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REACTIONS AND GUIDELINES FOR CHILDREN FOLLOWING TRAUMA/DISASTER
孩子在灾难及创伤过后的反应及指导
Compiled by Robin H. Gurwitch, Ph.D., Jane F. Silovsky, Ph.D.,
Shelli Schultz, Ph.D., Michelle Kees, Ph.D., & Sarah Burlingame, B.A.
Department of Pediatrics
University of Oklahoma Health Sciences Center
———————————————————————————————————————————
What to Expect After Trauma:
创出后的预期：

Possible Reactions in Elementary School Students
灾难发生后，小学生可能的反应：
1) Feelings of anxiety, fears, and worries about safety of self and others (more clingy to teacher or parent)
感到愤怒、害怕、对安全的担忧以及其他（例如对父母和老师更加依赖）
2) Worries about re-occurrence of violence
对再次发生灾难的担忧
3) Increased levels of distress (whiny, irritable, more "moody")
忧郁情绪的提升（例如发牢骚、爱抱怨、易怒，更情绪化等）
4) Changes in behavior:
日常行为的改变
a) Increased activity level
不安定
b) Decreased concentration and/or attention
注意力下降
c) Angry outbursts
急剧愤怒的爆发
d) Aggression
有侵略性行为
e) Absenteeism
旷课
5) Increased somatic complaints (e.g., headaches, stomachaches, aches and pains)
身体不适的症状（例如头痛、胃痛、身体疼痛等）
6) Changes in school performance
学校内行为的改变
7) Recreating event (e.g., talking repeatedly about it, "playing" the event)
对事件的反复回忆（例如重复谈论事件，“玩味”此事件）
8) Increased sensitivity to sounds (e.g., sirens, planes, thunder, backfires, loud
noises)
对声音的敏感度提升（例如警报声、飞机声、雷声、回火声以及其他大分贝的噪音等）
9) Statements and questions about death and dying
变现出对与死亡有关话题的兴趣

In addition, at home parents may see:
此外，父母可能会发现：

1) Changes in sleep
睡眠状态的改变
2) Changes in appetite
日常生活中态度的改变
3) Lack of interest in usual activities
缺乏对日常活动的兴趣
4) Increased negative behaviors (e.g., defiance) or emotions (e.g., sadness, fears, anger, worries)
负面行为的增加（例如反抗）或情绪化的增加（例如悲伤、恐惧、生气和担忧）
5) Regression in behaviors (e.g., baby talk, bedwetting, tantrums)
行为”返婴” （例如使用婴儿用语说话、尿床、爱发脾气等）
6) Hate or anger statements
含有仇恨和愤怒的言辞

Possible Reactions in Middle School Students
中学生可能发生的反应：
1) Feelings of anxiety, worries, and fears about safety of self and others
感到愤怒、害怕、对安全的担忧以及其他
2) Worries about re-occurrence or consequences such as war, as well as worries
about school violence
对再次发生灾难的担忧，
3) Changes in behavior:
日常行为的改变
a) Decreased attention and/or concentration
注意力下降
b) Increase in hyperactivity
过度活动的增加
c) Changes in academic performance
校园内行为的改变
d) Irritability with friends, teachers, events
对朋友、老师及事件等易怒
e) Anger outbursts and/or aggression
急剧愤怒的爆发以及有侵略性行为
f) Absenteeism
旷课
4) Increased somatic complaints (e.g., headaches, stomachaches, chest pains)
身体不适的症状（例如头痛、胃痛、身体疼痛等）
5) Discomfort with feelings, particularly those associated with revenge
不舒服的感觉增加，尤其是伴有报复性的感觉
6) Increased likelihood to discuss the gruesome details
有喜欢谈论事件中可怕、恐怖细节的倾向
7) Repeated discussions of event
反复谈论此事件
8) Increased sensitivity to sounds (e.g., sirens, planes, thunder, backfires, loud noises)
对声音的敏感度提升（例如警报声、飞机声、雷声、回火声以及其他大分贝的噪音等）
1) Negative impact on issues of trust and perceptions of others, particularly of those that are "different"
对信任和感知他人有负面反应，特别是那些“不同”的人或事
2) Repetitive thoughts and comments about death and dying
反复思考死亡

In addition, at home parents may see:
此外，父母还会发现：

1) Changes in sleep or appetite
睡眠情况和态度的改变
2) Lack of interest in usual activities (e.g., after-school activities, time with friends)
缺乏对日常活动的兴趣（例如课外活动，与朋友相处等）
3) Increased negative behaviors (e.g., defiance) or emotions (e.g., sadness, fears, anger, worries)
负面行为的增加（例如反抗）或情绪化的增加（例如悲伤、恐惧、生气和担忧）
4) Hate or anger statements
含有仇恨和愤怒的言辞
5) Denial of impact
拒绝的态度

