Helping children

and young people

cope with crisis
Information for parents
and caregivers
Original content compiled by Ruth Wraith and Australian Red Cross (2010). Australian Red Cross
acknowledges the use of material from What Parents Can Do: Helping Children and Adolescents
Cope With Violence and Disasters published by the National Institute of Mental Health, USA
(2006). This resource was originally developed with the generous support of the Alfred Felton
Bequest and ANZ Trustees Program, Charitable Purposes in Victoria - Ruth Watchorn Estate,
Bendigo and Adelaide Bank Community Enterprise Foundation and Eldon & Anne Foote Trust of
the Lord Mayors Charitable Foundation. Red Cross thanks the parents and young people affected
by emergencies who shared their stories in the development of this booklet. Thank you also to the
agencies and mental health professionals who assisted in the consultation and drafting stages of
the project. All people featured in photographs have consented to the use of their image in Red
Cross resources.
Cover photo credit: Australian Red Cross / Rodney Dekker & Australian Red Cross / Tim Lofthouse
This booklet uses the term parent when referring to the primary caregiver/s.
This may also include family members or other close or trusted adults.
The words child and children are used when referring to all young people aged 0-25 years.
This booklet is designed to:
he|p parents understand why and how chi|dren might react
to cha||enging or overwhe|ming experiences
he|p parents respond to the needs of their chi|dren.
Some words of encouragement:
no-one knows your chi|d as we|| as you do
fami|y is the most important support network for young chi|dren
getting he|p can be a good idea.
A little early help can
save a lot of heartache.
1. Stress and trauma 5
2. Loss and grief 6
3. Reactions: 5 years and under 8
4. Reactions: 6 to 11 years 10
5. Reactions: 12 to 18 years 12
6. Reactions: 18 to 25 years 14
7. Sleep 16
8. Looking after yourself 18
9. Helping children cope 20
10. The media 22
11. Suggested activities 24
12. When and where to get help 28
Contents
See the suggestions at the back of this book|et.
Sometimes children have experiences which are
very demanding, challenging or overwhelming.
They inc|ude.
natura| d|sasters - foods, fres or storms
|no|dents - veh|o|e or other aoo|dents, deaths,
relationship breakdowns
v|o|enoe - fghts, war, domest|o v|o|enoe, abuse
ser|ous |||ness or other med|oa| oond|t|ons.
The impact may be mild or severe and may damage the childs
psychological health and emotional wellbeing, causing stress
or trauma.
Trauma can happen when someone.
th|nks they oou|d have d|ed
w|tnesses or exper|enoes a trag|o,
terrifying, or overwhelming event
exper|enoes a b|g shook or |s very soared
|s overwhe|med or fee|s ||ke they have no oontro|.
Trauma.
ar|ses from emot|ona| and psyoho|og|oa| |njury
oan prompt oonoern|ng behav|ours
oan produoe strong fee||ngs (extreme ups and downs}
oan |no|ude fr|ghten|ng thoughts, sensat|ons
and painful feelings.
Some things to consider.
Some oh||dren w||| be fne - they won`t
have any concerning reactions at all;
Most oh||dren reoover w|th t|me and the
appropriate understanding and support;
Reaot|ons may ooour at d|fferent t|mes
after the event;
Some oh||dren grow from the|r exper|enoe
and discover new strengths or skills;
How parents reoover |s the strongest
indicator of how a child will cope.
1. Stress and trauma
Everyone reacts
differently and
recovers in
their own way.
There is no right
or wrong.
Some children
will be ne.
Others may
develop a
new sense
of resilience
and strength.
Recovery can
be quick and
straightforward.
Occasionally,
it can be more
complex and
take longer.
Trauma can happen
after a single event
or experience.
Trauma can also
occur if stress builds
up over time.
But remember not all
stressful situations
cause trauma.
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There are many ways to he|p chi|dren cope with stress
and change. See the tab|e at the back of this book|et.
Grief is not an
illness that needs
to be cured.
It is the normal,
healthy reaction
to loss.
It's norma| for peop|e to grieve when they |ose someone or something
important to them. Chi|dren, |ike adu|ts, express grief in different ways.
This can invo|ve intense fee|ings |ike.
sadness, pa|n and hurt
yearn|ng
unoerta|nty or oonfus|on
fear
anger
d|sappo|ntment
gu||t.
Sometimes, when they are grieving, young peop|e can become.
|azy or apathet|o
aggress|ve
w|thdrawn
eas||y |rr|tated.
2. Loss and grief
I thought my three year-old
wouldnt understand when
her grandfather died but she
noticed he was missing. We
exp|a|ned that he had gone
away and looked at photos,
telling her: Were here with
you, Im here with you.
My 19-year-old son planted
a tree in memory of his mate
whowas killed in a car accident.
My 22-year-old daughter had
a BBQ with friends. They found
their own way to keep his
spirit alive.
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Reassure
young people
that they will
be looked after
and that over
time their pain
will decrease.
Coping with loss and grief

Let them know it might last for a while but they will feel better in time.

