Wellbeing for workers supporting children and families after a disaster

Emerging Minds, Australia, October 2024

Resource Summary

About this practice guidance series

This practice paper is part of a series of resources on child-centred and family-focused disaster preparedness, response and recovery. Find the full suite of papers in Supporting infants and children in disasters: A practice guideor explore more tools for supporting children and families who experience disasters in our Community Trauma Toolkit.

What is this practice paper about?

In Australia, disasters are becoming more frequent and severe and impacting more families and communities than ever before. This is putting unprecedented pressure on practitioners, frontline workers and volunteers who respond during and after disasters. As we become more aware of the needs of infants, children and families who experience disasters, we are also recognising the additional strain on the workers striving to keep them safe and help them recover.

If you require immediate support, please call Lifeline Australia on 13 11 14 or text 0477 13 11 14.

Who is this resource for?

This practice paper is for anyone who is currently supporting, or could support, infants, children, parents and/or families after a disaster. This includes employed practitioners, workers, organisation leaders and volunteers in:

  • health services
  • social and community services
  • education
  • first response and emergency services
  • government (policymaking and agencies)
  • non-government organisations
  • community-led initiatives.

Definitions

For the purposes of easy reading, the terms ‘children’, ‘parents’ and ‘workers’ or ‘practitioners’ are used throughout this resource and we define them in the following ways:

Children: includes newborn infants, babies and children up to 12 years old.

Parents: the biological, adoptive, foster and kinship carers of a child, as well as individuals who have chosen to take up primary or shared responsibility in raising that child.

Workers/practitioners: all individuals with a role that involves or might involve supporting infants, children, parents and/or families in the context of a disaster of any kind.

Key messages

  • ‘Worker wellbeing’ refers to the physical, mental, emotional and social health of workers and how they cope with the demands and challenges of their day-to-day role.
  • Worker wellbeing is important because it has the potential to impact three key groups: the workers themselves; the workers’ families; and the people they are working to support.
  • Assisting families and children in disaster settings can be extremely rewarding, but it can also be demanding and emotionally taxing. Research shows that working with infants and children at risk of harm increases practitioners’ risk of psychological harm.
  • Working in disaster situations differs significantly from other types of work due to the chaotic environment, complexities and likely exposure to multiple potentially traumatic impacts on families, children, animals and livelihoods. Workers are exposed to high levels of distress, grief, fear and anger, and may be asked to assist in response or recovery activities without previous experience or training.
  • A child-centred and family-focused approach to worker wellbeing emphasises the importance of workers looking after their own health so they are better able to assist children and families. This approach relies on the organisation and the individual sharing responsibility for managing and promoting worker wellbeing.
  • A strong organisational commitment to worker wellbeing is fundamental, but individuals and families also have a crucial role to play.
  • A shared approach strengthens workers’ ability to effectively support children and families who have experienced potentially traumatic events by fostering workers’ resilience, enhancing their capacity to adaptively cope with work-related stressors, and reducing the adverse impacts of work.
  • Essential organisational practices include:
    • establishing clear role definitions to minimise ambiguity and stress
    • implementing connection through regular discussions about experiences, reactions and support networks
    • maintaining a trauma-informed environment.
  • It is important for organisations to cultivate a culture of care and compassion by offering both emotional and practical support, providing constructive feedback and promoting a healthy work-life balance.
  • Before an individual can focus on their own wellbeing, they need to know what to look for and where to seek support. This requires psychoeducation and reducing stigma around prioritising personal psychological and emotional wellbeing.
  • Key strategies for individual workers include building a strong support network, actively taking care of physical and mental health, and seeking professional advice if challenges persist. This involves getting good quality sleep, regularly exercising, eating nutritious foods, fostering social connections and maintaining trusted support networks.
  • Honest self-reflection is also crucial; workers must check-in with themselves to see if they are experiencing emotional difficulties, burnout or compassion fatigue. The sooner they prioritise their own health, the quicker their wellbeing can get back on track.

Introduction

As the frequency and impacts of disasters have increased, so too has research around how to provide optimal care to children and families in affected communities. We now know that disasters (of all types) have unequal impacts, and that certain population groups, including infants, children and young people, are at greater risk of experiencing mental health difficulties related to a disaster (Newnham et al., 2022; Chen et al., 2020).

There is a growing body of research about the psychosocial impacts – both positive and negative – on practitioners and volunteers working in the disaster context. However, there has been limited attention to the wellbeing of workers specifically assisting children and families during and after disasters. Practitioners and volunteers report that it can be highly rewarding work, but also emotionally demanding. Working in a context where infants and children are at risk of harm increases practitioners’ own risk of psychological harm (Ireland & Huxley, 2018).

The wellbeing of practitioners and workers is fundamental not just for the individuals themselves, but also their loved ones, and the children and families they are supporting. Worker wellbeing is a shared responsibility between organisations, individuals and families, and this paper offers practical strategies for prioritising worker wellbeing at every level.

It’s crucial to prioritise safety and enhance emotional and psychological resilience for every individual, whether they are workers or family members. Building holistic wellbeing – physical, mental, emotional, and social – before, during and after disasters is essential.

- Paul Scott AM, former Manager, Mental Health Services (Fire Service) and International Humanitarian Aid Staff Support Consultant 

A child-centred and family-focused approach to worker wellbeing

Child-centred practice in disaster contexts prioritises the unique needs, vulnerabilities and voices of children to support their safety, wellbeing and resilience throughout all phases of a disaster. It acknowledges that children of all ages, from infants to adolescents, can be adversely affected by disasters. A child-centred approach recognises that children have different developmental journeys, capacities and coping skills that must be understood and addressed by the workers who are supporting them and their families.