Possible Reactions in High School Students
高中生可能的反应：
1) Worries, fears, and anxiety about safety of self and others
感到愤怒、害怕、对安全的担忧以及其他
2) Worries about re-occurrence or repercussions such as war or school violence
对再次发生灾难的担忧
3) Changes in behavior:
日常行为的改变：
a. Irritability with friends, teachers, events
对朋友、老师和事件易怒
b. Anger outbursts and/or aggression
急剧愤怒的爆发以及有侵略性行为
c. Changes in academic performance
校园行为的改变
d. Decrease in attention and concentration
注意力下降
e. Increase in hyperactivity
过度活动的增加
f. Absenteeism
旷课
4) Discomfort with feelings, particularly revenge, but also those of vulnerability
身体不适的症状（例如头痛、胃痛、身体疼痛等）
5) Increased risk for substance abuse, including drinking
物品滥用的风险增加（例如酗酒）
6) Discussion of events and reviewing of details
反复讨论此事件以及反复回忆其中的细节
7) Negative impact on issues of trust and perceptions of others, particularly those that are "different"
对信任和感知他人有负面反应，特别是那些“不同”的人或事
8) Increased sensitivity to sounds (e.g., sirens, planes, thunder, backfires, loud noises)
对声音的敏感度提升（例如警报声、飞机声、雷声、回火声以及其他大分贝的噪音等）
9) Repetitive thoughts and comments about death or dying (including suicidal thoughts)
反复思考死亡（包括有自杀的念头）

In addition, at home parents may see:
此外，父母还会发现：

1) Changes in sleep or appetite
睡眠情况和态度的改变
2) Withdrawal
3) Lack of interest in usual activities (e.g., after-school activities, time with friends)
缺乏对日常活动的兴趣（例如课外活动，与朋友相处等）
4) Increased negative behaviors (e.g., defiance) or emotions (e.g., sadness, fears,
anger, worries)
负面行为的增加（例如反抗）或情绪化的增加（例如悲伤、恐惧、生气和担忧）
5) Hate or anger statements
含有仇恨和愤怒的言辞
6) Denial of impact
拒绝的态度

Reactions in Teachers
老师的反应：
1) Increased irritability and impatience with students and staff (decreased tolerance of minor student infractions- remember, they are trying to cope, too)
易怒并对学生和同事缺乏耐心（对少数学生的破坏性行为容忍度的降低）
2) Difficulty planning classroom activities and lessons
对于安排课堂活动和上课感到困难
3) Decreased concentration
注意力下降
4) Worries and fears that answers or responses to students could make things worse for them
担心和害怕自己对学生的回答和反应会使事情变得更糟
5) Worries about re-occurrence and repercussions
担心再次发生灾难以及其后续影响
6) Increased concern about school violence (e.g., hypersensitivity)
对灾难的关注度提升（例如过度敏感等）
7) Feelings of discomfort with intense emotions, such as anger and fear
情感方面不舒服的感觉，例如愤怒和害怕
8) Denial that the traumatic event may impact the students
拒绝承认灾难事件会对学生有影响

What Can I Do To Help?
我们能做什么来帮助他们

Guidelines for Teachers of High School Students
高中老师的指导

Reinforce ideas of safety and security, even though many high school students will not verbalize fears around these issues. This may be needed multiple times, particularly in response to changes, loud sounds, or other events that may remind students of the tragedy. After any classroom discussion of the event, end the discussion with a focus on their current safety and a calming activity, such as having a moment of quiet reflection.
即使学生们并没有讨论关于害怕的话题，老师也要加强学生们对目前环境安全的感受和认可。这可能需要很多时间，特别是在一系列改变后、大分贝的噪音下以及可能引起学生对灾难回忆的事件中。在讨论完有关话题后，一定要以讨论目前的安全以及平静的活动为结束，例如“一分钟静思”。

Maintain a predictable class schedule and rules to provide support and consistency for the students.
制定出班级的活动时间表及规则，向学生提供持续不断的支持。

Listen to and tolerate your students retelling of events. Schedule specific times for discussion during the school day to allow for opportunities to express their thoughts and feelings about the tragedy; however, set limits on scary or hurtful talk (e.g., specific threats of retribution). This may need to be done in multiple classes.
倾听并对学生再次描述灾难事件表示宽容。在上课时间内设定出特别时间，为学生们表达他们对灾难时间的想法和感觉提供机会；但要对话题可能产生的伤害设定限度（例如有关报复所产生的威胁），这中活动需要多次实施。

Encourage students to talk about confusing feelings, worries, daydreams, and disruptions of concentration by accepting feelings, listening carefully, and reminding students that these are normal reactions following a very scary event. Discuss students' perceptions of media descriptions of events. Information focused on safety will be important. For example, discuss what the US and other world leaders are doing to address safety. From this tragedy, opportunities for learning and discussion of world events are heightened.
鼓励并仔细倾听学生谈论他们感到的困惑、担忧、幻想等，并提醒学生们这些反应都是灾难过后的正常反应。与学生们一同讨论媒体对灾难的描述。特别重要的是关注有关安全的信息。例如政府对安全状态所发表的声明，从此灾难中我们所能学到的等。

