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Journal of SCHOOL SOCIAL WORK January 2013

Journal of School Social Work

Volume IX Issue 08

Price Rs 20.00

A National School Social Work monthly dedicated to networking of parents and teachers.

Editorial Dr Shahin Sultana A Psychosocial Interventions with Dharma Reddy Pashapu Children Following Disaster Vijaya Laxmi Poreddi Dr Md Ameer Hamza Teenage Pregnancy: A Major Social Disaster Dr Emmanuel Janagan Johnson Disaster and Distress: A Comprehensive SchoolSafety Approach Yoganathan S Overcoming Distress During Disaster Anooreckha Sezhian Dr Charumathi P J Children in Distress Role of Parents, Teachers and School Sundaravalli T Coping with Crisis Dr Subathra V Lukmanul Hakeem M N Disaster and Distress in School Management Rayadurgam Narasimham

January 2013 Contents

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Honorary Special Editor: Dr Shahin Sultana A, MA, MPhil, Ph D,

Reader, Department of Social Work, Pondicherry University

Focus: Disaster and Distress

Mobile: 98406 02325

Journal of School Social Work,

8 (New 14), Sridevi Colony, Seventh Avenue, Ashok Nagar, Chennai 600083

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Note: Views expressed by the contributors are not necessarily the official view of the Journal.

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Editorial Facing Challenges Disaster is an event causing experiencing different kinds of severe destruction and distress. anguish relating to the incident. We Disasters are of two types manmade cannot imagine the distress the victim and natural. The entire world is faced until her death, along with her critically witnessing a series of family members for no fault of theirs. disasters occuring one after the other It is becoming too much to digest in both the categories. The reasons and also to handle since the quantum attributed to them are also countless. of disaster is disproportionately larger What cannot be denied is the than the combined capability of law accompanying distress. The effects enforcement agencies, the planners, of these disasters are unpredictable the policy makers and the human to a larger extent. While the world is resource available in any country, it witnessing many natural disasters like appears. tornadoes, cyclones, tsunamis, The most challenging task is the landslides, storms, volcanic problems prevalent in our eruptions, floods and so on there is communities in relation to disasters, an ever increasing eruption of its mode of prevention and protection, manmade disasters like terror rehabilitation, the scope of social attacks, rampage shooting, bomb work practice in them and the blasts, female foeticides and possible and successful infanticides, kidnapping, sexual interventions in their management. It abuses of all kinds like eve teasing, also highlights the case studies which molestations, harassment, rape, handle the varied types of distress pornography, abductions, trafficking, emanating from these disasters. The multiple partners, extra-marital distress in relation to disasters can relationships, drug addiction, affect adversely nutrition, health, alcoholism, suicides, cyber crimes, education, participation, safety, wars and so on. One of the most survival and development. recent and eccentric manmade School social workers have a disaster a national shame indeed distinctly defined role of ensuring the is the gang rape of a 23-year old safety of school children by preparing physiotherapy student in a public them to expect any contingency and transport in Indias capital city. The empowering them to stand up for their whole nation is at rage where we are rights. 02 Journal of SCHOOL SOCIAL WORK January 2013

Psychosocial Interventions with Children Following Disaster

Dharma Reddy Pashapu* Vijaya Laxmi Poreddi** Md Ameer Hamza***

* Dharma Reddy Pashapu Ph. D Scholar (ICMR/JRF), Dept. of Psychiatric Social Work, NIMHANS, Bangalore. ** Vijaya Laxmi Poreddi Clinical Instructor, College of Nursing, NIMHANS, Bangalore *** Dr Md Ameer Hamza Associate Professor, Dept. of Psychiatric Social Work, NIMHANS, Bangalore.

Introduction: help us to understand the children. Children and adolescents are Some assessment tools are given vulnerable to ill effects of disasters. below: Children react to not only to traumatic Child Behaviour Checklist nature of disasters but also to the (CBCL) by Achenbach, and emotional distress of their family Rescorla (2001) for 15 years old members, teachers, friends and children. community leaders. It is important to Posttraumatic Stress Disorder recognize that children will respond Semi-structured Interview and to trauma in a wide variety of Observation record by Scheeringa symptoms like clinging behaviour, and Zeanah (1994) for 04 years. regressive behaviours like thumb Posttraumatic Symptom sucking and bed-wetting, refusal to Inventory for Children (PT-SIC) by attend school, bodily aches and Eisen (1997) for 48 years. pains, palpitations, aggression, Preschool Age Psychiatric irritability and sleep disturbances. Assessment (PAPA) by Egger These children obviously need and Angold (1999) for 25 years. psychosocial interventions. PTSD Symptoms in Preschool Assessing instruments: Aged Children (PTSD-PAC) by There are several standardized Levendosky, et al., (2002) for 35 instruments to carry out assessments years. with children affected in disasters. Traumatic Events Screening However keen observation of the Inventory-Parent Report Revised childs behaviour and interacting with (TESI-PRR) by Ghosh et al.,(2002) the child by using play method can Journal of SCHOOL SOCIAL WORK January 2013 03

