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Age-Specific Interventions for Children and Adolescents of Violence or Trauma Example
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Age-Specific Interventions for Children and Adolescents Age Group At Home At School or Other Organizations for Children Pre-Schoolers Maintain family routines
Give extra physical comfort and reassurance
Avoid unnecessary separations
Permit child to sleep in parents’ room temporarily
Encourage expression of feelings through play
Monitor media exposure to disaster trauma
Develop disaster safety plan Draw expressive pictures
Tell stories of disaster and recovery
Use coloring books on disaster, loss, coping with feelings
Read books on related themes
Use dolls, puppets, toys, blocks for reenactment play
Facilitate group activities that foster empowerment and understanding
Talk about safety and self protection
Provide parent education and support meetings
Provide absenteeism outreach to families and children*
Identify stressed children for assessment and referral*
Provide in-service training on children and disaster, trauma, and grief*
Provide school-based crisis hotline*
Provide educational brochure for parents*
Encourage students to resume normal roles and routine activities* Elementary-Age Children Give additional attention and consideration
Set gentle but firm limits for acting-out behavior
Listen to child’s repeated telling of disaster experience
Encourage verbal and play expression of thoughts and feelings
Provide structured but undemanding home chores and rehabilitation activities
Rehearse safety measures for future disasters Encourage free drawing after discussion of disaster
Encourage free writing after discussion of disaster, complete-a-sentence exercise
Tell stories of disaster, loss, and recovery
Read books on related themes that may generate discussion or healing
Create a play about related themes and survivorship
Facilitate school study or projects to increase understanding, promote discussion
Talk about safety, family protection, school and family preparedness*
Teach calming techniques (deep breathing, visualization)*
Conduct small group or individual interventions for at-risk children*
Conduct group “debriefing” discussion to express and normalize reactions, correct misinformation, and enhance coping and peer support* Pre-Adolescents and Adolescents Give additional attention and consideration
Encourage discussion of disaster experiences with peers, significant adults
Avoid insistence on discussion of feelings with parents
Encourage physical activities
Encourage resumption of regular social and recreational activities *All interventions starred above apply
Conduct school programs for assisting community with recovery, helping others
Conduct projects for commemoration and memorialization
Encourage discussion of losses and feelings with peers and adults
Address rebellious, risk-taking, aggressive, or isolating behaviors
Resume sports, club, and social activities when appropriate Source: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, Mental Health Response to Mass Violence and Terrorism, 2004
Give extra physical comfort and reassurance
Avoid unnecessary separations
Permit child to sleep in parents’ room temporarily
Encourage expression of feelings through play
Monitor media exposure to disaster trauma
Develop disaster safety plan Draw expressive pictures
Tell stories of disaster and recovery
Use coloring books on disaster, loss, coping with feelings
Read books on related themes
Use dolls, puppets, toys, blocks for reenactment play
Facilitate group activities that foster empowerment and understanding
Talk about safety and self protection
Provide parent education and support meetings
Provide absenteeism outreach to families and children*
Identify stressed children for assessment and referral*
Provide in-service training on children and disaster, trauma, and grief*
Provide school-based crisis hotline*
Provide educational brochure for parents*
Encourage students to resume normal roles and routine activities* Elementary-Age Children Give additional attention and consideration
Set gentle but firm limits for acting-out behavior
Listen to child’s repeated telling of disaster experience
Encourage verbal and play expression of thoughts and feelings
Provide structured but undemanding home chores and rehabilitation activities
Rehearse safety measures for future disasters Encourage free drawing after discussion of disaster
Encourage free writing after discussion of disaster, complete-a-sentence exercise
Tell stories of disaster, loss, and recovery
Read books on related themes that may generate discussion or healing
Create a play about related themes and survivorship
Facilitate school study or projects to increase understanding, promote discussion
Talk about safety, family protection, school and family preparedness*
Teach calming techniques (deep breathing, visualization)*
Conduct small group or individual interventions for at-risk children*
Conduct group “debriefing” discussion to express and normalize reactions, correct misinformation, and enhance coping and peer support* Pre-Adolescents and Adolescents Give additional attention and consideration
Encourage discussion of disaster experiences with peers, significant adults
Avoid insistence on discussion of feelings with parents
Encourage physical activities
Encourage resumption of regular social and recreational activities *All interventions starred above apply
Conduct school programs for assisting community with recovery, helping others
Conduct projects for commemoration and memorialization
Encourage discussion of losses and feelings with peers and adults
Address rebellious, risk-taking, aggressive, or isolating behaviors
Resume sports, club, and social activities when appropriate Source: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, Mental Health Response to Mass Violence and Terrorism, 2004