In the context of disasters, a family-focused approach involves a collaborative and supportive partnership between workers and families. The aim is to empower families to identify their needs, co-create solutions and participate in decision-making.

It is important a child-centred and family-focused approach is extended to worker wellbeing. That means acknowledging that workers must nurture their own physical, mental, emotional and social wellbeing in order to provide effective and sustainable support to others. This includes support for both children and families who have experienced a potentially traumatic event and (if relevant) to members of the worker’s own family, who may also have been exposed to the disaster.

Commonly, workers will focus solely on supporting adults in disaster situations, because parents care for the immediate needs of their children. Some practitioners avoid working with children as they don’t feel confident in their skills to support infants and young children experiencing extreme stress.

The key difference in working directly with children in disaster situations is that children, particularly infants, are reliant on adults for their physical and psychological wellbeing. Infants and children’s earlier stage of physical, cognitive and emotional development makes them less equipped to deal with the stresses of a disaster independently, and more reliant on the support of caring, trustworthy adults. If you are a first responder, practitioner or volunteer working in a disaster context, this includes you. Workers supporting children and families through disasters are often also parents. With the added challenge of being deeply motivated to help others – often driven by a strong sense of commitment to their role – workers may struggle to prioritise their own wellbeing amid competing demands and the distress of those they are supporting. Balancing the responsibility of caring for others with self-care requires a concerted effort by workers to ensure their own physical and mental health does not suffer.

Worker wellbeing is important because it has the potential to impact three key groups: the workers themselves; workers’ families; and the people they’re working to support.

- Michelle Roberts, psychologist and Child Disaster consultant

In this video (5 minutes, 37 seconds) practitioners discuss the importance of workers reflecting on the potential impacts of their involvement in disaster response and recovery on themselves and their family members.

How disasters can influence worker wellbeing

Research shows working in disaster situations can foster resilience and psychological growth, and that shared experiences strengthen social bonds and increase solidarity, enhancing motivation and job satisfaction (Masten & Osofsky, 2010). However, the chaotic environment, fieldwork and outreach efforts also place workers at higher risk of physical and psychological harms.

Disaster workers are exposed to high levels of distress, grief, fear and anger – directly through activities such as rescue and indirectly through witnessing traumatic events. They may also hear individuals recount their traumatic experiences or read case files involving children who have suffered during the disaster. This exposure, combined with the challenge of assisting in response or recovery activities without enough previous experience or training, can amplify the difficulties workers face and impact their ability to effectively support children and families affected by the disaster.

Practitioners and volunteers working in disaster contexts are at increased risk of:

  • Vicarious trauma: This occurs when workers are exposed to the traumatic stories or experiences of others and it affects their own sense of safety, trust and meaning. Vicarious trauma can change workers’ beliefs, values and emotions. It may cause them to feel disconnected, numb or hopeless and experience anxiety, irritability or intrusive thoughts.
  • Secondary traumatic stress (STS): STS is the emotional distress that a worker may experience in response to hearing about the firsthand trauma experiences of children or families they are assisting. Symptoms are similar to those of post-traumatic stress disorder and may include intrusive thoughts, sleep problems, hypervigilance or hyperarousal, apathy, depression or physical exhaustion (Cocker & Joss, 2016).
  • Burnout: This is a state of physical, emotional and mental exhaustion caused by prolonged or excessive stress. Burnout can result from unrealistic expectations, heavy workloads, lack of resources or lack of recognition. Workers who suffer from burnout may feel overwhelmed, cynical, detached or ineffective in their work (Salvagioni et al., 2017).
  • Compassion fatigue: This is a condition that affects workers who care for people who are suffering or in distress. Compassion fatigue can cause workers to lose their empathy, compassion and enthusiasm for their work. Workers may also experience symptoms of anxiety, depression, anger, guilt or isolation (Patole, Pawale, & Rath, 2024).
  • Anger: This may become problematic when anger increases in intensity, frequency and duration and is difficult to regulate. It has been associated with chronic exposure to traumatic events (Forbes et al., 2008).
  • Moral injury: This occurs when individuals experience distress after witnessing or participating in events that contradict their deeply held moral beliefs. This can happen through acts of commission (doing something against one’s values), omission (failing to act in line with one’s values), or betrayal by others in positions of power. The resulting feelings of guilt, shame, disgust and anger, alongside difficulty with self-forgiveness, can lead to profound psychological and behavioural challenges (Knobloch & Owens, 2024; Norman & Maguen, 2024).

‘Vicarious trauma for … anyone on the front line is really important too. [Name of organisation] asked me to go to Lismore when it [major flood] happened. At the time, I’ve made personal excuses why I couldn’t, but … I couldn’t take much more trauma and I was protecting myself … I’ve seen colleagues that have been on this journey with me fall to the wayside and burn out and take its toll.’