(writing a letter, visiting a special place, planting a tree, releasing a balloon).

making decisions for them.

they may mimic this behaviour. Its okay to cry or show emotion
in front of children. This can help them release their own feelings.
You might also visit a GP or other health professional.
I held it together for ages and
the kids, they gave me great
comfort. It helped them to help
me. Made them feel stronger.
They needed to see that
everyone feels heavy and
sad sometimes.
The loss of our horses and
dogs was hard for everyone.
The kids felt guilty that they
couldnt save them.
We reminded them
that they were wonderful
carers of those animals
and focused on the
good memories.
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Parents recovery
has a big inuence
on how young
people recover.
Give plenty of
hugs and affection
to little children.
Let them be
near you.
Some common reactions inc|ude.
return|ng to ear|y behav|ours ||ke thumb-suok|ng,
bedwetting or being scared of the dark
s|eep d|ffou|t|es |no|ud|ng n|ght terrors
ohanges to eat|ng patterns and d|etary hab|ts
separat|on d|ffou|t|es, not want|ng to be a|one
be|ng eas||y start|ed, hypera|ert or hyperaot|ve
oha||eng|ng behav|ours
o||ng|ng to fam|||ar peop|e or th|ngs
fee||ng unsafe
fears of a or|s|s event happen|ng aga|n
forgett|ng new sk|||s, manners or se|f-oare behav|our
fao|a| express|ons of fear
ory|ng, wh|mper|ng or soream|ng.
3. Reactions: infants to 5 years
We had donated clothes after the
fres beoause we |ost everyth|ng.
My two-year-old would undress
after I dressed her in the mornings.
Someone suggested I wrap the
new clothes up, like a gift. It worked.
My little one needed to feel a sense of
ownership over her belongings again.
It was hard to know if our grandsons
tantrums were normal two-year-old
behaviour or trauma. We tried to
be fair and consistent in our discipline
and made sure he got plenty of sleep.
It went away after a few months.
Our little son cried a lot after the
cyclone. I would show him the sky,
speaking calmly to let him know
he was safe. Years later, he still
gets upset with bad weather but
its much less and as soon as he
knows hes safe, hes okay again.
My fve-year-o|d went baok to
sucking her thumb after a car
accident. We tried to make her
stop, which only made her feel
worse. The main thing is to not
get angry or upset about it - she
stopped after a couple of months
when she felt ready.
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Family is the
most important
part of a childs
life. Adults give
them security
and condence.
Allow time for
kids to play
with friends
and adults.
Include children
in practising
plans for future
disasters. This
will help them
feel ready and
in control.
4. Reactions: 6 to 11 years
Chi|dren between six and 11 years-of-age may experience any of the
previous reactions. They may a|so.
beoome depressed, anx|ous, naughty, aggress|ve
be eas||y annoyed or |rr|tab|e
start fghts
have angry outbursts
beoome qu|et, and perhaps w|thdrawn and |so|ated around fr|ends and fam||y
fee| gu||ty
fee| numb emot|ona||y
oomp|a|n of unfounded phys|oa| prob|ems
behave ||ke a younger oh||d
be overaot|ve or hyperaot|ve
strugg|e to pay attent|on, ||sten and remember
not do we|| w|th sohoo| work.
Dad gave me the job of cleaning the
shed. I was 11 then. He had heaps of
other stuff to do. I liked helping and
building something new.
Our 11-year-o|d got anorex|a |n the
year after the disaster but this was
because of other issues, not just the
fres. Through our GP, we found a
psychologist and later linked up to
a clinic to support her and get her
healthy again. I guess an event like that
can be a catalyst for other issues.
My seven-year-old was distressed
about things hed lost, so replacing
them helped. Some things were
exaot|y the same, some were d|fferent."
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Encourage
teenagers to do
things they enjoy,
either with mates
or alone.
5. Reactions: 12 to 18 years
Young peop|e between 12 and 18 years-of-age may experience the
previous reactions (0-11 years}.
They may a|so.
fee| gu||ty about the event or be|ng unab|e to do more dur|ng the event
beoome depressed
beoome overaot|ve or over|nvo|ved
|so|ate themse|ves from fam||y and/or peer groups
avo|d rem|nders of the event
have fashbaoks, n|ghtmares or d|ffou|ty s|eep|ng
regress |n standards of se|f oare
over eat/under eat
have d|ffou|ty w|th sohoo| or work
strugg|e w|th fam||y and peer re|at|onsh|ps
exh|b|t ant|soo|a| behav|our (||ke be|ng d|srespeotfu| or destruot|ve}
take r|sks or behave dangerous|y
use or abuse drugs or a|ooho|
behave |n sexua||y |nappropr|ate ways.
I was 15 when our house was
fooded. lt was soary but sort of
exo|t|ng. l he|ped o|ean up and now
l know how to get ready for foods."
Our 13-year-old developed
migraines and started playing
up at school, which was out of
character. For the physical stuff,
the doctor suggested mild pain
relief and plenty of water. For
the other stuff, we tried not to
get angry but we did uphold that
rudeness was unacceptable.
I guess we tried to treat him as
a normal teenager going
through angst.
My 17-year-old was embarrassed
about hav|ng fashbaoks and n|ghtmares
after the accident. She said That
only happens to babies. I found
internet videos from kids who survived
September 11 and she saw that the
fashbaoks and stress |s a norma| th|ng,
for any age.
My daughter was diagnosed with
depress|on n|ne months after the fres.
It lasted about three years, in varying
degrees. We got help from doctors.
What else worked? Writing down
feelings and not giving her special
attention, especially where her friends
were concerned.
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Keep them in the
family loop, even
if they dont live
at home.
Tell your children
when theyve
done a good job.
Young adults
often struggle
between the
need for parental
support and the
desire to maintain
independence.
6. Reactions: 18 to 25 years
Young adu|ts may experience any of the reactions |isted on the previous
pages. Other reactions may inc|ude.
fee||ng a strong sense of respons|b|||ty for |njury to |oved ones
and damage to property
|noreased stress |eve|s due to work or study oomm|tments
d|ffou|ty fnd|ng rout|ne aga|n and manag|ng prev|ous|y 'norma|` tasks
|az|ness or apathy
anger or annoyanoe at |oss of |ndependenoe or pr|vaoy
quest|on|ng one`s purpose |n ||fe
d|ffou|ty pr|or|t|s|ng and/or manag|ng work, study and soo|a| demands.
Young adults will have their own relationships beyond the immediate family to nurture.
Some may be parents themse|ves. They may a|so have fnano|a|, workp|aoe or other
responsibilities. All children and young people, regardless of their age, need parents to set
good and oons|stent examp|es, espeo|a||y when ||fe |s d|srupted. Ensure they have peop|e
the|r own age to turn to |f they need extra support.
I was 20 when my town was destroyed.
After a couple of weeks, I felt like I was
go|ng orazy. l went on a |ong road tr|p
and drove all day to my cousins house.
They didnt ask any questions, just took
me in. I stayed for two weeks, until I felt
okay to go home again. I was stronger
after a little time on my own.
Our 18-year-olds accident left him in
a wheelchair. Of course hes changed
but he`s s|ow|y fnd|ng a new |dent|ty,
I guess. That kind of happens when
youre in your twenties anyway. The best
things for him have been support groups
with other injured kids. We make sure his
mates come over at least once a month
and music, hes always loved his music.
Its on all the time.
My house wasnt burnt down, and
nobody I know was killed but I was
a b|t messed up after the fres. We
had to evacuate three times and it
was really stressful. When its really
hot or when theres smoke around,
I talk to mum about it. She gets it.
Our kids werent living here when
the fres h|t. But they were affeoted
because we were affected - this is
where they grew up, its their home
too. We kept them in the loop by
emailing photos of the old house
and the new one, send|ng texts
about the builders. It was so good
to stay connected.
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Sometimes its
okay to stop what
you are doing to
rest. Sleep is more
important than
