ISSN 2079-6617
eISSN 2309-9828



Yulia S. Shoigu, Lydia N. Timofeeva, Evgenia V. Kurilova. (2019). Collective experience of precarity and civil movements. National Psychological Journal. 2, 55-63


Background. Providing emergency psychological assistance to the population affected by emergency situations (ES) today is an integral part of emergency response measures. The required psychological work with the victims and their relatives is carried out by psychologists of the Ministry of Emergency Situations (EMERCOM), Russia. Children are a particular group of victims, so it is important to study how to help them in emergency situations.

The Objective of this paper is to summarize and analyze the experience of the EMERCOM psychological service, Russia, in organizing and providing emergency psychological assistance to children, parents and teachers of secondary schools.

Design. In the past few years, the experts of the EMERCOM psychological service, Russia, have gained experience in providing emergency psychological assistance to children after incidents in educational institutions. The paper describes the experience of psychologists in connection with the incident that occurred in January, 2018 in secondary school 127 in the city of Perm, Russia, where the teenagers attacked younger students and their class teacher. The authors describe the organization and areas of psychological in this situation. The contents and objectives of the psychological work at the emergency site, the process of expert advice in organizing mass events to inform parents and teachers, and examples describing the methods of providing emergency psychological assistance are described.

Results. The authors highlighted the recommended areas of special attention, and also articulated the features that the psychologist should take into account when providing psychological assistance to victims of emergency situations and incidents that occurred on the territory of educational institutions.

Conclusion. The category of those who need psychological assistance in the acute period is wider the category of those who are harmed and who witnessed the event. The public stir results in embracing those who did not participate in the event but was emotionally involved. It is safe to say that such situations affect more people, which induces the necessity of psychological support and implementation of an integrated approach in order to preserve the mental health of both children and adults, which requires involvement of experts of various profiles.

Received: 04/06/2019
Accepted: 04/20/2019
Pages: 55-63
DOI: 10.11621/npj.2019.0210

PDF: Download

Keywords: emergency psychological assistance; children; emergency situations; stress; psychological support; psychological service of Russian Emergencies Ministry; secondary school;

Available Online 30.01.2019


  1. Aliev Kh.M., Zakharov V.V., Stepanova N.V., & Virzhinskaya E.A. (2006). Relief of acute stress and anti-stress preparation for extreme situations. [Moskovskiy Psikhotherapevticheskiy Zhurnal],4, 131–142.

  2. Bayeva I.A., Vikhristyuk O.V., & Gayazova L.A. (eds.) (2013). Safety of the educational environment: psychological assessment and support: a collection of scientific papers. Moscow, MGPPU, 304.

  3. (2008). Child Friendly Spaces in Emergencies: A Handbook for Save the Children Staff by Save the Children [A riddle of generation Z]. Retrieved from – (accessed 06.05.19).

  4. Elkonin B.D., Arkhipov B.A., Ostroverkh O.S., & Sviridova O.I. (2015). Modernity and age. Moscow, Avtorskiy Klub, 60.

  5. For Teens: Coping after Mass Violence (2018) Published on The National Child Traumatic Stress Network [A riddle of generation Z]. Retrieved from – (accessed 06.05.19).

  6. EMERCOM Russia Order #525 as of 09/20/2011. On the provision of emergency psychological assistance to the affected population in emergency zones and during fires. Garant.Retrievd from: –(accessed 06.05.19).

  7. Guidelines for Child Friendly Spaces in Emergencies (2017) Psychosocial Support in Flooding: Toolbox //International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support [A riddle of generation Z]. Retrieved from – (accessed 06.05.19).

  8. Guideline Post-traumatic stress disorder (2018). National Institute for Health and Care Exellence [A riddle of generation Z]. Retrieved from – (accessed 06.05.19).

  9. Iasc Guidelines on Mental Health and Psychosocial Support in Emergency Settings (2007). Inter-Agency Standing Committee [A riddle of generation Z]. Retrieved from – (accessed 06.05.19).

  10. Jerald J. Block, M.D. (2007). Lessons from Columbine: virtual and real rage. American journal of forensic psychiatry.Volume 28, ISSUE 2, 2007 / 1.

  11. Jones, L. (2009). Responding to the needs of children in crisis [A riddle of generation Z]. Retrieved from –(accessed 06.05.19).doi: 10.1080/09540260801996081

  12. The interdepartmental instruction “On the Procedure for the Provision of Emergency Psychological Assistance to the Affected Population in Emergency Situations and during Fire” approved by the decision of the Government Commission on Preventing and Eliminating Emergencies and Ensuring Fire Safety as of 12/19/2012. Garant:Retrieved from: - (accessed 04.24.2019).

