26/07/2019 Introducing the Community Trauma Toolkit: Supporting children and families through natural disasters and community trauma events 1 Clarification of terms • 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 ongoing 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. 2 1
26/07/2019 An intro to the toolkit: 3 Toolkit background and development 4 2
26/07/2019 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. 5 Who have we consulted regarding the content? Agencies engaged/consulted for Community Trauma Toolkit: Individuals consulted/interviewed for podcast/video content: Australasian Fire and Emergency Service Authorities Council ∙ Jane Heyward & Dianne Phillips– Strathewan Primary School ∙ (AFAC) Strathewen community members ∙ Australian Institute of Disaster Resilience ∙ Dr Briony Towers ∙ Australian Psychological Society ∙ Kate Brady ∙ Australian Red Cross ∙ Michelle Roberts ∙ CRANAPlus ∙ Ruth Wraith ∙ Department of Health Queensland ∙ Dr Penny Burns ∙ DHHS Victoria ∙ Dr Elisabeth Hoehn ∙ Fire & Rescue NSW ∙ Dr Anita Nepean-Hutchinson ∙ Office of the Chief Psychiatrist, SA Health ∙ Dr Andrea Baldwin ∙ Queensland Centre for Infant and Perinatal Mental Health ∙ Cate Rawlinson ∙ RACGP ∙ Andrea Murray ∙ Save the Children ∙ University of Melbourne ∙ University of Queensland (CONROD & School of Psychology) ∙ Victorian Department of Education ∙ 6 3
26/07/2019 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 7 Resource structure: Step 1: Timeline Preparedness Immediate Short-term Long-term Ongoing Step 2: Audience Health and First General Parents & Community Educators social service responders practitioners carers leaders practitioners 8 4
26/07/2019 Toolkit content 9 Immediate support for children: 10 5
26/07/2019 A diverse range of resources: A range of downloadable/printable articles, fact sheets, tip Written cards and infographics for different audiences relaying key Resources concepts. A series of podcasts featuring experts from the child disaster Podcasts and recovery sector. A range of videos including expert interviews and a case study Videos from the Strathewen community on bushfire recovery. A suite of training materials aimed at four key audiences, which Workshops include slide presentations, facilitator’s handbooks, take-home participant resources and handouts. 11 First responder resources: 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 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 12 6
26/07/2019 Educator resources: 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 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 13 Health and social service practitioner resources: 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 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 14 7
26/07/2019 Community leader resources: 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 Fact sheets: • Traumatic events, the media and your child • Traumatic events: anniversaries and other triggers 15 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 • 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 16 8
26/07/2019 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 17 CTT Key messages: ➔ Self-care is vital for any parent/carer and professional to support others, 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 18 9
26/07/2019 Thank You 19 10
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