Collaboration with Our Community

February 14th, 2012

By Developmental Services Community Support Manager Jeff Nunemaker

The UCS Developmental Services Division has been collaborating with community businesses and organizations to provide a variety of positive experiences for the adults we serve.  Here are some of the collaborations we’re currently involved in:

Anytime Fitness – A weekly exercise group has been adapted for individuals who may have difficulty exercising.  The exercise is focused on fun and hopefully will promote healthy living.

Bennington Health and Rehab – We volunteer to help facilitate a weekly volleyball game for residents.

Bennington Lanes – Morning and afternoon weekly bowling sessions occur through the winter.  This is a real favorite!

Bennington Tennis Center – Individuals participate in weekly adapted tennis lessons (another favorite activity), which are funded through the Mount Laurel Foundation.

BROC – Our participants volunteer to stock shelves.

Crescent Manor Nursing Home – Our program participants and residents of the nursing home volunteer together to stuff and sew teddy bears to be given to children by Rescue Squad, hospital, police, and fire personnel.

Second Chance Animal Shelter – Many of our participants volunteer to give the shelter animals some love.

Riley Rink –Individuals participate through the winter in ice skating with the use of adaptive equipment so that everyone can enjoy it.

Vermont Arts Exchange – A year-round therapeutic art class is offered and art shows are held to promote artistic expression.

We believe that not only do the adults we serve benefit from these collaborations, but the community does as well.  If anyone is interested in collaborating with us, we would be happy to speak with you about it.  Please contact Jeff Nunemaker at 442-5491 x 290 if you have any ideas!

Big Brothers Big Sisters Celebrates Its Volunteers!

February 3rd, 2012

Each year adult mentors across the country are honored during the month of January for their commitment to youth in America.

Nothing beats hangin' with a friend!

Big Brothers Big Sisters, a UCS program, has established youth mentoring programs throughout Bennington County and currently supports over 40 mentoring matches in local schools as well as in the community.

In January, our organization recognized these individuals (Bigs) for the many hours of personal time they spend with their littles arranging safe, supportive and fun experiences for them throughout the year.

Our Big Brothers and Big Sisters who serve as lunch time and/or community mentors were recently recognized in the Bennington Banner and the Manchester Journal along with the businesses that encourage them to participate once a week in our lunch-time mentoring programs. Bigs were also invited to celebrate National Mentoring Month at the West Mountain Inn where event highlights included a tasty lasagna dinner and safety training.

How do you spend your time? Do you build relationships?

Many people ask how these adults, many of whom are working 40+ hours a week, have the time or energy to be a Big Brother or Big Sister to a child in their community.  My answer to that question is always laced with stories, wonderful stories I hear from Big Brothers and Big Sisters who truly feel what they are doing is important.

How much time does it take to witness a 10-year-old child’s reaction after taking a bite of the first cupcake she has ever baked?  Well, you do have to pick her up at her home, take her to yours and then bake a batch of boxed cupcakes. Or, how much time does it take to hike around Equinox Pond on a cool, sunny, fall day and listen to your little brother describe what it feels like to take his first-ever hike in the woods?

One mentor could not get over the fact that his little, who is 8 years old, had never seen an escalator before! The mentor said riding the escalator was instant, free entertainment for both of them at the mall that day.

The stories are endless and the time, well… sometimes a match date is one hour and sometimes its three hours depending on what you both decide to do that day.   

Mentoring is the number one ingredient for a successful future.

 I would like write that all the children in Bennington County who could really benefit from an adult mentor have been matched with one, but that

would not be true. Big Brothers Big Sisters has a list of girls and boys of all ages, who are hoping to be matched with a caring adult sometime soon.

Some of these kids could meet a mentor once a week for lunch and recess at their school and plan what to do together. Others could meet with a mentor after school, in the evening, or on a weekend.  Their mentor would simply pick them up and spend time doing what they planned to do that day.

