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Children's minds may have been damaged by fear that they have experienced in the disaster. Compared to adults, children have difficulties in expressing emotional damage that they have suffered. Even if they look fine and cheerful, you must be observant of children and their mental state. In the chaotic situation following a disaster, there is a possibility that not enough attention is paid to the children; adults should spend time with children and listen to their feelings and emotions.
Nurses are expected to listen attentively to children without denying their feelings and to give easy-to-understand answers to their questions. These efforts help children understand their disaster experiences in their own way and clarify their feelings and emotions. Nurses should also cooperate with the adults in the shelter to create an environment in which children can feel safe and secure.
Nurses should also cooperate with adults surrounding children, such as parents and school teachers, to create an environment in which children can feel safe and secure. To ensure that children feel relaxed, it is considered effective to create play spaces for the children.
Some adults might be at a loss how to deal with children's emotional scars. In such cases, nurses should listen to their problems and provide educational intervention to solve their problems.
Some children might develop PTSD (see Vol. 1). The following table shows children's stress reactions and desired responses to each reaction.
If these symptoms are persistent or intense, because there is a possibility of PTSD, refer the child to a mental health specialist. |
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Children's stress reactions to disaster
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Stress reactions |
Response |
| 1 |
Physical complaints (nausea, stomachache, headache, dizziness, difficulty in breathing, etc.) for which no immediate medical cause is apparent |
Do not deny the child's complaint or scold him/her. Stay with the child, stroking his/her body. |
| 2 |
Exaggerated response to a minor stimuli; panic attacks |
In many cases, the child shows these reactions when exposed to stimuli associated with the traumatic event. Try to get rid of the stimuli. |
| 3 |
Acting or talking as if the traumatic event were recurring before his/her eyes |
Stay alert and take care of the child. Do not say that what he/she is feeling is "false." Accept the child's expressions. |
| 4 |
Being absent-minded with a blank expression; being silent |
The child feels fearful, so give him/her plenty of reassurance, repeating phrases such as "You're scared, aren't you? Don't worry, you're safe now. The frightening thing is over." |
| 5 |
Restlessness; irritability; aggressive behavior; disobedience |
Anger and agitation often come from fear. Do not scold the child. Give him/her reassurance. Listen to the child whenever he/she shows a willingness to talk. |
| 6 |
Regression into infancy
(The child becomes unable to do what he/she was able to do before.. |
Do not scold the child. Try to talk to the child, call his/her name, and hug him/her as much as possible. |
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Source: David L. Romo (1995): Disaster and Psychological Care, pp. 86-87, "Ask Human Care"
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