many things.
Reduce
distractions
at bedtime.
Turn off phones
and computers.
7. Sleep
Many people have trouble sleeping after a crisis. Getting good sleep
is a very important part of the healing process.
The fo||owing tips are re|evant to you and your chi|dren.
Before s|eep.
Avo|d st|mu|ants (oaffe|ne, energy dr|nks, a|ooho| and o|garettes}
in the afternoon and evening.
Sw|toh off oomputers, Tvs, mob||e phones and other e|eotron|o d|straot|ons.
Do re|ax|ng aot|v|t|es that he|p ease you |nto s|eep (read|ng, med|tat|on,
||sten|ng to soft mus|o, breath|ng exero|ses or tak|ng a warm bath before bed}.
Try dr|nk|ng warm m||k or herba| tea (w|thout oaffe|ne}.
Burn energy and |norease t|redness at n|ght by do|ng phys|oa|
activities during the day.
lf |t he|ps, wr|te ||sts of aot|v|t|es or tasks for the fo||ow|ng day,
as a way of ending the day and planning for tomorrow.
Consider the s|eeping environment.
Make the bedroom a safe, peaoefu| and oomfortab|e p|aoe.
Keep the room dark and qu|et throughout the s|eep|ng per|od.
Wear |oose, o|ean and oomfortab|e o|oth|ng.
A|m to ma|nta|n rout|nes or r|tua|s, ||ke s|ng|ng good-n|ght songs and
ensuring children have their comforters.
Ma|nta|n a regu|ar pattern by go|ng to bed and wak|ng up at the
same time each day.
Exposure to sun||ght soon after wak|ng he|ps regu|ate the
bodys natural clock.
Chi|dren may have nightmares or interrupted s|eeping.
Some things to remember.
These are norma| reaot|ons to trauma and usua||y pass w|th t|me.
lf oh||dren are soared of s|eep|ng, reoogn|se the|r fears and |et them
know they are safe.
Stay w|th them |f neoessary.
Oreate a state of oa|mness w|th deep breath|ng or qu|et ta|k|ng.
Overs|eep|ng, or not want|ng to get out of bed, may a|so ooour.
lf you are ser|ous|y oonoerned, or |f s|eep prob|ems oont|nue for more
than s|x weeks, seek adv|oe from a dootor or oh||d hea|th speo|a||st.
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First take care
of yourself, in
order to take
care of your
children.
Allow time to
reect and think
about how you
would like to
move forward.
8. Looking after yourself
Chi|dren's reactions are inuenced by their parents' reactions to an event.
When parents |ook after their own hea|th and we||being they are better
ab|e to |ook after their chi|dren.
Some tips.
Get good rest. S|eep prov|des more energy,
clearer thinking and helps you be more understanding.
Watoh your d|et and phys|oa| hea|th. Manage your |ntake of oaffe|ne,
alcohol, drugs and medication in the best interests of your child.
|ook after your re|at|onsh|ps. Oommun|oate w|th peop|e o|ose to you.
Lean on them if you need to. Accept or ask for their support if it helps
you or your children.
Do th|ngs that make you happy. As muoh as poss|b|e,
take part in activities and interests that make you feel good.
Do these activities with and without your children.
Stay oonneoted w|th workmates, ne|ghbours and other groups.
Dont become isolated, as an individual or as a family.
My sister stayed with us after the
fres. She he|ped w|th o|ean|ng and
cooking and drove me everywhere.
She was positive, strong and caring
with the kids. I look back and see
how good it was to have her looking
after the kids. In many ways, she was
looking after me too.
I couldnt sleep at night, so I tried mini
breaks during the day. I just sat down
and got comfortable for a minute, took
a deep breath. Just a few moments to
stop and breathe he|ped me re|ax."
After the house was damaged, it took
its toll on our relationship. My wife
was exhausted, stressed. l was too.
We didnt talk for a while. It took time
and a lot of patience.
I was so caught up with the kids,
I didnt think about what had
happened to me. How d|d the fres
affect my life, me as a person? It was
a hard quest|on to faoe - l was so
angry about it. Just admitting that to
myself cleared my head and helped
me a not-so-angry mum.
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Help children
regain some
control and
order in their
lives. When
appropriate,
let them choose
meals, pick out
clothes or make
other decisions in
the household.
Moving after
a crisis may
require time to
adjust to new
surroundings.
9. Helping children cope
When communicating with young peop|e.
'tune |n` to them and take a|| the|r oonoerns ser|ous|y
be oons|stent, keep oommun|oat|ng, share |nformat|on
ta|k about what |s happen|ng now. Th|s he|ps oh||dren fee|
connected and avoids feelings of isolation or misunderstanding.
Te|| chi|dren.
you |ove them
the event was not the|r fau|t
|t`s okay to fee| upset
they are safe and exp|a|n that you w||| do your best to take oare of them.
How parents recover is the strongest indicator
of how a child will cope.
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Children have
great powers of
recovery when
understood and
supported.
If you cant keep
normal routines,
try to make new
ones together,
like going for a
walk, helping to
prepare a meal,
or gardening.
Helping children cope
Do:
||sten to what they have to say. Answer the|r quest|ons
he|p oh||dren understand what happened. Be honest.
Use information based on facts, not rumour or hope
reassure them about the future
re-|nvo|ve oh||dren |n ohores and respons|b|||t|es as soon
as they can cope with them again
try to keep norma| rout|ne (read|ng before bed, eat|ng d|nner together,
watching TV together)
enoourage p|ay and fun
make t|me for the fam||y to be together and enjoy eaoh other`s oompany. |augh
be open about your thoughts and fee||ngs. Oh||dren w||| be aware of them anyway
a||ow emot|ons to be shared |n the fam||y but |n a way wh|oh does not overwhe|m
|et oh||dren ory, hang around you or the house, be o||ng|ng or phys|oa||y o|ose
thank and pra|se oh||dren when appropr|ate.
Dont:
demand that oh||dren be brave or tough
expeot them to 'get over |t` qu|ok|y
expeot them to take on respons|b|||t|es beyond the|r oapab|||ty
get angry |f they show strong emot|ons
foroe them to te|| the|r stor|es or probe for persona| deta||s
make prom|ses you m|ght not be ab|e to keep
bott|e th|ngs up - try to express emot|ons open|y, w|thout overwhe|m|ng oh||dren
pretend that you are okay.
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Many young
people depend
on social media
like email,
facebook or
twitter, to stay
connected with
their friends.
Being socially
connected is
a good idea.
Just be mindful
of overexposure.
And remind
them that not
everything posted
online is true.
10. The media
The media can worry and upset young people during times of crisis.
Overexposure to TV, newspaper and internet coverage during and
following an event can be overwhelming and disturbing.
Things to consider:
Not a|| med|a reports are based on faots.
Sounds and |mages oan be upsett|ng.
Repet|t|on of |mages and messages oan be overwhe|m|ng
and may create a false sense of danger.
News reports oan sensat|ona||se or exaggerate events.
Oh||dren |nterpret |mages and news through the|r understand|ng of the wor|d.
For examp|e, they m|ght reoogn|se a damaged oar on Tv and th|nk the oar
belongs to someone they know.
Where possible:
||m|t your oh||d`s aooess to news and med|a.
Ask your oh||d what they have seen or heard about the event.
O|ar|fy any m|sunderstand|ngs.
Avo|d d|souss|ng news stor|es w|th other adu|ts w|th|n
the hearing of kids.
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27
Age Activity Benets Ideas
5+ C|ubs/groups Participating in c|ub or group activities.
a||ows oh||dren to 'be|ong` to a group
|nvo|ves goa|-sett|ng
enoourages oo||eot|ve sense
of achievement or success
enoourages soo|a| |nteraot|on
bu||ds ||fe sk|||s
often |nvo|ves mentor|ng by pos|t|ve
adult role models
oan a|so enoourage |eadersh|p
opportunities for young people
to guide others.
p|ay group
Soouts, G|r| Gu|des, Rovers, eto.
sport (pony o|ubs, sw|mm|ng,
hockey, etc.)
mus|o, danoe or theatre group
vo|unteer|ng groups
youth
ho||day or after sohoo| o|ubs
5+ Computers
or digita|
techno|ogy
Computers or digita| techno|ogy are
important for socia| connectedness
(emai|, text, phoning, etc.} and can.
he|p prov|de sense of oontro|
be p|easurab|e and sat|sfy|ng,
especially quest or trivia games
be fun
enoourage exp|orat|on,
investigation and questioning
bu||d sk|||s and know|edge.


