Helping Children Cope with Disasters:
Initiating Dialogue with Children’s Literature

Terry L. Lovelace
Max E. Fridell
Northwest Missouri State University

     Childhood does not preclude exposure to trauma. Exposure to disasters, both directly and vicariously, has become a part of children's lives experiences. Children are dealing with heightened adult fears and an increased sense of vulnerability to natural and human-made disasters: earthquakes, epidemics (polio, yellow fever, influenza, bird flu), floods, hurricanes, mechanical error (Challenger and Columbia, Three Mile Island), mudslides and avalanches, terrorism (World Trade Center, Oklahoma City Federal Building), tornados, tsunamis, volcano eruptions, wildfires, etc. It is estimated that as many as 25% of all children experience a traumatic event by the time they are 16 years of age (Costello, Erkanli, Fairbank, & Angold, 2002).
     Though typically considered adult concerns, the constant media coverage in the immediate aftermath of these events has heightened children's fears. Recent studies indicate that children’s real-life fears are occurring at an earlier age, in the elementary school years rather than during early adolescence (Owen, 1998). Whether experienced personally or vicariously, disasters can leave children feeling frightened, confused and insecure. Denying children's fears often increases them (Duncan, Kraus, & Parks, 1986). When parents and teachers ignore children’s emotions, hoping for them to return to normal, they are not using a particularly helpful strategy. Despite the folk wisdom suggesting that young children are more adaptable than adults and outgrow trauma on their own, in fact, children are immature people who lack the skills to cope effectively with the complex repercussions of a disaster (Gordon & Wraith, 1993).
     Clinicians studying children impacted by disasters reported frequent physical and psychological responses associated with stress. For instance, physical responses of children following an earthquake included heart palpitations, headaches, body tremors, fatigue, suicide, hyperactivity, and aggression. Psychological symptoms included mild feelings of insecurity, trouble focusing, loss of purpose, low self-efficacy, irritation, hypersensitivity, open defiance, irrational fears, depression, insomnia, and severe anxiety (Sharan, Chaudhary, Kavathekar, & Saxena, 1996).
     How can parents and educators help children cope with feelings of anxiety and vulnerability related to disasters like these? Natural disasters and terrorism “have spurred a renewed interest in strategies that attempt to ameliorate the psychological effects of a major disaster” (McCarthy & Butler, 2003, p. 90). Webb (1999) noted that school-based interventions during and following disasters can help children heal. Sharing children’s literature about catastrophic events provides opportunities for discussion, a key strategy in helping children deal with the impact of disaster.
     Bibliotherapy is a clinical approach to helping children faces personal issues as they identify with characters in children’s literature who face similar problems (Pardeck & Pardeck, 1994). The classic steps in the process include identification with the character or situation in the story, catharsis, and insight, which motivates the reader to make positive changes (Hebert & Kent, 2000). During guided reading led by the classroom teacher, students learn that others have faced similar problems and survived. As they discuss a character’s difficulty and how he/she copes with a problem, students may develop personal strategies to solve similar problems (Iaquintal & Hipskyl, 2006). Bibliotherapy can help children investigate their feelings and think critically about natural and human-made catastrophes.
     Stamps (2003) noted that the three Rs could be expanded to incorporate the big C, “conflict” through the use of bibliotherapy. Man versus self, man versus man, and man versus nature are the three major conflicts found in literature. While natural disasters are inevitable, how men deal with them varies. As parents and teachers help children understand that disasters are an innate element in world history and human experience, they can teach children how individuals have coped successfully with disaster (Manifold, 2007).
     The more familiar children are with natural and human-made disasters, the more proactive their view of the world (Zeece, 1998). Age-appropriate children’s literature that provides accurate information about disasters, both fiction and nonfiction, can be incorporated during bibliotherapy sessions. Children’s literature provides ways for children to think about what happened, identify their feelings, and discuss their ideas and fantasies associated with natural and human-made catastrophes. Picture books may be particularly useful tools for reassuring children who are in emotional distress (Manifold, 2007).
     The stress resulting from physical and emotional problems, including those related to natural and human-made disasters, can be addressed using bibliotherapy. Bibliotherapy helps relieve emotional pressures and helps children discuss their problems (Stamps, 2003); the ultimate goal is to help children find resolutions for their concerns as they talk with adults about ways to cope with stress. Bibliotherapy has been used successfully to reduce children’s fears (Trousdale, 1989); however, the research is mainly anecdotal and is limited.
     Bibliotherapy allows parents and educators to provide reassurance, a key component in children developing coping strategies. Guided reading and class discussion allow adults to answer children’s questions honestly, while not dwelling on the frightening details. Creative, hands-on extension activities following reading may reduce anxiety and help children cope. Finding productive ways to help victims of disasters can help young people feel they are gaining some control over the event. Children and adults may experience survivor’s guilt if they were spared from the event; active participation in relief efforts helps ease those emotions.
     Bibliotherapy allows adults to help children deal with the question, “Why has this terrible thing happened?” Victims of natural disasters naturally wonder why this misfortune has happened to them. Some victims might believe that natural disasters are punishments for the way they have lived their lives, so “it is important that parents, teachers, and teacher-librarians help children understand that catastrophes can and do happen to anyone, including to those who have done nothing to warrant suffering” (Manifold, 2007).
     Providing relevant and truthful information about the disaster is important to children’s healing. School-age children are likely to be very interested in the forces underlying natural disasters (Brooks & Siegel, 1996). Since providing accurate information for them can be extremely helpful and healing, teachers can share information books during bibliography that dispel inaccuracies and rumors about the disaster. As they learn about natural disasters, teachers can help children and their families develop and practice a safety plan and put together a personal emergency kit so they will feel less fearful and more in control (Mark & Layton, 1997). Resources are available on the Internet to assist educators and parents, e.g., University of Illinois Extension Disaster Resources
<http://web.extension.uiuc.edu/disaster/resource.html>.
     During guided reading/bibliotherapy sessions, encourage open communication; however, respect children’s readiness to talk about disasters, never forcing them to share. Teachers and parents need to work together, be patient, and build a safe learning environment; students will participate when they feel ready. A warm and caring classroom will help children feel safe and supported during discussions (Drewes, 2001). As anxious children talk about their emotions, even negative ones, even younger students may feel relieved (Blaufarb & Levine, 1972). Talking about emotions helps people distance themselves psychologically from their pain. Each discussion offers an opportunity to help children understand and cope.
     During bibliotherapy sessions, parents and teachers should talk about safety honestly and calmly. However, adults should not promise that disasters will never happen again. Instead, they should reassure children by explaining what adults are doing to ensure their safety and return life to normal (Farrell & Crimmins, 2001) and limit media exposure.
     Children need a safety net when disaster strikes. Bibliotherapy can be a part of the safety net held in the helping hands of parents and teachers.