Students will often process the information about the events at unpredictable times throughout the day. As they try to develop an understanding for what has happened, they may ask questions that are initially shocking to adults, including questions that have gruesome details. Try to respond in a calm manner, answering the questions in simple, direct terms and help the students to transition back to their activity.
学生们会多次对事件的信息进行分析，他们希望能了解发生了什么事情。他们可能会询问大人们的第一反应，包括询问一些恐怖可怕的细节。老师们应该以平静的态度，简短地回答这些问题，并帮助学生们平稳地过度回之前的活动中去。

Students will often misunderstand the information about the event as they are trying to make sense about what happened. For example, they may blame themselves, believe things happened that did not happen, believe that terrorists are in the school, etc. Gently help students develop a realistic understanding of the event.
学生们也常常会误读关于的信息。例如他们会产生自责，更愿意相信已发生的事情其实并没有发生，感到危险并没有完全过去，等等。请柔和地帮助学生们面对现实并了解真实情况。

Students may ask the same types of questions repeatedly, which can be confusing and/or frustrating for teachers. Understand that students may need to hear the information multiple times before being able to integrate and understand it. Give students time to cope with their fears.
学生们可能会重复询问类似问题，而且此类问题可能会使老师们感到身心俱疲。但请理解学生们，因为他们需要重复听到这些答案以真正全面地了解所发生的事件。请给他们时间来应付他们的恐惧心理。

Expect some angry outbursts from students. Try to catch students before they "act out", taking them aside, helping them calm down and regain control of their behavior. In addition, redirect students who are being irritable with each other which could escalate to direct conflict.
对学生们有时会爆发愤怒情绪，请做好心理准备。时刻准备在他们真正爆发前能提起预见到，将他们带到一旁，帮助他们平静下来并重新控制住他们的行为。此外，要指导那些易怒的学生们，避免学生间产生冲突。

Do classroom activities that will reinforce the message that one person can make a difference to help and heal. Activities can include drawing pictures and sending cards or class projects of collecting pennies or aluminum cans or making origami cranes.
组织学生们做课堂活动，以强化他们心理的帮助和治疗。例如画画、发送卡片、收集硬币或易拉罐、折纸等。

Encourage some distraction times, which would include doing school work that that does not require high levels of new learning and enjoyable activities. Help students do activities that allow them to experience mastery and build self-esteem.
在零散的时间内增加一些活动，比如做功课等不需要高水准新知识而且愉快的活动。帮助学生多做能体会悲伤并建立自尊的活动。

Expect some brief (temporary) decline in students' school performance. Consider suspending standardized testing and classroom testing for the rest of the week. Also, consider reducing homework as the nation heals and the national routine is stabilized (e.g., parents are back to work, no additional threats).
做好学生们会有短暂（临时性）的校园表现下降的心理准备，并可以考虑暂时中止正常的标准测试和课堂测试，同时也可以考虑暂时减少家庭作业。

Provide reassurance to students that the feelings will get smaller and easier to handle over time.
为学生们建立起信心，让他们知道这种不好的感觉会越来越轻微并随着时间的推移会越来越容易客服。

Protect students from re-exposure to frightening situations and reminders of trauma. This includes limiting teacher-to-teacher conversations about the events in front of students.
保护学生，避免他们再次暴露在可怕的、并能引发创伤回忆的情景。这包括老师和老师在学生们面前谈论灾难。

Maintain communication with other teachers, school personnel, and parents to monitor how students are coping with the demands of school, home, and community activities. Should difficulties coping with the event persist and interfere with students' functioning, consider seeking help from a mental health professional. In addition to helping those who are clearly angry or depressed, monitor students who are withdrawn and isolated from others.
经常与学校其他的老师以及学生家长们讨论，指导学生们面对学校、家庭和社区所遭受的毁坏。如果在对学生们的心理干预中遇到困难，可以考虑寻找专业心理健康方面的帮助。此外要对那些明显表现出愤怒和情绪低落的学生们，指导那些表现出孤僻的学生们。

Remain aware of your own reactions to students' trauma, as well as your own reactions to the trauma. It is okay to express emotions to your students, such as "I am feeling sad about what happened." However, if you are feeling overwhelmed with emotion, it is important to take care of yourself and to seek support from other teachers and staff.。
随时关注自己对于学生们对待创伤的反应，以及你自己对待创伤的反应。向你的学生们表达你自己的感受是允许的，例如“我对所发生的事情感到悲伤：等。但是如果你的感觉是不可控制的，请一定关注你自己并从其他的老师们那里寻找到支持。

Guidelines for Teachers of Middle School Students
中学老师的指导：

Reinforce ideas of safety and security. This may be needed multiple times, particularly in response to changes/loud sounds/or other events that may remind the students of the tragedy. After any classroom discussion of the event, end the discussion with a focus on their current safety and a calming activity, such as taking deep breaths, working together on an art project, or having a moment of quiet reflection.
即使学生们并没有讨论关于害怕的话题，老师也要加强学生们对目前环境安全的感受和认可。这可能需要很多时间，特别是在一系列改变后、大分贝的噪音下以及可能引起学生对灾难回忆的事件中。在讨论完有关话题后，一定要以讨论目前的安全以及平静的活动为解释，例如“一分钟静思”。