– Participant in focus group of disaster responders (Cowlishaw et al., 2024)

Worker wellbeing will vary significantly in these extreme situations, based on roles and exposure levels (including previous exposure to disasters) as well as personal qualities and skills. Individual practitioners will face unique challenges, including differing risks of physical and psychological harm, secondary traumatic stress and vicarious traumatisation. For example:

  • First responders face increased risks of physical and psychological harm due to their involvement in the immediate aftermath of disasters. First responders frequently experience symptoms of PTSD, anxiety and depression as a result of their exposure to potentially traumatic events (Substance Abuse and Mental Health Services Administration [SAMHSA], 2018). The high-pressure environment and the need to make quick, life-saving decisions contribute to their elevated stress levels. For more on this, and a series of strategies, check out Beyond Blue’s Good practice framework for mental health and wellbeing in police and emergency services organisations.
  • Educators are often the first point of contact for families after a disaster, sharing the responsibility of addressing children’s emotional and educational needs. They may also be directly involved as first responders if they have children in their care during the disaster or if their educational facilities are used as evacuation or relief centres for the community. Consequently, educators can experience secondary traumatic stress and burnout as they provide continuous support to affected children, while simultaneously managing their professional responsibilities and their own emotional responses to the disaster. Acknowledging these roles and the associated strains on people’s wellbeing is crucial.
  • Mental health practitioners may provide support to children and families experiencing significant difficulties during, immediately after and in the longer term following a disaster. The cumulative effect of working with distressed children and families over extended periods can lead to vicarious traumatisation and compassion fatigue. Despite their training, the emotional toll of witnessing the long-term consequences of disasters on families can impact practitioners’ mental health and professional efficacy (Naushad et al., 2019).

It is important to acknowledge that workers supporting children and families through disasters may also be personally affected by the situation, as they manage their professional responsibilities but also their personal lives. These workers often juggle multiple roles – such as being a school principal, a coach at local sporting events, a volunteer firefighter and a family member – each with its own set of responsibilities and demands. Balancing these diverse roles requires significant effort and resilience, as they navigate various needs and challenges beyond their primary work responsibilities.

These impacts underscore the importance of shared responsibility when it comes to worker wellbeing. A strong organisational culture of worker wellbeing that includes comprehensive planning, as well as targeted resources and support, is fundamental.

‘As a mental health practitioner, working with children means working with families, so you sometimes have four or more people in mind when you are supporting one child. This can lead to an overwhelming sense of responsibility for the wellbeing of the family you are working with. In my experience it was very important to work in teams and collaborate among services so that this responsibility can be shared.’

– Billie, occupational therapist

‘Early childhood educators’ wellbeing is a growing concern. In addition to often facing inappropriate working conditions and lack of recognition of the importance of their role, they sometimes have to navigate the challenges of supporting families affected by disasters, or being affected by disasters themselves. Issues faced by early childhood workers in disaster contexts are often complex. Thus, early childhood educators may benefit from ongoing capacity development that goes beyond training modules, including spaces for reflective practice and opportunities to have a say in the development of programs and professional development activities.’

– Dr Katitza Marinkovic Chavez, psychologist and researcher

Organisational strategies for promoting worker wellbeing

Mental ill health accounts for 13.3% of Australia’s total burden of disease and injury and costs the economy $20 billion annually in lost productivity and labour participation (Productivity Commission, 2020). In addition to the financial costs, and potential legal obligations, there is a moral imperative for organisations and services to prioritise the wellbeing of employees who are supporting children, families and communities impacted by disasters.

In the following video (6 minutes, 10 seconds) practitioners discuss organisational responsibilities and strategies for fostering the wellbeing of workers supporting children and families after a disaster.

The following are strategies to prompt discussion and action to improve your organisation’s focus on worker wellbeing.

Support workers to support infants and children

Supporting children and families during disasters involves navigating complex and emotional situations. Workers may encounter significant difficulties and distress, similar to those seen by youth justice or child protection workers, which can be both challenging and profoundly rewarding. The ability to provide critical support to children and families during times of need highlights the importance of this work.

Organisations should offer a range of support options to address workers’ varying levels of need, employing a stepped or matched care approach. This includes low-intensity options such as psychoeducation on the staff intranet, general wellbeing promotions, peer support and management training for handling sensitive conversations. More specialised support should be available from the organisation’s wellbeing staff or Employee Assistance Program (EAP).

To effectively support their workforce, organisations must provide targeted training and resources that address the unique aspects of working with at-risk populations in disaster contexts. This training should equip workers with strategies to self-manage the emotional and psychological toll of their roles while including access to experienced mentors and supervisors who understand these specific challenges. Creating a supportive environment where workers can openly discuss their experiences and seek advice about their practice is crucial for maintaining personal wellbeing.

Additionally, organisations should continuously monitor and evaluate the effectiveness of their wellbeing initiatives to ensure ongoing improvement. Providing ongoing professional development and mental health resources tailored to supporting the needs of children and families in disaster contexts will enhance workers’ ability to deliver effective assistance while protecting their own mental health. This balanced approach helps sustain their impactful work and acknowledges both the difficulties and rewards of their vital contributions.

For a great place to start, take a look at the practices described in Wellbeing for workers supporting children and families after a disaster and Emerging Minds’ Community Trauma Toolkit. The Australian Institute for Disaster Resilience (AIDR) knowledge hub also provides a range of helpful workforce support resources.

Foster a culture of care

Essential organisational practices for supporting worker wellbeing include:

  • establishing clear role definitions to minimise ambiguity and stress
  • implementing clear and regular communication and support networks
  • maintaining a trauma-informed environment.

Organisations that implement such practices prioritise safety, offer workers the autonomy and flexibility to make decisions about how they perform their duties and manage their work responsibilities, foster collaboration, and build trust. These factors are all crucial for supporting worker resilience and enabling an effective disaster response (West, 2020).

Organisations can foster a culture of care and compassion for workers by offering both emotional and practical support, providing constructive feedback and promoting the healthy integration of work into their life.

