FEMA and American Red Cross Reference


Helping
Children Cope
with Disaster
This booklet offers parents, caregivers,
and other adults suggestions on how to
help children cope with the effects of
disaster, as well as how to be prepared
before a disaster strikes.
Helping Children Cope with Disaster
Children can feel very frightened during a disaster and afterward
some children will show temporary changes of behavior.
For most children these changes will be mild, not last long,
and diminish with time. However, reminders of what happened
could cause upsetting feelings to return and behavior changes to
emerge again. Watching scenes of the disaster on television can be
distressing for children, especially for younger children.
Younger children may return to bed-wetting, have difficulty sleeping,
and not want to be separated from their caregivers. Older children
may show more anger than usual, find concentrating at school
harder, and want to spend more time alone than usual.
Some children are more vulnerable, and their reactions can be more
severe and last for a longer period of time.
Factors that contribute to greater vulnerability include:
w
Direct exposure to the disaster
This includes being evacuated, seeing injured or dying
people, being injured themselves, and feeling that their own
lives are threatened.
w
Personal loss
This includes the death or serious injury of a family member,
close friend, or family pet.
w
Ongoing stress from the secondary effects of disaster
This includes temporarily living elsewhere, losing contact
with their friends and neighbors, losing things that are
important to them, parental job loss, and the financial costs
of re-establishing their previous living conditions.
w
Prior exposure to disaster or other traumatic event
2
How parents and caregivers react to and cope with a disaster or
emergency situation can affect the way their children react. When
parents and caregivers or other family members are able to deal with
the situation calmly and confidently, they are often the best source of
support for their children. One way to help children feel more confident
and in control is to involve them in preparing a family disaster plan
(refer to page 7).
C
hildrens Reaction to Disaster
The following are common reactions that children may exhibit
following a disaster. While the following descriptions are typical,
some children may exhibit none of these behaviors and others may
behave in ways not mentioned here.
B
irth through 6 Years
Although infants may not have words
to describe their experiences, they can
retain memories. They may react by
being more irritable, crying more than
usual, or wanting to be held and cuddled
more. Preschool and kindergarten
children can feel helpless, powerless,
and frightened about being separated
from their caregivers.
7
through 10 years
Older children can understand the
permanence of loss. They may become
preoccupied with the details of the traumatic
event and want to talk about it continually.
This preoccupation can interfere with their
concentration at school and affect their
academic performance. Children may hear
inaccurate information from their peers,
which parents can clarify. They may fear
that the disaster will happen again and have
sad or angry feelings.
3
11
through 18 years
As children mature, their responses
become more similar to those of adults.
Much of adolescence is focused on
moving out into the world. Following
a disaster, that world can seem more
dangerous and unsafe. Teenagers may
react by becoming involved in dangerous,
risk-taking behaviors, such as reckless
driving and alcohol or drug use. Others
may become fearful of leaving home and
avoid social activity.
Teenagers can feel overwhelmed by their intense emotions,
yet unable to talk about them.
W
hat Parents and Caregivers Can Do
It is important for parents and other caregivers to understand what is
causing a child’s anxieties and fears. Following a disaster, children
are most afraid that:
w
The event will happen again.
w
Someone close to them will be killed or injured.
w
Parents and caregivers can
clarify misunderstandings of risk
and danger by acknowledging
children’s concerns and perceptions.
Discussions of preparedness plans
can strengthen a child’s sense of
safety and security.
Listen to what a child is saying. If a
young child asks questions about the
event, answer them simply without
the elaboration needed for an older
child or adult. Children vary in the
amount of information they need
They will be left alone or separated from their family.
4
and can use. If a child has difficulty expressing his or her thoughts
and feelings, then allowing them to draw a picture or tell a story of
what happened may help.
Parents and Caregivers Can Take the Following Actions:
w
concerns.
Encourage your children to talk and listen to their
w
plans for ensuring their ongoing safety.
Calmly provide factual information about the disaster and
w
and disaster supplies kit (refer to pages 7-9).
Involve your children in updating your family disaster plan
w
Practice your plan.
w
them know they can help restore family and community
life.
Involve your children by giving them specific tasks to let
w
Spend extra time with your children.
w
and rest.
Re-establish daily routines for work, school, play, meals,
5
Monitor and Limit Your Family’s Exposure to the Media
News coverage of the disaster can cause fear, confusion, and anxiety
in children. This is particularly true for a large-scale disaster or
terrorist event in which significant property damage and loss of life
has occurred. Especially for younger children, repeatedly watching
images of an event can
cause them to believe the
event is occurring again and
again.
Parents and caregivers
should be available to
encourage communication
and provide explanations
when children are permitted
to watch television or use
the Internet if images or
news about the disaster are
being shown.