Listen to and tolerate your students retelling of events, as well as playing out the events. Maintain a predictable class schedule and rules to provide support and consistency for the students. Schedule specific times for discussion during the school day to allow for opportunities to express their thoughts and feelings about the tragedy. This may need to be done in multiple classes; however, set limits on scary or hurtful talk (e.g., specific threats of retribution).
倾听并对学生再次描述灾难事件表示宽容。制定出班级的活动时间表及规则，向学生提供持续不断的支持。在上课时间内设定出特别时间，为学生们表达他们对灾难时间的想法和感觉提供机会；但要对话题可能产生的伤害设定限度（例如有关报复所产生的威胁），这中活动需要多次实施。

Encourage the students to talk about confusing feelings, worries, daydreams, and disruptions of concentration by accepting the feelings, listening carefully, and reminding the students that these are normal reactions (any of these feelings are okay) following a very scary event. Discuss students' perceptions of media descriptions of events. Information focused on safety will be important. For example, the President of the USA and other "helping people" (e.g., the firefighters, military, police, doctors) are all working together to make us safe (give examples). Review of school safety rules may also be helpful.
鼓励并仔细倾听学生谈论他们感到的困惑、担忧、幻想等，并提醒学生们这些反应都是灾难过后的正常反应。与学生们一同讨论媒体对灾难的描述。特别重要的是关注有关安全的信息。例如政府对安全状态所发表的声明，很多人都在帮助我们，从此灾难中我们所能学到的等。

Students will often process the information about the events at unpredictable times throughout the day. As they try to develop an understanding of what has happened, they may ask questions that may be initially shocking to adults, including questions that have gruesome details or focus on death. Try to respond in a calm manner, answering the questions in simple and direct terms and helping the students transition back to their activity.
学生们会多次对事件的信息进行分析，他们希望能了解发生了什么事情。他们可能会询问大人们的第一反应，包括询问一些恐怖可怕的细节。老师们应该以平静的态度，简短地回答这些问题，并帮助学生们平稳地过度回之前的活动中去。

Use simple direct terms to describe what happened, rather than terms designed to "soften" the information, which inadvertently further confuses the students. For example, use the term "died", rather than "went to sleep".
用简单直接的话语描述所发生的事件，而不是用那些可以弱化事件的信息以此来忽略学生们的困惑。例如请使用“死亡”而不是用“去睡觉了”。

Students will often misunderstand information about the event as they are trying to make sense of what happened. For example, they may blame themselves; may believe things happened that did not happen, may believe that terrorists are in the school, etc. Gently help students develop a realistic understanding of the event.
学生们也常常会误读关于的信息。例如他们会产生自责，更愿意相信已发生的事情其实并没有发生，感到危险并没有完全过去，等等。请柔和地帮助学生们面对现实并了解真实情况。

Students may ask the same types of questions repeatedly, which can be confusing and/or frustrating for the teacher. Understand that students may need to hear the information multiple times before being able to integrate and understand it. Give the students time to cope with fears.
学生们可能会重复询问类似问题，而且此类问题可能会使老师们感到身心俱疲。但请理解学生们，因为他们需要重复听到这些答案以真正全面地了解所发生的事件。请给他们时间来应付他们的恐惧心理。

Expect some angry outbursts from students. Try to catch students before they "act out", by taking them aside, and helping them calm down and regain control of their behavior. In addition redirect students who are being irritable with each other which could escalate to direct conflict.
对学生们有时会爆发愤怒情绪，请做好心理准备。时刻准备在他们真正爆发前能提起预见到，将他们带到一旁，帮助他们平静下来并重新控制住他们的行为。此外，要指导那些易怒的学生们，避免学生间产生冲突。

Do classroom activities that will reinforce the message that one person can make a difference to help and heal. Activities can include drawing pictures and sending cards or class projects of collecting pennies or aluminum cans or making origami cranes.
组织学生们做课堂活动，以强化他们心理的帮助和治疗。例如画画、发送卡片、收集硬币或易拉罐、折纸等。

Encourage some distraction times, which would include doing school work that that does not require high levels of new learning as well as enjoyable activities. Help students do activities that allow them to experience mastery and build self-esteem.
在零散的时间内增加一些活动，比如做功课等不需要高水准新知识而且愉快的活动。帮助学生多做能体会悲伤并建立自尊的活动。

Expect some brief (temporary) declines in the students' school performance. Consider suspending standardized testing and classroom testing for the rest of the week. Also, consider reducing homework as the nation heals until the national routine is stabilized (e.g., parents are back to work, no additional threats).
做好学生们会有短暂（临时性）的校园表现下降的心理准备，并可以考虑暂时中止正常的标准测试和课堂测试，同时也可以考虑暂时减少家庭作业。

Provide reassurance to the students that feelings will get smaller and easier to handle over time.
为学生们建立起信心，让他们知道这种不好的感觉会越来越轻微并随着时间的推移会越来越容易客服。

