PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS - HumanitarianResponse
SH P IL L FI N D T A EO RE EW HE WA Y THE P PL UB RI MINI S H ION ATT Y OF EDUC TR O W T H E L I G LIC O F LIB E PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 1
Psychological First Aid for Schools
Acknowledgements This project is a joint effort of many actors in the psychosocial field in Liberia and abroad. The Government of Liberia, Ministry of Education (MoE) is grateful to USAID for financial support to develop this manual. The MoE wishes to acknowledge those who assisted in its development, including staff from the Ministry of Gender, Children, and Social Protection (MoGCSP), UNICEF, WHO, IOM, Action Contre le Faim, Child Fund, Carter Center, Concern, International Rescue Committee, Liberia Association of Psychosocial Services, Save the Children, SGI, and key members of the PSS Pillar and the Child Protection Sub-Cluster of the Ebola Response. This manual recognizes and cites learning from other sources as well: Accepting and Supporting Ebola Survivors, Orphans, and Families of Ebola Patients in the Community: a Toolkit for Social Mobilisers and Communicators. Women’s Campaign International: Liberia. Basic Psychosocial Support (PSS) in Education: A workshop manual for teachers and other stakeholders. Ministry of Education, Science and Technology: Sierra Leone Guide to Basic Relaxation. Enabling Access to Mental Health: Sierra Leone. Psychological first aid: guide for field workers. WHO: Geneva. Psychological first aid workshop manual for child practitioners. Save the Children: UK. Resilience and Empowerment Training and Workshop: IsraAid Manual for Trainees. IsraAid.
Day 1 Opening [40 min] Objectives To introduce participants to each other and to the content of today’s training To understand from the group what questions/topics they hope will be addressed in the training (which should, wherever relevant or feasible, be covered during the training) Materials Needed Pre-Post Test Flip Chart and Marker Prayer Introduction Facilitator introduces him/herself and explains the next two days are for the group to discuss and learn how to help themselves and the children in their classrooms when going through crisis. Something that we know is that play is an important part of childhood, and is a useful tool to help children cope. Therefore, as much as possible, we’ll be playing throughout this workshop. So to start- let us play a game while we introduce ourselves. Game: Adjective Introductions Facilitator asks the group to think of a name they would like to use to describe themselves that starts with the first letter of their own name. In order to prompt the group- ask everyone to think first of their own name- now the starting letter- now find another word with that letter that you want to describe yourself with. For example- Hawa, starting with H, could use words like: Helpful, Humble, Humorous, Hero. As each person chooses an adjective to go with their name, they should also choose an action to describe it. Once all have individually chosen, the group introduces themselves one by one using both names and action. For example, Hawa introduces herself with: Hi, my name is Helpful Hawa (and she opens her hands to the group as her action). The group should respond by repeating in unison her names and action. Agenda Day 1 Day 2 Opening Session 1: Setting the Stage Session 2: PFA Session 3: Child Reactions to Crisis Session 4: Relaxation Techniques Opening Session 5: Communicating with Children Session 6: Pointing Fingers/Stigma Session 7: Linking to services Session 8: Practical Activities for the Classroom Closing Pre-test Facilitator shares the pre-test for participants to complete, explaining it is an anonymous exercise. PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 1
Objectives of the Workshop Facilitator introduces the objectives to the group Teachers be able to recognize child responses to crisis Teachers equipped to address children reacting to crisis in the immediate moment Teachers know referral sources to link children who have psychosocial needs Teachers have self-care and classroom PSS strategies that help to reduce the impact of stress on all Expectations of the group Discuss with the group what they would expect of each other and the trainer in the organization and management and content of the two day workshop. Ask the group if they have any pressing questions they hope will be addressed in the training. Write these questions on a flip chart paper and hang on the wall for easy reference throughout the training. Session 1: Setting the Stage [50 min] Objectives Recognize the impact of EVD on the community and on children specifically- to demonstrate the need for PFA Practice some self-care activities that will be useful in the session, and afterwards Materials Flip Chart and markers Discussion with the Group Facilitator should be aware these questions could bring up sensitive stories, and bring out emotional responses in persons. The facilitator should act with empathy and if a participant becomes too emotional- allow the person to speak till they feel heard, but also, support them by recognizing their pain and allowing time to step away from the workshop or time for silence if needed. Facilitator writes the following questions on flipchart and asks the group: What has been the negative impact of Ebola on communities and families? What