Clarification of terms Unless otherwise specified, the term - - PDF document

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Introducing the Community Trauma Toolkit: Supporting children and families through natural disasters and community trauma events

• Unless otherwise specified, the term ‘child/children’ will be used throughout the

materials as a global term encompassing children and infants aged 0–12 years.

• Emerging Minds defines ‘trauma’ as ‘an incident so distressing or disturbing it

affects a person’s ability to come to terms with that event.’ In the context of natural disasters, traumatic experiences can be single events (e.g. flash flood) or

• ngoing experiences (e.g. drought).
• Children can experience trauma and adversity from a range of difficult or stressful

life experiences. If these experiences are overwhelming for the child (too frightening, too painful), they can lead to a traumatic response.

Clarification of terms

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An intro to the toolkit: Toolkit background and development

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Why a community trauma toolkit?

• Children are one of the most vulnerable groups during and after disaster
• Over 175 million children each year will be affected by disaster globally (as a result of

climate change)

• Children represent 30-50% of all global mortalities
• A significant number of children affected by disasters (research indicates between 5-

43%) will have ongoing mental health difficulties including post-traumatic stress symptoms, anxiety, depression, relationship difficulties and struggle to engage in learning.

Who have we consulted regarding the content?

Agencies engaged/consulted for Community Trauma Toolkit: ∙ Australasian Fire and Emergency Service Authorities Council (AFAC) ∙ Australian Institute of Disaster Resilience ∙ Australian Psychological Society ∙ Australian Red Cross ∙ CRANAPlus ∙ Department of Health Queensland ∙ DHHS Victoria ∙ Fire & Rescue NSW ∙ Office of the Chief Psychiatrist, SA Health ∙ Queensland Centre for Infant and Perinatal Mental Health ∙ RACGP ∙ Save the Children ∙ University of Melbourne ∙ University of Queensland (CONROD & School of Psychology) ∙ Victorian Department of Education Individuals consulted/interviewed for podcast/video content: ∙ Jane Heyward & Dianne Phillips– Strathewan Primary School ∙ Strathewen community members ∙ Dr Briony Towers ∙ Kate Brady ∙ Michelle Roberts ∙ Ruth Wraith ∙ Dr Penny Burns ∙ Dr Elisabeth Hoehn ∙ Dr Anita Nepean-Hutchinson ∙ Dr Andrea Baldwin ∙ Cate Rawlinson ∙ Andrea Murray

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Needs analysis: findings

➔ Many adults feel uncertain around how to talk to children after a traumatic event ➔ Post-trauma timelines are generally unknown (how long symptoms last, etc) ➔ First responders experience ‘knock on’ effects to their own families ➔ Schools bear a lot of the post-disaster responsibility for looking after children ➔ Professionals who support children and families post-disaster can also be affected by the event ➔ Children need more of a voice and to be involved in planning ➔ Parenting is impacted ➔ Prioritising adult and child self-care ➔ Lots of good resources, but disparate and often not focused on younger children

Resource structure:

Preparedness Short-term Long-term Immediate Ongoing

Educators General practitioners Parents & carers Health and social service practitioners First responders Community leaders

Step 1: Timeline Step 2: Audience

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Toolkit content Immediate support for children:

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A diverse range of resources:

A range of downloadable/printable articles, fact sheets, tip cards and infographics for different audiences relaying key concepts. A series of podcasts featuring experts from the child disaster and recovery sector. A range of videos including expert interviews and a case study from the Strathewen community on bushfire recovery. A suite of training materials aimed at four key audiences, which include slide presentations, facilitator’s handbooks, take-home participant resources and handouts.

Written Resources Podcasts Workshops Videos

Workshops:

• Module 1: Introduction and Children & Trauma
• Module 2: The role of first responders in children’s

recovery

• Module 3: First responder self care
• Module 4: The first responder as a parent

Accompanied by:

• Facilitator’s handbook
• Participant activities
• Fact sheets and additional resources

First responder resources:

Fact sheets:

• Common severe stress reactions to a traumatic event
• Trauma responses in children (aged 0-12 years)

Short articles:

• A guide for first responders: supporting children immediately following a disaster
• A guide for first responders: supporting children in the short-term following a disaster or community

trauma

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Workshops:

• Module 1: Using preparedness to support children
• Module 2: Trauma reactions in childhood
• Module 3: The role of educators in helping children

after a natural disaster or traumatic event

• Module 4: When children need further assistance

Accompanied by:

• Facilitator’s handbook
• Participant activities
• Fact sheets and additional resources

Educator resources:

Fact sheets:

• How educators can help in the classroom following a traumatic event
• Educators and childhood trauma reactions: how and when to get help
• Helping students recover after trauma: classroom activities

Short articles:

• How educators can prepare their students for natural disaster
• How Educators can support children immediately after a disaster or community trauma

Workshops:

• Module 1: Trauma reactions in childhood
• Module 2: Disaster preparedness: supporting children

before a natural disaster event

• Module 3: Supporting children during and immediately after

a natural disaster event

• Module 4: Supporting children in short and long-term

recovery

Accompanied by:

• Facilitator’s handbook
• Participant activities
• Fact sheets and additional resources

Health and social service practitioner resources:

Fact sheets:

• Common severe stress reactions to a traumatic event

Short articles:

• A guide for health and social service workers: supporting children’s mental health in the

short-term following a disaster or community trauma

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Workshop 1 -Supporting wellbeing and resilience in children (0-12 years) before a natural disaster

• Module 1: Before a natural disaster: supporting

children through disaster preparedness Workshop 2 -Supporting wellbeing and resilience in children (0-12 years) during and after a natural disaster

• Module 1: After a natural disaster: supporting

children in the short and long term

Accompanied by:

• Facilitator’s handbook
• Participant activities
• Fact sheets and additional resources

Community leader resources:

Fact sheets:

• Traumatic events, the media and your child
• Traumatic events: anniversaries and other triggers
• Fact sheets
• Trauma responses across ages & stages: 0-24 months; 2-4 years; 5-12 years
• Common severe stress reactions to a traumatic event
• Childhood trauma reactions: how and when to get help

Other resources:

• Videos
• Strathewen community recovery (30 minutes)
• Impacts of community trauma events on infants and children

and how to support their recovery (18 videos) featuring experts including Ruth Wraith, Andrea Baldwin & Andrea Murray

• Podcasts covering preparedness (Briony Towers), immediate

impacts (Kate Brady) and longer term recovery (Michelle Roberts)

• Workshops for First responders, educators, community leaders,

and health and social services workers, with facilitator’s handbooks, activities and additional resources

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Drought resources:

• Fact sheets
• How can I support children during a drought?
• The big dry: the impact of drought on children and families
• Videos
• The impact of drought on children; an expert interview with
• Dr. Andrea Murray, Queensland Centre for Perinatal &

Infant Mental Health

• Infographic

featuring tips for supporting children’s mental health during drought

CTT Key messages:

➔ Self-care is vital for any parent/carer and professional to support

• thers, particularly children.

➔ Children are one of the most vulnerable groups during and after a disaster ➔ A stable routine and boundaries help children recover after disaster ➔ Most children recover well after a disaster or community trauma, however a small minority will experience long-term impacts requiring additional support ➔ Children can be active agents for positive preparation and recovery in their families and communities ➔ Children need adults to help them recognise and voice their feelings ➔ Basic foundational knowledge about trauma can be helpful for everybody

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Thank You

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