Protect students from re-exposure to frightening situations and reminders of trauma. This includes limiting teacher-to-teacher conversations about the events in front of the students.
保护学生，避免他们再次暴露在可怕的、并能引发创伤回忆的情景。这包括老师和老师在学生们面前谈论灾难。

Maintain communication with other teachers, school personnel, and parents to monitor how the students are coping with the demands of school, home, and community activities. Should difficulties coping with the event persist and interfere with the students' functioning, consider seeking help from a mental health professional. In addition to helping those who are clearly angry or depressed, monitor students who are withdrawn and isolated from others.
经常与学校其他的老师以及学生家长们讨论，指导学生们面对学校、家庭和社区所遭受的毁坏。如果在对学生们的心理干预中遇到困难，可以考虑寻找专业心理健康方面的帮助。此外要对那些明显表现出愤怒和情绪低落的学生们，指导那些表现出孤僻的学生们。

Remain aware of your own reactions to student's "trauma". It is okay to express emotions to your students, such as "I am feeling sad about what happened." However, if you are feeling overwhelmed with emotion, it is important to take care of yourself and to seek support from other teachers and staff.
随时关注自己对于学生们对待创伤的反应，以及你自己对待创伤的反应。向你的学生们表达你自己的感受是允许的，例如“我对所发生的事情感到悲伤：等。但是如果你的感觉是不可控制的，请一定关注你自己并从其他的老师们那里寻找到支持。

Guidelines for Elementary School Teachers
小学老师的指导：

Reinforce ideas of safety and security. This may be needed multiple times, particularly in response to changes, loud sounds, or other events that may remind the students of the tragedy. After any classroom discussion of the event, end the discussion with a focus on their current safety and a calming activity, such as taking deep breaths, working together on an art project, or holding hands and singing a quiet song.
即使学生们并没有讨论关于害怕的话题，老师也要加强学生们对目前环境安全的感受和认可。这可能需要很多时间，特别是在一系列改变后、大分贝的噪音下以及可能引起学生对灾难回忆的事件中。在讨论完有关话题后，一定要以讨论目前的安全以及平静的活动为结束，例如深呼吸、一起做一些艺术类的活动，手拉手唱一首轻柔的歌曲等。

Maintain a predictable class schedule and rules to provide support and consistency for the children.
制定出班级的活动时间表及规则，向学生提供持续不断的支持。

Listen to and tolerate your students retelling of events, as well as playing out the events. Schedule specific times for discussion and play during the school day to allow for opportunities to express their thoughts and feelings about the tragedy; however, set limits on scary or hurtful play.
倾听并对学生再次描述灾难事件表示宽容，以及安排一些室外的活动。在上课时间内设定出特别时间，为学生们表达他们对灾难时间的想法和感觉提供机会；但要对话题可能产生的伤害设定限度（例如有关报复所产生的威胁），这中活动需要多次实施。

Encourage students to talk about confusing feelings, worries, daydreams, and disruptions of concentration by accepting the feelings, listening carefully, and reminding students that these are normal reactions (any of these feelings are okay) following a very scary event. Information focused on safety will be important. For example, the President of the USA and other "helping people" (e.g., the firefighters, military, police, doctors) are all working together to make us safe (give examples). A review of school safety rules may also be helpful.
鼓励并仔细倾听学生谈论他们感到的困惑、担忧、幻想等，并提醒学生们这些反应都是灾难过后的正常反应。与学生们一同讨论媒体对灾难的描述。特别重要的是关注有关安全的信息。例如政府对安全状态所发表的声明，很多人都在帮助我们（举出实例），从此灾难中我们所能学到的等。

Young children will process the information about the events at unpredictable times throughout the day. As they try to develop an understanding of what has happened, they may ask questions that may be initially shocking to adults. Try to respond in a calm manner, answering the questions in simple, direct terms and helping the students transition back to their activity.
学生们会多次对事件的信息进行分析，他们希望能了解发生了什么事情。他们可能会询问大人们的第一反应，包括询问一些恐怖可怕的细节。老师们应该以平静的态度，简短地回答这些问题，并帮助学生们平稳地过度回之前的活动中去。

Use simple, direct terms to describe what happened. Avoid terms designed to "soften" the information, which inadvertently further confuses children. For example, use the term "died," rather than "went to sleep."
用简单直接的话语描述所发生的事件，而不是用那些可以弱化事件的信息以此来忽略学生们的困惑。例如请使用“死亡”而不是用“去睡觉了”。

Students may misunderstand information about the event as they are trying to make sense of what happened. For example, they may blame themselves, believe things happened that did not happen, believe that terrorists are in the school, etc. Gently help students develop a realistic understanding of the event.
学生们也常常会误读关于的信息。例如他们会产生自责，更愿意相信已发生的事情其实并没有发生，感到危险并没有完全过去，等等。请柔和地帮助学生们面对现实并了解真实情况。

