Jump to first page What a world, what a world: Raising Children in Turbulent Times

Jump to first page Reasons for stress in children n Family disruptions; stress passed on from other family members n Natural disaster n Terrorism n Normal growth and development, peers n Rushing and choices n Other….

Jump to first page Events n Natural disasters (hurricane, floods) n Terrorism n War, military deployment n Economy, layoffs n Other

Jump to first page Stress Model

Jump to first page Stages n Heroic n Honeymoon n Disillusionment n Reconstruction and recovery u Safety u Remembrance and mourning u Reconnection to ordinary life

Jump to first page Co-workers and Employees n Distraction n Time n Listening n Work and routine

Jump to first page For teachers and caregivers n Listening n Flexibility n Integration n Energy outlets

Jump to first page Stress in children n Children need to feel safe n Children may regress (toileting, whining, thumb sucking) n Children need to know adults in their lives have a plan n Children need to work through their feelings but they may not have the words in their vocabulary n For children, play comes naturally

Jump to first page For Children n Impositions n Play n Routine n Reality n Safety

Jump to first page The Play Approach n Present children with concrete items that will elicit similar feelings you suspect they are having n Ask open-ended questions n Be prepared to refer for psychological counseling if necessary

Jump to first page Open-ended questioning technique n Close-ended questions can be answered “yes” or “no” n Open-ended take more words for a response n Examples: u Tell me about it, what does this remind you of? What happened then? How did you feel?

Jump to first page Prepare a safe place to play and express

Jump to first page Consider items such as: n People of various cultures n Houses, cars, helicopters, boats n Sunglasses (to assume new identities) n Puppets to act out roles n Toy cell phone n Plastic farm animals, pets n Other items to represent loss or this disaster

Jump to first page The Literature approach n The group leader - establish trust, create safety n Select with stories to tap feelings. n Use open-ended questions! n Do not tell group you are here to talk about loss or anger

Jump to first page n The child hears the story and along the way assumes the role of the character n Group meetings should be fairly brief n Coordinate with a partner in Mental Health for referrals if necessary.

Jump to first page For all of us n Check your feelings n Reconciliation n Prevention (of terrorism or preparedness) n Alternatives to anger n Peace n Positive images

Jump to first page Being Prepared n Think about how you will handle stress BEFORE it happens. n Being prepared as a parent or teacher n Thinking through it now n Priority: Assuring safety, only promise what you can, don’t impose adult feelings, listen, proximity, limit TV, take care of yourself

Jump to first page