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Helping Children Cope with Disaster |
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Preparedness Helps Preparing for disaster helps everyone in the family
accept the fact that disaster can happen, and provides an opportunity to
identify and collect the resources needed to meet basic needs after
disaster. Preparedness includes: Talking
about damage that may be caused by disasters that can strike in your
area of the country.
Deciding
on a number to call and a place where the family will reunite if
separated by a disaster. Pulling
together supplies of basic items: food, water, battery, radio,
flashlight, etc. Selecting
valued personal items for each member of the family to take if you are
required to leave your home. For a child, such items may include a
favorite toy, blanket or other item that the child uses as a source of
comfort when upset. Safeguarding personal possessions with emotional
importance such as photographs, family heirlooms, baby books, or other
items that can’t be replaced. Be sure to include one or two items that
your child is especially proud
of.
Disaster Supply Kit Water: At least one gallon per person per day for three to seven days. Food: A three to seven day supply. Blankets/Pillows, etc. Clothing First Aid Kit/Medicine Special items for babies or the elderly. Toiletries Moisture Wipes Flashlight/Batteries Radio-Battery operated and NOAA weather radio Cash: Banks and ATM's may not be open or available for extended periods. Extra set of keys Toys, Books and Games Important Documents Tools Vehicles with full gas tanks Pet care items Duct tape and plastic sheeting
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Children may respond to
disaster by demonstrating increased anxiety or emotional and behavioral
problems. Some younger children may return to earlier behavior patterns,
such as bed wetting and separation anxiety. Older children may react to
physical and emotional disruptions with aggression or withdrawal. Even
children who have only indirect contact with the disaster may have
unresolved feelings. In
most cases, such responses are temporary. As time passes, symptoms usually
ease. However, high winds, sirens or other reminders of the emotions
associated with the disaster may cause anxiety to return. Children imitate the way adults cope with emergencies. They can detect adults’ uncertainty and grief Adults can make disasters less traumatic for children by maintaining a sense of control over the situation. The most assistance you can provide a child is to be calm, honest, and caring. A Child’s Reaction to
Disaster by
Age
Below are some common physical and emotional
reactions in children after a disaster or traumatic event: BIRTH TO 2 YEARS When
children are pre-verbal and experience a trauma, they do not have the
words to describe the event or their feelings. However, they can retain
memories of particular sights, sounds, or smells. Infants may react to
trauma by being irritable, crying more than usual, or wanting to be held
and cuddled. As children get older, their play may involve acting out
elements of the traumatic event that occurred several years in the past
and was seemingly forgotten. PRESCHOOL - 2 TO 6 YEARS Preschool
children often feel helpless and powerless in the face of an overwhelming
event. Because of their age and small size, they lack the ability to
protect themselves or others. As a result, they feel intense fear and
insecurity. Preschoolers cannot grasp the concept of permanent loss. They
see consequences as being reversible. In the weeks following a traumatic
event, preschoolers’ play activities may involve aspects of the event.
They may reenact the incident or the disaster over and over again. SCHOOL AGE - 8 TO 10 YEARS The school-age child has the ability to understand the permanence of loss. Some children become intensely preoccupied with the details of a traumatic event and want to talk about it continually. This preoccupation can interfere with the child’s concentration at school and academic performance may decline. School-aged children may display a wide range of reactions — guilt, feelings of failure, anger that the event was not prevented, or fantasies of playing rescuer. PRE-ADOLESCENCE TO ADOLESCENCE - 11 TO 18 YEARS As
children grow
older, their responses begin to resemble adults’ reaction to trauma.
They combine some more childlike reactions with others that seem more
consistent with adult reactions. Survival of trauma can be equated with a
sense of immortality. A teenager may become involved in dangerous,
risk-taking behavior, such as reckless driving or alcohol or drug use. In
contrast, a teenager can become fearful of leaving home. Much of
adolescence is focused on moving out into the world. After a trauma, the
world can seem dangerous and unsafe. A teenager may feel overwhelmed by
intense emotions, and yet feel unable to discuss them with relatives. (Information
courtesy of the American Red Cross and the University of Illinois)
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Meeting the Child's Emotional Needs Children usually take their lead in a situation by
reading the emotions of adults. Adults should share their true feelings
about the incident, but maintain a sense of calm for the child’s sense
of well-being.
Listen to what the child is saying. If a young
child is asking questions about the event, answer them simply without
the elaboration needed for an older child or adult. If a child has
difficulty expressing feelings, allow the child to draw a picture or
tell a story of what happened. Try to understand what is causing anxieties and fears. Be aware that following a disaster,
children are most afraid that: : The
event will happen again Someone will be killed They will be separated from the family They will be left alone REASSURE CHILDREN WITH COMPASSION AND UNDERSTANDING. Suggestions
to help: Hug and touch your children. Calmly and firmly provide factual information about the recent
disaster. Re-establish
a schedule for work, play, meals and rest. You’ve tried
to create a reassuring environment. If your
children do not respond when you follow the suggestions listed above,
seek help from an appropriate professional such as the child s primary
care physician, a mental health provider specializing in children s
needs or a member of the clergy. |
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Emergency Phone Numbers My Family Name ___________________________________________ My Phone Number __________________________________________ My Address _______________________________________________ My Town _________________________________________________ My County ________________________________________________
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Teaching
Your Children How to Call for Help Teach children how and when to call for help. They
should call 9-1-1 if
you live in a 9-1-1-service area. If not, check the telephone directory
for local emergency numbers. Post the numbers near the telephone, clearly
visible to children. Even very young children can learn how and when to
call for emergency assistance. If your child can read numbers but not words,
the chart on this page has pictures that may help the child to find the
right number to call. As you explain each picture, have your child
color the symbol on the chart. Doing so may help your child remember who
to ask for in an emergency.
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