for 06 years. childs behaviour and felt helpless, as Trauma Symptom Checklist for she did not know how to take care of Young Children (TSCYC) by Briere the child. et al., (2001) for 312 years old. Case history # 2: Violence Exposure Scale for 6 year old boy who lost his mother Children-Preschool Version (VEX- and two siblings, The sea mother PV) by Fox N A and Leavitt L A came and took away my mother, my (1995) for 4 -10 years sister and my brother. I want my Cultural difference: mother. I miss my Amma. I dont want However, in some cultures, to go to school. I come here every accurately identifying PTSD or trauma evening beside my old house to see relate symptoms would be difficult my mother, sister and brother (he particularly in young children. points out to a crow and two mynas) I Sometimes the symptoms would be know that the crow is none but my non-specific (Scheeringa et al., 2001) mother and the two mynas are my which could be seen behaviourally. sister and my brother. Unlike adults, children rarely Case history # 3: verbalize their distress and so 12 year old Raman was very parents, teachers or any other adult attached to his eight-year-old brother. who can identify bring the child for He lost his brother in the tsunami. psychosocial interventions. Since then, he has been looking very Case illustrations given below dull, and hardly talks to anyone. While (adapted from Information manual-3 he is regular with his attendance to Tsunami disaster, Psychosocial Care school, he does not respond when the for Children developed by Sekar et teacher asks questions. When biscuit al., 2005) clearly indicate the trauma packets are distributed in the school, faced by children of varying age he takes them but never eats. He has groups: collected some fifty biscuit packets Case history # 1: but has not eaten a single biscuit. 4 year old Jairam was a very Case history # 4: amiable child. However, since the 15 year old girl whose school was tsunami, he had become very irritable. destroyed: We had such a nice and For trivial or for no reason, he got big school. We had a big library with angry and bite his mother. His mother so many books. The school had been was confused about the change in the destroyed by the waves of the sea. I Journal of SCHOOL SOCIAL WORK January 2013 04

have also lost my mark card. I miss Ensures basic needs of the child are my school. I am worried because I met. dont know if I have to repeat the same Schools: class because I have lost my mark Facilitate establish and sustain a card. What can I do? peer support system in the class. Case history # 5: Enhance self-esteem through group 18 year old Kiran was a very lively work. Set rules and limits for child. The unexpected tsunami behaviour. Help them share their destroyed Kirans house. He and his thoughts and feelings through various family members had to run for their activities like drawing, clay moulding, life. Following the disaster, Kiran drama and games. Help achieve refuses to leave his parents, competencies through non-academic especially his mother even for a short and academic means. Dont punish while. He always clings to his mother; if the child starts performing badly, or does not allow her to carry out becomes disruptive in class. household chores and insists that she Psychosocial interventions: always sit beside him. Kiran is very 1. Immediate aftermath (hours fearful to go near the seashore. He to days) does not mix with his friends and 1.1. Schools refuses to go out to play with his fellow In the immediate aftermath of the mates. disaster it is critical to reunite the Psychosocial Interventions: children with their parents or other The following interventions can be known caretakers as soon as provided by family and school: possible. Schools should have Family: emergency contact information for Helps the child to speak about the parents and other care takers. event and to share his experiences Schools also need execute and feelings. Provides care and lockdown, parent notification and more comfort to the child. Helps the other emergency plans and these child to adapt healthy coping should be tested through scheduled strategies. Spends one-to-one drills. When children are waiting to quality time with children who need reunite with their parents ageextra help. Helps children to appropriate information should be normalize life routines. Learns tips provided about safety and steps to on how they can support their child. be taken for safety and plans for family Journal of SCHOOL SOCIAL WORK January 2013 05