  13. Kurilova E.V. (2016). Providing emergency psychological assistance to children affected in emergency situations. [Problemy bezopasnosti zhiznedeyatel'nosti: materialy nauchno-prakticheskoy konferentsii].Moscow, 238–243.

  14. Levine P. (1994). Understanding Childhood Trauma. First Aid for Accidents and Falls. Healing Past Trauma. Mothering,49–54. 

  15. Miller L.V., & Vikhristyuk O.V. (2012). Emergency psychological assistance in the system of metropolitan education. [Sotsial'no-psikhologicheskie problemy issledovaniya bezopasnosti i otsenki v obrazovanii: sbornik nauchnykh statey]. Issue 2. Moscow, Ekon-inform, 9–12.

  16. Mukhina V.S. (2016). Short-term and long-term psychological and social assistance in situations of natural, man-made and social disasters and long-term deprivations. [Razvitie lichnosti],3.

  17. Nancy Boyd Webb (ed.) (2002). Helping bereaved children: a handbook for practitioners. Foreword by Kenneth J. Doka. 2nd ed., 408.

  18. Pavlova T.S. (2012). The system of crisis psychological assistance to subjects of the educational environment in the United States (a review of research over the last decade). [Sovremennaya zarubezhnaya psikhologiya],1, 95–101.

  19. Psychological first aid: Guide for field workers (2011). World Health Organization [A riddle of generation Z]. Retrieved from – (accessed 06.05.19).

  20. Presidential Decree of July 11, 2004 #868 “Civil Defense Affairs of the Ministry of the Russian Federation, Emergencies and Elimination of Consequences of Natural Disasters (with amendments and additions)”. Garant. Retrieved from: –(accessed 04.24.2019).

  21. Resolution of the Government of the Russian Federation as of December 30, 2003 #794 “On the Unified State System for the Prevention and Elimination of Emergencies (with amendments and additions)”. Garant. Retrieved from: –(accessed 04.24.2019).

  22. Rubtsova, V.V. & Malykh S.B. (eds.) (2008). Psychology of extreme situations. Moscow, Psikhologicheskiy Institut RAO, 304.

  23. Reshetnikov M.M. (2004). General patterns in the dynamics of the state, behaviour and activities of people in extreme situations with a vital threat: long-term consequences and rehabilitation of the victims. [Vestnik Psikhoterapii],12, 97–111.

  24. Shoigu Yu.S. (2012). Organization of EMERCOM psychological service, Russia. National psychological journal,1, 131–133.

  25. Shoigu Yu.S. (2016). EMERCOM psychological service of Russia: current status and development prospects. [Professional’noe Obrazovanie. Stolitsa],3, 29–33.

  26. Shoigu Yu.S., & Filippova M.V. (2015). Ethical aspects of emergency psychological assistance to representatives of different cultures. [Vestnik Moskovskogo Universiteta].Series 14. Psychology,3, 108–115.doi:10.11621/vsp.2015.03.108

  27. Shoigu Yu.S. (ed.) (2012). Emergency psychological assistance: a reference book of the EMERCOM psychologist. Moscow, 320.

  28. Shtein B. (2006). Society and tragedy. New role of the school psychologist. [Moskovskiy Psikhotherapevticheskiy Zhurnal],4, 110–121.

  29. Tarabrina N.V. (2001). Workshop on the psychology of post-traumatic stress. St. Petersburg, Piter, 272.

  30. Varga A.Ya., & Zhornyak E.S. (2005). Time after the tragedy [Moskovskiy Psikhotherapevticheskiy Zhurnal],1, 124–139.

  31. Wenger A.L., Morozova A.I., & Morozov V.A. (2006). Psychological assistance to children and adolescents in emergency situations (based on the experience of working with the victims of the terrorist act in Beslan) [Moskovskiy Psikhotherapevticheskiy Zhurnal], 1, 131–159.

  32. Yuen, A. (2007) Discovering children’s responses to trauma: a response-based narrative practice / The International Journal of Narrative Therapy and Community Work 3(4), 3–18.

For citing this article:

Yulia S. Shoigu, Lydia N. Timofeeva, Evgenia V. Kurilova. (2019). Collective experience of precarity and civil movements. National Psychological Journal. 2, 55-63