oomputer or v|deo games
|AN games
b|ogg|ng
surfng the net
soo|a| network|ng
w||
us|ng programs for art|st|o
or other projects
3+ Cooking Cooking a|one or together.
|s reward|ng (you oan eat |t!}
oontr|butes to the househo|d
|s fun
|s taot||e
oan be spontaneous or p|anned
|nvo|ves |earn|ng new sk|||s
enoourages hea|thy ||v|ng
a||ows r|sk-tak|ng or exper|ment|ng.
prepar|ng mea|s for
themselves
prepar|ng mea|s for others
oook|ng o|asses
oook|ng part|es w|th fr|ends
BBOs
4+ Games P|aying games he|ps because it.
enoourages fam||y or
social connectedness
|s fun
oan be oha||eng|ng or easy
often |nvo|ves prob|em-so|v|ng
enoourages oons|stenoy and
commitment to a cause when
quest-based games.
cards
board games
oomputer games
or|enteer|ng
ba|| games
puzz|es
m|nd games
(crosswords, Sudoku)
Age Activity Benets Ideas
2+ Anima|s P|aying with or caring for anima|s
encourages young peop|e to.
empath|se
ass|st oreatures that may
be vulnerable
adopt a sense of respons|b|||ty
|norease attent|on sk|||s
|mprove |nteraot|ons w|th humans.
|norease se|f-esteem
reduoe |one||ness.


