Disasters, losses, and traumatic life events can lead to varying levels of emotional, behavioral, and physical responses in children and adolescents. The grief process is considered a natural adaptation process that does not progress in the same way for every child and can vary depending on age, developmental level, and the nature of the event experienced.
The reactions emerging during this process are often temporary in nature and are considered normal in the psychology literature. However, the form and duration of the reactions may vary among children and adolescents.
Grief and Bereavement Reactions in Children and Adolescents
Following a loss or disaster, children may experience fear, sadness, anxiety, feelings of loneliness, and a sense of insecurity. Since young children may have difficulty expressing their emotions verbally, these emotions often manifest through their behaviors. Aggression, restlessness, withdrawal, sudden anger reactions, or newly developed fears are among the reactions that can be observed during this period.
In some children, physical symptoms may come to the forefront. Despite the absence of a medical cause, complaints such as headaches, stomachaches, and nausea
may be observed. Sleep problems, nightmares, or attention deficits are also counted among the symptoms that can be encountered during the grief process.
During adolescence, the grief process can be experienced in different forms. While risky behaviors, defiance of rules, or intense anger reactions are observed in some adolescents during this period, withdrawal from social relationships and introversion can be seen in others.
How Should Earthquakes Be Explained to Children?
It is stated that when providing information to children about earthquakes and similar disasters, it is important to use a language appropriate to their age and developmental level. It is expressed that recognizing and clarifying misunderstandings that may form in children's minds during this process can help them make sense of the situation they are experiencing.
In this framework, it is stated that the following approaches can be supportive in terms of enabling children to express their emotions:
- It is stated that it may be beneficial to allow space for the child to listen so that he can share his emotions, and to create a communication environment where he can express his feelings.
- It is stated that conveying to children that reactions such as sadness, fear, or crying can be seen in such situations and that these emotions are considered normal can facilitate the understanding of emotions.
- It is stated that for play-age children, non-verbal expression methods such as drawing, painting, or puppets can support the sharing of experienced emotions.
- It is stated that in the preschool period, ensuring that children are in an environment as far away from noise and chaos as possible and allowing them to make decisions on small matters such as clothing selection can support the sense of control.
How to Protect Children from Earthquake Trauma?
It is of great importance for children to feel safe after a disaster. Preserving daily life routines as much as possible; re-adapting to sleep, nutrition, and school order can contribute to reducing the feeling of uncertainty.
It is stated that in the preschool period, providing an environment away from noise and chaos and allowing children to make small decisions supports the sense of control. In adolescence, it is stated that participation in social solidarity and mutual aid activities can make a positive contribution to the process.
It is stated that intensive and uncontrolled viewing of images related to traumatic events can lead to secondary traumatization in children and adolescents. Therefore, it is stated that limiting exposure to content, especially on digital platforms, can be a supportive element in the grief process.