If you think you might be interested in knowing more about becoming a Big Brother or Big Sister in one of our programs, please email us in Bennington at dlockwood@ucsvt.org, and in Manchester at scottrell@ucsvt.org.   

There are some great boys and girls who sure could use you!

Positive Addictions

December 13th, 2011

by Mental Health and Substance Abuse Services Director David M. O’Brien

We are well on our way into the holiday season.  Holiday parties are happening and people are making their plans as to where they are going to see the New Year in.  Although this time of year is a joyous one for most of us, it is a time that some find very challenging.  People who struggle with their weight find it hard to keep those extra pounds from mounting up. 

Others who have histories of substance abuse and addiction are exposed to so many more social situations in which alcohol and other drugs are commonplace.  And not necessarily connected to the holiday seasons, other addictions can be seen in so many families – compulsive gambling, work addition, sex or relationship addiction, shopping and spending addiction, and the growing problems with people being addicted to the Internet.

But keeping in the joyful spirit of the holidays, I want to talk about “positive addictions.”  I first came upon this concept when I read the book Positive Addictions by William Glasser (Harper and Row).  Glasser took the concept of “addiction” (the process of becoming dependent on something) and turned it around. 

We all know the effects of “negative” addictions.  Some of us may be struggling with our own demons, whether alcohol, food, drugs or gambling.  Glasser turned the concept 180 degrees by defining positive addictions as the process of becoming dependent on a behavior or an activity which fosters strength and makes our lives more satisfying.

The most common forms of positive addictions are exercise, meditation/prayer, music and forms of artful expression such as painting, quilting or other crafts.  Running, meditation and yoga are the ones that are most robust and about which most research has centered around. 

Glasser cites the results of this research in his book.  Among the results of positive addiction that people experience are: feeling more energy, needing less sleep, good weight control or loss of weight, increased mental strength, more confidence, more creativity, better health, being more tolerant and less angry, and the list goes on. 

In guiding us, Glasser suggests 6 points one should employ in choosing a positive addition.  First, it should be something non-competitive that you can devote approximately an hour a day to.  Second, it should be something that you can do easily and it doesn’t take a great deal of mental effort to do it well.  Third, you should be able to do it alone or rarely with others, but it does not depend on others to do it. 

Fourth, you need to believe that it has some value for you, whether physical, mental or spiritual.  Fifth, you need to believe that if you persist at it you will improve, but this is completely subjective.  You need to be the only one who measures that improvement.  And lastly, the activity must have the quality that you can do it without criticizing yourself.  If you cannot accept yourself during this time the activity will not be addicting.

The benefits of positive addictions are numerous, but it takes time to build up the “addiction.”  For example, Glasser suggests that for running most people take about a year before they cross over from doing it out of duty and dedication to doing it because they want to.  However, the dedication is well worth it for the end game. 

What are you doing for yourself related to positive addictions?

Taking Responsible Action

December 2nd, 2011

By Community Relations Director Robert Pini

The scandal at Penn State is a vivid illustration of how people remain unclear about their roles and responsibilities in witnessing abuse.

First, here’s the background. According to police indictments and media reports, a former coach is accused of sexually assaulting very young boys. And some individuals who apparently knew about the abuse did nothing on behalf of the victims even though they had the power and opportunity to intervene.

Clearly people need to know what to do when they witness child rape, and how bystanders can support vulnerable children and keep them safe from predators.

The short answer is that bystanders, witnesses, or people who discover abuse need to report it to the police. It’s the law, plain and simple. And it’s the best way to support the victim and stop the abuse.

In recent years, we’ve seen repeatedly how people fail to respond appropriately when they witness or become aware of child sexual abuse. They overlook the abuse, find excuses for it, or imagine they can stop the abuse by being sympathetic with the abuser.

This is especially true when the abuser has an influential position or positive reputation. While we don’t want to see our heroes fail, we clearly cannot overlook child sexual abuse, even when the perpetrator is a greatly admired figure.

Yet in scandal after scandal, people who witness or discover abusive behavior are confused about how to handle it properly and all too often fail to uphold their responsibility to the victim.

