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Lisa S. Roth
Applewood Centers, Inc.
2525 E. 22nd St.
Cleveland, Ohio 44115
(216) 696-5800
The beginnings of the debriefing process come from military dealings with combat stress. It was found that interventions soon after the event, in the community or near the event, and done with others similarly affected seemed to be most helpful. The expectancy that individuals would recover and go on with their routines helped people talk about reactions and symptoms and support one another. The idea that people were having normal reactions to an abnormal event was formulated and became the basis of debriefing.
The Critical Incident Stress Debriefing Model, as developed by Jeffrey Mitchell, Ph.D. is very versatile. The process is not meant to be therapy or counseling but educational in its focus. It has a beginning and an end with a simple common sense structure. Similar to other crisis intervention formulas, the model helps participants to normalize their reactions, support each other, and learn about healthy coping skills and community resources. The participants provide the information so that the process is culturally sensitive to the community and population being served. Children and adolescents work well in groups and in clubs, at school or in camp, they are encouraged to interact in a positive manner. The debriefing process, working along these lines, is a natural extension of this theme.
The debriefing model has seven phases. The first phase sets the stage by providing guidelines for respect, confidentiality, the structure, the expectations of the participants and the facilitators, a timeline, and basic descriptions as to what debriefing is and what it isn't. The second phase discusses the facts, the third focuses on thoughts, and the fourth phase will concentrate on feelings and reactions. Symptoms are shared in the fifth phase and the six phase will provide teaching opportunities for both the facilitators and the participants in the areas of common reactions that are physical, emotional, psychological, and behavioral. Techniques to cope with these reactions are also shared during this phase. Lastly, the summarizing and answering of more questions are handled in the re-entry phase. Handouts are given with information to help reinforce the information provided in the teaching phase.
The debriefing process works with grief reactions, when a death has occurred and also with trauma reactions following a natural disaster, accident or other event that overwhelms the usual coping skills of the children and adolescents involved.
Debriefing the debriefers is an important and often forgotten component. Following a debriefing or at the end of the day all facilitators are gathered to process their participation. Another modification of the debriefing model is used. Participants are provided a chance to share information and experiences and to obtain support from one another. This assures that all persons are connected and functioning in an appropriate manner.
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