pets
|ook|ng after stook
horse r|d|ng
v|s|t|ng a farm, zoo or aquar|um
|ook|ng after pets of others
3+ Art Participating in creative arts activities.
a||ows oh||dren to oreate, destroy
and recreate
|s taot||e, sooth|ng and oa|m|ng
oan be pr|vate or shared
oan prov|de sense of re||ef,
getting feelings out
oan be fun
oan be spontaneous or
involve planning
enoourages non-||tera| th|nk|ng
a||ows symbo||o oommun|oat|on
oan he|p to dooument the event.
pa|nt|ng
draw|ng
mak|ng (o|othes, jewe||ery,
sculpture, etc.)
photography
v|deo (d|g|ta| storyte|||ng}
d|g|ta| art
mura|s
an|mat|on
theatre and perform|ng arts
11. Suggested activities and coping strategies
Here is a list of successful ideas we collected from parents whose
children have been affected by emergencies. Some suggestions are
from child trauma experts. Its important to help children and young
people to find the activities which THEY enjoy. These activities may
also be run by other adults or older siblings to provide release time
for parents and primary caregivers.
To ensure the safety and ongoing wellbeing of young people in your care, Red Cross advises
that parents carry out their usual parenting care and style. Observe your children and set up
boundaries around these activities, as you normally would.
Ages are intended as a guide only. Finding a suitable activity will depend on the individual child.
Adult supervision and assistance may be required in some activities depending on childrens
ages and skills.
Age Activity Benets Ideas
2+ Music (cont'} In genera|, music.
|s fun
oan be therapeut|o, re|ax|ng
and/or stimulating
|s easy to aooess and su|ts many
interests and age groups
prov|des opportun|ty for refeot|on
through imagery and lyrics
a||ows for verba| and non-verba|
communication.
4+ Preparedness Preparing for an emergency.
he|ps oh||dren fee| safer
empowers oh||dren to fee| more
in control of their environment
p|ann|ng together he|ps fam|||es and
groups bond
oan be done at any t|me of the year.
mak|ng an emergenoy k|t
remov|ng debr|s or fue|
oreat|ng an emergenoy oontaots oard
deve|op|ng a househo|d p|an
praot|s|ng the emergenoy p|an
3+ Re|axation
techniques
Getting he|p from professiona|s
or guides is a good way to |earn
re|axation techniques that are.
oa|m|ng, a||ow the m|nd to rest
usefu| for genera| stress management.


