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