Regular check-ins between workers and their managers/supervisors can ensure work progress is monitored to identify challenges or gaps, provide support and guidance, and acknowledge achievements and successes. Check-ins can also foster a sense of belonging and trust among workers and enhance their wellbeing and performance.

Organisations should also strive to avoid or reduce the effects of prolonged or repeated exposure to disaster-related stressors that can adversely affect workers’ physical and mental health. Adequate breaks and rest periods are essential during and after shifts, and across the duration of the disaster response and recovery efforts. Workers should be encouraged to engage in healthy and relaxing activities to restore their energy and resilience.

‘During disaster recovery, the pressures can be substantial: the time-poor environment; too much to do; interpersonal interactions that are constantly transactional; little time for ‘being’ at work; being treated poorly [or feeling that you are]; being hard on yourself because you are never going to have all the answers or be able to solve all the issues coming your way or keep up with the 100-fold communication expectations; not getting surge workforce quickly enough after a disaster and having to hold the extra load; no time for reflection on what you are doing either individually or as a team.’

– Louise Mitchell, Regional Recovery Manager, Emergency Recovery Victoria

Enhance psychological safety

Psychological safety is not just about reducing exposure to psychosocial hazards; it also encompasses an individual’s perception of the consequences of taking an interpersonal risk (Edmondson & Lei, 2014). In an organisation or workplace psychological safety means feeling safe to take risks with other team members and with the organisational hierarchy. It means trusting that it is OK to speak up, to disagree and to offer negative feedback without risk of ridicule or reproach.

Organisations can enhance the psychological safety of their workers and volunteers by creating supportive environments that foster interpersonal trust, mutual respect and open communication, with the ability to express vulnerability and clarity of expectations. These components are particularly important in disaster settings.

The following are some effective strategies to enhance psychological safety.

  • Ensure that psychological safety principles are explicitly incorporated into organisational procedures. This is crucial for establishing a supportive environment where workers feel secure and valued.

  • Embedding feedback mechanisms allows workers to voice concerns, share insights and contribute to ongoing improvements in disaster response strategies and support systems.

  • Offer comprehensive mental health resources and support services to address the emotional toll that disaster work can take on workers. Support should include timely access to appropriate resources, such as peer support, internal clinicians, Employee Assistance Programs (EAP) and referral pathways to specialists who understand the unique demands of the work environment. Ensuring access to the right care helps maintain workers’ overall wellbeing.

  • Promoting a culture of open communication in hierarchical organisations encourages transparency, fosters trust and enables effective decision-making processes, all of which are critical in dynamic and challenging disaster environments.

Thinking about health, safety and wellbeing should be as natural for everyone in the organisation as thinking about operational business activities (Beyond Blue, 2020).

Maintain strong values and high ethical standards

Workers are more likely to feel motivated, engaged and supported when their personal values align with the organisation’s mission and vision. Organisations can engage workers by involving them in the development of mission statements and values and clearly communicating goals, expectations and ethical standards. Workers should be provided with opportunities to contribute to decision-making and feedback processes.

A term you might come across is ‘moral injury’, which Phoenix Australia defines as ‘witnessing or experiencing acts that conflict with your own deeply held moral beliefs, values, and expectations’ (Phoenix Australia, n.d.). Organisations striving for best practice in disaster contexts should create psychologically-safe work environments that promote transparent communication, safety in speaking up and regular discussions with supervisors and among teams. They also address moral injury and fulfill their duty of care to workers, volunteers and their families.

Comprehensive training, resources and support are essential to help employees cope with the stresses and exposure to potentially traumatic events inherent in disaster-related work. Organisations must establish, and actively uphold, a commitment to moral integrity and high ethical standards. This means not just having policies in place but ensuring they are effectively implemented and regularly evaluated for their impact. Organisations must highlight the support structures in place to address moral injury and demonstrate a commitment to responsiveness and continuous improvement based on feedback and evidence.

‘Organisationally, I would say the most important factors for leadership are authenticity and integrity. You can smell a mile away when people are just in their jobs for performative reasons – how they want to be seen – and this breeds mistrust.’

– Louise Mitchell, Regional Recovery Manager, Emergency Recovery Victoria

‘A workplace where everyone is encouraged to “walk the talk” and [that] champions integrity, fairness, accountability and social responsibility demonstrates ethical behaviour. Every person leads by example and is empowered to create and ensure safety, raising concerns without fear of reprisal. Some commentators offer that organisations which establish ethical codes of conduct, integrate them into all aspects of training, conduct risk analyses and assessments, implement secure and confidential reporting systems, and monitor compliance effectively set a positive tone, fostering a culture of trust and ethical behaviour throughout all aspects of their functioning.’

– Paul Scott AM, former Manager, Mental Health Services (Fire Service) and International Humanitarian Aid Staff Support Consultant

Support employees’ families

Organisations should foster a culture of compassion and understanding that addresses both general family needs and the specific challenges faced by parent-workers who are assisting others during and after disasters. To safeguard worker and family wellbeing, organisations should adopt a proactive and holistic approach to disaster preparedness. This involves:

  • providing support systems to help workers manage their responsibilities to both their families and their professional roles
  • equipping workers with the skills and knowledge needed to handle work challenges
  • addressing the unique impacts on parent-workers and their dependent children.

A worker’s wellbeing in the context of a disaster is influenced by their individual experiences and stressors, as well as the ways in which the disaster affects their loved ones. While being able to support their family can provide parent-workers with comfort and strength, having to do so while also undertaking disaster response duties within the community can introduce additional stressors in the form of competing demands. As such, organisations should facilitate opportunities for workers to communicate with their families during disaster response. When workers are in hazardous situations or may have difficulty maintaining communications – such as first responders performing rescues – organisations can support families by offering a point of contact and also reaching out to update and check in with workers’ family members.