Students may ask the same types of questions repeatedly, which can be confusing and/or frustrating for teachers. Understand that students may need to hear the information multiple times before being able to integrate and understand it. Give the students time to cope with fears.
学生们可能会重复询问类似问题，而且此类问题可能会使老师们感到身心俱疲。但请理解学生们，因为他们需要重复听到这些答案以真正全面地了解所发生的事件。请给他们时间来应付他们的恐惧心理。

Expect some angry outbursts from students. Try to catch students before they "act out," by taking them aside, and helping them calm down and regain control of their behavior.
对学生们有时会爆发愤怒情绪，请做好心理准备。时刻准备在他们真正爆发前能提起预见到，将他们带到一旁，帮助他们平静下来并重新控制住他们的行为。

Do classroom activities that will reinforce the message that one person can make a difference to help and heal. Activities can include drawing pictures and sending cards or class projects of collecting pennies or aluminum cans.
组织学生们做课堂活动，以强化他们心理的帮助和治疗。例如画画、发送卡片、收集硬币或易拉罐、折纸等。

Encourage some distraction times, which would include doing school work that that does not require high levels of new learning, as well as enjoyable activities.
在零散的时间内增加一些活动，比如做功课等不需要高水准新知识而且愉快的活动。

Expect some brief, temporary declines in the students' school performance. Consider reducing homework as the nation heals and the national routine is stabilized (e.g., parents are back to work, no additional threats).
做好学生们会有短暂（临时性）的校园表现下降的心理准备，可以考虑暂时减少家庭作业。

Provide reassurance to the students that feelings will get smaller and easier to handle over time.
为学生们建立起信心，让他们知道这种不好的感觉会越来越轻微并随着时间的推移会越来越容易客服。

Expect and understand students' regression (acting younger) and other difficult behaviors that are not typical of the students.
做好学生们会有”返婴”的表现（例如吸吮手指、尿床等）的预期以及其他与平时行为不同的行为困难。

Protect students from re-exposure to frightening situations and reminders of trauma. This includes limiting teacher-to-teacher conversations about the events in front of students.
保护学生，避免他们再次暴露在可怕的、并能引发创伤回忆的情景。这包括老师和老师在学生们面前谈论灾难。

Maintain communication with other teachers, school personnel, and parents to monitor how the students are coping with the demands of school, home, and community activities.
经常与学校其他的老师以及学生家长们讨论，指导学生们面对学校、家庭和社区所遭受的毁坏。

Remain aware of your own reactions to students' trauma. It is okay to express emotions to your students, such as "I am feeling sad about what happened." However, if you are feeling overwhelmed with emotion, it is important to take care of yourself and seek support from other teachers and staff.
随时关注自己对于学生们对待创伤的反应，以及你自己对待创伤的反应。向你的学生们表达你自己的感受是允许的，例如“我对所发生的事情感到悲伤：等。但是如果你的感觉是不可控制的，请一定关注你自己并从其他的老师们那里寻找到支持。

Guidelines for Parents of Elementary School Students
小学生家长的指导：

In addition to the guidelines for teachers of elementary school students (see Teacher Guidelines), the following are ways parents can complement what is being provided in the schools.
除了以上对小学生老师的指导，以下为小学生家长的指导：

Avoid exposing your child to reminders of the trauma. This includes limiting your child's exposure to the news and other television programs about the tragedy. If you do choose to have your child see this information on the television, keep it brief, watch it with your child, and talk to your child after to clarify miscommunication. Protecting the children from re-exposure includes limiting exposure to adult conversations about the events - even when you think they are not listening, they often are.
避免将您的孩子暴露在能引起创出回忆的情景下，包括让您的孩子看到应该灾难的新闻电视报道。如果您选择让自己的孩子观看此类报道，请与孩子一同短时间观看，并在观看后与孩子交流，消除孩子的误解。同时也不要在孩子面前与其他成人谈论此灾难，即便当您认为孩子们没有在听的时候（通常他们是在听的）。

Maintain the family routines, particularly around sleeping, eating, and extracurricular activities (e.g., sports, church, dance). Be sure the bedtime routine includes safely tucking them in at night. Young children may want a night light again. Make sure your child is receiving a balanced diet and enough rest.
保持家庭的日常习惯，尤其是有关睡觉、吃饭以及室外的活动（比如运动、去教堂等）。确保上床睡觉时能与平时的程序保持不变，包括将他们包裹在温暖的被窝里。小孩子可能会重新要求有长明灯。确保您的孩子有一个平衡的膳食安排和充足的休息时间。

Avoid unnecessary separations from important caregivers.
避免孩子与照顾他们的人不必要的分离时间。

Expect temporary regression in your child's behaviors (e.g., starting to babytalk, wetting the bed). Do not panic, as your child is likely to return to previous functioning with time and support.
小孩子的行为可能会有”返婴”（用婴儿时期的语言说话、尿床等）。不要惊慌，随着时间的推移以及您的支持，您的孩子会恢复到以前的正常状态。

Provide soothing activities, such as reading books, listening to music, taking a walk, riding bikes, etc.
与孩子一起做一些平缓的活动，例如读书、听音乐、边聊天边散步、骑自行车等等。

