By Paul W. Barnard, Ian Morland, Julie Nagy
The popularity of kid's traditional resilience as basic to their skill to deal with trauma is significant to this e-book. Deriving from the authors' adventure of operating with bereaved youngsters after the Hillsborough catastrophe, the ebook advocates a version of perform that is in keeping with their findings: the primacy of hearing young children, and listening uncritically; the significance of peer-group and kin help; and the price of taking note of kid's wishes, now not these of adults. It promotes the assumption of fit coping, and explores ways that little ones and their households may be enabled to do that. young ones clarify "what helped me", and proposals for perform instructions are supplemented by means of broad lists of assets and help networks. The version may be utilized to young children who've skilled various levels of trauma: bereavement, bullying or terminal affliction for instance. additionally it is fabric for you to be helpful to these operating with traumatised young children with studying disabilities. Reflecting the perspectives of kids along side the pro services of the authors, this booklet will let carers to reconsider latest equipment and kinds a massive contribution to the literature.
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Extra resources for Children, Bereavement and Trauma: Nurturing Resilience
2. g. in Hungerford, the Towyn floods, school trip incidents and minibus crashes. 3. School is a large part of a child’s life. What happens there and what affects it is important to all. The school provides the main support and social network. 4. School is the normal place for a child to be and offers security at a time of insecurity. Trauma reactions are normal reactions and are best helped in a normal environment. 5. Those who do need clinical help still go to school. 6. Children are in school in their own right, not because they have a problem or carry a ‘survivor’ or ‘victim’ label.
These include issues as diverse as terminal illness (cancer and other illnesses), HIV and AIDS (where either the carers or the children are ill), domestic violence and its impact on the child, the traumas of separation and divorce, and the experiences of war refugees (for example, Liverpool’s Somali Community). These questions and issues all present a challenge for service providers. The key is to develop work which owes less to the application of a methodology 48 CHILDREN, BEREAVEMENT AND TRAUMA based on theory, and owes more to a respect for methodologies which are meaningful to service users in their own terms, which they can ‘own’ (take possession of, and then take control of) for themselves.
It is the event which is abnormal, not the child. Remember too that no one is a blank sheet – previous or present life experiences may compound the trauma. No child should be denied help because they are from a ‘problem’ family or have a ‘neurotic’ mother, as sometimes happens. g. nightmares, fear of going to sleep. º General fear and worries, often through not understanding. º Overwhelming emotions – tears, sadness, grief, anger (often directed at teachers, parents, friends). g. hysterical laughter.