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Support for Natural Disasters
Katrina’s Children: Social Policy Considerations for Children in Disasters (Osofsky, J.D., Osofsky, H.J., & Harris, W.W., 2007)
This paper discusses the work of the Louisiana State University Health Sciences Center (LSUHSC) Department of Psychiatry Trauma Team. It provides a snapshot of the current mental health status of several thousand children and adolescents in post-Katrina New Orleans. Almost one half of the 4th to 12th grade students and over one quarter of younger children (based on parental report) met criteria for mental health services, based on the number and severity of their behavioral symptoms. Ongoing risk relates to poverty, slowness of recovery, job loss, and family problems. Recommendations are presented, as well as a clear national disaster plan for children and families.
Joint Evaluation of Their Responses to the Yogyakarta Earthquake (Wilson, P., & Donal, R., 2007)
The Yogyakarta earthquake killed an estimated 5,700 people and injured 27,000. Over 300,000 houses were destroyed or severely damaged and a further 200,000 suffered minor damage. 1.6 million people were left homeless, and an additional 1.1 million people were affected. Although improvements are underway, there are many gaps that still remain, particularly due to the limited recovery of economic livelihoods. Four organizations individually responded to the emergency: Care, Catholic Relief Services, Save the children, and World Vision Indonesia. However, together, they initiated this joint evaluation to assess each agencies response, accountability, preparedness, and impact in this natural disaster.
Helping children and families cope with hurricanes (Osofsky, J., Osofsky, H., 2006 )
This brochure provides suggestions to support families and children experiencing the natural disaster of hurricanes.
The anniversary of hurricane Katrina: Parents’ guide for talking to their children (Osofsky, J., Osofsky, H., 2006)
This brochure deals with questions and concerns that parents may have about the one-year anniversary of Hurricane Katrina. It provides advice about how parents can support their children and themselves during this difficult time.
After the hurricane: Helping young children heal (Ippen, C., Lieberman, A., Van Horn, P., 2005)
This checklist highlights ways for parents/caregivers to support healing among young children during traumatic events, especially following the aftermath of a natural disaster.
Helping children rebound: Strategies for infant and toddler teachers after the 2005 hurricanes (Bilmes, J., Heroman, C., 2005)
The purpose of this booklet is to present teaching strategies to support the very youngest children who experienced the hurricanes and their families. Although infants and toddlers do not fully understand the devastating events of the storms, they sense when their primary caregivers are stressed, anxious, and depressed. This booklet focuses on strategies for building the responsive relationships that help children rebound. It also suggests ways to create warm, nurturing environments and offer a variety of experiences that interest and engage children. This guide incorporates ideas presented in The Creative Curriculum® for Infants & Toddlers, and the suggested practices are sound for all infant/toddler programs that are looking for ways to support children who have been affected by these hurricanes. The strategies are particularly important in helping reestablish stability in children’s lives.
Helping children rebound: Strategies for preschool teachers after the 2005 hurricanes (Heroman, C., Bilmes, J., 2005)
This booklet presents teaching strategies that address the specific needs of preschool children who have experienced the recent hurricanes. Preschool-age children have been affected by the hurricane in different ways. Many preschoolers evacuated and moved in with family or friends. Some stayed and witnessed the storm firsthand. Others experienced flooding and wading through water to higher ground. Many suffered the chaos of the Superdome or life in other shelters. They may have gone without food and water for a long time. They may have witnessed death and dying. They may have been rescued by boat, bus, or helicopter. These experiences put preschoolers at risk, but children with the same experiences often respond in different ways. Reflecting on the organizational structure of The Creative Curriculum® for Preschool, this booklet highlights child development and learning, the role of the teacher, and the role of the family. It also provides suggestions for teachers to help children cope with the disruption in their lives and respond when children reenact their experiences. This booklet is useful for any educator working in situations of natural disasters.
Parent guidelines for helping children after a hurricane (NCTSN, 2005)
This document provides parents/caregivers with suggestions for supporting their children during times of natural disasters. It examines the common reactions often displayed by children in traumatic situations, as well as highlights what parents/caregivers can do to help not only their child, but also what they can do to help themselves cope with the situation.
Children's booklet on safe evacuation during natural disasters (Kronenberg, M., n.d.)
The purpose of this child-friendly booklet is to assist young children in developing a plan for safe evacuations during natural disasters.
Impact of Katrina on children: Special comments for first responders and helping professionals (Dobson, C., Perry, B. D., n.d.)
This article is one in a series developed by the ChildTrauma Academy to assist those professionals working with the victims of Hurricane Katrina. The content of this paper is relevant to all families and children experiencing the repercussions of a natural disaster. It is also beneficial for professionals working with children to manage the affects of post-traumatic events.
Self-care for teachers (LSU Health Sciences Center, Department of Psychiatry, n.d.)
Many teachers have been struggling with multiple stressors since the hurricanes. In order to effectively support and respond to students during natural emergencies, this brochure highlights the importance for teachers to properly take care of themselves.
Tips for self-care following hurricanes Katrina and Rita (LSU Health Sciences Center, Department of Psychiatry, n.d.)
This brochure emphasizes the emotional effects experienced by many during times of natural disasters. It also provides strategies for coping.
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