notification. The teachers should teachers, staff and other staff who switch off Televisions and radios as directly interact with children and these will traumatize the children. The parents. school social workers can organize 2.2. Families recreational group work sessions with Children usually start to return to children to involve them (Judith A.C. normal routine after few weeks of et al., 2006). disaster. The parents should be alert 1.2. Family to note significant changes in their Children need to be provided the children. If symptoms worsen or do basic needs as soon as possible. not resolve overtime then the child The daily routine of the children need can be taken to mental health to be normalized and they should be professional for help. encouraged to play games, read 3. Ongoing response (Beyond books, drawing, tell stories, sing 1 month) songs with other children and 3.1 Schools families. in the aftermath of the Schools can continue the disaster most of the children will cling screening procedures until all the to the parents and sometimes may children are screened and referred not allow parents even to do their for additional services by daily routine. professionals. School-based 2. Short term response: (First 4 psychoeducational groups, having weeks) different activities for different age 2.1. Schools groups such as facial expressions, Screening procedures should be feelings factory, dealing with anger, initiated in collaboration with mental body mapping, candle talk, what are health professionals, teachers and you scared of, getting to know you, researchers. School administrators family drawing, story sessions, mirror, should be involved in planning and name tags and blind cars. (Sekar et implementing these procedures as al., 2005). early as possible. School social 3.2 Parents workers/ school counsellors can Parents should continue screen the children and refer the reassuring the child and encourage severely affected children to the the child to return to normal routines community mental health centres. The and positively reinforce their efforts. training can be provided to the school Continue seeking mental health Journal of SCHOOL SOCIAL WORK January 2013 06

professionals interventions if the child was affected severely. Directions for future research: It is clear that more research and objectve evaluation are needed to determine the optimal effectiveness of interventions with the children and adolescents following disasters. Conclusion: In India most of the children were presented with PTSD following disasters which is similar to those found in other cultures. Children who were exposed to disaster had PTSD

compared to those who did not. Adjustment disorder, depression and panic disorders were also common in children who were exposed directly to tsunami. This calls for immediate preparation for different professionals to work with children in disaster affected communities. In India, training mental health professionals, health workers, school teachers, community leaders and sensitizing the public will ensure best possible care for children and adolescents exposed to disasters.

References: Achenbach T M and Rescorla L A (2001): The Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth and Families. Briere J (2005): Trauma Symptom Checklist for Young Children: Professional Manual. Florida: Psychological Assessment Resources Inc. Fox N A and Leavitt L A (1995): The Violence Exposure Scale for Children - VEX (preschool version). College Park: Department of Human Development, University of Maryland. Geldard K, Geldard D (1997): Counselling Children. London: Sage Publications Ghosh-Ippen C et al. (2002): Trauma Events Screening Inventory-Parent Report Revised. The Child Trauma Research Project of the Early Trauma Network and The National Center for PTSD Dartmouth Child Trauma Research Group. Judith A Cohen et al.,(2006). Interventions for Children and Adolescents following Disasters. In, Elspeth Cameron Ritche, Patricia J. Watson, Matthew J. Friedman, (Eds.,) Interventions following mass violence and disasters- Strategies for mental health practice, pp. 227-256, New York: The Guilford Press. Levendosky A A., Huth-Bocks A C, Semel M A and Shapiro D L (2002): Trauma Symptoms in Preschool-age Children Exposed to Domestic Violence. Journal of Interpersonal Violence, 17(2), 150-164. Scheeringa M S and Zeanah C H (1994): Semi Structured Interview and Observational Record for the Diagnosis of PTSD in Infants and Young Children (0-48 months). New Orleans, LA: Tulane University School of Medicine. Sekar K et al., (2005): Information Manual-3 Tsunami Disaster, Psychosocial Care For Children. Bangalore: NIMHANS.

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January 2013

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Teenage Pregnancy: A Major Social Disaster

Emmanuel Janagan Johnson*
*Dr Emmanuel Janagan Johnson, Lecturer in Social Work, Department of Behavioural Sciences, Faculty of Social Sciences, The University of the West Indies, St. Augustine, Trinidad