has been the positive impact of Ebola on communities and families? How has Ebola specifically impacted children? Self-Care Strategies Self-care strategies are practices a person uses to cope with distress and the negative impacts of stress. Before we get into the workshop, we want to talk about what the impact of stress is on the body, and the practical steps people take to care for themselves. This is important because today we may discuss potentially emotional topics, for which we will want to have good coping for Defining Stress Facilitator asks the group how they describe or define stress? Participants may define it as the feelings they get when they are going through a difficult time, or the energy that comes before a deadline. Stress- is it good or bad? Facilitator asks the group is stress is good or bad? 2 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS
Stress can have positive and negative impacts on a person. For example, the stress a person feels before an exam can give the person energy to stay awake to study the night before the exam. The stress a person feels if they are crossing the road and a car is coming towards them can cause a rush of adrenaline that will allow the person to jump from the road. Negatively, the stress a person may feel over money problems in the family can cause reactions such as fear, anger, or withdrawn behaviour. Stress can show itself in many ways Facilitator asks a volunteer to draw a person on the flip chart. Participants are asked to point out how stress impacts the various parts of the body. For example: Head (lack of comprehension, headaches, lack of concentration or, when one’s mind cannot stay on one topic for too long) Face (speech, perspective, ringing in ears, hunger/lack of appetite, short breathes) Chest (chest pain, anxiety, rash, heart beating fast) Stomach (emotions-fear, anxiety, depression, loneliness, anger, feeling butterflies, diarrhea, stomach pain) Arms (weakness, aggressiveness, busyness, hands shaking) Legs (weakness, restlessness, sleeplessness) Whole body: (fatigue, withdrawn, feeling ill/fever/aches) Self-Care Facilitator writes the following questions on flipchart and asks the group: What practical steps do you do to take care of yourself? How do you take care of your families and children? What should we do today if we find that someone is feeling distressed or sad? The facilitator should guide this discussion so that the group agrees on how they want to support each other in the event someone is having an emotional reaction during the workshop. Practical Activity Have the group practice one of the strategies they have mentioned above. Ensure everyone feels comfortable to try it and that it is a safe activity. Session 2: Psychological First Aid, the Basics [1hr 30min] Objectives To learn how participants are responding presently to distressed children (empowering to keep doing positive behaviors) To learn what the term PFA means, and define it for the local context To learn who can do PFA To understand the basics of PFA Materials Needed: Flipchart and markers Psychological First Aid: What is it? Handout PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 3
Role Play Opening This activity is to understand from the trainees the way that they already approach and respond to children in distress. This serves as an introduction to the look, listen, and link principles of PFA. Trainees select a few volunteers to role play a scenario in which there is a distressed or sad child in their classroom or community. They should role play how they would normally respond to such a child, demonstrating the way they would approach the child and how they would speak to the child. Discussion Facilitator guides the discussion to help participants think about what are the best ways to approach and communicate with a child who is upset, distressed or sad. This discussion should include which approaches the group feels are not helpful or potentially harmful to the child. Facilitator draws a line down the middle of a flipchart and writes on one side: ‘helps the child’ and on the other ‘doesn’t help’. Facilitator writes the following questions on flipchart and asks the group: What did the caregiver do well when addressing the distressed child? What are things we do that help children when sad or distressed? What are ways that you can help your students when they are distressed? How do teachers support each other? For children who are in distress or sad, what are the ways we should not approach? What are ways that will not be helpful? Introduction to Psychological First Aid Explain to the group that helping a child get access to the support needed when in distress could be called Psychological First Aid (PFA). Ask the group the following questions to set up the introduction to PFA. Facilitator writes the following questions on flipchart and asks the group: What is medical first aid used for? What do you think psychosocial means? What are a person’s psychosocial needs? Facilitator to the group: Psychological First Aid is like medical first aid, only it is for the psychosocial aspects of a person. Thinking about first aid for the physical body, what do you think psychological first aid is for a person? Use the Psychological First Aid: What is it? Handout to talk about what PFA is, and what it is not. Ensure that they know that PFA is not counselling, it is something to link people to what they need, and it can be done by teachers and community members. Energizer Activity1 Facilitator introduces the basics of PFA: Look, Listen and Link. Write the three terms on the flipchart and ask the group: 1 Basic Psychosocial Support (PSS) in Education: A workshop manual for teachers and other stakeholders. Ministry of Education, Science and Technology, Sierra Leone 4 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS
