Monday Post-Earthquake Presentation for Faculty

8/7/2019 Monday Post-Earthquake Presentation for Faculty

1/15

Connected as a CommunitySupporting ourselves and each other as we move forward


2/15

Our Process

Acknowledge the process we have been through and the

strength we exhibited on Friday, March 11th.

Appreciate those of us who are back together but accept that

there will be some that will not return. Plan how to contact

those who have left the community to say goodbye.

Support teachers and other school staff by providinginformation about stress reactions and guidance on how to best

attend to their own needs, and then the needs of students.


3/15

Updates Where were you over the past 3

weeks?

What helped you move forwardfollowing the earthquake and tsunamiand manage the ongoing nuclear

concerns?

How do you feel about returning to YISnow?


4/15


5/15

S

upporting theS

tudents

Children need an opportunity to process their experiences in a

safe, accepting environment - This may include a range of both

verbal and nonverbal activities (e.g., drawing, stories, music,drama, audio and video recording). It is perfectly normal for them

to discuss the event over and over again.

Acknowledge and normalize their feelings. Allow children to

discuss their feelings and concerns, and address any questionsthey may have regarding the event. Listen and empathize. Let

them know that their reactions are normal and expected. If

children are hesitant to share, do not force children to talk.


6/15

R

esiliency Emphasize childrens resiliency. Focus on their

competencies.

Help children identify what they have done in

the past that helped them cope when they

were frightened or upset.

Bring their attention to other communities that

have experienced natural disasters and

recovered or are recovering (ie. Christ Church,

New Orleans, Thailand).


7/15

Cop

ingSk

ills

Promote positive coping and problem-solvingskills. Teach children how to apply problem-solving skills to disaster-related stressors.

Encourage children to develop realistic andpositive methods of coping that increase their

ability to manage their anxiety and to identifywhich strategies fit with each situation.

Discuss potential for additional earthquakes.


8/15

Value of Friends

Strengthen childrens

friendship and peer support.

Children with strongemotional support from

others are better able to cope

with adversity. Childrens

relationships with peers can

provide suggestions for how

to cope and can help decrease

isolation.


9/15

Plan how to contact those who have left the community to say

goodbye.

Incorporate information about the disaster into related subject

areas, as appropriate. Science, math, history, and language arts

may be especially relevant.

Seek the help of the school counselor for discussion ideas orstrategies for managing the conversation.


10/15

Take Care of YourOwn Needs

Take time for yourself and try to deal with your own reactions to the

situation as fully as possible.

You will be better able to help your children if you are coping well. If you

are anxious or upset, your children are more likely to feel the same way.

Talk to other adults such as family, friends, faith leaders, or counselors. It

is important not to dwell on your fears or anxiety by yourself. Sharing

feelings with others often makes people feel more connected and

secure.

Take care of your physical health. Make time, however small, to do

things you enjoy. Avoid using drugs or alcohol to feel better.


11/15

If you feel you will be unable to facilitate aneffective discussion with students due to your

own uncertainties please contact the school

counselor in your division and we will help you.


12/15

Signs of Particular Emotional Difficulty

Preschoolersthumb sucking, bedwetting, clinging to parents,

sleep disturbances, loss of appetite, fear of the dark, regression

in behavior, and withdrawal from friends and routines.

Elementary School Childrenirritability, aggressiveness,

clinginess, nightmares, school avoidance, poor concentration,

and withdrawal from activities and friends.

Adolescentssleeping and eating disturbances, agitation,

increase in conflicts, physical complaints, delinquent behavior,

and poor concentration.


13/15


14/15

Keep Informed

Everyones information needs are different but having access to

the right information at the right time can make a huge

difference


15/15

Follow-Up Information

Link to NASP Site

Offer to help with discussionfrom counselors.

Referral protocol and Link

TELL and Mental Health

Providers of Japan Website.

Documents

Monday Post-Earthquake Presentation for Faculty