Course The Emotional Impact of Disaster on Children and Families

The emotional impact of disaster on children of school age is also strongly related to the adaptation of their caregivers. They comprehend the notion of good and bad, and as they develop, they can verbally express their feelings and emotions. However, disasters typically surpass the ability of many people to cope and it is common for children to feel confused and worried about their own reactions.

An appropriate response for schoolage children is to provide them a safe space where they can share their experience and fears. A dialogue with caregivers can be very helpful, especially if the caregiver is adapting well.

School-age children frequently worry about their behavior during the disaster. They may feel responsible for not having done enough and may blame themselves. It is important to create conditions where they can express their feelings and emotions, and to reassure them that what happened was nobody’s fault (particularly in natural disasters), and especially not their fault. Children of all ages (and even adults) may worry that something they did or failed to do, or even just thought or wished about, may have caused or contributed to the disaster or the death of loved ones, even if there is no logical reason for such feelings. Children are naturally reluctant to disclose such feelings of guilt, which may significantly impair their adjustment to the disaster.

When traumatic reminders trigger specific fears, it is important to help them identify and verbalize the setting and/or emotion that elicited those feelings. Although they may be able to understand what occurred, repeated graphic images of the disaster can trigger and exacerbate feelings of fear and anxiety. One way to minimize the impact of media exposure is to watch TV together and mutually share their emotions about the images and the event. Some children will repeatedly reenact a traumatic situation with obsessive detail, cognitive distortions, and occasionally with an absence of specific information. Frequently the intensity of the emotions is so extreme that children may become overwhelmed. It is important to allow them to cry and express anger and sadness. If this occurs in the presence of supportive parents or caregivers, it can be quite therapeutic. If they are unable to verbally express themselves, art and play material can assist them.

Encourage continued socialization of children, but without making it burdensome. Plan structured activities for the differing developmental stages and interests. These activities are beneficial for children and for the community. For example, children can help with cleaning the school if it was affected or gathering food for those who had been displaced to shelters.

Provide additional supports, both at home and at school, to assist children in learning and meeting other academic demands.