Introduction: Youth is the period of life starting with puberty and onset of adolescence and ending with the full set of roles, rights and the responsibilities that adult citizenship entails. It is a period of transition from childhood to adulthood, during which the family constitutes to the main source of continuity and support. Sexuality has been discussed as an important part of life. According to Gordon (2007) we are all sexual beings whether one chooses to engage in sexual activity or not. That includes our thoughts, feelings and attitudes as well as activity and behaviour. Teenage pregnancy: Teenage pregnancy has been defined as a teenaged or underaged girl (usually within the ages of 13 to 19) becoming pregnant. Teenage pregnancy is often the consequence of early sexual activity. Recent research reveals that majority of the teenage mothers are from the lower income families. This clearly shows that there is an economic factor hidden behind this disaster. For fringe and petty benefits teenagers were attracted by the men and were sexually exploited which leads to teenage pregnancy. Because of the fear of their parents and family not accepting their teens pregnancy these kids are afraid to tell their parents. Not only that, some teenagers are too ignorant to realize their pregnancy until it is too late. Psychosocial factors: Psychosocial factors such as family circumstances have also been known to contribute to risky sexual behaviour amongst some women, including teenagers. Tornborn (1999, p65) found that several women seeking abortion of an unwanted pregnancy were affected in childhood by psychosocial problems of different kinds. In most cases teenage pregnancy is a result of infatuation towards the opposite sex. Teenagers who lack affection and attention at home become the victims of teenage pregnancy. Teenage pregnancy has continued to be related to young teens that have no 08 Journal of SCHOOL SOCIAL WORK January 2013

moral ethics and social values, in pregnancy in order to avoid some cases unconditional faith with corrupting their peers. The author the lover or partner leads to teen further highlighted that the education pregnancy. system should also play a pivotal role Impact of teenage pregnancy: in proper sex education to highlight Teenage pregnancy results in a unwanted pregnancies, education low self-esteem, withdrawal from and career setbacks, abandonment, regular life activities, loneliness, sexually transmitted diseases, fear hatred, nightmare and fear of future. and other future prospects that would Generally, children born to teenage be marred by having sex too early mothers suffer from various health, (Dixon 2010).This clearly highlights social and emotional problems. The the importance and need for the pressure for the pregnant teenager appointment of school social workers is manifold: firstly, informing the in every school to guide and counsel parent about the pregnancy and the the teenagers. resulting changes that will occur in the A recent research on teenage family: secondly, the guilt and shame pregnancy reveals that thirty four the teenager experience may affect percent of young teen mothers earn them for life. neither a college degree nor Social disaster and distress: complete high school and less than Teenage pregnancy is two percent of teen mothers earn a considered as a major social disaster degree by the time they turn thirty. as it is closely associated with The education of the teenager suffers increase in the rate of infant mortality when she becomes pregnant as in and possibilities for the children to most cases she drops out of school be born with multiple disorders. (Wills, Gibbons, Murry and Brody, Teenage pregnancy is a social 2003). Even if the teenager continues distress because they bring in a baby her studies, the burden of looking to this world to suffer mentally, after a child negatively impacts on her emotionally, and medically. ability to successfully complete her Impact on education: education. Lack of education may Dixon (2010), commented that it result in poverty and this becomes a is a norm, in schools not to allow way of life. As a result the teenage teens who become pregnant to attend mothers may become victims of school during the period of their domestic violence, sexual and drug Journal of SCHOOL SOCIAL WORK January 2013 09

10

abuse and repeated pregnancy Parents must confront the challenges before they turn twenty (Wills that are associated with teenage pregnancy as it impacts on the family Gibbons, Murry and Brody, 2003). dynamics (Dixon 2010). Impact on the family: As the teenager becomes Teenage pregnancy is not an isolated problem for the pregnant pregnant it may reduce her parents daughters but their families are also achievement expectations for her and affected (Bowe-Gutman, 1987). The their other children. Parents may feel family operates as a social system incompetent to control their childrens which is structured in such a way that lives and life outcomes. Their it does not allow any of its members expectation for other children may to function completely on their own, reduce if parents believe that they therefore, when a teenager becomes have little control over their childrens pregnant there are changes within the futures. It is also plausible, however, family system (Mc Lanahan, S that an opposite reaction might occur Donahue, E and Haskins R (2005). among parents. Furstenberg (1980) Infants born to adolescent mothers however, explains that when the suffer from cognitive deficits and elder daughter becomes pregnant as educational delays (Osofsky and a teenager, parents might place even Osofsky, 1987). Lack of education higher and more demanding may impact on the self-esteem and expectation on their other children. Anxiety, anger, loss, fear, she feels rejected, dissatisfied with self and exhibits self-contempt resentment and confusion are some (Hagborg, 1993). Low self-esteem of the emotions felt by the parents can impact on the teenagers ability and others family members of the to make positive decisions and how teenager ( McLanahan S, Donahue she views herself in her life (Hagborg, E and Haskins R 2005). These emotions are felt as the family adjusts 1993). to fit the new changes which can be Confronting the challenges: Understandably, the dreams of viewed by the family as either their daughter graduating from school, conducive or destructive and can obtaining a high-paying job, getting either account for a positive change married and raising children, are for the family or cause major shattered the very moment they dysfunction within the unit (McLanahan realize that their daughter is pregnant. S, Donahue E and Haskins R. 2005). Journal of SCHOOL SOCIAL WORK January 2013