‘Like volunteers, families live with the unpredictability of emergency services work, call-outs, deployments, and the fear of major incidents. There is growing recognition that what affects the volunteer invariably affects their relationships with partners, children and other family members.’

– Emergency Services Foundation’s Families guide

It is also important for organisations to encourage and enable workers to seek assistance as needed and find a healthy work-life balance. It is essential that all employers promote positive mental and physical health practices, facilitate opportunities for reflection and encourage self-care with workers.

Individual approaches to maintaining wellbeing in disaster work

If you are a practitioner engaged in disaster work, this section will offer strategies you can use to reflect on, and protect or nourish, your own wellbeing. However, if you are a leader, you may use these strategies to inform organisational programs, resources and employee support policies.

In the immediate aftermath of a disaster you might find yourself putting aside your own emotions and concerns in order to get on with the critical task of supporting those in need. This is called ‘compartmentalising’ and it allows you to assist in the disaster response despite the stress and physically and/or emotionally demanding work that’s required.

This separation may be necessary (and useful) in the short term, but over time it can prove unsustainable and counterproductive unless you take care of your own wellbeing. As the community moves from disaster response to recovery, you will need to shift focus too. It is essential to prioritise your own wellbeing and take steps to look after yourself.

Following are six key strategies for maintaining and enhancing your wellbeing.

  • Looking after yourself starts with honest self-reflection. Are you experiencing any emotional difficulties? Is your wellbeing affected? This self-appraisal is easier said than done when you are under a lot of stress, but it is important.

     

    To end the stress cycle before pressure builds and becomes overwhelming, it is helpful to think about the difference between stressors (the things that cause your stress) and stress (the physiological response to a real or perceived danger). Addressing the stressor does not necessarily relieve the stress you’re feeling. For example, the cyclone may have passed, or you might have completed the task that was causing you to feel stressed, but if you have not taken action that lets your body know it is no longer threatened or in danger, the stress cycle is not closed and stress can accumulate over time (Nagoski & Nagoski, 2019). Recommended techniques include deep and slow breathing, having fun, laughing, showing affection, allowing yourself to cry and making time for creative expression (e.g. listening to music, singing, writing or painting). Physical activities like running or dancing for 20–60 minutes, combined with breathing exercises, can also help to effectively release tension and ‘complete the stress cycle’ (Nagoski & Nagoski, 2019).

     

    To avoid becoming stuck in chronic stress cycles workers in high pressure environments need to use proactive methods and intentional focus to identify and manage stress. The following are some ways to identify potentially adverse impacts on your wellbeing after the high-stress disaster response phase has passed:

     

    • Make time to reflect on your wellbeing. There may be many competing priorities, but your health is a priority too.
    • Acknowledge your responsibilities to the people you support and the importance of being mentally and physically well so you can meet those responsibilities.
    • Reflect on any tensions and competing demands inside and outside of work. In other words, check your work-life balance.
    • Consider what is expected of you during the disaster recovery phase, and whether it is achievable or feasible right now.
    • Notice your emotional responses to stressors or issues that don’t usually affect you.

     

    To develop self-awareness during and after stressful times in your life it helps to talk to others. This might include checking in with a family member, friend or colleague. If you feel like you are taking proactive steps with your mental wellbeing, but things are still not feeling right, consider seeking advice from your GP or employee assistance program (EAP).

     

    ‘Often I wouldn’t realise that something had impacted me until the group debrief with my colleagues the week after our outreach to the community. A few times I was overcome with emotion while discussing a story I had heard from a family or talking about the immense stress the teachers at the school were under. It became so important for me to prioritise these debrief sessions and a few times I needed a bit of extra support I sought out individual counselling, which was thankfully also provided through my workplace.’

    – Billie, occupational therapist

     

    ‘There is no shame in getting support for yourself. It is helpful and necessary.’

    – Carly Dober, psychologist and Director, Australian Association of Psychologists Incorporated (AAPi)

  • Supporting children and families during and after a disaster can be emotionally demanding and isolating. Building a strong support network – particularly with those who have shared similar experiences – enhances your effectiveness in this critical role and protects your wellbeing. Your support network might include:

     

    • colleagues or practitioners in disaster-affected areas
    • family and friends
    • mentors who have worked with children in crisis situations
    • healthcare professionals and counsellors
    • online networks related to your community or profession.

     

    ‘From decades of research we know that social support and connection are one of the main protective factors for maintaining positive wellbeing and mental health, and this is especially the case after you have experienced something potentially traumatic or during times of stress.’

    – Alexandra Howard, Director, Disasters and Public Health Emergencies, Phoenix Australia

  • As a practitioner supporting infants and children during and after a disaster, you will be tasked with a variety of responsibilities that require both practical and emotional resilience. It is common for workers to take on tasks beyond their usual job descriptions due to the varying immediate needs of the situation. While disaster contexts often require flexibility and adaptability, it is also important to find ways to manage your core responsibilities so that you are not overwhelmed and feel your contributions are effective. Taking a methodical approach to your work can help you navigate these challenges. Some ways to do this include:

     

    • clarifying your role and responsibilities
    • prioritising tasks to address the most immediate needs of children and families first
    • delegating responsibilities (where possible) to ensure comprehensive care
    • building partnerships with other practitioners and community organisations to coordinate efforts and better manage workloads
    • maintaining professional boundaries outside of work hours to ensure you get a break. This is especially important for practitioners working in small communities affected by disasters. Phoenix Australia’s Impacts of multiple disasters on communities has additional guidance and strategies on separating work and life.