Parents can also limit their
own exposure to anxietyprovoking
information.
Use Support Networks
Parents and caregivers can best help children when they understand
their own feelings and have developed ways of coping themselves.
One way of doing this is to build and use social support systems of
family, friends, community organizations, faith-based institutions,
or other resources. In the event a disaster strikes, they can call on
these support systems to help them manage their reactions. In turn,
parents and caregivers are more available and better able to support
their children.
6
If a child continues to be very upset by what happened or if reactions
interfere with school work or relationships at home or with friends,
it may be appropriate to talk with the child’s primary care physician
or a mental health provider who specializes in children’s needs.
P
repare Your Family
Preparing for disaster helps everyone in the family accept the fact
that disasters do happen and that they can do something about it.
Families should work together to identify and collect the resources
needed to meet basic needs during and after disaster. When people
feel prepared, they cope better.
Take the following actions with your family to get prepared:
Get Informed
w
American Red Cross chapter and ask about the specific
hazards in your community and about your risk to those
hazards. Also learn about community response plans,
evacuation plans and routes, community warning systems,
and nearby buildings that are designated as disaster
shelters.
Call your local emergency management office or local
w
in places you and your family spend time. Priority locations
include places of employment, schools, and child care centers.
Learn about the emergency plans and procedures that exist
Create a Family Disaster Plan
w
your local area, the potential for community evacuation or
sheltering, and your community’s warning systems and what
to do if they are used.
Discuss with your family the hazards that could impact
w
Designate one location right outside your home in case of a
Determine where to meet in the event of an emergency.
7
sudden emergency, like a fire, and another location outside
your neighborhood in case you can't return home.
w
contact. Following a disaster, family members should call
this person and tell them where they are.
Ask an out-of-town friend or relative to be your emergency
w
know how to contact each other. A form for recording this
information can be found at www.ready.gov or at www.
redcross.org/.
Make a communication plan where all family members
w
Include provisions for your pets in your family disaster plan.
w
Once you have developed your plan, you need to practice and
maintain it. For example, ask questions to make sure your family
remembers meeting places, phone numbers, and safety rules.
Conduct routine fire and emergency evacuation drills, test fire
alarms, and replace and update disaster supplies.
Practice the plan.
8
Assemble a Disaster Supplies Kit
Every household should assemble a disaster supplies kit and keep
it up to date. A disaster supplies kit can help your family stay safe
and be more comfortable during and after a disaster. Though local
officials and relief workers will be on the scene after a disaster,
they cannot reach everyone immediately. Also, if you need to
evacuate at a moment’s notice, you probably will not have the
opportunity to shop or search for the supplies you and your family
will need.
w
duffel bag or backpack, and label the container clearly.
Pack disaster supplies in an easy-to-carry container, such as a
w
include in the kit, such as books, games or non-perishable
snack food items.
Ask your children to think of items that they would like to
w
Include such items as:
q
Three-day supply of non-perishable food and manual can opener.
q
day).
Three-day supply of water (one gallon of water per person, per
q
Portable, battery-powered radio or television and extra batteries.
q
Flashlights and extra batteries.
q
First aid kit and first aid manual.
q
Photocopies of credit cards and identification cards.
q
and toilet paper).
Sanitation and hygiene items (hand sanitizer, moist towelettes
q
Matches in a waterproof container.
q
Whistle.
q
Clothing, blankets, kitchen accessories, and cooking utensils.
q
eyeglasses, and hearing aid batteries.
Special needs items, such as prescription medications, spare
q
Items for infants, such as formula, diapers, bottles, and pacifiers.
q
meet your family's unique needs.
Tools, pet supplies, a map of the local area, and other items to
w
updated by marking dates on a calendar to regularly review
and update your kit.
Ask your children to help you remember to keep your kit
w
your place of employment.
Consider having emergency supplies in each vehicle and at
9
FEMA 478
Red Cross 658619
rev. May 2006
Learn More
The Federal Emergency Management Agency’s Community and
Family Preparedness Program and American Red Cross Community
Disaster Education are nationwide efforts to help people prepare for
disasters of all types.
For more information, please contact your local emergency management
office or American Red Cross chapter. This booklet and the
preparedness materials listed below are online at www.fema.gov and
www.redcross.org. Other preparedness materials are available at these
sites, as well as at www.ready.gov.
These publications are also available by calling FEMA at
1-800-480-2520, or writing:
FEMA
P.O. Box 2012
Jessup, MD 20794-2012
Publications below are available from your local American Red Cross
chapter.
w
Are You Ready? An In-depth Guide to Citizen Preparedness (IS-22)
w
Preparing for Disaster (FEMA 475) (Red Cross 658615)
w
Special Needs (FEMA 476) (Red Cross 658618)
Preparing for Disaster for People with Disabilities and other
w
(Red Cross 658613)
Local sponsorship provided by:
Food and Water in an Emergency (FEMA 477)

Popular posts from this blog

He's a Bully - Charlie Brown

Hats OFF to OHLER!