ROLE FOR ALL IN TRAUMA CARE
Role for all in trauma care
The strategy on supporting those affected by trauma sets out what the Education Board can do; what schools can do; what parents can do, and what children can do for themselves.
What children can do for themselves at school.
The acronym BE FIT is being used to enable children to help themselves at schools. It stands for:
B - Beliefs. Using religion or beliefs to help make sense of things. "Believe in yourself too," encourage the counsellors.
E - Emotions. Letting out emotions where it is safe, expressing emotions, too, can help.
F - Friends and family. Find friends and family who can be around to help find a way.
I - Imagination. "Use images of glad times and places and how you want them to be again," advise the counsellors.
T - Think. Use your head to work out plans about what happened; what is needed; who can help and plans for the future." they add.
What the Education Board has done.
Over the past few weeks, the Centre for Crisis team has met with principles to plan and prepare for the new term.
Its members have been with some school staff, and will visit others also.
In conjunction with the Board problems, issues and needs have been prepared for. Systems for keeping in touch with emerging needs have been put in place, and connections made with Health and Social Services professionals and clergy.
The Board has also been encouraging an atmosphere of tolerance among staff, teachers and pupils.
What schools are doing
Schools, meanwhile, are helping children to build up ways of coping for themselves and helping reach others.
They will also be providing suitable books and stories in libraries, as well as information packs and leaflets for pupils.
They will be keeping in touch with injured children, and keeping pupils informed of where help can be obtained. Pupils will also be given time during school day to deal with problems.
What parents can do
And parents have a vital role to play, the counselling professionals say.
They point out that young people have excellent ways of dealing with grief if:
Adults allow them to grieve in their own way, in their own time
Adults give open and honest answers in language they understand
Adults provide security, information, reassurance and support.
Adults are firm about basic standards for behaviour and school work, but flexible about other expectations
The subject is not avoided, and the person who has died is talked about naturally. Teenagers need to know they would not be forgotten about quickly
Opportunities are given for talking, and especially for listening, but no one should be made to talk
Ideas are given for supporting friends and family.
Young people are reminded of ways they usually cope with problems
Parents show they recognise the pain of young people and should not move them on too fast.
Parents should also stop rumours.
Remember, teenagers often prefer to seek comfort and support from their friends.
The strategy on supporting those affected by trauma sets out what the Education Board can do; what schools can do; what parents can do, and what children can do for themselves.
What children can do for themselves at school.
The acronym BE FIT is being used to enable children to help themselves at schools. It stands for:
B - Beliefs. Using religion or beliefs to help make sense of things. "Believe in yourself too," encourage the counsellors.
E - Emotions. Letting out emotions where it is safe, expressing emotions, too, can help.
F - Friends and family. Find friends and family who can be around to help find a way.
I - Imagination. "Use images of glad times and places and how you want them to be again," advise the counsellors.
T - Think. Use your head to work out plans about what happened; what is needed; who can help and plans for the future." they add.
What the Education Board has done.
Over the past few weeks, the Centre for Crisis team has met with principles to plan and prepare for the new term.
Its members have been with some school staff, and will visit others also.
In conjunction with the Board problems, issues and needs have been prepared for. Systems for keeping in touch with emerging needs have been put in place, and connections made with Health and Social Services professionals and clergy.
The Board has also been encouraging an atmosphere of tolerance among staff, teachers and pupils.
What schools are doing
Schools, meanwhile, are helping children to build up ways of coping for themselves and helping reach others.
They will also be providing suitable books and stories in libraries, as well as information packs and leaflets for pupils.
They will be keeping in touch with injured children, and keeping pupils informed of where help can be obtained. Pupils will also be given time during school day to deal with problems.
What parents can do
And parents have a vital role to play, the counselling professionals say.
They point out that young people have excellent ways of dealing with grief if:
Adults allow them to grieve in their own way, in their own time
Adults give open and honest answers in language they understand
Adults provide security, information, reassurance and support.
Adults are firm about basic standards for behaviour and school work, but flexible about other expectations
The subject is not avoided, and the person who has died is talked about naturally. Teenagers need to know they would not be forgotten about quickly
Opportunities are given for talking, and especially for listening, but no one should be made to talk
Ideas are given for supporting friends and family.
Young people are reminded of ways they usually cope with problems
Parents show they recognise the pain of young people and should not move them on too fast.
Parents should also stop rumours.
Remember, teenagers often prefer to seek comfort and support from their friends.
Further Information
Publisher: TYRONE CONSTITUTION
Ref: TC/1183
Published Date: 10-Sep-98
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