     

    ‘A psychologically safe environment enables practitioners to openly communicate when they need a break from certain types of work or presentations and to request modifications to their responsibilities to prevent harm. For instance, as a clinical practitioner, I have previously needed to pause seeing clients with PTSD due to the impact of exposure to specific traumas. This approach helps ensure that practitioners can manage their own wellbeing while continuing to provide effective support to their clients.’

    – Billie, occupational therapist

  • Practitioners of all types play a critical role in providing stability and support for children and families in times of extreme stress and uncertainty. It is normal to occasionally feel overwhelmed or experience self-doubt.

     

    You can build your feelings of self-efficacy and confidence in your role in the following ways:

     

    • Recognise that self-doubt is common in disaster work (rapid decision-making and emotional strain don’t help).
    • Reflect on your strengths and level of experience in working with children.
    • Access training and supervision related to the skills essential to your role.
    • Seek support to build your capacity and confidence through learning from colleagues and supervisors, professional networks, training and learning resources.
    • Practise self-care and seek support from colleagues and mentors.
  • Disaster recovery can be a slow, gradual process. While some children may adapt quickly after a potentially traumatic event, others may take longer to regain their emotional and physical wellbeing, experiencing difficulties for weeks, months, or even years after a disaster. As a worker involved in disaster recovery, it is crucial to maintain your own sense of hopefulness. It will not only help you support children and families as they navigate this challenging period but also sustain your engagement and sense of contribution to the recovery work. A hopeful and positive outlook can help you remain resilient and effective in your role, ultimately benefiting both the families you support and your own wellbeing.

     

    When maintaining this balance becomes difficult, it may indicate the need for a break or an opportunity to debrief with a colleague.

  • Looking after yourself is not only essential for your wellbeing during challenging times, but to your capacity to support children and families affected by disaster. As well as taking care of your physical health – drinking plenty of water and aiming for good nutrition and sufficient sleep – looking after yourself involves:

     

    • scheduling regular breaks
    • planning things to look forward to
    • making time for activities that help you to relax and reduce stress, like catching up with friends or going for a long walk outside
    • monitoring your own emotional responses and seeking support if needed.

     

    Read the following sections and the case study to learn how other workers, practitioners and volunteers have maintained their emotional wellbeing during and after disasters.

     

    Meditation and organisation 

    ‘I find a disciplined daily practice of meditation, even just five minutes and walking the dog (she is my discipline!) assists during the constant demands. Being as organised as I can amid the chaos and complexity, working together in a team for shared purpose.’

    – Louise Mitchell, Regional Recovery Manager, Emergency Recovery Victoria

     

    Remain teachable

    ‘A big lesson for me has been to constantly remind myself to remain teachable. [In emergency response contexts] I did my best to account for and offset the challenges, pressures and demands of my work and my life. I maintained ‘compassionate accountability relationships’ in addition to professional supervision. These were with folks who held similar roles/experiences with whom I had trusting, respectful alliances and with whom I could be ‘me’. They were supportive and realistic and helped me to own my stuff and to navigate betterment.’

    – Paul Scott AM, former Manager, Mental Health Services (Fire Service) and International Humanitarian Aid Staff Support Consultant

     

    Slow down and step away

    ‘Taking time to slow down at times. Being prepared by having relationships that are solid before the disaster that will ‘lubricate’ the machine of communication and understanding of the context. Being human with each other and taking some time to listen. Stepping out for periods of time like a trip away.’

    – Louise Mitchell, Regional Recovery Manager, Emergency Recovery Victoria

     

    Notice the warning signs

    ‘The key for me has been to really understand what my early warning signs of stress are. I’ve found that if I can spot the warning signs early on then it might simply be a matter of prioritising getting out for more walks in nature or catching up with friends for a week or so, and then I can feel myself getting back on track. But it is something I need to be constantly monitoring and working on.’

    – Alexandra Howard, Director, Disasters and Public Health Emergencies, Phoenix Australia

     

    Recalling your purpose and privilege

    ‘As a standard practice, I incorporate meditation and exercise into my day and try to maintain a regular routine around my sleep. During high tempo periods, working long hours over consecutive days, I prioritise sleep and meditation. Following these periods, I will take some time away from work to spend time outdoors, connect with family and friends and importantly re-establish my normal self-care routine. More broadly, being aware of the sense of meaning, purpose and privilege I feel working in this space sustains my motivation and capacity to continue to work in this context.’

    – Renae Hayward, clinical psychologist

     

    Staying focused

    ‘After an unprecedented flood, the need was overwhelming, and we wanted to contribute in every way possible. Juggling home and work life was challenging, and despite our exhaustion from evacuations and the cleanup, we had to stay focused. My partner and I chose to channel our efforts where we could make the most difference – by utilising our skills as health professionals to support the community recovery as best we could.’

    – Ruby Awram, occupational therapist

  • The following case study is from Billie, an occupational therapist:

     

    As a mental health practitioner supporting children and families following bushfires I was away from home for one to two weeks at a time delivering interventions within local schools. Being immersed in the school community, supporting teachers and families and delivering creative interventions with children to help them process their experience of the fire was meaningful, challenging and rewarding work.

