Helping Children Cope With Public Tragedies and Natural Disasters
How Children Experience Tragedy
Whenever a public tragedy or natural disaster occurs, children can become confused or frightened. We want to know how to best meet a child’s needs.
Each child’s reaction will vary based on temperament, proximity to the event and the child’s personal history. However, it is helpful to have a basic understanding of how children experience natural disasters and public tragedies, and how we as caregivers can intervene most effectively.
The Federal Emergency Management Agency (FEMA) explains that after a disaster, children are most afraid that:
- The event will happen again.
- Someone will be injured or killed.
- They will be separated from their family.
- They will be left alone.
Here are some common ways children respond to a public tragedy or natural disaster. Please note that the severity and intensity of the response depends greatly on how directly the child is affected by the event:
- Anxiety or panic
- Fear of being alone
- Unexplained anger
- Boisterous play
- Crying often and easily
- Trouble concentrating
- Loss of appetite or other eating disruptions
- Increased physical complaints or illnesses
- Acting younger, perhaps regressing to prior developmental milestones
- Decline in school performance or refusing to go to school
Establishing a Sense of Safety
Children take their cues on how to react from the significant adults in their lives. The most important thing adults can do to help children during and after a public tragedy or natural
disaster is to establish a sense of safety and security. In addition, adults can help children by allowing them to work through their emotions related to the event. Adults should:
- Stay calm and in control, and avoid appearing frightened or anxious.
- Tell children the truth about what is happening. Stick to the facts; don’t speculate, and don’t dwell on the event. Use developmentally appropriate explanations:
- Pre-school to elementary school: Explanations should be brief and simple and include reassurances about the child’s safety, security and continued routines.
- Middle school: Explanations should include descriptions of what is being done to ensure their safety and security. Help them separate reality from fantasy.
- High school: Explanations should be straightforward. Allow the students to share their opinions about the event and their suggestions on how to prevent such events. Allow ways for them to be involved in assisting the victims, if possible.
- Remind children that the government, police, doctors and other experts are handling the situation.
- Reassure children that they are safe; explain specific ways their safety is being secured. This may need to be repeated several times.
- Allow a child to feel upset, but don’t force him or her to express emotions. Be a good, sympathetic listener. Explain that the child’s feelings are normal. Know that these feelings
might reappear for some time.
- Observe the child’s emotional reactions. Look for changes in behavior, sleep and eating patterns. Keep in mind that children often do not express their emotions verbally, but instead
through their behaviors.
- Children at greater risk are those with a prior traumatic history, those with a mental illness or those with special needs.
- Examine your own feelings of stress. Take care of yourself physically, and get the emotional support you need. It is OK to let your children know that you are sad, but that you believe
things will get better.
In addition, parents and other significant adults should:
- Keep the family together as much as possible.
- Maintain as normal a routine as possible, but expect that children may have a harder time with homework and chores. You may need to give them extra attention at bedtime.
- Spend more time than normal with children, and tell them that you love them. Give them plenty of physical contact.
- Limit your children’s television viewing of the public tragedy or natural disaster.
- Encourage children to spend time with friends and attend school. The social interaction will help.
- Let the school counselor know if your child is experiencing stress. The school can provide additional emotional resources.
- Focus on stories of hope and strength—How were people helped? Did anything good happen?
- Allow children opportunities to think hopeful thoughts for the victims. They could write letters, poems, draw pictures or pray for the victims.
When to Seek Professional Help
After a public tragedy or natural disaster, generally, if a child receives adequate support from his or her support system, the reactions described above gradually abate.
If any of the physical, emotional or cognitive reactions mentioned above continue for any significant period, become debilitating for the child and/or the family, or have adverse effects on school performance, peer relationships, achieving developmental milestones, etc., professional help should be sought.
In addition, these factors merit immediate attention as well: frequent aggressive emotional outbursts, serious problems at school, preoccupation with the traumatic event or extreme
As warranted, parents should seek help from the school counselor/psychologist, their child’s pediatrician, a faith practitioner or a mental health professional who specializes in working with children.
Organizations Providing Assistance with Traumatic Stress Response
- American Red Cross
- National Organization for Victim's Assistance
- Crisis Hot Lines
- Salvation Army
- Association of Traumatic Stress Specialists, www.atss.info