Immediate responses to a disaster include

Immediate responses to a disaster include psychological rst aid, provision of information, triage,
debrie ng, supportive counseling, and convergence.
Psychological rst aid o ers support, reassurance, comfort, and calm communication and a physical
presence. Providing emotional well-being through psychological rst aid includes basic human responses
of comforting and consoling. Raphael (1993) likened these tasks as conveying compassion and
recognition for what the victims have gone through and presently experiencing. The Disaster Mental
Health Handbook includes the following psychological rst aid recommendations:
a. protecting the person from further threat or distress as is possible
b. furnishing immediate care for physical necessities, including shelter
c. providing goal orientation and support for speci c reality-based tasks
d. facilitating reunion with loved ones from whom the individual has been separated
e. sharing the experience
f. linking the person to systems of support and sources of help that will be ongoing
g. facilitating the beginning of a sense of mastery.
OBJECTIVE 5N: PERSONAL MODEL OF COUNSELING
Objective 5 n. processes for aiding students in developing a personal model of counseling (CACREP,
2016, p. 12)
Fitzpatrick, Kovalak and Weaver (2010) suggested that in uencing factors account for the trainee’s
development of a personal theory or model of practice. Fitzpatrick, Kovalak, and Weaver (2010)
researched how trainees developed a theory of practice with an initial idea of developing a single theory.
Research reveals that most trainees identi ed with eclecticism or combining two or more theories.
Developing a theoretical orientation is di cult. Historical studies focused on personal philosophy in
early development, cultural experiences, family, personal characteristics (values), supervisors or mentors,
the particular culture of a training program with an identity training in a theoretical orientation (Adlerian/
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Play), and eventually a research-based e ective theory. The same study revealed that the process of
tentative identi cation with a particular theory for best client care was in uenced by professionals and
personal factors. A second core factor was a reaction to reading for a deeper understanding of theories.
The third core factor was practice with a theory-based intervention reinforcing the ability to apply theory.
The fourth core in uence was to question if the theory ts with the trainee. The t involved re ections
and aspirations. The fth core was supervision.
In summary, the Process Model of Tentative Identi cations identi ed ve in uences for a personal
model of counseling to include: (a) tentative identi cation with a theory, (b) reading, (c) personal
philosophy, (d) practice, and (e) supervision. Fitzpatrick et al. (2010) found the in uences from this study
supported trainee in uences from earlier studies (Bitar, Bean & Bermudez, 2007; Boswell, Castonguary &
Pincus, 2009; Castonguay, 2006; Oteiza, 2010).