Conflict in the family: The traditional style of controlling teenage daughters has been replaced by teenagers wanting less control as they are physically maturing. Steinberg (1987) claims: conflict between parents and daughter is associated with the daughters physical maturation (p54). More physically mature girls tended to rate their parents as more controlling and restrictive than less physically developed girls. This is directly proportional to daughters reproductive abilities, which may cause concern in the parents. Families obviously work together to maintain the survival and wellbeing

of the family as a whole. This works best when all members (mother, father, children and extended family members) maintain on-going relationships with each other and support each other by doing their part (Taylor, 2002). Conclusion: It is the responsibility of every parent to take care of their children eventhough environment plays a major role in shaping the individuals behaviour and pushes the young girl to become a victim of this disaster. It is time for the social worker to act fast creating more awareness in the minds of the girls to safe guard themselves from this dangerous disaster.

References: Bowe-Gutman S. (1987): Teen Pregnancy: Coping with Modern Problems. Place?: Publishers? Brooks-GunnJ.F,Liaw P, Klebanov (1992): Effects of Early Intervention on Cognitive Function of Low Birth Weight Preterm Infants. The Journal of Paediatrics, 120(3): pp35-38 Denzin, N.K. and Lincoln, Y.S. (1994): The SAGE Handbook of Qualitative Research. Place?: Publishers? p2. Dixon, B (2010): Taking Trauma out of Teenage Pregnancy. Trinidad Guardian Furstenburg, M. (2010): Destinies of the Disadvantaged: the Politics of TeenageChildbearing, Place?: Publishers? pp83-84 McLanahan S, Donahue, E. and Haskins R (2005): Introducing the Issue. Marriage and Child Wellbeing: The Future of Children, 15, pp3-12. Osofsky J (1987): Handbook of Infant Development: Second Edition. Place?: Publishers? Spangle M. and Isenhart M W (2000): Collaborative Approaches to Resolving Conflict Place?: Publishers? Stienberg, L (1987): Handbook of Adolescent Psychology: Volume 2, Contextual Influences on Adolescent Development, pp63-72. Place?: Publishers? Taylor H. F. et al (2002): Sociology: The Essentials, 10:pp240-243 Place?: Publishers?

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Disaster and Distress: A Comprehensive School Safety Approach

Yoganathan S*
*Yoganathan S, M S W, M Phil, Ph D Scholar, Dravidian University, Kuppam, Andra Pradesh

reduce the impact of damage. Introduction: Recent disasters: Disasters have a major health, Some of the recent disasters that educational, economic, physical, and psychosocial impact on the most have affected the education sector in vulnerable, notably children, women India are the Gujarat earthquake and aged persons. The World Health (2001) where 971 students and 31 Organization defines disaster as, teachers were killed, 1,884 schools any occurrence that causes damage, collapsed; Tamil Nadu fire (2004) ecological disruption, loss of human incident where 93 children died in a life or deterioration of health and fire due to explosion of a cooking gas health services on a scale sufficient cylinder; North Pakistan, Kashmir to warrant an extraordinary response earthquake (2005) where 17,000 from outside the affected community students died at school, and 10,000 area. Disasters are classified as school buildings destroyed. According to WHO children are human-made (non-natural) and natural. Natural disasters are environmental among the most at risk and around events such as volcanic eruptions, 175000 children annually will be earthquakes, floods, cyclones or affected by disasters. In recent years, more long term epidemics, drought large numbers of schools have been and famine (catastrophic food destroyed by disasters resulting in shortage). Disaster is defined as a the loss of lives of children and the crisis situation causing widespread stalling of access to education. damage which far exceeds our ability Children also suffer from the to recover. Thus, by definition, there psychosocial effects of disasters, hindering childrens cannot be a perfectly ideal system thus that prevents damage, because then opportunities. Fears and anxieties: it would not be a disaster. However, Fear is a normal reaction to it has been established that there is a definite pattern in their occurrence disaster, frequently expressed and hence we can, to some extent, through continuing anxieties about Journal of SCHOOL SOCIAL WORK January 2013 12

