Posted September 2001

AACAP Talking Points, June 1999
(American Academy of Child and Adolescent Psychiatry)

Interviewer: "Doctor, what kind of advice do you have for parents who are faced with talking to their children about a recent disaster?"

• Any catastrophe, whether natural or man-made, is frightening to children and adults alike. It is important for adults to acknowledge the frightening aspects of it with children. Falsely minimizing the danger will not reassure, but a calm demeanor will provide a sense of safety.



• Parents can support their children by allowing them to express feelings about the recent disaster, and letting them know that it is normal to feel upset. Reassure them: tell them that you love them, and will take care of them. Be available and give them extra time and attention during the days following a disaster, not only for talks related to the disaster, but for other conversation, or just hanging out.



• Parents should know that a child’s age will affect how he or she responds to the disaster. For example, a four-year-old may show concern by wanting to sleep in the parents’ bed, an eight-year-old by missing school (perhaps by feeling or becoming ill), and a teenager by arguing more with parents.



• Parents need to monitor their children’s exposure to television and radio coverage of a disaster. Viewing or listening to graphic news may cause further trauma, and/or desensitize a young person to violent aspects and their consequences.



• It’s also important to help children and adolescents process whatever news they do receive of a disaster. Young people may believe that "nothing like that" would ever happen to them. Such ideas should be explored in a supportive way that also gently reminds a young person that certain kinds of disasters can touch any of us. Conversely, a young person may feel extremely vulnerable upon hearing about a disaster that has occurred far away. These children should be encouraged to express their fears, and then gently but firmly remind them that most people survive disasters of all kinds, and that they themselves are currently quite safe.



• When a child or adolescent is directly exposed to a catastrophe (i.e., being present in a schoolyard where there is a shooting), he or she is more likely to have problems with it. Parents should be especially attentive to a child’s persistent fears related to the catastrophe, which may be expressed by anxiety, clinging, dependent behavior, or angry misbehavior or feelings.



• Children’s and parents’ reactions to a disaster may continue for a long time after the event itself, and may be upsetting even years later. Obtaining counseling for a child or adolescent soon after a disaster may reduce long-term negative effects.

Interviewer: "Apart from talking, how else can parents and adults help children cope with a disaster?"

• Entire communities have reactions to disasters. It is important for parents to pay attention to their community’s reaction, which may have a powerful impact on children and adults alike. Encourage those young people interested to participate in organized community responses (e.g., food distribution sites, ceremonies).



• Evolving technology and media have brought the world closer, and increased exposures to disasters. There are many types of disasters, including social disasters (i.e., a bombing or terrorism episode), health crises, (e.g., an epidemic or famine), technological disasters (e.g., a nuclear reactor accident or oil spill), and international crises (e.g., wars or an accidental missile launch), in addition to natural disasters such as hurricanes or earthquakes. Young people may react to any of these.



• Families and schools can safely plan for certain types of disasters before they happen without encouraging fears or panic. For example, families and schools alike can keep first aid supplies available, and let young people know where they are kept. There should be easy access to emergency phone numbers by phones on every floor of any home with children. Families that "rehearse" through conversation what they would do if there were a fire or earthquake, for example, will be better prepared should such a disaster occur. Families can also plan for natural disasters, such as hurricanes or tornados, which have a certain probability of occurrence in their area. They can become familiar with planned sleeping arrangements; locations of tents, food resources, and flashlights; evacuation routes, and so forth. Rehearsal diminishes anxiety and provides a sense of control.



• Replaying the disaster with available toys may be one way younger children can develop a sense of mastery and minimize their anxiety about the traumatic event. This is similar to an adult retelling his/her experience.