gu|ded med|tat|on
yoga
massage
deep breath|ng
|abyr|nths
2+ Reading
and watching
books,
|ms or TV
Chi|dren reading or being read to.
|s non-strenuous and re|ax|ng
oan st|mu|ate |mag|nat|on
and creativity
oan |norease oonoentrat|on |eve|s
may |no|ude sma|| texts or |ong nove|s.
magaz|nes
books
on||ne art|o|es, b|ogs, journa|s, eto.
Tv and DvDs
(with age appropriate ratings)
aud|o books
||sten|ng to or watoh|ng the
stories of others
oom|os
Age Activity Benets Ideas
3+ Gardening Gardening is an activity that.
foouses on natura| oyo|es of ||fe,
death and growth
he|ps reduoe stress w|th
fresh air and physical activity
prov|des sensory exper|enoes
(smell, sight, touch, sound)
|s a mean|ngfu| or
purposeful activity
may |norease hope for the future
may |norease se|f esteem and
se|f oonfdenoe
|s a taot||e opportun|ty to
get your hands dirty.
oar|ng for ex|st|ng p|ants
grow|ng from seeds
p|ant|ng sma|| trees
p|ant|ng herb, vegetab|e
or fower gardens
pot p|ants or |ndoor p|ants
|andsoap|ng or
rebuilding gardens
5+ Physica|
activity
Sport and physica| activity
are known to.
reduoe stress
|norease a|ertness and oa|mness
promote d|so|p||ne
bu||d sk|||s
he|p oreate t|redness at n|ght
(good for sleep)
bu||d a sense of aoh|evement
or success
enoourage goa| sett|ng through
healthy competition
|nvo|ve oe|ebrat|ng w|ns and/or
collectively dealing with loss.

