Editorial from the Editor
Cathy Malchiodi, LPAT, LPC

Welcome to the first online issue of Trauma and Loss: Research and Intervention! This new format of the journal includes all the usual features of past journals—articles, news briefs, commentaries, resources, letters, and reviews. In contrast to the paper journal, the online format allows for the inclusion of color images and pictures—so children’s art expressions and photographs can be viewed in full color and detail. As a reader, you can also print out articles for your files or to share with colleagues.

This issue is devoted to stories from trauma specialists who observed, lived through, and/or worked with clients in the aftermath of Hurricane Katrina and Rita. As you are all aware, our work continues well into 2006. Stress reactions keep on emerging and mental health professionals and others are learning more and more about the effects of large scale natural disasters on not only children, but families and communities as well.

The youngest survivors, pre-school age children, are often the overlooked individuals in terms of services and intervention. Here are a few guidelines to consider if you find yourself providing intervention and treatment to these young survivors

• Young children may believe that the danger has not ended. In the case of Katrina, many young children have still not returned to their original homes, compounding fears and beliefs. Seeing broadcasts of what happened lead these youngsters to believe that it is happening all over again. As a trauma specialist, help children to understand that the danger has passed and that they are now in a safe place. Ask them to draw their safe place or, if they have been moved to safety, show them on a map where they are now and how far away they are from where the hurricane happened.
  

• Young children may react with helplessness and passivity after a disaster. They may be unusually quiet, reserved, or agitated. If children are interested in play activities, let them reenact what happened and eventually help them to use play (toys, puppets, and other props) to create a “safe place” from the storm. Assist children in learning what makes them feel safe and encourage parents to make sure there is a safe place at home where their children can play with supervision.
  

• Young children may develop sleep problems in reaction to traumatic experiences with disaster, evacuation, and loss of home, possessions, or significant others. Encourage parents and caretakers to read calming stories to children before bedtime. Help young children to understand that “bad dreams” come from thoughts about being scared, not from real events that are happening now.
  

• Finally, young children may not understand about the death of a loved one, pet, or friend. They often believe that death is irreversible or that they caused the death through their own actions or thoughts (also know as magical thinking). Encourage parents or caretakers to allow children to participate in cultural rituals or religious ceremonies to grieve losses. Help children to understand that the death was not their fault and affirm feelings of loss and sadness.

Recent disasters, both in the US and throughout the world, affect our youngest children in profound ways. They displace children from their neighborhoods and families, take away their homes, destroy their communities, and take the lives of loved ones and friends at a critical time in their development. These are experiences that not only impact children themselves, but also the trauma specialists who seek to help them. If you have provided or will provide intervention to children and communities affected by disaster, remember to take the time to take care of yourself. Be sure to get rest, encouragement, and assistance for yourself on a regular basis. Most importantly, stay in touch with organizations like the National Institute as well as other trauma specialists. Contact with colleagues can provide an important source of information, but also the support we all need to “weather the storm” as helping professionals.

Table of Contents