recurrence of the disaster, injury, sleep disorders. More persistent death, separation, and loss of life and bedtime problems such as sleep property. Because childrens fears terrors, nightmares, continued and anxieties after a disaster often weakening at night, and refusal to fall seem strange and unconnected to asleep may point to deep-seated anything specific in their lives, the fears and anxieties that may require childs relationship to the disaster professional intervention. may be difficult to determine. In Transient behaviours: dealing with childrens fears and Most of the above behaviours are anxieties, accepting them as very real transitory and disappear within a short to the children is generally the best. period. When these behaviours For example, childrens fears of persist, they are readily apparent to returning to the room or school they the family and to teachers who should were in when the disaster struck respond quickly. Teenagers, who should be accepted at face value, appear to be withdrawn and isolate and interventions should begin with themselves from family and friends, talking about those experiences and are experiencing emotional difficulties reactions. and may show their emotional Sleep disturbances: distress through physical complaints. Sleep disturbances are among Disaster safety at schools: There are two broad areas of the most common problems for children after a disaster which can school safety: structural safety and take the form of resistance to capacity building of the staff and bedtime, wakefulness, unwillingness children at schools. Buildings should to sleep alone in their own rooms or be seismically safe and there should beds and refusal to sleep by be a system in place to handle themselves. Children will also primary rush in case of an express a desire to be in a parents emergency. Secondly, there is a bed or to sleep with a light on, insist need for building capacity and skills that the parent stay in the room until of the children, teachers, and school they fall asleep, or may begin to rise management staff to protect their lives at early hours. Such behaviours are and handle emergency situations disruptive to a childs wellbeing. They effectively.The comprehensive also increase stress for parents, who school safety approach is essential may themselves be experiencing for future school safety programme. Journal of SCHOOL SOCIAL WORK January 2013 13

There are three major purposes include: of school safety programmes which Presentations in the school by include reducing injuries, capacity first aid provider, fire service building of students and other staff personnel and police. and recommencement and or Mock drills of evacuation with continuation of education during and peer evaluation.. after the disaster. It also consists of Inclusion of disaster information dissemination and raising preparedness topics in teachers awareness about potential effects and lesson plans. reduction of hazards on children and School quiz-game (include schools. Capacity building consists special questions about various of training in critical areas like first aid, disasters/ hazards and on their leadership, calm and organized possible management and evacuation. rehabilitation queries). Disaster preparedness: Lastly, role playing is also an Every school must have a effective and popular technique for disaster preparedness plan and disaster preparedness among conduct regular school evacuation school children. drills. Disaster should not paralyse These methods make them gain the activities. Alternate arrangements confidence in confronting natural for running the school during and hazards/ disasters. quickly after a disaster have to be Rehabilitation and recovery: availale. A school vulnerability Teachers also have a analysis plan includes physical responsibility to address social, vulnerability of the school buildings emotional and psychological (if the building structure requires problems that can occur as an renovation) and a checklist of the aftermath of a disaster. Teachers can material used for evacuation. assist children in coping with a Conducting regular simulation disaster through the following exercises, stockpiling of first aid, strategies: search light and availability of Planned expressive activities materials increase the level of like drawing, storytelling and awareness and confidence among sports reduce distress. children in case of different disasters. Give additional attention and A list of brainstormed ideas might consideration, listen to their Journal of SCHOOL SOCIAL WORK January 2013 14

concerns carefully, correct their misconception about the event and try to assure them that they have done everything possible during and after the disaster. Relax expectation at school and in school performance. Encourage participation in community rehabilitation work. Avoid all kinds of punishments as this might prolong the emotional reactions of children. Involve children in school emergency preparedness and management plan. Develop peer support groups, for the rehabilitation of the children, as they understand the reactions, feelings, behavioural and psychological changes better in their peer groups than teachers and parents. Help children in the identification of at-risk children as they have more interaction with their peers as compared to any other person. In this way they are able to tell or

to identify the group of other children who need more attention (psychological, counselling or medical support) Disaster prevention: We cant stop most natural phenomena happening but we can reduce the extent of psychological damage caused by getting together with our family and our neighbours. We can also reduce those hazards and risks by actually doing what we planned during preparation stage to reduce our vulnerability. Conclusion: It is important for school to facilitate and contribute to preparing children to face and cope with disasters adequately. It becomes imperative to include environmental issues and disaster prevention in both students textbooks and teachers training programmes. Teachers can effectively train students about the risks of natural disasters and prepare them to act appropriately in case a particular disaster strikes.

