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Table of contents
- University of California, Davis | UC Davis
- A Unique Path
- Annelise Straw, SIS/BA '18, SIS/MA '19
- California School of Professional Psychology
- Early Psychologists
Students who exhibit these symptoms should be referred for appropriate mental health evaluation and intervention. Remain calm and reassuring. Children take their cues from adults, especially young children. To the extent it is possible to do so, assure children that family and friends will take care of them and that life will return to normal. Acknowledge and normalize their feelings.
Allow children to discuss their feelings and concerns, and address any questions they may have regarding the event. Listen and empathize.
University of California, Davis | UC Davis
An empathetic listener is very important. Let them know that their reactions are normal and expected. Encourage children to talk about wildfire-related events. Children need an opportunity to discuss their experiences in a safe, accepting environment.
A Unique Path
Provide activities that enable children to discuss their experiences. This may include a range of methods both verbal and nonverbal and incorporate varying projects e. Seek the help of the school psychologist, counselor, or social worker if you need help with ideas or managing the conversation. Promote positive coping and problem-solving skills. Activities should teach children how to apply problem-solving skills to wildfire-related stressors. Encourage children to develop realistic and positive methods of coping that increase their ability to manage their anxiety and to identify which strategies fit with each situation.
Focus on their competencies. Help children identify what they have done in the past that helped them cope when they were frightened or upset. Bring their attention to other communities that have experienced wildfires and recovered. Children with strong emotional support from others are better able to cope with adversity.
Annelise Straw, SIS/BA '18, SIS/MA '19
In many wildfire situations, friendships may be disrupted because of family relocations. In some cases, parents may be less available to provide support to their children because of their own distress and feelings of being overwhelmed. Activities such as asking children to work cooperatively in small groups can help children strengthen supportive relationships with their peers. Take care of your own needs.
California School of Professional Psychology
Take time for yourself and try to deal with your own reactions to the situation as fully as possible. You will be better able to help your children if you are coping well. If you are anxious or upset, your children are more likely to feel the same way. Talk to other adults such as family, friends, faith leaders, or counselors. It is important not to dwell on your fears or anxiety by yourself.
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Sharing feelings with others often makes people feel more connected and secure. Take care of your physical health. Make time, however small, to do things you enjoy. Avoid using drugs or alcohol to feel better. Allow time for staff to discuss their feelings and share their experiences.
Early Psychologists
A wildfire may result in the temporary closure of a school. Upon return to school, it is important to allow time for a group discussion in a safe and caring context for staff to discuss their feelings and share their experiences. It is essential that teachers and staff be given permission to take care of themselves in order to ensure that they will be able to help their students.
Handouts regarding possible trauma reactions among children and other relevant information can be valuable resources for caring adults e. School personnel including your school crisis team members should also have the opportunity to receive support from a trained mental health professional. Providing crisis intervention is emotionally draining, and caregivers will need an opportunity to process their crisis response.
This could include teachers and other school staff if they have been serving as crisis caregivers for students. Provide time for students to discuss the wildfire. Depending on the situation, teachers may be able to guide this discussion in class, or students can meet with the school psychologist or other mental health professional for a group crisis intervention. Classroom discussions help children to understand the wildfire. Skip to Main Content. District Home. Select a School Select a School. Sign In. Search Our Site. District Headlines. Comments Upcoming Events. Building StocktonStrong.
Supporting Elements Our declared goals for the dramatic improvement of our culture and community will be possible with a set of supporting elements that are for all youth and adults in SUSD. Research has found that we are more likely to think that we control our behaviour when the desire to act occurs immediately prior to the outcome, when the thought is consistent with the outcome, and when there are no other apparent causes for the behaviour. The participants pressed a button to stop the movement.
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When participants were exposed to words related to the location of the square just before they stopped its movement, they became more likely to think that they controlled the motion, even when it was actually the computer that stopped it. Because we normally expect that our behaviours will be met with success, when we are successful we easily believe that the success is the result of our own free will. When an action is met with failure, on the other hand, we are less likely to perceive this outcome as the result of our free will, and we are more likely to blame the outcome on luck or our teacher Wegner, The behaviourists made substantial contributions to psychology by identifying the principles of learning.
The ideas of behaviourism are fundamental to psychology and have been developed to help us better understand the role of prior experiences in a variety of areas of psychology. Science is always influenced by the technology that surrounds it, and psychology is no exception. Thus it is no surprise that beginning in the s, growing numbers of psychologists began to think about the brain and about human behaviour in terms of the computer, which was being developed and becoming publicly available at that time.
The analogy between the brain and the computer, although by no means perfect, provided part of the impetus for a new school of psychology called cognitive psychology. These actions correspond well to the processes that computers perform. Although cognitive psychology began in earnest in the s, earlier psychologists had also taken a cognitive orientation. Some of the important contributors to cognitive psychology include the German psychologist Hermann Ebbinghaus , who studied the ability of people to remember lists of words under different conditions, and the English psychologist Sir Frederic Bartlett , who studied the cognitive and social processes of remembering.
Bartlett created short stories that were in some ways logical but also contained some very unusual and unexpected events. The idea that our memory is influenced by what we already know was also a major idea behind the cognitive-developmental stage model of Swiss psychologist Jean Piaget Other important cognitive psychologists include Donald E. Bartlett found that even when his British research participants were allowed to read the story many times, they still could not remember it well, and he believed this was because it did not fit with their prior knowledge.
One night two young men from Egulac went down to the river to hunt seals, and while they were there it became foggy and calm. Now canoes came up, and they heard the noise of paddles and saw one canoe coming up to them. We wish to take you along. We are going up the river to make war on the people.
I might be killed. My relatives do not know where I have gone. And the warriors went on up the river to a town on the other side of Kalama. The people came down to the water and they began to fight, and many were killed. So the canoes went back to Egulac and the young man went ashore to his house and made a fire. Many of our fellows were killed, and many of those who attacked us were killed.
They said I was hit, and I did not feel sick.
When the sun rose he fell down. Something black came out of his mouth. His face became contorted. The people jumped up and cried. He was dead. Bartlett, In its argument that our thinking has a powerful influence on behaviour, the cognitive approach provided a distinct alternative to behaviourism.