Considering what we’ve now defined PFA as, what do you think Look, Listen and Link each mean when it comes to providing PFA to children? Look Listen Check for safety Look for children with obvious urgent basic needs Look for children and caregivers with serious distress reactions Link Approach children and care-givers who may need support Help children and their families to address basic needs and access services Ask about children and care-givers’ needs and con cerns Help children and their families cope with problems Listen to children and their care-givers and help them feel calm Provide information Connect children and their families with each other and with social support Ask the group to identify an action they want to symbolize each word. The group can practice together the looking, listening, and linking. An example To “look”, place your hand to your forehead and pretend to be ‘looking’ out; to “listen”, place your hand at the back of your ear and push that side of your head forward slightly; to “link”, place your hands together in front of you. These images may help: Look Listen Link Repeat the chosen actions for Look, Listen, and Link at least 3 times with the group, then ‘mix them up’. E.g. call out “Listen” and ask them to do the right action, then call out “Look”, “Link” “Look”, “Listen”, “Look”, “Link”, and so forth. Do this a few times throughout the training to reinforce the three terms. Confidentiality Facilitator writes the following questions on flipchart and asks the group: What is confidentiality? How does one practice confidentiality? To whom should one tell the story of a distressed child in need? Why does confidentiality even matter? PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 5
Session 3: Child Responses to Crisis [1hr 30min] Objectives To identify common child reactions to crisis To incomplete objective statement Materials Needed: Flipchart and markers Children’s Reactions to Crisis Handout Facilitator introduction: “In crisis events, children react and think differently to adults. They have specific needs according to their ages and are vulnerable to adverse effects due to their physical sizes and social and emotional attachments to care-givers. Therefore, children need psychological first aid developed especially for children.2” Group Work3 Facilitator should be aware these questions could bring up sensitive stories, and bring out emotional responses in persons. The facilitator should follow the self-care processes the group has agreed upon earlier in the workshop to ensure that persons in distress receive support that they are comfortable with. On the flipchart write: Case Study: child has lost a parent or caregiver to EVD. How might they be acting? What behavior changes do they have? Children 0-2 Children 3-6 Children 7-12 Children 13-17 Trainees split into groups of 5-8 people each. Ask the groups to discuss how they might expect a child who has lost a parent or caregiver to EVD to be acting/responding. What behaviour changes might you expect? How might different age groups respond?. Write out reactions you have seen or expect from each age group. Come back to plenary to discuss. (Distribute Children’s Reactions to Crisis handout as further reading-noting to the group that it is not culturally adapted) To explain How children react in crisis depends on: Age and developmental stage How others react What they have experienced Past experiences such as abuse, family violence and neglect Group work In this exercise the group will practice approaching and responding to children in crisis. Split the group into two groups. The first group will role play a child who is sad, burdened in distress (persons should select any of the following roles below to play), the second group will act as the teachers providing care. Their task will be to approach one child each and offer them support. 2 3 Psychological first aid workshop manual for child practitioners. Save the Children: UK. Psychological first aid workshop manual for child practitioners. Save the Children: UK. activity modified 6 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS
Facilitator writes the following sentence on flipchart: A child aged 8 years showing signs of anger A child aged 15 years showing signs of deep sadness A child aged 6 years showing signs of fear A child aged 12 years behaving with extreme energy (hyper-activity) Call out “go” to the first group so they can approach the “children” in the second group. Allow them about 5 minutes to interact in role play. Afterwards, discuss the exercise with the whole group, using the following questions to generate discussion: For those approaching the children, what behavior did you see? For those approaching the children, what type of support did you think these children needed? For those who acted out the children, what was especially helpful from the person who approached you? For those who acted out the children, was there anything that was not helpful? How did