     

    The impact of the work emotionally crept up on me over time. The motivation and energy I had in the initial months sustained me, despite sometimes feeling overwhelmed by the stories and situations I heard and witnessed. After a year in the role, I realised I was exhausted after the weeks away, I was tearful and felt sad without being able to say why, my mind felt foggy, and I had trouble switching off at night worrying about children I was supporting or feeling despair at their situations. I was having trouble making decisions and solving problems at work, which had never been an issue before. I knew I had to make some changes if I was going to continue to work in this area of practice.

     

    Luckily, there were already several supports that were accessible to me through my workplace, and I had a very supportive manager and team. My workplace provided individual professional supervision with an external mental health professional, and self-care days to be used throughout the year as needed. The culture within our team was psychologically safe and I felt I could raise my concerns and needs and be heard. Despite accessing these supports I continued to struggle with managing my wellbeing at work. I accessed the EAP and met with a counsellor weekly for two months. I also spent time with my manager reflecting on how my work was impacting my wellbeing.

     

    I completed the (Professional Quality of Life [ProQOL] Scale) which highlighted I might be experiencing burnout and vicarious trauma. This allowed me to make sense of some of my feelings. I also did an audit of my roles and responsibilities, determining what was filling my cup and what was draining it. This was a useful exercise and helped me to realise where I needed to start making changes. One of the major realisations was that I was trying to do too much during the outreach weeks. Being in the community for a short period of time I was stretching myself too thin in order to do as much as possible for the community. This was having a few impacts, including:

     

    • I had no time for reflection and meaning-making of my experiences during the outreach.
    • I spent all of my time doing work with the children, families and teachers, and came back to work the following week with a mountain of paperwork, meaning the following weeks were busy, frantic and stressful.
    • I left no time for self-care or connecting with my family and friends during the outreach week.

     

    I was able to make the following changes with the support of my manager and my colleagues:

     

    • I started to build in breaks throughout the day, in order to start the process of reflection and meaning-making and not letting this bottle up until I was home. We worked as a team to coordinate different times for each staff member to have breaks throughout the day while on outreach, which meant there was always someone available for the families or teacher, relieving some of the guilt that I felt by having a break.
    • We worked as a team to change the way we scheduled our activities during the outreach weeks, to ensure the time needed for admin was completed during the week of the outreach. We also booked in a half day of admin the following week for all team members, so that this did not impact our continuing workload.
    • I made an effort to go for a walk at least once a day on outreach and would call a friend or family member while walking. In this way I was able to connect with my support network and walking was always achievable, no matter how remote the community was that we visited.
    • I scheduled a self-care day in the week following each trip away to make sure that I did something that filled my cup (e.g. massage, swim, spend time with a friend).
    • In my individual supervision I reflected on positive experiences from my work and added these to a document to read when I needed a boost. This included feedback from children, teachers or parents, achievements of clients and joyful moments at work.
    • My manager and I made a plan and monitored this regularly to ensure it was helping.

     

    This experience highlighted to me the importance of workplaces putting their workers’ wellbeing front and centre and planning for these supports when designing programs where workers are based in communities supporting children and families in disaster recovery. I was fortunate that my workplace had a culture of psychological safety, had supports I could access and was open to making changes to the team’s practice to support my wellbeing.

Maintaining the wellbeing of your own family

Whether you work in disaster response and recovery as part of your day-to-day work, or as part of the surge/volunteer workforce, your family responsibilities and concerns become intertwined with your professional responsibilities. Your loved ones, especially dependent children, will worry about your safety and may be affected by the uncertainty and stress of the situation.

For younger children, who may not fully understand the nature of your work, this could mean increased anxiety or clinginess. Older children, on the other hand, might struggle with their own fears and concerns about your safety, leading to stress or emotional strain. Without clear and understandable information, children might rely on their imagination or what they have heard to fill in the gaps.

If you are worried about your children or other family members, it can impact your wellbeing and your effectiveness in your role. The following strategies can help workers and their families cope with the stress of disaster work and potential impacts on family members or the family as a unit:

  • Provide your partner and children with information about how you stay safe at work. This might include explaining (and showing them) any personal protective equipment you wear, safety protocols and contingency plans that are in place to protect you from harm. Depending on your role, this might mean reassuring children that you have trained for this, that you keep fit for this or that you work in a team and others support you.
  • Develop your own household plan well ahead of any impending disaster, clarifying the roles of each family member. Explain how you will manage your family’s needs and care during a disaster. If possible, provide predictability around when you will need to leave and when they can expect to see you again. Try to stick to any agreed schedule and communicate any changes as best you can. Read more about additional strategies in Disaster preparedness with a focus on infants, children and families and other disaster preparedness resources for families.
  • Listen to your partner and tackle any challenges as a team. Your partner will likely be the first to notice if your wellbeing is being impacted by your work and will be worried about you. They may be solely managing the family unit while you are absent and notice the impacts on your children. Acknowledge the impacts of your work and remember to express gratitude and appreciation for their support and understanding.
  • Ask open-ended questions to get a clearer picture of what your child understands about your work. Share age-appropriate information about your role and its impact, and listen to your children’s concerns and feelings. This can help them feel more secure and involved while reducing their anxiety and confusion. The Emergency Services Foundation’s Families guide offers advice for recognising mental health concerns, initiating honest and supportive conversations, and talking to your children about what your role entails.
  • Clarify expectations about your work and help your family to understand the purpose and value of what you do. This can help your partner and children to develop a positive and realistic view of your role while fostering a sense of pride and respect. Another good discussion is around the boundaries and limits of your work, and the importance of maintaining a balance between work and family life.
  • Show your children positive and realistic portrayals of disaster workers and their contributions. This will teach them about the nature and challenges of the work, and the ways that workers cope and care for themselves and others. Reading stories can also inspire children and families to identify with the values and strengths of workers, and to recognise their own resilience and coping skills. ABC Kids’ Helping Hands disaster resilience toolkit offers age-appropriate stories about disasters and disaster workers. Children’s Health Queensland’s Birdie’s Tree online storybooks are also designed to help young children make sense of various disaster scenarios and the workers who play a pivotal role.