References: http://www.ehow.com/how_6100643_prepare-disaster-recovery-plan.html h t t p : / / w w w. w h o . i n t / h a c / e v e n t s / t s u n a m i c o n f / p r e s e n t a t i o n s / 2_10_reproductive_maternal_child_health_schaller_doc.pdf http://web.extension.illinois.edu/disaster/teacher/learning.html Yuval Neria, Sandro Galea, Fran H. Norris (2009): Mental Health and Disasters. New York: Cambridge University Press pp.133 - 135. Norma S. Gordon, Norman L. Farberow, Carl A. Maida (1999): Children and Disasters. Philadelphia: Brunner/ Mazel Publishing Company, pp.32 to 41.

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Overcoming Distress During Disaster

Anooreckha Sezhian* Charumathi P J**
* Anooreckha Sezhian, Ph D Research Scholar, Department of Applied Psychology and Behavioural Research, Justice Basheer Ahmed Sayeed College for Women, Teynampet, Chennai. ** Dr Charumathi P J Former Head, Department of Applied Psychology and Behavioural Research, Justice Basheer Ahmed Sayeed College for Women, Teynampet, Chennai.

Introduction: (Vostanis 2003) (Vivo 2005) indicate Disasters are events which may that children are directly affected by be caused by nature like experiences of death, destruction, earthquakes, floods, cyclones, terror, personal and physical injuries. Tsunamis, hurricanes and droughts. They are also indirectly affected by Disasters can also be caused by the effects of the disaster on their mankind like terrorists attacks, bomb family and their community. blast, fire, stampedes and also those Need for resilience: caused by global warming. Disasters Some children get back to normal affect one and all equally be it young in the face of having his family as a or old. Children are at risk during a source of support. Some children, disaster as they are a very vulnerable however, do not seem to overcome group due to their age, inability and the disaster and do not come to immaturity to handle disaster. The normal functioning in spite of social situation leaves the children in a state or familial support. External help in of shock making them helpless and the form of resilience building training in great distress. and intervention is required during this The shock phase: period to help the child to bounce Minor disappointment itself cause back to normal functioning. pain for children. When a disaster Psychological resilience (Rutter, occurs and changes his life all of a 1987) is the persons capacity to sudden in a matter of minutes, the avoid a psychopathologic state magnitude will be felt very severe. despite difficult circumstances and to Researches conducted on children withstand stressors without persistent in times of disaster (Sarraj and negative moods. Resilience also Punamaki (1993) (Qoota, Punamaki helps people deal with stress and and El-Saaraj 1995) (Vostanis 1999) adversity, overcome childhood Journal of SCHOOL SOCIAL WORK January 2013 16

disadvantage and reach out to new b) Developing a strong inner locus opportunities (Reivich and Shatte of control 2002). Locus of control, a construct that Resilience can be developed has much in common with selfthrough attention to external supports efficacy, emerged in the field of (organizational and community social learning theory (Rotler resources), inner strengths 1966). Individual who has a strong (individual personality characteristics) belief that he can control his life is and learned skills (coping skills). likely to Developing these resilience (a) be more alert to the aspects elements works with synergy of environment which provide meaning that improvement in one useful information for his future element is likely to affect behaviours. improvement in the others, and vice (b) take steps to improve his versa. environmental condition. Building blocks of resilience: (c) place greater value on skill Children and adolescents can be or achievement reinforcements trained to build their inner strengths and be generally more and coping skills during a disaster. concerned with his ability The following are key elements which particularly his failures; and help in building resilience: (d) be resistive to subtle attempts I) Self-knowledge and insight to influence him. Self-knowledge and insight II) Hope include indentifying ones own A construct closely related to strengths and weaknesses. Gaining optimism, has been conceptualised strength in self-knowledge and insight by Professor Rick Snyden (2000) as include involving two main components, the a) Building self-esteem ability to plan pathways to desired High self-esteem may also have goals despite obstacles, and agency value as a buffer against stress or motivation to use these pathways. and anxiety caused by life According to this conceptualization, experiences that can threaten and hope is strongest when it entails deflate self-image. Self-esteem valued goals that there is an enables one to endure and intermediate probability of attaining maintain a positive outlook. due to challenging but not Journal of SCHOOL SOCIAL WORK January 2013 17