you approach the child? What techniques did you use? We will talk more about communication skills with children tomorrow. Session 4: Relaxation Activities4 [40min] Objectives To gain practical strategies for managing stress Materials Needed: Relaxation Exercises Handout Introduction Breathing and relaxation exercises are great tool for soothing the nervous system. They can help relieve the tension that builds in the body and mind from difficult life experiences, and can help alleviate feelings of stress, depression, anxiety, anger and grief. They can help us feel calmer, steadier, and more balanced. We call many of these activities mindfulness practices, because they help us to become more mindful of the present moment, and less caught up in distractions and stress. Demonstration: Abdominal Breathing (or belly breathing) Often when we are stressed our breathing becomes shallow, high in our chests, and we forget to breathe deeply into our bellies. Abdominal breathing is very calming and centering, and helps us to draw nurturing oxygen deep into our lungs. Instructions for leading the group Bring your hands to your lower belly with the 3 middle fingers touching. Relax your shoulders Take a long, deep, gentle inhale, sending the breath all the way down to your belly, so your stomach expands (keep your shoulders relaxed). You should find that your middle fingers naturally part slightly as the belly expands with the breath. Exhale slowly, feeling how the belly naturally draws inwards as the breath exits the body and the middle fingers slide to touch again. Do this abdominal breathing a minimum of ten times (Inhale/Exhale). Guide to Basic Relaxation. Enabling Access to Mental Health, Sierra Leone 4 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 7
With children you can explain that when they inhale they are blowing up their tummy softly like a balloon, and when they exhale, the air is going slowly out of the balloon again. Demonstration: Using Hands to Release Stress and Build Calm Instructions for the group: Make a blow or fist with your hand. Take an inhale and imagine you are squeezing all your worries and stress into your fist or blow, Hold your breath. Squeeze those hands really tight! Then exhale deeply, and release your fingers - letting the stress and worries go. Now, with one hand, take hold of a finger on the opposite hand. Squeeze the finger softly and inhale, saying in your head ‘I am calm’ As you exhale, relax the squeeze and say ‘I am peaceful, I am kind’. Variation - These words are an example. You can substitute many others, such as ‘I am loved, I am perfect just as I am, I am clever, and I am strong’, etc. Closing [10 min] Self Reflection Facilitator to explain to participants to trace their hand outline on a piece of paper. Write in the five fingers five ways they will take care of themselves/their families to cope with distress. Keep this as a reminder to self. Day 2 Opening [30 min] Objectives To remind about yesterday’s learning To remind about today’s agenda To build greater understanding between participants before training begins Materials Needed Flipchart and Markers Prayer Recap Facilitator writes the following questions on flipchart and asks the group: What did you learn yesterday? Did anyone use what you learned already? Do you have any pressing questions before we get started today? Agenda Day 2 8 Opening Session 5: Communicating with Children Session 6: Pointing Fingers/Stigma Session 7: Linking to services Session 8: Practical Activities for the Classroom Closing PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS
Ice Breaker Have you ever? Participants all stand where they are sitting. Facilitators asks a series of questions, and as participants have experience with that question, they sit down. Continue with broader and broader questions until all persons have sat down. Sample Questions: Have you ever played the guitar? Have you been to Cote d’Ivoire? Have you more than 5 children? Do you enjoy jogging? Do you like fufu? Can you sing? Do you like Chelsea? Did you sleep well last night? Are you a first born? Do you eat rice? Session 5: Communicating with Children5[1 hour] Objectives To be aware of and practice the skills necessary for good communication with children Materials Needed: Child Protection in Schools Brochure Question for the group Facilitator writes the following questions on flipchart and asks the group: What does good listening look like? How can you tell that someone is listening to you? For children, does listening looks different than for adults? Is there anything special one must do when approaching and listening to a child’s story? Let’s talk about Communication Facilitator explains Communication is a two-way process of reaching mutual understanding, in which people exchange (encodedecode) or send and receive/interpret information, news, ideas and feelings. Effective communication is about listening for what people say, but also understanding the emotions and needs behind the information they share. Communication can be verbal, non-verbal (e.g. tone of voice or body language). We may need to approach adults or children differently depending on the mood and communication signals they send us. Key messages for approaching people who may need support Give out the Child Protection in Schools brochure Be respectful and polite when approaching others. Introduce yourself. Ask for their names. Explain you are here to support however you can Always ensure the safety of yourself first and the other person. Basic Psychosocial Support (PSS) in Education: A workshop manual for teachers and other stakeholders. Ministry of Education, Science and Technology, Sierra Leone 5 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 9
