Help for our Nation's Grieving Youth

Recent events have brought the word "disaster" to the forefront of every American's mind. A disaster is defined as a devastating, catastrophic event that can be life-threatening, injury producing, and which may create distressful experiences (FEMA 219/Nov 1991:1)

The devastating events that occurred on the morning of September 11, 2001 to the World Trade Center and to the Pentagon bring to mind the horror that this country faced not so many years ago after the Oklahoma City Bombing. It is important not to forget the lessons that the Oklahoma tragedy taught us about the long reaching effects that a disaster of this magnitude can produce on those whom may not be directly involved with it.

After the Oklahoma incident, it was found that a great deal of our youth were traumatized and showed signs and symptoms of stress brought on by this disaster. There is a natural process of grieving that a country must face after a disaster, which affects all, young and old. It is a myth that children do not feel the impact of disasters as intensely as adults. It is important for parents to realize that these events will be re-played in the media and in conversations constantly for many days to come and that this country's youth will be emotionally effected by all of this. Therefore, it is equally important for parents and teachers to be aware of symptoms should they arise. Some common signs include:

• Difficulty sleeping
• Increased moodiness
• Nightmares
• Regression or acting younger than their age (e.g., clinging to parents, baby talk, etc.)
• Changes in eating habits
• More argumentative
• Depressive symptoms (feelings of helplessness, fatigue, loss of interest)
• Physical complaints (headaches, stomach problems)
• Fear of something similar happening to them
• Acting out behaviors

Trauma and stress will affect children at different ages in different ways. They may express their grief about what has happened in many different forms, but it is important for parents to be aware of their own child's behavior and consider if it is being affected by these recent events. There are ways that parents and teachers can effectively deal with these symptoms by addressing them as they occur. Some helpful hints include:

Preschool (Age 1-5)

• Talk about the disaster and the child's reactions to it
• Provide verbal encouragement, physical comfort, and frequent attention
• Provide continued routine
• Monitor if themes emerge in their play and provide support for them
• Drawing pictures regarding the events
• Allow some developmentally regressive behaviors (e.g., sleeping with parent for a few nights)
• Allow your child to participate in spiritual activities supported by your family's beliefs

Early Childhood (Age 5-11)

• Talk about the disaster and the child's reactions to it
• Try to keep routines as normal
• Rules may need to be relaxed temporarily (e.g., allowing for an extended bedtime to give additional time to process feelings or reactions)
• Regular, undemanding chores can provide a sense of stability
• Write letters to the victims or family members of the victims
• Drawing pictures regarding the events
• Allow some developmentally regressive behaviors (e.g., sleeping with parent for a few nights)
• Allow your child to participate in spiritual activities supported by your family's beliefs

Preadolescent (Age 11-14)

• Talk about the disaster and child's reactions to it
• Group and family activities
• Special attention and consideration
• Rules may need to be relaxed temporarily (e.g., allowing more time for peer interaction)
• Write letters to the victims or the family members of the victims
• Drawing pictures or any other artistic expression of the events or their feelings
• Keeping a journal of feelings towards what has happened
• Allow your child to participate in spiritual activities supported by your family's beliefs

Adolescent (Age 14-18)

• Talk about the disaster and child's reactions to it
• Encourage them to talk with peers or others outside the home as well
• Encourage them to become involved in community response efforts (e.g., food and clothing drives)
• Encourage, but don't insist on, artistic expressions of events and feelings
• Keeping a journal of feelings towards what has happened
• Allow your child to participate in spiritual activities supported by your family's beliefs

If symptoms persist, contact your local community mental health provider or school counseling personnel for further assistance.

Christina MacFarlane, LMSW

June Kedrowski, MS

Area Mental Health Center

Scott City, Kansas