| Worldwide tragedy, such as earthquakes, | | | | to special needs, emotional sensitivity, or |
| terrorist attacks, and typhoons can create | | | | past trauma. Be there for your child and know |
| fear, distrust, and confusion among children | | | | that even if your child is not showing |
| as well as adults. Questions may ensue such | | | | outward signs of grief, s/he may still need |
| as "will this happen to me?" and "are we | | | | your help. |
| safe?" | | | | |
| | | | (7) Keep your normal routine: If possible, |
| It's normal for children, just like parents | | | | try to keep your children's schedule |
| and educators, to feel confused and scared. | | | | consistant." Children are comforted by |
| As a Child Development Expert, adults come to | | | | predictability. However, if your child needs |
| me to find out what they can do and if | | | | some time with you or isn't sleeping, be |
| they're doing enough to help young people | | | | flexible. |
| during this trying time. While many parents | | | | |
| may shield their children from the news, | | | | (8) Be honest: Be truthful about the facts of |
| information can easily seep out through | | | | the event, of course, only as is appropriate |
| friends and the media. It's important for | | | | for their developmental level. Children don't |
| parents and educators to be available and | | | | need to know all the gory detailsthis will |
| ready. | | | | only serve to make them more scared and |
| | | | confused. However, don't pretend or lie. |
| Here are some things to remember: | | | | Stick to the facts and don't exaggerate or |
| | | | speculate. Children are very perceptive and |
| (1) Stay calm: Children are looking to you to | | | | need to know that they can trust you to tell |
| see how to react. By staying calm and in | | | | them the truth. |
| control, children will feel more safe and | | | | |
| secure. | | | | (9) Partner with your children's school: Find |
| | | | out what resources are available to the |
| (2) Be available: Your children may need you | | | | children during the school day if they're |
| to simply "be there" to listen or sit with | | | | feeling scared or unsure. If a personal |
| them. Sometimes the most powerful parenting | | | | tragedy happened, make sure the guidance |
| takes place when we say nothing at all. | | | | counselor and your child's teacher knows |
| | | | about it. Spending time in school can be a |
| (3) Reassure them: Make sure that the | | | | comfort for your children as they can spend |
| children know that the adults are taking care | | | | time with friends and teachers as well as |
| of the problem and working hard to take care | | | | with professional counselors, if needed. |
| of the people who are hurt or lost. | | | | |
| | | | (10) Limit the media onslaught: The best |
| (4) Let them know that they're safe: If you | | | | people to talk to your children about these |
| know that your children and your family | | | | tragic events are trusted family and |
| members are indeed safe, be sure to let your | | | | educators. Don't make the media your child's |
| children know. If this is not accurate | | | | teacher when it comes to learning about these |
| information and safety is still in question, | | | | disasters. The media often talks about high |
| don't lie. Reassure your children that the | | | | death tolls and shows gruesome pictures that |
| adults in charge are doing everything they | | | | are not developmentally appropriate for |
| can do to keep everyone as safe as possible. | | | | children to see. If you want your children to |
| | | | know the facts, as appropriate, talk to them |
| (5) Comfort them: Allow them to cry, | | | | yourself. |
| question, and show concern. Don't shrug them | | | | |
| off and tell them to "stop worrying." This | | | | Lastly, your children (and you) may feel |
| does not help. Tell them it's OK to be scared | | | | better by taking action. Children want to |
| or sad and that you're available to them if | | | | show their compassion and charity. In times |
| they want to talk or just be together. | | | | of tragedy, they may not be able to help |
| | | | directly but they can send letters, draw |
| (6) Be observant: All children won't express | | | | pictures, write poems, send food or supplies |
| their concern, grief, or fear outwardly. You | | | | or donate some of their allowance to help |
| know your child. Sometimes your child will | | | | relief efforts. This kind of action can be |
| become very quiet or lose their appetite when | | | | incredibly helpful to children as well as |
| something tragic happens. Some children will | | | | those who are in need. |
| be more likely to have a reactionperhaps due | | | | |