention, but some people might need extra help. Ensure they know that needing more help is okay. Provide resources (e.g., contacts for free counseling or trauma therapists in their area, or Indigenous healing services if appropriate).

Trauma can make the future seem bleak or uncertain. A crucial part of healing is to rekindle hope and establish a vision for the future, even if it’s just small steps at first. In HATS, the section “Looking Ahead and Setting Goals” focuses on exactly this – helping survivors set achievable goals and imagine a positive future. For climate-related disasters, this step can also include a bit of disaster preparedness planning to help the person feel more in control should events happen again. By setting goals, we shift the perspective from “what we’ve been through” to “where we’re going.” It empowers the survivor as an active participant in rebuilding their life.

• Action: Talk with the person about their next steps and hopes. These can be immediate (tomorrow, next week) or longer-term (months, years). Guide them to set a few specific, achievable goals that matter to them. Additionally, discuss any practical plans that could improve their sense of security (like preparedness).

  • Example script: “Now that some time has passed since the disaster, let’s think about the future. What are some things you want to do or work towards?” If they seem lost, start small: “Maybe a goal for this week is to visit your community centre meeting about rebuilding housing. Or it could be as simple as cooking a meal for your family if you haven’t done that in a while. It could also be personal, like wanting to start writing in your journal again.” The goal should come from them, but you can prompt ideas in different life areas (home, work, personal, family, etc.).

• SMART goals (Simplified): Ensure goals are realistic given their situation. If someone’s house burned down, “rebuild house completely in one month” is not realistic and would set them up for disappointment. Instead, something like “contact three contractors for quotes by next month” is more attainable. Emphasize gradual progress: “Step by step, you’ll get there. What’s the first step you’d like to take?”

• Hope and positive future visualization: Encourage them to visualize or talk about a positive outcome. “What do you hope life looks like a year from now?” They might say, “I hope to be back in my home, with my garden growing again.” If it’s realistic, encourage that image and maybe have them keep a picture or symbol of that hope (like a sketch of their rebuilt house or a saved seedling to plant later). If their hopes are not realistic (e.g. wanting a deceased loved one back), gently navigate towards what is possible (keeping the loved one’s memory alive, etc., but focus on something actionable in their life).

• Preparedness planning: One way to help someone feel more in control of the future is to do a bit of disaster preparedness together. This might include:

  • Reviewing what to do if another emergency happens. E.g., “Let’s make a family emergency plan. If there’s a flood warning, where will you go? Who will you contact? We can write that down.” Or in a wildfire-prone area, discuss creating an evacuation kit or signing up for alert systems. Studies show that integrating preparedness into recovery can both reduce future risk and improve mental health by restoring a sense of agency.

  • For heat waves, maybe the plan is: identify cool places to go (mall, cooling centre), make a list of emergency contacts, ensure they know symptoms of heat stroke, etc. For storms, plan to have supplies and a safe room. This doesn’t need to be extensive here, just a conversation that “Now I know what I’ll do if...,” which can alleviate lingering fear of the unknown.

  • Example (child): “If you ever smell smoke again, what should you do? Let’s practice: you find an adult and tell them, or you follow the plan to go to the safe meeting spot. Remember, we have a plan now, and the firefighters will help too.” This empowers kids who often feel very helpless.

• Reconnect with personal interests and roles: Setting goals can also mean re-engaging with things that give life meaning. If the person had hobbies or community roles before the disaster, encourage returning to them when ready. “You used to love singing in the choir. Do you think you might want to go back when it starts up again? It could bring some joy.” Or for a student, “School is starting soon; what would help you feel ready for that?” Sometimes helping others is a powerful goal – some survivors find meaning in volunteer work related to the disaster (like helping neighbors rebuild, or advocating for climate action). If they show interest, support that idea as it can foster post-traumatic growth.

• Check confidence level: As goals are set, gauge their confidence. If they seem doubtful, break the goal down more or identify potential barriers and solutions. The aim is for them to succeed, even in small ways, to rebuild self-efficacy.

• Document and follow-up: If possible, write down their goals or have them write it as a commitment. “Alright, so your goals: 1) Attend the community meeting next Tuesday, 2) plant a new tree in your yard this spring as a symbol of new beginnings, and 3) practice your relaxation exercise every night. Does that sound right?” This recap helps solidify their plan. Arrange some form of follow-up if you can: “I’ll check in with you next week to see how it went and talk through any hiccups.” Even if you personally can’t follow up (maybe you are an emergency responder rotating out), try to connect them with someone who can, or encourage them to share these goals with a friend who can encourage them.

• Express optimism: End this step on an encouraging note. “I have seen people recover and even come out stronger from events like this. I truly believe you have the strength and support to do the same. It won’t be easy, but you’re already taking steps. Keep focusing on these goals and remember how far you’ve come.” Hope is contagious – if you convey genuine hope in their future, it can help them feel it too.