Child sexual abuse is a common problem in Bennington County. Abusers are almost always people who know the child well and have the chance to establish trust. And child sexual abuse happens in all socioeconomic classes.

When the abuser is a family member or close relative, it is especially difficult for other family members to hold the guilty person responsible. It may feel like a betrayal to call police on a family member, but contacting police can stop behavior that is extremely damaging to all family members.

An individual who becomes aware of child abuse carries a terrible burden of knowledge that can only be removed by reporting to police. It does not go away with the passing of time.

Sexual abuse can be terribly damaging to children, but quick disclosure to police in Bennington County brings a highly trained team of professionals into action.

Police, child protection, and mental and physical health professionals all work closely together to maximize support to the victim. This rapid, coordinated, and supportive response has the potential to be highly therapeutic to the abused children and their families.

Some even find it possible to move ahead quickly and put the betrayal and hurt behind them.

Discovering or witnessing child sexual abuse can be a very confusing and complicated situation. But the bottom line is a “no brainer.” Reporting it to police is the right thing to do. It helps the victim and gives everyone a chance to move forward with their lives.

Life’s Too Short to Worry about Everything, But…

November 15th, 2011

By Director of Finance Jill Doyle

Every now and then something happens in life that takes you completely by surprise. It’s great when the surprise is good news – a new baby, a new job, you win the lottery. But, surprises are not always good. For instance, Hurricane Irene affected every single one of us in different ways. 

Even more recently, I was surprised by the death of my 31-year old niece. I spent a lot of time with my family following her death, and our support and love for each other got us through. But some of the things I learned almost shocked me. Her husband never handled any of the bills so he had no idea how much money they had, how to write a check or pay a bill online, or how to balance a checkbook.

They only had enough life insurance to pay for the funeral so he didn’t know how he would make the next car payment or the next house payment. They were a young couple so financial planning was not one of their top priorities. They thought they had time for that. Actually, I can really relate to these feelings but I took this time to look at my own family financial picture.

Take a look at your situation and answer these questions:

•  Do you have a health care proxy?
•  Do you have a will?Are your kids protected?
•  Do you know how much money you have in savings and checking?
•  Do you know what bills you have and when they are due?
•  Do you have life insurance?
•  Are you an organ donor?
•  Do you have contact numbers for immediate family members?
•  Do you know where important documents are located such as your marriage license?
•  What would happen to your family if something happened to you?

The internet has many resources that can help answer all of these questions.

Tragedies are not easy to deal with; but believe it or not, you can be prepared.

Take one step at a time with your loved ones involved. You might feel funny talking about all this but it is also amazing what you will find out along the way. Life is too short to worry about everything but the people who are closest to you will be forever grateful that you took the time now to think about them in the future!



The Forgotten Art of Letter Writing

October 17th, 2011

By Leslie Addison, Human Resources Director

Do you need a new way to relax that’s simple, fun and affordable? If you do, then embark on writing a letter to someone special! Not only is it a way to enjoy a quiet break from your busy day, but it passes on that very same thing to the person at the other end. 

Try to remember a moment, anytime in your past, when you discovered an envelope in your mailbox hand-addressed to you. I don’t mean a bill, or a sales flyer, or the latest Sear’s catalogue; I mean a handwritten letter.  Do you recall that warm feeling of excitement? The anticipation of getting it opened and the smile on your face as you read the words?  I do, and I always considered those moments as unexpected little gifts.  Why, you ask, would I write a letter if I can just type up a quick e-mail and move on to the next item on my list of things to do? Well, let’s consider that very question.

Technology has brought us fascinating ways to communicate efficiently and with immediate results.  We can post messages on Twitter and Facebook, send e-mails, instant messages and texts. We use Blogs such as this. Quickly and easily we can send an identical message to dozens of people in the flash of a keystroke! Using Skype, we actually don’t even have to write anything at all. So why’s all that so bad?  In and of itself it isn’t, but it’s what we’re giving up that’s concerning.  We’re forgetting the art of the handwritten letter and the joy it brings to both parties. 