team sports
mart|a| arts
danoe
sw|mm|ng and water sports
wa|k|ng, runn|ng
stretoh|ng exero|ses
gym
Oyo||ng, mounta|n b|k|ng
Horse r|d|ng
2+ Music P|aying or making musica|
instruments.
|nvo|ves exper|ment|ng and
learning new skills
a||ows for |mprov|sat|on
or free play
a||ows for emot|ona| express|on
may |mprove motor sk|||s.
Listening to music.
prov|des opportun|ty for movement
and dance
prov|des opportun|ty for refeot|on
through musical imagery
|nvo|ves empath|s|ng,
through lyrics, with the feelings
and thoughts of others.

go to see ||ve bands or performanoes
|earn a new |nstrument
make s|mp|e |nstruments, ||ke r|oe
shakers or saucepan drum kits
start a band w|th fr|ends
have regu|ar jam sess|ons
s|t qu|et|y and ||sten to mus|o
oreate p|ay||sts for speo|fo moods
or events
p|ay mus|o-re|ated oomputer games
exp|ore mus|o-mak|ng
software programs
karaoke or s|ng|ng sess|ons
Age Activity Benets Ideas
5+ Scrap booking Making a scrapbook is he|pfu|
because it.
keeps reoords of treasured or
important moments
oan he|p young peop|e aooept
events from the past
prov|des opportun|t|es for persona|
or group refeot|on
|s a form of express|on.

oreat|ng books for persona| memor|es
oreat|ng books for others
oe|ebrat|ng speo|a| moments
(birthdays, anniversaries etc)
To 8
or 9
years
Unstructured
p|ay
Free unstructured time for chi|dren
to [ust 'be chi|dren'.
a||ows natura| express|on of
thoughts and emotions
a||ows oh||dren to bu||d,
destroy and rebuild
|s fun.


h|de and seek
oubby houses
dress ups
ohas|ngs
sand p|ay
toys
|ndoor and outdoor p|ay
water p|ay
|mag|nat|ve games
5+ Vo|unteering He|ping others is often persona||y
rewarding because it.
a||ows young peop|e to oontr|bute to
the rebuilding process
often |nvo|ves mentor|ng by pos|t|ve
adult role models
enoourages soo|a| oonneotedness
promotes a sense of |nvo|vement
and empowerment.

sohoo| projeots
youth groups
work|ng w|th ohar|t|es
work|ng w|th emergenoy serv|oes
work|ng w|th oommun|ty groups
7+ Writing Creative or factua| writing he|ps
because it.
st|mu|ates |mag|nat|on and oreat|v|ty
oan be pr|vate or shared
he|ps rat|ona||se thoughts
he|ps verba||se or desor|be emot|ons
oan prov|de sense of re||ef,
getting feelings out.

