From the day humans are born they experience and are impacted by changes in their environment. Babies may startle or cry if they hear a loud noise, or have a physical reaction to even a subtle change in room temperature. As toddlers learn new sounds, like thunder, can happen again and again, they may develop a fear of the sound. Children who fear being chased by large dogs could be caught off guard by the sight or barking of any kind of dog, and have a physical reaction, such as an urge to run.

People have what a psychologist named Maslow called a hierarchy of needs, and at the base of this pyramid, just above the need for food, is the need for safety and security.

When people get older, our need for security does not go away entirely, but we develop strategies and skills to disguise fear or insecurity in order to get through what we need to do in a day. Routines, rules, and familiar people and places help us to manage stressors such as changes, because when we know what to expect, we feel that everything will be all right.  Adults also have learned from experience that usually, things will be fine.  Most dogs have better things to do than bite a person, thunderstorms end, and a dramatic change in temperature can usually be addressed by changing clothes (or changing locations.)  Having a better understanding of how things work can also help adults to understand unexpected stimuli, such as a popped balloon, or a light bulb burning out. Knowing you have the power to reverse the situation (buying another balloon, or replacing the bulb) also helps people to cope with change.

So what happens when the Earth moves under our feet, people we know are missing, and the sounds, scents, and even the air we breathe is different?

Even people with highly developed coping skills are likely to have a strong reaction-fear.

Some people show immediate signs of stress, such as crying, shortness of breath, and an accelerated heartbeat.

Physically, our bodies produce a "fight or flight" response when under extreme stress. The adrenal glands, located just about the kidneys, release hormones called adrenaline and non-adrenaline in the blood stream.  The body responds by showing what we recognize as signs of stress, such as an increased heart rate, high blood pressure. A message is sent to the brain, or a neurotransmission, to let the body know that there is danger. 

(Teachers, use http://wiki.medpedia.com/Adrenal_Gland as a reference).

When his happens, sensations that are less critical for immediate survival, like hunger pangs, are suppressed, so the body is prepared for “fight or flight.”  This means the body helps a person not to think about a photo album in the basement if they need to leave a home that is one fire, or worry about dinner plans as their work place is flooding.

Cortisol is another hormone released by the adrenal glands, which helps to regulate many systems of the body, but it also makes mammals more sensitive to adrenaline and non-adrenaline by increasing blood pressure.  The message to release this hormone comes from a part of the brain called the hippocampus, which a part of the brain responsible for long-term memory and spatial navigation.  During a disaster, cortisol helps the brain to develop “snap shots” of what has happened, so we learn to avoid the things that put the body in danger.  Cortisol also helps to regulate critical systems of the body after the disaster has ended. 

The long term affects of “too much” cortisol could include learning difficulties, insomnia, depression, fertility issues, and even psychosis. 

Step 1: Have students list, as a group or at their seats, consider and discuss the tasks of daily living, such as shopping, playing sports, visiting friends. 

On the worksheet attached, a Venn diagram, have the students write the activities in the appropriate circles. The goal is to see how each part of their life could be impacted, and where there is overlap. For example, if they volunteer for school credit, and were too tired to keep up their commitment, that activity would involve their community as well as their school life. This worksheet could be given as homework.

Step 2: Explain to students that for those who survive disasters, such as, hurricanes, floods and earthquakes, and even those who provide services during these events may experience mental health issues months after the event. Since those hormones kick in during a crisis override the fear or anger responses, in order to give your body the "boost" it needs to, essentially, be brave.

Medical professionals often have to overlook something that would seem gory in a movie to save a life. Even recovery workers offering assistance to victims may receive angry responses from survivors and those who feel frustrated or helpless. Since disasters impact both the people in a community the infrastructure (roads, ports, railways) those who are in a position to provide services may find it impossible to deliver them with the same quality if resources (bandages, water, vaccines, fuel, or food, for example) are not accessible, making them feel frustrated, or even guilty.

The 2010 earthquake in Haiti is an example of a community that was living in financial poverty and then devastated by a disaster. The limited access to airports slowed the delivery of medical supplies, potable water, or generators needed to run appliances used as diagnostic tools, such as x-Ray machines.

Similarly, during Hurricane Katrina in 2005, the geography of New Orleans and other towns along the Gulf Coast made bringing supplies in by car or truck, as residents used those same roads as evacuation routes, nearly impossible. Helicopters and boats were required for many rescue missions, and as the supply of critical items decreased, the demand became so great that people took extreme measures to get food, water, diapers, and items that they needed as they waited for support that took days, and sometimes weeks to arrive. Many families were relocated to cities like Houston, TX a cities and towns much further out, like Washington, DC and New York, NY. Five years later, about 80% of residents have returned, but after such an experience, few would say they are the same.

Step 3: Have the students view the two videos of life after a disaster, and ask them to think about the previous assignment.  Ask them to compare issues immediately after a disaster, such as the need for food and medical care, with needs such as a sense of safety and finally, higher level needs, such as the need to be creative, understand who you are (self-actualization) or to have strong self-esteem.  As they view the videos, ask students to think about things that are still obstacles to having these needs met, months or years later. You may choose to distribute the transcripts to the video clips, so they can follow the text as they view the clips.

1. In Haiti, Mental Health Still A Concern for Many Quake Survivors. l

1. How is the Gulf Coast Coping With The Devastation of Two Disasters?

• Ask students to discuss, or write a journal entry, about whether or not mental health services should be treated as a priority when plans are in place to rebuild after a disaster.  Include the following:

  What are signs of stress that could require immediate attention?

  What are long term affects of stress on the human body? On families? On communities?

  What strategies or techniques can a person use to minimize long term the impact of stress? (Connect with friends and family, sleep, exercise, eat well, drink water, so body will recover from the release of hormones released during stressful times).

  What could one person do in your community if they, or a friend, are experiencing mental health issues?  How is this similar or different to the resources in communities impacted by flood, earthquakes, or other disasters?