Try to find a quiet and safe place to talk, but be aware that you should never be alone with the child- should have other people within eyesight- for protection of self and comfort of child Remember to look for signs of distress or any other urgent needs. Listen to the body-language being shared by the other person to give you clues about what might be concerning them. This is especially true for children who may not have the words to be able to explain how they feel. Always practice confidentiality Activity: Helping children feel calm6 There are many ways to help children feel calm, but the most effective approach will be when the calming technique matches the mood or behavior of children. We will cover more strategies for helping people and children feel calm in the stress management modules, but we can begin to explore ideas here as this is part of how we approach and engage children in a calming way to provide them with psychosocial support. Instruction: Divide the group into four smaller groups. Each group will be given a scenario. They have to act out the scene in a 3 minute demonstration showing how they intend to help the child/children feel calm. At the end of discussions/ role plays, ask how each would create a safe environment for those children Group 2/Scenario 2: Group 1/Scenario 1: You have a classroom with many children. It is a hot day and they are not paying attention “. Some children are misbehaving others are sleepy. Show how the teacher can help create more calm in the classroom and re-engage the children to learn. You have a crying child, who is quite upset, in the back of the classroom. Group 3/Scenario 3: Group 4/Scenario 4: You are a teacher who has just witnessed an event in the yard where a small group of children were pointing and making fun of another child. The child moves away from the crowd, sits on the ground and cries. You have a very active child who is causing noise in the classroom. He’s running up and down and doesn’t want to sit or engage with other students. Basic Psychosocial Support (PSS) in Education: A workshop manual for teachers and other stakeholders. Ministry of Education, Science and Technology, Sierra Leone 6 10 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS
Session 6: Linking [30min] Objectives To remind about the importance of linking To identify referral sources for linking children in need To become aware of signs to look for to refer children for counselling or mental health support Materials Needed: Warning Signs Handout County Contact Sheet Introduction to Linking:7 Remind participants that we are continuing to build our skills in providing PFA to children and parents. So far we have covered Look and Listen and this session will focus on LINK. Do the actions for Look, Listen, and Link with the group again! The Link aspect of PFA is about ensuring the person we are supporting are able to connect to others so that they can continue addressing their concerns and meeting their needs. People often think that “link” or “referral” means professional support. However, most linking and referrals will be to informal supports that already exist in the community or by accessing services that are widely available. Most people have others they can turn to for support on different problems. Instruction: Point to a different trainee/participant and ask them each a different question, shown below (they will likely say people such as their imam, or father, or mother, or sister, or health nurse, or friend). Who in your life would you speak to if you were having a spiritual problem? Who in your life would you speak to if you were having a financial problem? Who in your life would you speak to if you were having a medical problem? Who in your life would you speak to if you were having a relationship problem? Who in your life would you speak to if you were having a problem dealing with your child’s behavior? Identifying when a child is in need of special attention Ask the group to identify what they would consider to be warning signs that a child is in need of psychological counselling. Use Warning Signs handout to discuss. Discuss responsibility of the teacher to connect children to the resources available to them! Where do we link to in this County? Basic Psychosocial Support (PSS) in Education: A workshop manual for teachers and other stakeholders. Ministry of Education, Science and Technology, Sierra Leone 7 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS 11
