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  • 14 - Children and debriefing: theory, interventions and outcomes

  • from Part II - Debriefing: models, research and practice
  • Edited by Beverley Raphael, New South Wales Health Department, Sydney, John Wilson, Cleveland State University
  • Book:
    Psychological Debriefing
    Published online:
    06 January 2010
    Print publication:
    12 October 2000, pp 195-212

  • Summary

    This overview of the conceptualization of the debriefing model and its application to children and adolescents reflects a strong clinical basis and understanding of the developmental issues relevant to the impact of critical incidents in this age range. Most of the debriefing practices currently provided for children are replications or derivatives of the adult models and are given a range of names, including creative debriefing, group treatments, classroom interventions and Critical Incident Stress Debriefing (CISD). This chapter introduces a framework for differentiation of the concept of debriefing from the group-based technique or format and the processes engaged within a well conducted debriefing. Prior to engaging a child in any response or management activity, including group debriefing, it is essential to identify, for each child, the quality of the impact of the event and the life context in which it has occurred for that child.