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