Consequences of Stress on Children’s Development: Natural Disasters.
May 27,
1997, there were a total of 20 tornadoes in the Central Texas area where I
reside. I was at work when the sirens sounded. We immediately began our severe
weather plan, getting the children into the safe areas and waited while the
storm passed by. As one warning ended another began, which made for a long afternoon.
The pressure that comes tornadoes produces a very eerie sensation. The air is
very still and the air pressure is heavy and your skin feels as if it is going
to burst. The rain was coming down heavily and the force of the wind seem to
shake the building. Anytime there is a severe weather bulletin the memories of
that day return and the emotions and feeling I experienced are present in my
mind.
Oklahoma Tornadoes
Tornado activity as late as last night in
Oklahoma have resulted in deaths of children and adults. This can be a stressor
in the lives of young and old. With the frequency of these storms in this area children
need reassuring and consistent routines in the midst of the chaos. Effects of
natural disasters, tornados floods industrial accidents that cause loss of life
or property can bring about feelings of guilt in young children. Other behaviors
displayed by children include thumb sucking, bedwetting, trouble sleeping, loss
of appetite, or fear of the dark. Older children and adolescent’s symptoms
include irritability, aggressiveness, nightmares, delinquent behavior and poor
concentration (Philip J. Lazarus, 2003) . These behaviors can
occur in children personally affected or by those who have seen the events on
television or heard about it from adults. It is prudent for parents to monitor
and limit a child’s exposure to media sources covering the disaster and be
available to encourage communication and provide explanations (Coping with Disaster, 2013) .
Interventions for children displaying signs of
stress should begin immediately after the disaster. Individual or group
counseling, participation in post-disaster activities including exposure to
discussions about the disaster related events, promotion of positive coping and
problems-solving skills, and support in the form of peer relationships are
beneficial to developing coping strategies (Philip J. Lazarus, 2003) .
References
Coping with Disaster. (2013, February 15). Retrieved from FEMA: www.fema.gov
Philip J. Lazarus, N. F. (2003). Responding to
natural disasters: Helping children and families: Information for school crisis
teams. Retrieved from National Association of Scool Psychologists:
www.nasponline.org
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