keep|ng a journa| or d|ary
|etter wr|t|ng
b|ogg|ng
story wr|t|ng
song wr|t|ng
z|nes or news|etters
poetry
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There is no
harm in seeking
advice.
Tapping into
local services
is a good idea.
12. When and where to get help
Most chi|dren and young peop|e adapt and grow through cha||enging or
overwhe|ming experiences with care and support from fami|y, friends and
teachers. For a range of reasons, some chi|dren (and their fami|ies} wi|| need
assistance a|ong the way from peop|e ski||ed in understanding reactions
and the [ourney of recovery.
You know your chi|d best. Listening to, observing and understanding
your chi|d is the best support you can provide.
You can.
keep your oh||d`s teaoher |nformed and ask for feedbaok on the|r reoovery
be open to observat|ons from o|ose fr|ends, fam||y or other adu|ts
in your childs life
try phone he|p||nes or webs|tes (see next page}
get adv|oe from a GP, nurse or other oh||d and ado|esoent hea|th profess|ona|.
If the following reactions continue, in you or your child, for more
than six weeks, you may want to seek professional help.
Get advice if any fami|y member.
oannot perform norma| rout|nes
deve|ops new symptoms
exper|enoes pers|stent emot|ona| or phys|oa| symptoms
exper|enoes pers|stent n|ghtmares, poor s|eep or fashbaoks
exper|enoes pers|stent aoo|dents or |||ness
strugg|es w|th fam||y, sohoo| or work re|at|onsh|ps
exper|enoes a |oss of memory and/or oonoentrat|on
performanoe suffers at sohoo|, work or home
aoo|dents or |||ness pers|st
|oses fa|th |n themse|ves or the wor|d
deve|ops fee||ngs of hope|essness, despa|r or even su|o|de
|noreases oonsumpt|on of smok|ng, dr|nk|ng or drugs
deve|ops sexua| prob|ems.
Please note: six weeks is a general time guide for most cases.
If you are concerned about someone in your care,
dont wait to seek help.
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Austra|ian
Red Cross
For chi|dren.
After the emergenoy k|ds book|et
Get ready! k|ds book|et
For young peop|e (aged 12-25}.
After the emergenoy MP3 p|ayers
After the emergenoy DvD
www.redcross.org.au/aftertheemergency
For adu|ts.
Oop|ng w|th a major persona| or|s|s book|et
RED|P|an book|ets
Speak|ng to oh||dren about emergeno|es faotsheet
www.redcross.org.au/aftertheemergency
Austra|ian
Centre for
Grief and
Bereavement
lnformat|on and support for peop|e exper|eno|ng
loss and/or grief.
http://www.grief.org.au
Austra|ian
Centre for
Post-traumatic
Menta| Hea|th
Mental health and wellbeing resources, including
information about traumatic events.
http://www.acpmh.unimelb.edu.au/
resources/resources-community.html
Austra|ian
Chi|d and
Ado|escent
Trauma, Loss
and Grief
Network
For people involved in the care of children/
youth and interested in the potential impact
of trauma, |oss and gr|ef exper|enoes.
http://www.earlytraumagrief.anu.edu.au
Better Hea|th
Channe|
Many hea|thy eat|ng, exero|se and
relationship tips, for all ages.
http://www.betterhealth.vic.gov.au
beyondb|ue Information and coping strategies for all ages
across a range of mental health topics, including
depress|on, anx|ety and reoovery from or|ses.
1300 22 4636
http://www.beyondblue.org.au
headspace Mental and health wellbeing support, information
and services to young people and their families
across Australia.
http://www.headspace.org.au
Kids He|p|ine Telephone and online counselling for young
people aged 5-25.
1800 55 1800
http://www.kidshelp.com.au
Life|ine 24-hour telephone crisis support. For more
information or to download mental health
and suicide prevention resources visit
Lifelines website.
13 11 14
http://www.lifeline.org.au
Parent|ine Information, advice and a listening ear
for parents with any concerns about their
children or parenting.
1300 30 1300
http://www.parentline.com.au
Sesame Street Support young children through tough times with a
range of activities and videos from Sesame Street.
http://www.sesameworkshop.org/
initiatives/emotion
These agencies provide information and support for people
affected by crises. Remember to check with services in your
local area.
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www.redcross.org.au
Red Cross nationa| ofce
155 Pelham Street
Carlton South VIC 3053
Telephone: 03 9345 1800
Facsimile: 03 9348 2513
Austra|ian Capita| Territory
Cnr. Hindmarsh Drive and Palmer Street
Garran AOT 2605
Telephone: 02 6234 7600
Facsimile: 02 6234 7650
New South Wa|es
159 Clarence Street
Sydney NSW 2000
Telephone: 02 9229 4111
Facsimile: 02 9229 4244
Northern Territory
|ambe|| Terraoe & Sohu|tz Street
Larrakeyah NT 0820
Telephone: 08 8924 3900
Facsimile: 08 8924 3909
Queens|and
Humanity Place 49 Park Road
Milton QLD 4064
Telephone: 07 3367 7222
Facsimile: 07 3367 7444
South Austra|ia
207-217 Wakefe|d Street
Adelaide SA 5000
Telephone: 08 8100 4500
Facsimile: 08 8100 4501
Tasmania
40 Melville Street
Hobart TAS 7000
Telephone: 03 6235 6077
Facsimile 03 6231 1250
Victoria
23-47 Villiers Street
North Melbourne VIC 3051
Telephone: 03 8327 7700
Facsimile: 03 8327 7711
Western Austra|ia
110 Goder|oh Street
East Perth WA 6004
Telephone: 08 9225 8888
Facsimile: 08 9325 5112