Letter writing goes beyond just putting words on paper. It’s the process of creating and the satisfaction of the finished product that makes it special. Think of what our Declaration of Independence would look like if it was simply typed in Times New Roman font size 12, and “John Hancock” was just a size 48 bold. The character of the document would be missing; the essence of emotion from each pen stroke would be lost.  Creating a letter is also a hobby to be enjoyed.  The finished product is different each time, never quite knowing how it’ll come out until the end.  There’s a bit of personality in each one.  Penmanship is unique, as is the selection of stationary or pen. Ink on paper is permanent and by accepting that, there’s a bit more stream of consciousness and less worry about the wording. There are no backspace or delete buttons, so often what is written sounds like how you’d speak. How many times have you said, “It was so nice to hear your voice.”?  I believe the same impact holds true when reading a letter written just for you. 

As a culture we are losing our skills in cursive.  Simultaneously, we’ve developed very high expectations for immediate access to, and rapid response from, the people with whom we communicate.  Together, it puts the practice of letter writing in danger of extinction. This age-old form of personal communication can’t go by the wayside to quick e-mails, ‘Reply-all’s, standardized fonts and happy face symbols. Help prevent this from happening!  Get some paper, choose your favorite pen, find a special place to sit, relax for a moment, and compose a letter to someone special. My guess is that by the time you’ve sealed the envelope, adhered a postage stamp and dropped it in a mailbox, you’ll feel more relaxed and a bit happier.  You can also be assured that in a few days, someone will enjoy your sentiments as well!

It Is More about the Person Than about the Practice

September 29th, 2011

By Victor Martini, Community Rehabilitation and Emergency Services Director

The great debate about what works in behavioral healthcare has been gaining speed. On the one hand some practitioners advocate for the use of methods that have been shown to work repeatedly, so called Evidence Based Practice, or EBP.

Evidence Based Practice is determined through the collection of client data over time. With enough data from different clients, it’s possible to assess different mental healthcare therapies to see which ones work best. Once a model has been identified as an EBP it is broken down into several parts so that it can be followed faithfully.

Other practitioners line up behind an approach that focuses on the relationship between a client and his/her counselor and relies on feedback from the client about how things are going. This method seeks to define how to maintain positive alignment between client and counselor to facilitate a good outcome. “I can only help you if you are able to influence the type and manner of help that I provide to you. Your information to me about how it is going is more important than the type of practice that I provide.”

Among the EBP camp are those who emphatically uphold their particular therapeutic model, such as Dialectical Behavior Therapy, Illness Management and Recovery, Cognitive Behavioral Therapy, Integrated Dual Disorders Treatment, or Eye Movement Desensitization and Reprocessing  just to name a few. These therapeutic models are followed faithfully to assure positive predictable results.

On the other hand, advocates of immediate feedback seek immediate positive results. They argue that EBP methods alone are simply a mechanized “cookbook,” but superior results depend on good, reliable and rapid feedback, which creates good alignment between the client and counselor. The client needs to convey to the counselor how well he/she is functioning and how the counselor is doing at making a connection with the client and helping him/her progress.

So, where does this great debate stand today?

As a member of the Clinical Practices Advisory Panel (CPAP), I have worked for several years with the Department of Mental Health in partnership with the Vermont Council of Developmental and Mental Health Services to review Evidence Based Practices in adult mental health and to make recommendations to the mental healthcare system.

After extensive research, the panel made recommendations common to all Evidence Based Practices. Here is a link to the recommendations:

First and foremost the panel found that good outcomes are linked to the manner in which practices are delivered. In other words, Evidence Based Practices are excellent therapeutic tools. But to be fully effective, they depend on good alignment between the client and counselor. Here’s an example of this relationship between the two approaches:

A highly recognized expert in Dialectical Behavior Therapy (DBT) was discussing a particularly difficult client who was not progressing in treatment despite the best work of skilled and dedicated people. The client had successfully completed a DBT skills training group. She had worked with a therapist who was highly skilled in DBT. The client consistently used after-hours telephone coaching.

