Earthquake is a frightening event for all of us, but for children, earthquake means much more than fear.
Children under the age of 12 cannot think abstractly, because they think concretely, they cannot process in their minds how the earthquake happened, so the earthquake is uncertain in children's minds. It is a concept. Uncertain concepts frighten children and can cause increased anxiety in children. Children with increased anxiety levels feel intense anxiety, insecurity and fear. While they show psychological symptoms such as having scary dreams, fear of being alone, bedwetting, thumb sucking, nail biting, stuttering, and introversion, they can also show physical symptoms such as unreasonable abdominal pain, nausea, and sleep disorders.
The earthquake is experienced by the child. It can be perceived as "I am responsible for this incident, the earthquake is happening because of me, this happened to us because I treated my mother badly, I am a bad person."
Or, in the eyes of the child, the earthquake; It can also be perceived as utopian thoughts such as "Who is shaking our house or school? Is it someone else? Did a plane crash or is it shaking?" Therefore, we need to clarify this uncertainty in the child's mind. We must explain this event in accordance with the child's development. At this point, games and toys should be our communication tools. The earthquake that we explain concretely and through play will not cause the child anxiety and will be more understandable for the child. For example, by using toys; “Let me tell you something, do you know how earthquakes happen? There are huge rocks side by side like this under the ground, they keep getting old, then they break down little by little, while they are falling apart, they shake the other rocks next to them, we shake because we are above the ground, that's all." The explanations we make by concretizing it in the form of this will comfort the child and the child will not be able to understand the earthquake event. It does not convey extraordinary meaning.
Parents' and teachers' approach to the child, their reaction and being the right role model is very important in determining whether the earthquake will have a traumatic effect on the child. If the adult is experiencing intense anxiety, he should not make the child feel this and should be able to control his reactions. He should never forget that there is a child next to him. Especially during an earthquake, the reactions of the parent or teacher are very important. Because � Children are affected more by the reactions of the people around them than by the earthquake. Panic-like behavior, crying, screaming, fainting and running away without looking back that the child witnessed during the incident can have traumatic effects on the child.
There is no trust where there is anxiety and danger. For this reason, the first feeling that parents and teachers should give to the child during and after the earthquake is the feeling of trust. The child should not feel threatened and the message "you are safe" should be given. Sentences that convey trust to the child, such as "Our school and our home are very strong and we are always with you" should be used. Emotions, thoughts and experiences related to the earthquake should not be discussed at length in front of the child. Another important point is that in order to prevent the child from abusing the interest shown, suggestions should be made in accordance with the child's character and the emotional transfer should not be exaggerated. Just as we take some precautions for an earthquake physically, we should also take precautions by preparing ourselves and our family spiritually.
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