Increase patience with your child and with yourself. Give your family time to cope. Find ways to emphasize to the children that you love them.
对孩子和你自己要更有耐心。给您的家庭留出时间恢复。找到合适的方式向您的孩子传递“我爱你”的信息。

Guidelines for Parents of Middle School Students
中学生家长指导：

In addition to the guidelines for teachers of middle school students (see Teacher Guidelines), the following are ways parents can complement what is being provided in the schools.
除了以上对中学生老师的指导，以下为小学生家长的指导：

Avoid exposing your child to reminders of the trauma. This includes limiting your child's exposure to the news and other television programs about the tragedy. If you do choose to have your child see this information on the television, keep it brief, watch it with your child, and talk to your child after to clarify miscommunication. Protecting the children from re-exposure includes limiting exposure to adult conversations about the events - even when you think they are not listening, they often are.
避免将您的孩子暴露在能引起创出回忆的情景下，包括让您的孩子看到应该灾难的新闻电视报道。如果您选择让自己的孩子观看此类报道，请与孩子一同短时间观看，并在观看后与孩子交流，消除孩子的误解。同时也不要在孩子面前与其他成人谈论此灾难，即便当您认为孩子们没有在听的时候（通常他们是在听的）。

Maintain the family routines, particularly around sleeping and eating and extracurricular activities (e.g., sports, church, dance). Make sure your child is receiving a balanced diet and enough rest. Extra time with friends who are supportive and meaningful to him/her may be needed.
保持家庭的日常习惯，尤其是有关睡觉、吃饭以及室外的活动（比如运动、去教堂等）。确保您的孩子有一个平衡的膳食安排和充足的休息时间。与他们所信赖的朋友的交流对他们非常有益。

Avoid unnecessary separations from important caregivers.
避免孩子与照顾他们的人不必要的分离时间。

Provide soothing activities, such as reading books, listening to music, taking a walk, riding bikes, etc. Some middle school students benefit from writing their thoughts and feelings in a journal.
与孩子一起做一些平缓的活动，例如读书、听音乐、边聊天边散步、骑自行车等等。有些中学生也能从记日记中获得安慰。

Address acting-out behavior involving aggression or self-destructive activities quickly and firmly with limit setting. If this behavior is severe or persists, seek professional help.
对孩子的”返婴”行为和自暴自弃的行为要简介而坚决地指出并设定限制。如果这些行为较为严重并且很顽固，请尽快寻找专业帮助。

Increase patience with your child and with yourself. Give your family time to cope. Find ways to emphasize to the children that you love them.
对孩子和你自己要更有耐心。给您的家庭留出时间恢复。找到合适的方式向您的孩子传递“我爱你”的信息。

Guidelines for Parents of High School Students
高中生家长指导：

In addition to the guidelines for teachers of high school students (see Teacher Guidelines), the following are ways parents can complement what is being provided in the schools.
除了以上对中学生老师的指导，以下为小学生家长的指导：

Avoid exposing your teen to reminders of the trauma. This includes monitoring your teen's exposure to the news and other television programs about the tragedy. When you can, watch it with your teen, and talk to your teen after to clarify their understanding of the events and the images seen. Be aware that your teens are often listening when adults are discussing the events. Protect your teen from re-exposure includes limiting exposure to adult conversations, however, find time to include them in age appropriate discussions about the events and resulting thoughts and feelings.
避免将您的孩子暴露在能引起创出回忆的情景下，包括让您的孩子看到应该灾难的新闻电视报道。如果您选择让自己的孩子观看此类报道，请与孩子一同短时间观看，并在观看后与孩子交流，消除孩子的误解。同时也不要在孩子面前与其他成人谈论此灾难，即便当您认为孩子们没有在听的时候（通常他们是在听的）。在适当时间，与他们谈论与他们的年龄相匹配的有关灾难事件的话题，并引导他们说出他们的想法和感受。

Maintain the family routines, particularly around sleeping and eating and extracurricular activities (e.g., sports, church, dance). Make sure your teen is receiving a balanced diet and enough rest. Extra time with friends who are supportive and meaningful to him/her may be needed.
保持家庭的日常习惯，尤其是有关睡觉、吃饭以及室外的活动（比如运动、去教堂等）。确保您的孩子有一个平衡的膳食安排和充足的休息时间。与他们所信赖的朋友的交流对他们非常有益。

Avoid unnecessary separations from important caregivers.
避免孩子与照顾他们的人不必要的分离时间。

Provide soothing activities, such as reading books, listening to music, taking a walk, riding bikes, etc. Some high school students benefit from writing their thoughts and feelings in a journal.
与孩子一起做一些平缓的活动，例如读书、听音乐、边聊天边散步、骑自行车等等。有些中学生也能从记日记中获得安慰。

Address acting-out behavior involving aggression or self-destructive activities quickly and firmly with limit setting. If this behavior is severe or persists, seek professional help.
对孩子的”返婴”行为和自暴自弃的行为要简介而坚决地指出并设定限制。如果这些行为较为严重并且很顽固，请尽快寻找专业帮助。