Despite the impressive array of services, the client was steadily regressing. Colleagues provided many helpful suggestions: “Perhaps a refresher on affect regulation skills.” “Maybe the therapist should review the client’s diary cards to look for recent trends.” “Cognitive restructuring might be helpful.”

After reviewing these options, inspiration struck and the DBT expert realized what to do with exciting clarity that brought a smile to her face: “I’ll take her out for a cup of cappuccino,” she thought. “There is no limit to the exhausting number of service techniques we might offer. There is no limit to fine-tuning the treatment plan. There is, however, a limit on the quality of the relationship that we build with the client. When nothing is working, that is the time to re-establish the relationship.”

Whenever a client is not doing well in treatment I always have to look at the therapeutic relationship I have with the client. How is that alignment working? Is it producing a good outcome?

In the end EBPs are the limitless techniques that we might and should have in our clinical bag of tools. I believe that the successful use of those tools depends more upon the quality of the relationship with the client than the skills with which we follow fidelity to the practices.

It is more about the person than about the practice.

Where do we go from here? In Vermont, we are developing an Evidence Based Practice Cooperative. It will serve as a clearing house for resources and information on best practices. Additionally it is hoped that the cooperative will support the use of data collection, outcomes-monitoring and community-based research to evaluate the effectiveness of Vermont’s mental health system. In essence the cooperative will bring both EBP and alignment-focused approaches to community mental health agencies.

I am pleased and grateful to be a member of the development committee that is working hard to establish a practice cooperative. It is my hope that a successful cooperative will serve to improve not just the quality of services available but more importantly the quality of the lives of people.

Take Care of Your Mental and Emotional Health

September 15th, 2011

United Counseling Service is concerned about the health and safety of those affected by the recent flooding and storm damage. Flood-related loss can cause a great deal of stress for affected individuals, communities and recovery workers. It is important to take care of yourself and your family throughout the storm recovery effort.

Immediately following a natural disaster, people typically respond with shock and denial, meaning that you may feel stunned, numb or disconnected. When the shock has passed, reactions will vary among different people, and may include:

  • Intense and unpredictable moods
  • Anxiety and nervousness; feeling out of control
  • Difficulty concentrating and making decisions
  • Disrupted sleep and eating patterns
  • Stress-related headaches, nausea and chest pain

Remember that it is normal to experience these symptoms, and there are basic things that you can do to relieve some of the stress. In the days and weeks following a natural disaster, you may be so busy that you forget or ignore simple routines that can greatly impact your health. It is important to take care of yourself, and make time to do the following:

  • Maintain your energy by eating healthy foods and avoid excess caffeine, junk food, alcohol, drugs and tobacco.
  • Exercise and stretch your muscles frequently.
  • Get adequate sleep and rest.
  • Avoid injury during cleanup. Do not lift anything that is dangerously heavy.
  • Practice stress reduction techniques such as deep breathing, meditation and mindfulness to calm your body and mind.
  • Talk to friends, family and coworkers about your emotions.

Flood cleanup efforts will likely require a significant amount of time, and some days will be better than others. Use healthy coping skills to get yourself and your family through this experience. It can help to remind yourself of the following:

  • Try to be patient because the cleanup and restoration will take time. Adjust your expectations and be realistic about what you can accomplish.
  • Expect that you will experience a range of emotions and changing moods.
  • People with a history of mental health problems may find their symptoms get worse during times of stress. Be sure to seek help as needed.
  • Take time to help children cope with their feelings. Provide extra affection and reassurance.
  • Focus on the big picture rather than the small details.
  • Make a list of things that need to be done, set priorities for tasks and try not to get overwhelmed.
  • Don’t focus too much attention those things that you cannot control and put your energy toward things that you can change.
  • Set aside time for regular tasks that are unrelated to the flood cleanup.

