Children and Trauma

Crisis events such as natural disasters, violent acts, and serious accidents are frightening to children and adults. It is important for parents, teachers, and other caretakers of children to know how a crisis can affect children and how to help them deal with the trauma. Children who experience an initial traumatic event before they are eleven years old are three times more likely to develop psychological symptoms than those who experience their first trauma as a teenager or later. Children’s ability to deal with a traumatic event is primarily dependent on the reaction of the parent or those who are in a caretaking role.

As adults, we need to acknowledge our concerns to children in appropriate ways, but
balance this with clear explanations of the ways we together can cope with the situation successfully. It is not helpful to falsely minimize the danger, or fail to sufficiently answer a child’s questions regarding what happened. It is important to invite them to process what they are hearing, seeing, and feeling by listening supportively without judging or correcting their feelings.

They may need to tell their story repeatedly. Writing, drawing, and play are effective mediums for children to process trauma. Allow them many ways to tell their story. Just as for adults, children often need to process the event numerous times before they can move beyond it effectively.

If after a few days the child’s symptoms continue to substantially interfere with his daily functioning to the point the child is not eating, sleeping, or able to perform typical daily tasks, professional consultation is warranted. This does not mean the behaviors, fears, or anxieties have to be gone, but you can see continued gradual improvement. Four to six weeks after the event there should be definite signs of improvement in the child’s ability to deal with fears or anxieties related to the trauma.

The longer negative behavior continues without any improvement, the more difficult it will be to resolve. Getting help in a timely manner prevents more severe problems from developing. Seek help from personnel who have specialized training in treating children’s trauma, from medical staff, or professional counselors.

Some responses to help children deal with a crisis:

• After a crisis, let children tell their story. After listening supportively, adults can help reframe the crisis for children without implying judgment. 
  
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• Help children learn to use words that express their feelings, such as sad, scared, angry, or happy. Remember, you as a parent or caregiver may also have been affected by this event, so be sure the words fit the children’s feelings and not yours. 
  
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• Reestablish a sense of order and routine. One way may be to try to keep to the daily structure as much as possible. A regular schedule helps recreate a sense of security for children. 
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• Plan and carry out activities that will calm the children. Encourage young children to use art (drawing, painting, clay modeling, and collage) to express their emotions. Older children can be offered opportunities to draw, write poems, or journal their feelings. Display the children’s work, or have them describe or read it to others. 
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• Reassure children that the event is being dealt with appropriately.— People are getting medical attention, buildings are being cleaned up or repaired, and support is offered to those affected. 
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• Organize playtime to allow children to be children in order to overcome the emphasis the trauma has had on their lives. Develop play therapy activities using puppets, art, music, or drama to facilitate the expression of feelings the trauma generated and to develop effective coping strategies. After a crisis, just the freedom to play and be children is important. 
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• Read stories about crisis situations and how people helped those involved. Stories that illustrate divine care for those involved and how other people cared for them after the disaster are especially effective. 
  
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• Help children get involved in caring for those affected by the crisis. This can be done through writing letters, sending pictures, preparing food, or otherwise helping in a way that fits with their abilities. Actively doing something to help others refocuses children’s thoughts or emotions in healthy ways without minimizing them. Discuss together with the children about ways to contribute to the needs of others and include them in the planning. 
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• Consider an increase in transition time between activities. For example, lengthening story telling or cuddling at bedtime may be necessary the first few nights after a trauma. In the classroom, teachers can help students transition by allowing extra time to prepare for or take a test since trauma decreases one’s ability to think clearly and effectively. 
  
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• Remind children that they have support of people throughout the world. Share letters or newspaper articles from others who are empathizing with them and praying for them. This will reassure them that others care about them, making them feel less alone and vulnerable. 
  
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• Establish positive anniversary activities to recognize the event. Commemorate those who died, or the losses that were experienced.  Encourage them to recognize their own progress in overcoming the effects of the event and the care received in the midst of it. It is important to acknowledge and accept that there is still pain and sadness, but also to celebrate survival.
  

Courtesy of Motivated magazine. Used with permission.