Equip kids to deal with disaster.

DEAR INSTRUCTOR:

When five-year-old Felicia first came into my kindergarten class, she quickly got into the school routine, participating eagerly in all classroom activities, especially painting, dancing, and singing.

Then came the earthquake. Felicia and her family were forced to stay in an emergency shelter for a while. Our school was closed for two days, but Felicia did not return for three weeks. When she did return, she clung to her mother and cried as she did at the very beginning of school.

Since she has been back in school, Felicia has been very nervous. She is afraid to go outside for recess, refuses to play with the other children, and cries at the drop of a hat. She talks all the time about what happened--describing how furniture was flying, glass was breaking, the house was shaking, and her mother was screaming. Felicia often breaks into tears when she is describing the earthquake. I've noticed Felicia sucking her thumb, and a couple of times she hasn't made it to the bathroom.

We were all affected by the earthquake in some way. Felicia is not alone in her lingering reactions, she just seems to be worseoff than the other children. Although I try to give Felicia lots of attention and reassurance that she's going to be all right, she doesn't seem to be responding as well as the other children. How long will it take for Felicia and the others to get over this, and what can I do to speed up the process?

Worried in Los Angeles 

DR. BRODKIN RESPONDS

Felicia has lost something that is very precious to a young child--the certainty that her parents are invincible and able to protect her from any danger. It's no wonder that Felicia is now wary and fearful.

Felicia's reaction to a disaster of this magnitude is not surprising. Her fearfulness, separation anxiety, regressive behavior (including wetting, thumb sucking, and clinging) are not uncommon aftermaths of such a crisis. Here are some suggestions for helping Felicia and her classmates.

* Watch for a variety of symptoms: You are wise not to underestimate the effect that the quake may have had on your kindergartners who aren't reacting in the same way as Felicia. Some might seem sleepy during the day because they're plagued by recurrent nightmares or other sleep disturbances. There are common post-disaster somatic complaints, too--headaches, stomachaches, and general irritability--especially among children who are reluctant to express their worries to overburdened parents.

* Encourage expression: Whether or not we label Felicia's--or any of the children's--behavior signs of "post-traumatic stress disorder," it's important to intervene. Your first step is to encourage students to express their feelings both verbally and nonverbally, through play and drawing. As you have with Felicia, listen carefully to the children's thoughts and feelings.

* Provide concrete information: The next step is to try to explain to Felicia and her classmates what actually happened in the earthquake. Accurate information at Felicia's level of understanding can help her make sense out of the bewildering event. Since there are aftershocks, simple reassurances that now everything will be okay won't be convincing. Felicia and her classmates would probably feel less powerless if you talked with them about what people can do to protect themselves before and during earthquakes. Consult with your principal or your school's emergency management team (see below) for instructions you can pass along.

RESOURCES

* Too Scared to Cry by Lenore Terr (HarperCollins, 1990) explores the many manifestations of childhood trauma and how to help young trauma victims.

* "After the Tornado" by Billie F. Corder Ed.D. and Thomas Haizlip M.D. (North Carolina Dept. of Mental Health and the American Red Cross, 1990). A coloring book for parents and children to use together after a disaster.

* The Disaster Response Network, established by the American Psychological Association (APA) with the American Red Cross, provides short-term counseling and discussion groups at disaster sites. Call the APA at [phone] or contact your local Red Cross.

* Help soothe the parents: Felicia's anxiety would lessen if she sensed a greater calmness in her parents. They would probably benefit from post-disaster counseling as well. Many communities offer support groups for disaster victims, and the meetings are often held in schools. Felicia and her friends could bring home information packets about such opportunities.

DR. COLEMAN RESPONDS

As they say, knowledge is power. They also say "a little child will lead them." So although Felicia is still young, you can empower her with knowledge about emergency preparedness that will give her the confidence to take care of herself and to help her family.

Earthquakes, floods, hurricanes, tornadoes, fires, and bomb threats--disasters, both natural and human-made, can occur anywhere and at any time. It is important that your school and your students be prepared.

So for Felicia and your other students, here is a brief description of what you can do.

Before the Next Crisis

* Develop emergency plans: Every school should establish an emergency management team consisting of school staff, parents, and community agencies to develop procedures for communication, search and rescue, medical assistance, use of parents and community resources, evacuation, and food and water management.

* Hold emergency drills: Once your emergency plans are in place, your school should hold regular emergency drills based on those plans. Students, staff, and parents must be able to practice the procedures set forth in the emergency plan and evaluate the results. Regular practices result in more confidence for everyone.

* Develop a communication strategy: Communication can make or break any emergency response, so it should be given special attention. Communication plans must include how to deal effectively with rumor, the media, parents, and, of course, school staff and students.

In the Aftermath

This is where you are with Felicia right now. Although there's something to be said for putting the disaster behind you and getting back to your normal routine as quickly as possible, it's essential to build in some activities like:

* talking, writing, drawing, and dramatizing feelings about the event;

* reviewing and practicing school emergency procedures (in the case of earthquakes, this is especially important because aftershocks usually occur for quite a while after a major earthquake); and

* communicating and disseminating post-emergency information to parents.

Here's Help for Kids in Crisis

What real-life problems are making it hard for your students to do their best in school? INSTRUCTOR's Kids in Crisis experts can help you help them with practical coping strategies connecting school, home, and classroom. Send a brief paragraph describing your situation to: Kids in Crisis, Instructor, 555 Broadway, New York, NY 10012. If we use your question, we'll pay you $50--and keep your identity confidential if you so choose. Write today!