Tips for Talking to Children and Youth after Traumatic Events—A Guide for Parents and Educators

September 13th, 2011

by Specialized Children’s Services Director Lorna Mattern

Children respond to trauma in many different ways. Some may have reactions very soon after the event; others may do fine for weeks or months, and then begin to show troubling behavior. Knowing the signs that are common at different ages can help parents and teachers recognize problems and respond appropriately.

Preschool Age

Children ages 1–5 find it particularly hard to adjust to change and loss. These youngsters have not yet developed their own coping skills, so they must depend on parents, family members, and teachers to help them through difficult times.

Very young children may regress to an earlier behavioral stage after a violent or traumatic event. Preschoolers may resume thumbsucking or bedwetting, or may become afraid of strangers, animals, darkness, or “monsters.” They may cling to a parent or teacher, or become very attached to a place where they feel safe.

Changes in eating and sleeping habits are common, as are unexplainable aches and pains. Other symptoms to watch for are disobedience, hyperactivity, speech difficulties, and aggressive or withdrawn behavior. Preschoolers may tell exaggerated stories about the traumatic event or may refer to it repeatedly.

Early Childhood

Children ages 5–11 may have some of the same reactions that younger children have. They also may withdraw from playgroups and friends, compete more for the attention of parents, fear going to school, allow school performance to drop, become aggressive, or find it hard to concentrate. These children also may return to more childish behaviors, such as asking to be fed or dressed.

Adolescence

Children ages 12–14 are likely to have vague physical complaints when under stress, and may abandon chores, school work, or other responsibilities they previously handled. Though they may compete vigorously for attention from parents and teachers, they also may withdraw, resist authority, become disruptive at home or in the classroom, or begin to experiment with high-risk behaviors such as alcohol or drug use.

 These young people are at a developmental stage in which the opinions of others are very important. They need to be thought of as “normal” by their friends and are less concerned about relating well with adults or participating in family activities they once enjoyed.In later adolescence, teens may experience feelings of helplessness and guilt because they are unable to assume full adult responsibilities as the community responds to the traumatic event. Older teens may deny the extent of their reactions to the traumatic event.

How to Help

Reassurance is the key to helping children through a traumatic time. Very young children need a lot of cuddling, as well as verbal support. Answer questions about the event honestly, but do not dwell on frightening details or allow the subject to dominate family or classroom time indefinitely. Encourage children of all ages to express emotions through conversation, writing, or artwork and to find a way to help others who were affected by the event.

Try to maintain a normal household or classroom routine, and encourage children to participate in recreational activity. Temporarily reduce your expectations about performance in school or at home, perhaps by substituting less demanding responsibilities for normal chores.

Acknowledge that you, too, may have reactions associated with the traumatic event, and take steps to promote your own physical and emotional healing.

Tips for Talking to Children after a Traumatic Event

  • Provide children with opportunities to talk about what they are seeing on television and to ask questions.
  • Do not be afraid to admit that you cannot answer all of their questions.
  • Answer questions at a level the child can understand.
  • Provide ongoing opportunities for children to talk. They probably will have more questions as time goes on.
  • Use this as an opportunity to establish a family emergency plan. Feeling that there is something you can do may be very comforting to both children and adults.
  • Allow children to discuss other fears and concerns about unrelated issues. This is a good opportunity to explore these issues also.
  • Monitor children’s television watching. Some parents may wish to limit their child’s exposure to graphic or troubling scenes. To the extent possible, be present when your child is watching news coverage of the event. It is at these times that questions might arise.
  • Help children understand that there are no bad emotions and that a wide range of reactions is normal. Encourage children to express their feelings to adults (including teachers and parents) who can help them understand their sometimes strong and troubling emotions.
  • Be careful not to scapegoat or generalize about any particular cultural or ethnic group. Try not to focus on blame.
  • In addition to the tragic things they see, help children identify good things, such as heroic actions, families who unite and share support, and the assistance offered by people throughout the community.

