For our project assessing children entering camps and groups from areas of high conflict and war, we are using a personalized cluster of standardized measures, translated and back-translated into their mother language. The questions are administered verbally by trained psychologists and other mental health workers, other aid and educational workers. (Using brief, adult-administered psychological interviews we assess the nature/extent of their direct war experiences, coping, and current PTSD symptoms upon their arrival in camps.) The children are never asked to read or write and their data is collected and maintained confidentially and systematically.
They may draw, color and paint illustrations of their past or current experiences and/or embellish them with art materials that are available, if they wish. We will help them keep/display their art work (so it is safe). And (with their permission and that of their parent/caregiver) we may take a photo to keep for ourselves so we can remember what we learned from them, and helping other kids feel better by enriching our learning base.
Before they engage, they have been told, as a group and individually, the nature of the project and the reasons we wish to learn more about their experiences of war, how they managed and coped with them, and what they are experiencing now (so that we might help them feel less ".........." "scared" "frightened" "sad" "upset", "frozen" . . . (words from the test) . . . and sleep better . . . not have so many nightmares . . . feel like eating again . . . not feel so "jumpy" . . . . "remember the good things back home" . . . .etc.
Sometimes we will work with them by themselves, and sometimes in groups. Each situation, each setting may be different.
We ask, when people work together - what do you think happens?? (Sometimes, they aren't so "......" "Lonely" Sometimes they make new friends . . . " "Sometimes they laugh and play and feel better for a while" etc.) (may introduce the concept of a group having characteristics similar to a family . . .
We may also introduce the concept of "future orientation" - often missing in the worldview of children suffering from post traumatic stress, by discussing hopes, longings, desires, and wishes for the future.
At this stage, some mention may be made of constructing WISHING TREES. . (real or artificial trees filled with BIRDS constructed of paper and cardboard for us and for other children in the world --- the birds are designed to carry messages about what is hopeful to the children, what grownups and wars do that hurt kids, and what things grownups need to stop doing) . . etc.. they may write words, phrases, messages on the colorful birds . . tie them to the tree with colorful strips of cloth or ribbons . . .
introducing soothing, grounding, and centering ways of coping, and using our bodies to cope.
Children will be given opportunities to learn simple mindfulness exercises, yoga, contemplative and prayer practices which may be helpful for soothing and centering as an individual intervention for those exposed to severe traumatization. It is one of the first coping interventions they will learn.
Following general principles of trauma treatment (John Briere, johnbriere.com). Supporting research articles will be added here here which further explain this concept. In no way are these interventions attempts to indoctrinate the children andyouth to a particular religious orientation. Children who express a desire to engage in Christian prayer, Buddhist, Hindu, Islamic meditation or prayer, or indicate they come with a background of other religious or meditative traditions, will have that tradition honored and supported in every way.
Literature gathered from the Tsunami in the past decade notes that Hindu children were known to pray, and that they were observed to have a higher resilience/recovery rate than Catholic and Christian children. Many factors are postulated to cause those differences, one being that the Hindu children had a much lower expectation that life would be "good" or "bad", thus were more hardy through disastrous events (their expectations were vastly different than were those of children who were praying for rescue). This is an example of the tremendous depth of cultural and religio-cultural dimensions to be explored as we work in cultures beyond our own.
Children will be given opportunities to learn simple mindfulness exercises, yoga, contemplative and prayer practices which may be helpful for soothing and centering as an individual intervention for those exposed to severe traumatization. It is one of the first coping interventions they will learn.
Following general principles of trauma treatment (John Briere, johnbriere.com). Supporting research articles will be added here here which further explain this concept. In no way are these interventions attempts to indoctrinate the children andyouth to a particular religious orientation. Children who express a desire to engage in Christian prayer, Buddhist, Hindu, Islamic meditation or prayer, or indicate they come with a background of other religious or meditative traditions, will have that tradition honored and supported in every way.
Literature gathered from the Tsunami in the past decade notes that Hindu children were known to pray, and that they were observed to have a higher resilience/recovery rate than Catholic and Christian children. Many factors are postulated to cause those differences, one being that the Hindu children had a much lower expectation that life would be "good" or "bad", thus were more hardy through disastrous events (their expectations were vastly different than were those of children who were praying for rescue). This is an example of the tremendous depth of cultural and religio-cultural dimensions to be explored as we work in cultures beyond our own.
hope, grow, rise
FROM THE ASHES . . .
(stress, coping, and hope-filled intervention themes for children. . .)
examples . . .
Were there beautiful birds in your country? WHAT did they sound like?? Can you make pictures of them?
WHAT will our wishing birds look like? WHAT will we make them out of? WHAT sounds can they make?
SHALL we write our wishes on them?
SHOULD we take pictures of them carrying our wishes to grownups?
CAN they rest in a BIG BIG TREE? CAN we pick a TREE? Shall we make a pretend tree?
CAN we take pictures and make a book about the BIRDS and the WISHES and BIG, BIG, TREE?
DO you think the grownups will look at the book??? Will children look at it? Will they listen to the birds? Will they make up their own sounds?
(in the wider world -- when we talk about peace, and the work of the United Nations, we sometimes say, )
Have you ever heard about the BIG ROOM with ALL THE TELEPHONES? Have you ever heard about the UNITED NATIONS? . . . . . . .
FROM THE ASHES . . .
(stress, coping, and hope-filled intervention themes for children. . .)
examples . . .
Were there beautiful birds in your country? WHAT did they sound like?? Can you make pictures of them?
WHAT will our wishing birds look like? WHAT will we make them out of? WHAT sounds can they make?
SHALL we write our wishes on them?
SHOULD we take pictures of them carrying our wishes to grownups?
CAN they rest in a BIG BIG TREE? CAN we pick a TREE? Shall we make a pretend tree?
CAN we take pictures and make a book about the BIRDS and the WISHES and BIG, BIG, TREE?
DO you think the grownups will look at the book??? Will children look at it? Will they listen to the birds? Will they make up their own sounds?
(in the wider world -- when we talk about peace, and the work of the United Nations, we sometimes say, )
Have you ever heard about the BIG ROOM with ALL THE TELEPHONES? Have you ever heard about the UNITED NATIONS? . . . . . . .