References

Association for Library Service to Children. (2005). Resources for children and their parents and educators: Dealing with the
       Hurricane Katrina tragedy. Retrieved March 29, 2008, from http://www.ala.org/ala/alsc/alscresources/dealingwithtrag/dealinghurricanekatrina.cfm
Blaufarb, H., & Levine, J. (1972). Crisis intervention in an earthquake. Social Work, 17(4), 16-19.
Brooks, B., & Siegel, P.M. (1996). The scared child: Helping kids overcome traumatic events. New York: Wiley.
Costello, E.J., Erkanli, A., Fairbank, J.A., & Angold, A. (2002). The prevalence of potentially traumatic events in childhood and
       adolescence. Journal of Traumatic Stress, 15, 99-112.
Drewes, A.A. (2001). The possibilities and challenges in using play therapy in schools. In A.A. Drewes, L.J. Carey, & C.E.
       Schaefer (Eds.), School-based play therapy (pp. 41-61). New York: Wiley.
Duncan, B.L., Kraus, M. A., & Parks, M.B. (1986). Children's fears and nuclear war: A systems strategy for change. Youth
       and Society, 18(1), 28-44.
Farrell, A., & Crimmins, D. (2001). Coping with disaster. The Exceptional Parent, 31(11), 50-54.
Fredericks, A.D. (2001). Investigating natural disasters through children’s literature: An integrated approach. Englewood,
       CO: Teacher Ideas Press (Division of Libraries Unlimited, Inc.).
Gordon, R., & Wraith, R. (1993). Responses of children and adolescents to disaster. In J. P. Wilson & B. Raphael (Eds.),
       International handbook of traumatic stress syndromes (pp. 561-575). New York: Plenum.
Hebert, T. P., & Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through young adult literature
       . Roeper Review, 22(3), 167-71.
Iaquintal, A., & Hipskyl, S. (2006). Practical bibliotherapy strategies for the inclusive elementary classroom. Early Childhood
       Education Journal, 34(3), 209-213.
Manifold, M.C. (2007). The healing picture book: An aesthetic of sorrow. Teacher Librarian, 34(3), 20-26.
Mark, B.S., & Layton, A. (1997). I'll know what to do: A kid's guide to natural disasters. Washington, DC: Magination.
McCarthy, M.A., & Butler, L. (2003). Responding to traumatic events on college campuses: a case study and assessment
       of student postdisaster anxiety. Journal of College Counseling, 6(1), 90-96.
Owen, P.R. (1998). Fears of Hispanic and Anglo children: Real-world fears in the 1990s. Hispanic Journal of Behavioral
       Sciences, 20, 483-491.
Pardeck, J.T., & Pardeck, J.A. (1994). Bibliotherapy: A clinical approach for helping children. Yverdon, Switzerland: Gordon
       and Breach Science Publishers.
Sharan, P., Chaudhary, G., Kavathekar, S.A., & Saxena, S. (1996). Preliminary report of psychiatry disorders in survivors of
       a severe earthquake. American Journal of Psychiatry, 153, 556-558.
Shen, Y.J., & Sink, C.A. (2002). Helping elementary-age children cope with disasters. ProfessionalSchool Counseling, 5(5),
       322-330.
Stamps, L.S. (2003). Bibliotherapy: How books can help students cope with concerns and conflicts. The Delta Kappa Gamma
       Bulletin, 70(1).
Trousdale, A. (1989). Who's afraid of the big, bad wolf? Children's Literature in Education, 20(2), 69-79.
University of Illinois Extension Disaster Resources. (n.d.). Resources for educators. Retrieved March 29, 2008, from
       http://web.extension.uiuc.edu/disaster/resource.html
Webb, N.B. (1999). School-based crisis assessment and intervention with children following urban bombings. In N. B. Webb
       (Ed.), Play therapy with children in crisis (2nd ed., pp. 430-447). New York: Guilford.
Zeece, P.D. (1998). Books for children: Disasters! Early Childhood Education Journal, 25(3).

Annotated Book List: Disasters