Session 7: Pointing Fingers/Stigma8 [1hr 20min] Objectives To identify how the group defines stigma To talk about how stigma has impacted them and their classroom To identify steps to lessen stigma in their classroom Materials Needed: Women’s Campaign International Ebola Stigma Toolkit Question for the Group Facilitator writes the following questions on flipchart and asks the group: What is stigma (or- what does pointing fingers mean?) What do you think causes people to reject other people? What are some ways that people reject other people? Key Message: it is fear and misunderstanding that causes rejection Group Work Split participants into pairs. They should discuss, two by two, the following: Think of a time when someone treated you differently, ignored you or told you to go away. What hap pened? How did it feel? How did it change you? Picture Cards Use the Picture Cards from the Women’s Campaign International Anti Stigma Toolkit (1, 2, or 3) to facilitate discussion with the group. Facilitator shows the picture to the group and asks: What is happening in this picture? Why do you think this is happening? Do you expect to encounter these situations in your schools? How can you make the child in the pictures feel more welcome? Key Message: The survivors, orphans and children of those who died should not be called names and be rejected, they need to be welcomed and supported in school so they stay in school and finish their education. We need to focus on positive ways, like the ones you just discussed, that help us include everyone into the school and the community. Key Note to Facilitator: There are different types of stigma and different ways to respond to reduce the stigma. With EVD, the reason for stigma is often due to a fear of the spread of the disease. In order to combat this fear, people need to have an understanding of EVD, how it is prevented and how it is spread. Accepting and Supporting Ebola Survivors, Orphans, and Families of Ebola Patients in the Community: a Toolkit for Social Mobilisers and Communicators. Women’s Campaign International 8 12 PSYCHOLOGICAL FIRST AID TRAINING MANUAL FOR SCHOOLS
Session 8: Practical Activities for the Classroom [1hr 40in] Objectives To have practical PSS activities for the classroom Materials Needed: PSS Activities for the Classroom Handout Facilitator Note: use the PSS Activities for the Classroom handout to select activities for this session. The objective is for the trainees to do the activities during the training in order to learn how to conduct them in their classrooms. These first three activities are only the suggested activities to start with. Facilitator may choose to do others, but definitely should do more than these three, based on time. Get Moving Physical activity reduces stress reactivity, particularly in children. Encourage movement-orientated activities, such as sports, dance, and/or gentle activities such as walking and stretching. You could even add in a small stretching break in class if you see that energy levels are low or children are distracted. Stretching exercise Ask participants to stand Inhale:
Psychological First Aid (PFA). Ask the group the following questions to set up the introduction to PFA. Facilitator to the group: Psychological First Aid is like medical first aid, only it is for the psychosocial aspects of a person. Thinking about first aid for the physical body, what do you think psychological first aid is for a person?
Foreign aid has various different forms; economic aid, social aid and "other aid" components are the main ones. Economic aid is a form of physical capital, aid to both infrastructure and the production stage, social aid refers to aid in form of human capital whereas other aid components entail food and emergency aid (Akramova 2012, 119-120).
Psychological First Aid for Red Cross and Red Crescent Societies has been developed for the staff and volunteers of Red Cross and Red Crescent Societies and other organizations working in situations where psychological first aid (PFA) may be relevant. Psychological first aid is a direct response and set of actions to help someone in distress.
6 TRAINING IN PSYCHOLOGICAL FIRST AID · BASIC PFA INTRODUCTION How to use this manual This module presents a training programme on basic psychological first aid skills, which can be delivered in 8.5 hours. It uses a wide range of training methods, including presentations, active discussions, role play, and group and individual activities.
On-line Training of Trainers in Psychological First Aid during COVID-19, IFRC PS Centre, 2021. Main author: Ea Suzanne Akasha with Eliza Yee Lai Cheung, Laetitia Ducrot and Melanie Powell Layout and illustrations: Laetitia Ducrot Please contact the PS Centre should you wish to translate or adapt any part of On-line Training of Trainers in Psychological First Aid during COVID-19.
Psychological first aid has been recommended by many international and national expert groups, including the Inter-Agency Standing Committee (IASC) and the Sphere Project. Psychological first aid is an alternative to psychological debriefing. In 2009, the World Health Organization's (WHO) mhGAP Guidelines Development Group evaluated
This series of first aid manuals is designed to compliment our first aid training courses and to act as a stand-alone learning resource. Participants on courses will receive a free PDF copy of the manual as a companion to their course. This manual does not replace the requirement for appropriate first aid training. To contact the First Aid
Operational Training Financial Aid Step Action 1. Click on the FINANCIAL AID option from the menu or click on the REVIEW & ACCEPT FINANCIAL AID hyperlink in the Financial Aid box. Step Action In the GIFT AID section, you will see aid that cannot be modified by a student. Gift Aid includes: Scholarships, Tuition Assistance, Grants, etc.
CODE CASES: BOILERS AND PRESSURE VESSELS Supplement 4 The new andrevisedCases thatappear in thisSupplementwere approvedby theBoardon Pressure
