1. Sharing on Post-earthquake Support for Sichuan 27.9.2008 Division of Educational Psychology (DEP) Hong Kong Psychological Society (HKPS) Irene Ho Chair, DEP

2. Background & Process May 12 Earthquake (Effects on students & schools) 17-28 Communication, liaison 29-31 Beijing：- exchange with psychologists - training of volunteers (graduate students in psychology) * K.F. Chow, Belinda Wong, Carrie Lau June - present Communication, liaison (Stages 3 & 4) itfho@hku.hk

3. Training of Volunteers Day 1 ：Volunteers heading for Sichuan (service targets: students) Morning 1.Assessment of training needs 2.Dealing with worries & anxieties (Sharing of our experience) 3.Psychological support/intervention in crisis： essential concepts, group debriefing experience Afternoon 4. Understanding and handling emotional responses of teachers & students; age-appropriate activities 5.Preparation: the role of volunteers (NOT psychotherapy), realistic expectations, self-care

4. Training of Volunteers Day 2 ：Hotline volunteers Morning 1. Assessment of training needs 2. Helping participants understand their own emotional reactions & needs 3. Hotline service: functions & limitations 4. Group work on improved responses, building up Q & A for reference 5. Review: realistic expectations, improvements of hotline system

5. Summary of Experiences  Conceptual model vs. reality of the situation  Ad hoc arrangements, immediate reactions: experienced trainers  Meaning of “psychological support”: Volunteers’ expectations ( “professional” service) vs. Real needs & effective services (beyond psychological techniques: * Being sensitive to the needs of targets * Understanding own role, expectations, preparation)  Limitations of “hit and run” support

6. Stages of aftermath support service Stage 1:Needs assessment For planning purpose Stage 2: Training of core group supporters (with basic psychological training, students of Psychology & Mental Health teachers) Provide immediate aftermath support to schools Stage 3: Implementation of aftermath support to schools Provide emotional first-aid for affected individuals & to facilitate restoration of equilibrium of schools Identification of high-risk students/ teachers for follow-up service Stage 4: Long-term support Continuous needs assessment, school development, teacher training, parent support, community awareness & support, follow-up service for high-risk individuals