In the case of children, making sense of traumatic events such as earthquakes is done through adults. Adults are an important model. Therefore, it is important to shape our communication with them within this framework.
One of the most important factors that we should pay attention to in communicating with children affected by the earthquake is that we should not silence them. Adults often try to prevent children from talking about their challenging experiences. When the child wants to talk, he is either silenced or his attention is diverted to another subject. It is assumed that they will be more impressed when they talk about the event. However, contrary to this attitude, we should allow and even encourage children to talk. We need to motivate them to ask and express what they are experiencing. If they see only silent adults around, it means that there is something too bad to talk about or there is a crime/misdemeanor.
Not hiding our feelings is another important issue. These emotions should be touched in order not to delay the emotions brought about by challenging experiences. Postponed, unexpressed emotions can increase the effect of trauma and cause psychological problems such as post-traumatic stress disorder. First of all, children should be acquainted with emotions through the emotion expressions of adults so that they can express and make sense of these emotions when they experience them. Studies show that even expressing the emotions experienced in difficult situations has a significant effect on recovery. That's why we shouldn't be afraid to express our feelings in front of children. On the contrary, crying when we are sad (not too exaggerated), showing that we are afraid and surprised is important for the child to recognize and express emotions. What was in the child's routine before the earthquake should be returned to them in a general framework. First of all, it is important to reorganize meal times for basic needs, to provide hygiene conditions, and to reorganize sleep times.
One of the most basic routines of children is GAME. Establishing playgrounds for earthquake-affected children is of great importance in this respect. exceeds. Children who have experienced or been exposed to an earthquake can carry the earthquake into their games. This should not be blocked. Play is a way of expressing their trauma. As a result of shocking events such as earthquakes, both children and adults often experience the "freezing" reaction. Therefore, it is very important to create a space for movement. Playing active games in the open area will be effective. Games played with music and rhythm also alleviate the effects of trauma (care should be taken to ensure that the music is nonverbal).
Hands are our second language. That's why it's important to have activities that will keep your hands busy. It will be useful to have it printed and drawn with paper, pencil, paints, and to play with play dough.
Another important issue is; that there should be no uncertainty. When uncertainty is intense, anxiety increases. Children should know at least three things to do during the day (Today we will eat first, then go to the playground).
It is also very important to encourage children affected by the earthquake to cooperate. Especially adolescent children can participate in the running process. Giving responsibility can prevent the emotional destruction they experience and allows them to reintegrate into life. Collaboration has a healing effect especially in young people-adolescents who have experienced similar problems.
All reactions in the acute period are normal and healthy. In this process, listening to children and hugging (to the extent they allow) are healing. However, if children who have experienced the earthquake or who have been affected by screens and conversations continue to have sleep problems, adjustment problems and intense anxiety after the acute period, support from a specialist should be sought. In addition, it is important to consult a specialist if he repeatedly carries earthquakes to his games (even after the acute period).
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