Encourage your teen to delay making big decisions.
鼓励您的孩子目前暂时延迟做出重大决定的时间。

Increase patience with your teen and with yourself. Give your family time to cope. Find ways to emphasize to your teen that you love them
对孩子和你自己要更有耐心。给您的家庭留出时间恢复。找到合适的方式向您的孩子传递“我爱你”的信息。

Don't worry, be happy~~~

分享到 淘江湖新浪 QQ微博 QQ空间开心人人豆瓣网易微博百度鲜果白社会飞信

ooo

精灵王

只看该作者 1 发表于: 2008-05-21

帮助孩子们的很好的内容！

简单快乐自在

荷塘月色

新手上路

只看该作者 2 发表于: 2008-05-21

非常好的文章.摘录一些
在零散的时间内增加一些活动，比如做功课等不需要高水准新知识而且愉快的活动。帮助学生多做能体会悲伤并建立自尊的活动。

经常与学校其他的老师以及学生家长们讨论，指导学生们面对学校、家庭和社区所遭受的毁坏。如果在对学生们的心理干预中遇到困难，可以考虑寻找专业心理健康方面的帮助。此外要对那些明显表现出愤怒和情绪低落的学生们，指导那些表现出孤僻的学生们。

随时关注自己对于学生们对待创伤的反应，以及你自己对待创伤的反应。向你的学生们表达你自己的感受是允许的，例如“我对所发生的事情感到悲伤：等。但是如果你的感觉是不可控制的，请一定关注你自己并从其他的老师们那里寻找到支持。

避免将您的孩子暴露在能引起创出回忆的情景下，包括让您的孩子看到应该灾难的新闻电视报道。如果您选择让自己的孩子观看此类报道，请与孩子一同短时间观看，并在观看后与孩子交流，消除孩子的误解。同时也不要在孩子面前与其他成人谈论此灾难，即便当您认为孩子们没有在听的时候（通常他们是在听的）。

与孩子一起做一些平缓的活动，例如读书、听音乐、边聊天边散步、骑自行车等等。

小猪joy

新手上路

只看该作者 3 发表于: 2008-05-21

[font=楷体_GB2312]谢谢分享!
有时间再好好细看...

知足,常乐!

西风胡杨

支教志愿者

只看该作者 4 发表于: 2008-05-22

多多学习

娥子

支教管理员

只看该作者 5 发表于: 2008-05-22

总算看完了，有点恨自己不是心理医生。要不就可以申请报名参加志愿者去给那些孩子一些帮助

心安茅屋稳，性定菜根香；世事静方见，人情淡始长

伊布利斯

新手上路

只看该作者 6 发表于: 2008-05-24

我也来贴点我看到的这方面的资料
--------------------------------------------------------------
要做什么：

1、如果需要和可能的话，大量躯体接触：

对孩子，此阶段，在这种情境下（仅限休克、急性反应期——在重大事件中，在几秒钟后或几小时内数月内），毫不犹豫地躯体接触。但如果孩子有拒绝，不要勉强。

2、先用日常生活的招呼语言，建立信任的关系，开启谈论的可能性；简单、通俗的、甚至可以重复的非常正常的方式，“你冷不冷啊，你中午吃什么了”；

3、礼物：巧克力，画笔和纸；补充营养的；建立信任后，才能给出关怀。

4、如果有时间，也允许的，给孩子表达的方式：特殊渠道的沟通，绘画、以讲童话故事的方式

5、告别时要说如果你以后需要我的帮助，还是可以来找我，难过的时候我都在。可以提供一个统一的电话或者地址。（来来往往的探看者，造成了孩子不停地被抛弃、分离的创伤）

不要做：

1、不要欺骗（比如孩子父母已经双亡，还是骗他--这是不妥的）；

2、不要承诺他做不到的事（我一定帮你找到你的父母）；

3、不要强迫他回忆或说话（不要说“没有关系，你说啊”）；

4、不要粗暴地“干预”他的情绪，如“不要哭了”、“要勇敢”、“哭吧！”等等，他有自己发出情绪的方式；

5、不要表现出他很可怜，需要被同情的样子；

6、不要试图取代他的父母，不说“没关系，我们都爱你”，会让孩子觉得自己背叛了自己父母；

7、不要过度的给予，有可能造成依赖、迁怒或感觉被施舍，会把愤怒发泄到别人身上；

8、不要以为自己是救世主，不要以为只有自己能帮助他，让他先找到康复的方法，启动每个人自我疗伤的能力；

9、不要造成他们的内疚（幸存者综合征——为什么我的同学都死了）、不要说“你已经很幸运啦！”“你已经比别人好多了！”

10、不要对他所经历过事情充满好奇，即使我们很爱这个孩子，我们还会控制不住自己的好奇，这是二度伤害；

荷塘月色

新手上路

只看该作者 7 发表于: 2008-05-24

嗯,悟出一点:不要以自己是帮助者的身份对待他们.

随风流转

圣骑士

只看该作者 8 发表于: 2008-05-24

如母亲般聆听与安详，如父亲般沉默却值得信赖

天地不仁,以万物为刍狗.

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