• Bridge to closure: Now that future steps are discussed, you can begin to close the session(s) in a meaningful way, which leads to the final step.

This final step is about consolidating the progress made through HATS, celebrating the survivor’s efforts, and ensuring they are connected with ongoing support as needed. In the HATS manual, “Rounding it All Up” is the concluding activity, often involving a recap and a positive send-off (even including a certificate of completion for children). Closure is important because it provides a sense of completion and achievement. It also reinforces the skills learned and the support network available. Even though healing is an ongoing journey, marking the end of this structured HATS process helps the person recognize how far they’ve come and that they are not alone going forward.

• Action: Summarize the key points and skills from your time together, acknowledge their strengths and progress, and discuss any follow-up resources or support. Make it a positive, empowering conclusion.

  • Example script (summary): “We’ve covered a lot: you told me about what happened, we worked on ways for you to feel safer, you practiced breathing to calm down, you’ve identified your feelings and found ways to cope with them – like calling your sister when you’re sad or doing exercise when you’re mad – and you even found some positive signs like how your community came together. You also set some goals like returning to work next month. That’s a lot of hard work in a short time.” Hearing this recap can help them consolidate the experience.

• Praise and validate: Emphasize the courage and effort it took for them to engage in these steps. “I am really impressed with how you’ve opened up and tried these exercises. It takes courage to face your feelings and do this kind of work. You should be proud of yourself – I’m certainly proud of you.” This kind of genuine praise boosts their self-esteem and reinforces that they are not helpless victims but active survivors taking charge of their recovery.

• Certificate or token (for children or even adults): If appropriate, present a certificate of completion or a small token of achievement. The original HATS program includes a certificate for kids after finishing the activities. You can create something similar: even a handwritten certificate or a sticker that says “Trauma Survivor Star” or simply verbal recognition in front of their family. For adults, a certificate might feel childish, but you could still give a symbolic token – perhaps a small keepsake like a printed list of their strengths, a inspirational quote card, or encourage them to journal about their completion of this process. The idea is to mark the occasion.

• Discuss next supports: Ensure they know what supports are in place after you conclude the sessions. “Just because we’re wrapping up these sessions doesn’t mean you’re on your own. Remember, you have your support network – like your friend James and the community center group. I’ve also given the local health clinic an update that you might drop in for counseling if you feel you need it. They’re expecting you and ready to help, even if it’s weeks or months from now.” If the Mental Health and Climate Change Alliance (the hypothetical publisher of this guide) has ongoing programs, mention those (e.g., peer support groups, follow-up workshops, contact info for help lines like the Canada Suicide Prevention Service 988 or local crisis lines).

• Safety net: Reiterate any emergency numbers or plans if they find themselves in crisis. “Keep this pamphlet with hotline numbers on your fridge. If you ever feel like you’re in a really dark place, reach out – help is available 24/7.” We hope they won’t need it, but it’s crucial they know where to turn in extreme distress.

• Encourage continued practice: Remind them to continue using the skills and strategies learned. “These techniques – like the breathing, the grounding, talking about your feelings, and working on your goals – they’re not just for now, they’re for always. The more you practice them, the stronger you’ll get. Think of it like exercise for your mind and heart.” If they’ve written plans or journals, encourage them to keep those and add to them.

• Goodbye in a positive tone: If you’ve formed a bond (which often happens in these supportive roles), saying goodbye can be emotional. Do so with warmth and optimism: “It’s been an honor to get to know you and to walk with you through this part of your recovery. I have a lot of confidence in you. Remember that healing takes time, but you’ve got this – and you have people who care about you. Please take care, and I’m sending you all my best wishes.” A handshake, a respectful hug (if appropriate and initiated by them ideally), or any culturally appropriate parting gesture can provide a sense of closure.

• Follow-up (if possible): If your role allows, schedule a follow-up call or meeting down the road, just to check in. Sometimes a check-in at 1 month or on the disaster’s anniversary can be beneficial. If you cannot personally do it, encourage them to check in with some support person at those times themselves.

• Reflection for helper: After concluding, it might be helpful for you (the helper) to debrief with a colleague or supervisor, especially if the stories were heavy. Supporting trauma survivors can affect helpers too (compassion fatigue is real),## Adapting HATS for Diverse Populations

Every community and individual is unique. While the core steps of HATS provide a useful framework, it’s crucial to adapt the approach to the specific population you are working with. Cultural sensitivity, age-appropriateness, and inclusivity will make the difference between a helpful intervention and a misattuned one. Below are guidelines for tailoring HATS to a few key groups in the Canadian context: children and youth, Indigenous communities, and older adults. These adaptations ensure the support remains culturally safe and developmentally appropriate. Remember, no one-size-fits-all – always be open to learning from the person or community about what works best for them.