‘It’s common to shield your children from knowing too much about the tough stuff, but don’t be fooled. They will intuit when it has been a tough day. It’s OK to say: “It was tough today, but I’m going to do these things to help me look after myself.” By showing your child your coping strategies, you add to their strategies and demonstrate that you are actively caring for your own wellbeing.’

– Michelle Roberts, psychologist and Child Disaster Consultant

The better you can explain what you do and how you stay safe, the less your family will worry when you are away at work. This will benefit your own wellbeing, the wellbeing of your loved ones, and your capacity to support children and families affected by a disaster.

Reflection activity

Take a moment to think about the following questions.

  • What are some specific practices and strategies that you have effectively implemented to manage stress and support both your own and your family’s wellbeing during and after disaster work?
  • What other support mechanisms or innovative approaches might enhance resilience for yourself and your family in the context of disaster response efforts?

More resources

Helpful resources and organisations

The following resources and organisations offer evidence-based advice and practical strategies to safeguard and enhance the wellbeing of workers involved in disaster response and recovery.

Resources

  • Emergency Services Foundation (ESF) – Families guide
    The ESF Families guide recognises the vital role that families play in the wellbeing of emergency service volunteers. It offers simple, practical tips for detecting signs of mental distress and how to be supportive. There is advice on talking to your children about emergency services work, and where to go for help if you or a family member needs support.
  • Professional Quality of Life (ProQOL) measure
    The ProQOL measure is a valuable, free tool for measuring your wellbeing. Developed by Dr Beth Hudnall Stamm PhD, the scale can help you to confirm if you are happy and satisfied in your role or suffering compassion fatigue. The website also includes fact sheets on topics including worker burnout, explaining signs and symptoms, vulnerability factors, prevention and recovery strategies, as well as information on how organisations can better protect their workers.
  • National Disaster Mental Health and Wellbeing Framework
    The Australian Government’s National Disaster Mental Health and Wellbeing Framework includes information and recommendation that is useful for organisations working towards best practice in the wellbeing of workers.
  • Disaster mental health hub
    Phoenix Australia’s disaster mental health hub links to a wealth of professional resources developed by key mental health organisations across Australia. The resources are designed especially for health practitioners and emergency workers supporting disaster-affected communities, and include everything from bilingual resources and teacher tipsheets to making your organisation more trauma-informed and accessible.
  • Impacts of multiple disasters on communities: Tips for practitioners and recovery workers
    Impacts of multiple disasters on communities, a resource from Phoenix Australia, focuses on meeting the needs of communities and families affected by multiple disasters, and includes advice for workers on how to prioritise your own wellbeing, including maintaining healthy boundaries in small communities.
  • Emotional wellbeing following a disaster
    The Queensland Mental Health Commission’s Emotional wellbeing following disaster is a four-page, A4 flyer that explains how mental wellbeing can be impacted by disasters and the steps that can be taken if things don’t improve over time.
  • Work and mental health resources from Beyond Blue

Organisations

  • Fortem Australia
    Fortem Australia is an independent, not-for-profit organisation supporting the mental fitness and wellbeing of courageous first responders and their families. Free, evidence-based programs include psychology services and support for those looking to change careers, while others connect families with fun activities (from cooking and painting to yoga).
  • The Benefolk Foundation – Community Well
    The Benefolk Foundation’s social sector wellbeing and resilience hub, the Community Well, aims to address stress, anxiety and burnout among social sector leaders, staff and volunteers with workplace resources such as an organisational heath check and a workplace wellbeing strategy template.
  • Black Dog Institute
    The Black Dog Institute has information, resources and programs to help organisational leaders and managers to provide a psychosocially safe workplace, identify and mitigate risks to workers’ mental health and promote good mental health and wellbeing in the workplace. Read more on the workplace mental health and wellbeing page on their website.Black Dog’s national emergency worker support service offers free, confidential mental health support to emergency service workers and volunteers and evidence-based strategies for coping with stress and support options.
  • The IFRC Reference Centre for Psychosocial Support
    Created by the International Federation of Red Cross and Red Crescent Societies (IFRC) and based in the US, the IFRC Reference Centre for Psychosocial Support addresses the challenges volunteers face while working long hours in demanding emergency environments, often dealing with both their own emotional struggles and those of the communities they support. It offers practical tools to prepare and support volunteers during and after disasters, conflicts and other crises, with a focus on wellbeing, communication, peer support and evaluation. The centre also emphasises the importance of emotional preparedness, the toolkit goes beyond basic first aid and disaster response training.

Acknowledgements

This practice paper is informed by valuable research, practice insights and lived experience of disaster. Emerging Minds would like to thank the professionals and families who had an integral role in shaping this resource along with the Australian Child and Adolescent Trauma Loss & Grief Network (ACATLGN) team at Australian National University (ANU). Led by Michelle Roberts, the ACATLGN team’s work contributed significantly to the development of this practice guide, which Emerging Minds has led since 2023. A full list of acknowledgements can be found on the Emerging Minds website.

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