Hostname: page-component-76fb5796d-vfjqv Total loading time: 0 Render date: 2024-04-28T10:19:23.424Z Has data issue: false hasContentIssue false
  • English
  • Français

The Need for a Systematic Approach to Disaster Psychosocial Response: A Suggested Competency Framework

Published online by Cambridge University Press:  17 March 2014

Robin S. Cox  and
Taryn Danford
Robin S. Cox*
Affiliation:
Royal Roads University, Victoria, British Columbia, Canada
Taryn Danford
Affiliation:
Royal Roads University, Victoria, British Columbia, Canada
*
Correspondence: Robin S. Cox, PhD Royal Roads University Building 28 2005 Sooke Road Victoria, BC V9B 5Y2 E-mail robin.cox@royalroads.ca
Get access Rights & Permissions [Opens in a new window]

Abstract

Competency models attempt to define what makes expert performers “experts.” Successful disaster psychosocial planning and the institutionalizing of psychosocial response within emergency management require clearly-defined skill sets. This necessitates anticipating both the short- and long-term psychosocial implications of a disaster or health emergency (ie, pandemic) by developing effective and sustained working relationships among psychosocial providers, programs, and other planning partners. The following article outlines recommended competencies for psychosocial responders to enable communities and organizations to prepare for and effectively manage a disaster response.

Competency-based models are founded on observable performance or behavioral indicators, attitudes, traits, or personalities related to effective performance in a specific role or job. After analyzing the literature regarding competency-based frameworks, a proposed competency framework that details 13 competency domains is suggested. Each domain describes a series of competencies and suggests behavioral indicators for each competency and, where relevant, associated training expectations. These domains have been organized under three distinct categories or types of competencies: general competency domains; disaster psychosocial intervention competency domains; and disaster psychosocial program leadership and coordination competency domains.

Competencies do not replace job descriptions nor should they be confused with performance assessments. What they can do is update and revise job descriptions; orient existing and new employees to their disaster/emergency roles and responsibilities; target training needs; provide the basis for ongoing self-assessment by agencies and individuals as they evaluate their readiness to respond; and provide a job- or role-relevant basis for performance appraisal dimensions or standards and review discussions.

Using a modular approach to psychosocial planning, service providers can improve their response capacity by utilizing differences in levels of expertise and training. The competencies outlined in this paper can thus be used to standardize expectations about levels of psychosocial support interventions. In addition this approach provides an adaptable framework that can be adjusted for various contexts.

CoxRS, DanfordT. The Need for a Systematic Approach to Disaster Psychosocial Response: A Suggested Competency Framework. Prehosp Disaster Med. 2014;29(2):1-7.

Keywords

competency frameworksdisasterspsychosocial competenciespublic health emergenciesresilience
Type
Special Report
Information
Prehospital and Disaster Medicine , Volume 29 , Issue 2 , April 2014 , pp. 183 - 189
Copyright
Copyright © World Association for Disaster and Emergency Medicine 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1. Burkle, FM. Acute-phase mental health consequences of disasters: implications for triage and Emergency Medical Services. Ann Emerg Med. 1996;28:119-128.Google Scholar
2. Leon, GR. Overview of the psychosocial impact of disasters. Prehosp Disaster Med. 2004;19(1):4-9.Google Scholar
3. Rao, K. Lessons learnt in mental health and psychosocial care in India after disasters. Int Rev Psychiatry. 2006;18(6):547-552.Google Scholar
4. Everly, GS, Beaton, RD, Pfefferbaum, B, et al. Training for disaster response personnel: The development of proposed core competencies in disaster mental health. Public Health Rep. 2008;123(4):539-542.Google Scholar
5. Hsu, EB, Thomas, TL, Bass, EB, et al. Healthcare worker competencies for disaster training. BMC Med Educ. 2006;6:19-27.Google Scholar
6. Addressing psychosocial factors through capacity building: A guide for managers of contaminated sites, Ottawa, ON. Health Canada. 2005: 1–22.Google Scholar
7. Core competencies for public health professionals, Washington, DC: the council on linkages between academia and public health practice; 2010:1–21.Google Scholar
8. Nickell, LA, Crighton, EJ, Tracy, CS, et al. Psychosocial effects of SAES on hospital staff: Survey of a large tertiary care institution. Canadian Medical Association Journal. 2004;170:793-798.Google Scholar
9. Robertson, E, Hershenfield, K, Grace, SL, et al. The psychosocial effects of being quarantined following exposure to SARS: A qualitative study of Toronto health care workers. Can J Psychiatry. 2004;49(6):403-407.Google Scholar
10. Shultz, JM, Espinel, Z, et al: Deep prep: all hazards disaster behavioral health training. Miami, FL. DEEP Center; 2003.Google Scholar
11. Norris, FH, Friedman, MJ, Watson, PJ. 60,000 disaster victims speak: Part II. Summary and implications of the disaster mental health research. Psychiatry. 2002;65(3):240-260.Google Scholar
12. Fikensbaum, L, Marjanovik, Z, Greenglass, ER, Coffey, S. Emotional exhaustion and state anger in nurses who worked during SARS outbreak: The role of perceived threat and organizational support. Canadian Journal of Community Mental Health. 2006;25(2):89-103.Google Scholar
13. Maunder, RG, Lancee, WJ, Rourke, S, et al. Factors associated with the psychological impact of severe acute respiratory syndrome on nurses and other hospital workers in Toronto. Psychosomatic Medicine. 2004;66(6):938-942.Google Scholar
14. Chapter 5: SARS: lessons from a new disease, the world health report 2003 – shaping the future. Geneva, Switzerland: World Health Organization; 2003.Google Scholar
15. Knowles, M. Self-directed Learning. New York, NY: Association Press; 1975.Google Scholar
16. Psychological first aid: guide for field workers. Geneva, Switzerland: World Health Organization; 2011.Google Scholar
17. Perry, RW, Lindell, MK. Understanding citizen response to disasters with implications for terrorism. Journal of Contingencies and Crisis Management. 2003;11(2).Google Scholar