The following is a list describing a variety of normal reactions to a traumatic event. The reactions listed are generally temporary and will pass. If a reaction become intrusive in one's functioning, please seek help and/or assistance. What may be experienced:

Discomfort being alone, fear of leaving loved ones and/or the safety of home
Regressive behavior: bedwetting, thumb sucking, need for security item
Difficulty in concentration and decision-making
Increase desire to be with significant people in one's life
Feeling sad, scared
Feeling confused, mad, irritable
Disturbances in sleep: difficulty falling asleep, difficulty maintaining sleep, bad dreams, nightmares, not waking up rested
Increase or decrease in appetite
Feeling vulnerable; a loss of control
Heightened responses to loud noises, sirens, visual stimulus (the American flag, airplane, etc.)
Recall of past traumas and losses
Physical complaints: headaches, stomach aches, etc.
Re-evaluation of what is important in life

Recognize we may have different timetables, different responses. Don't expect others to handle feelings or things the same way or vice versa.

Following a Traumatic Event (Grades 6-12)

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Discomfort being alone, fear of leaving loved ones and/or the safety of home, encourage parents to be in clear communication about their own whereabouts and ability to be reached, helps to promote a sense of security.
Regressive behavior: bedwetting, need for security item, playing with toys and games used previously, and a need for a night-light.
Difficulty in concentration and decision-making plan extra time to do usual tasks
Increased desire to be with significant people in one's life; increased appreciation for life.
Feeling sad, scared
Feeling confused, angry, irritable, anxious
Disturbances in sleep: difficulty falling asleep, difficulty maintaining sleep, increased need for sleep, bad dreams, nightmares, not waking up rested
Increase or decrease in appetite
Feeling vulnerable; a loss of control over ones life.
Heightened responses to loud noises, sirens, visual stimulus (the American flag being seen throughout, the return of airplanes in the sky)
Recall of past traumas and losses surfacing and creating possible vulnerability due to unresolved grieving or pre-existing conditions.
Physical complaints: headaches, stomach aches, fatigue
Re-evaluation of what is important in life
Feelings of guilt; others have suffered
Feeling excited to be alive or empty and depressed Both can be experienced intermittently.

Recognize we may have different timetables, different responses. Don't expect others to handle feelings or things the same way or vice versa.

Restoring a Child's Sense of Security, Saftey, and Competence (Grades K-5)

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Suggested Ways for Guidance Counselor to Assist Students - Grades K-5:

Caution parents to minimize overexposure to television, radio, magazines, etc. regarding the events of September 11, 2001; current updates regarding the war an any possible future terrorists acts
Allow children to retell the story, allow them to talk it through
Listen carefully, a child needs to feel heard, acknowledged and have fears validated
Do not ignore or minimize children's reaction to traumatic events:

Children observe Adult Modeling (even if the child was not directly effected, children absorb the stress and anxieties of those around them).

Encourage expression:

Verbal
Written
Drawing
Musically
Use of dolls or puppets (this play can be used for a child to imagine satisfying endings)

Many children do not have sophisticated language skills and are not able to verbalize, let alone understand the feeling(s). Reflect back to them the emotions that are being acted out or depicted in play. Parents may notice changes in play at home. Teachers may observe changes in types of play at recess or in the classroom.
Repeatedly praise children for being good, helpful, and brave
Include children in humanitarian efforts:
Taking action will help parents, teachers and children feel in control again
Teach children to ask for help; ask our children what they are thinking. If intense fears or worries persist, speak with a school guidance counselor and/or seek professional help.

Restoring a Child's Sense of Security, Saftey, and Competence (Grades 6-12)

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Suggested Ways for Guidance Counselor to Assist Students - Grades 6-12:

Caution parents to minimize overexposure to television, radio, magazines, etc. regarding the events of September 11, 2001; current updates regarding the war an any possible future terrorists acts, suggest sitting with child while watching news events, respond to facts, dispel rumors
Allow children to retell the story, allow them to talk it through, express their thoughts and concerns
Listen carefully, a child needs to feel heard, acknowledged , in a non-judgmental manner, and have fears validated
Do not ignore or minimize children's reaction to traumatic events:

Children observe Adult Modeling and can be a powerful example (even if the child was not directly effected, children absorb the stress and anxieties of those around them)

Encourage expression:

Verbal
Written
Drawing
Musically
Dance
Theater

Many children do not have sophisticated language skills and are not able to verbalize, let alone understand the feeling(s). Reflect back to them the emotions that are being acted out in their behavior. Parents may notice changes in behaviors at home. Teachers may observe changes in their behavior in the classroom.
Repeatedly praise children for being good, helpful, and brave, reflect upon their competency
Include children in humanitarian efforts:

Taking action will help parents, teachers and children feel in control again
Volunteering, raising money, collecting supplies to be given locally or nationally.

Teach children to ask for help; ask our children what they are thinking. If intense fears or worries persist, speak with and/or seek professional assistance outside of school.

A Guide to Teachers, Guidance Counselors, Staff and Parents

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SUGGESTED WAYS TO COPE WITH STRESS AND GRIEF:

Take care of oneself physically:

Get enough sleep
Eat well-balanced meals
Avoid excessive drinking, smoking or use of prescription/non-prescription drugs
Take time to exercise or walk

Get up earlier to allow more time to plan the day
Write to-do lists to help focus direction for tasks.
Re-establish normal routines
Allow for quiet time, time to reflect
Take time to relax and decompress
Take time to engage in personal interests and hobbies (reading, writing, arts & crafts, music, etc.)
Appreciate the environment around you, your home and the changing seasons.
Be with people that help you feel good try to avoid isolation
Reconnect with families and loved ones
Plan ahead for holidays, family events, vacations, etc.
Use good judgement in exposure to world events and news - limit if necessary
Be willing to say "No" do not over commit yourself
Be willing to as for help and/or seek support from others
Try not to compare yourself to others
Know your own limits and respect them
Most of all, be kind and patient with yourself as you find your strength and it will be reflected in your kindness and patience towards others.

This page last updated May 3, 2010 by Kevin Smith

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