When Talking Isn’t Enough

For some children more active interventions may be required, particularly if they were more directly affected by the traumatic event.

  • The family, as a unit, might consider counseling. Traumatic events often reawaken a child’s fear of loss of parents (frequently a child’s greatest fear) at a time when parents may be preoccupied with their own practical and emotional difficulties.
  • Families may choose to permit temporary regressive behavior. Several arrangements may help children separate gradually after the agreed-upon time limit: spending extra time with parents immediately before bedtime, leaving the child’s bedroom door slightly ajar, and using a nightlight.
  • Many parents have their own fears of leaving a child alone after a traumatic event or other fears they may be unable to acknowledge. Parents often are more able to seek help on the children’s behalf and may, in fact, use the children’s problems as a way of asking for help for themselves and other family members.
  • Teachers also can help children with art and play activities, as well as by encouraging group discussions in the classroom and informational presentations about the traumatic event.

Information provided by the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services.

After the Hurricane: Helping Young Children Heal

September 7th, 2011

by Specialized Children’s Services Director Lorna Mattern

Young children, toddlers, and preschoolers — even babies — know when bad things happen, and they remember what they have been through. After a scary event, we often see changes in their behavior. They may cry more, become clingy and not want us to leave, have temper tantrums, hit others, have problems sleeping, become afraid of things that didn’t bother them before, lose skills. . . . Changes like these are a sign that they need help. Here are some ways you can help them.

Safety – Focus on safety first. Your young child feels safe when you . . .

  • Hold him or let him stay close to you.
  • Tell her you will take care of her when things are scary or difficult. With children who are learning to talk, use simple words, like saying “Daddy’s here.”
  • Keep him away from frightening TV images and scary conversations.
  • Do familiar things, like singing a song you both like or telling a story.
  • Let him know what will happen next (to the degree that you know).
  • Have a predictable routine, at least for bedtime: a story, a prayer, cuddle time.
  • Leave her with familiar people when you have to be away.
  • Tell him where you are going and when you will come back.

Allow expression of feelings

  • Young children often “behave badly” when they are worried or scared. Children can “act out” as a way of asking for help. Remember! Difficult feelings=Difficult behavior.
  • Help your child name how she feels: “scared,” “happy,” “angry,” “sad.” Tell her it’s OK to feel that way.
  • Show your child the right way to behave, like saying “It’s OK to be angry but it’s not OK to hit me.”
  • Help your child express anger in ways that won’t hurt, using words, play, or drawings.
  • Talk about the things that are going well to help you and your child feel good. 

Follow your child’s lead

  • Different children need different things. Some children need to run around, others need to be held.
  • Listen to your child and watch his behavior to figure out what he needs. 

Enable your child to tell the story of what happened during and after the hurricane.

  • Having a story helps your child make sense of what happened and cope better with it.
  • Children use play to tell their story. For example, they may throw blocks to show what the hurricane was like. They may separate toy animals to show how they were separated from you.
  • Join your child in showing and telling not only what happened, step by step, but also how you both felt.
  • As you tell the story, follow your child’s lead. When the story is difficult, your young child may need breaks: running around, being held, playing something else. This is OK. He will come back to the story when he is ready.
  • It can be hard to watch your children’s play or listen to their stories of the hurricane. Get support if it is too hard for you to listen without becoming upset.

Ties – Reconnect with supportive people, community, culture and rituals

  • Simple things like a familiar bedtime story, a song, a prayer, or family traditions remind you and your child of your way of life and offer hope.
  • If you belong to a group, like a church, try to find ways of reconnecting with them.
  • You can help your child best when you take care of yourself. Get support from others when you need it.

Your Child Needs You! This is the most important thing to remember.

  • Reassure your child that you will be together.
  • It is common for children to be clingy and worried about being away from you.
  • If you need to leave your child, let her know for how long and when you are coming back. If possible, leave something that belongs to you, or a picture that your child can have.
  • Just being with your child, even when you can’t fix things, helps your child.

Tips adapted from the National Child Traumatic Stress Network.