insurmountable obstacles. Optimism a) Spirituality and hope are predictive of health Intrinsic spirituality and religiosity promoting behaviour. Optimistic through worship, prayer and other people are healthier, happier, more practices have been correlated immune and cope better with stress with social support, the avoidance using reappraisal and problemof risky and stressful behaviour solving. They also actively avoid and a sense of purpose and stressful life events, and form better meaning in life ((Benson, 1996). social support network around b) Morality and integrity themselves. Morality and integrity begin with III) Coping recognizing right from wrong, Healthy coping is another key having low tolerance for factor in fostering resilience. Healthy outrageous behaviour, and coping strategies include building on developing the courage to take skills and abilities, planning and risks in the face of adversity. addressing negative feelings c) Meaning and purpose in life proactively. Coping involves Having a sense of ones own thoughts and actions directed toward meaning or purpose in life is solving problems or reducing stress. probably the most important IV) Connectedness characteristic of resilience. Connectedness is the perception Purpose provides the driving that one can reliably count on others force in life and pulls us forward. to provide emotional and instrumental Children and adolescents should support (Frauenglass et al 1997) be trained to be aware of their Connectedness and social support purpose in life so that they would have been identified as protective move forward in a constructive resources that buffer the effects of way in life. extreme risk conditions such as Developing resilience: poverty and neighbourhoods with Teach children strategies to calm high crime and violence. down under stress, control impulses V) Personal perspective and delay gratification. Plan for Personal perspectives like positive outcomes by analyzing the spirituality, individual morality and cause of the current problem and not integrity and meaning and purpose the emotion attached with it. Guide in life enhance resilience. children as they try to identify their Journal of SCHOOL SOCIAL WORK January 2013 18

own and others feelings, understand causes and effect and reach out to ask for support from others when they need it. Promote development of childrens self-worth and encourage them to express an interest in life, to take opportunities and actively engage with others. Resilient thinking patterns can be learned by adults and children (Reivich and Shatte (2002). Skills that aid habitual use of more

accurate and flexible thinking can be absorbed by children from a very early age and can optimize development of resilience (Seligman, Reivich, Jaycox, and Gillham, 1995). Conclusion: Training programmes focused on building resilience in children will enable them to bounce back to normal functioning from distress.

References: Alan Carr (2008): Positive Psychology- The Science of Happiness and Human Strengths. New York: Routledge Baumgardner and Crothers (2009): Positive Psychology. Pearson Education Janice Harris Lord, Arlington, TX; and Kevin OBrien, (2007): Developing Resilience. National Center for Victims of Crime, Washington, DC. Darlene Kordich Hall, PhD and Jennifer Pearson (2003): Resilience - Giving Children the Skills to Bounce Back by Reaching In Reaching Out Project, Toronto and Guelph, Ontario. Harold S. Koplewicz, and Marylene Cloitre (2006): Caring for Kids After Trauma, Disaster and Death: A Guide for Parents and Professionals. 2nd Edition The New York University Child Study Center. Vostanis Panos (2003): Co-morbidity of PTSD and Depression among Refugee Children during War Conflict, Journal of Child Psychology and Psychiatry. (Vol ? Issue?) Qoota, Sameer Punamaki, Raija-Leena, and El Sarraj Eyad, (1995): The Relations between Traumatic Experiences, Activity, and Cognitive and Emotional Responses among Palestinian Children, International Journal of Psychology. (Vol ? Issue?) Davidson JRT (2006): After the Tsunami: Mental Health Challenges to the Community for Today and Tomorrow. J Clinical Psychiatry; 67 (Supplement 2), 3- 8. Vivo (2005): Symptoms of PTSD in Sri Lankan Children Affected by the Tsunami. Italy: Vivo, Cupramontana. Reivich K and Shatt A (2002): Werner E and Smith R (2001): Journeys from Childhood to Midlife: Risk, Resilience, and Recovery. Ithaca, New York: Cornell University Press. Seligman M E P, Reivich K, Jaycox L and Gillham J (1995): Shatt, A. J. (2002): Presentation at the Reaching InReaching Out Training Day, November 16, 2002, Wagnild (2010): Discovering Your Resilience Core. https://www.resiliencescale.com/ papers/resilience_core.html.

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Children in Distress Role of Parents, Teachers and School

Sundaravalli T*
*Sundaravalli T, M Sc (Zoo), M Sc (Psy), M E., NET, Assistant professor in Psychology, St. Justins College of Education, Madurai - 9

20

Introduction: devastation to the familiar Disasters are defined as a serious environment can be long lasting and disruption of the functioning of a distressing. Children are affected community or a society which much more seriously. Often an entire exceeds the ability of the affected community is impacted, further community or society to cope using undermining a childs sense of its own resources. No country can security and normalcy. claim total immunity from disaster Childrens reaction to disasters: though vulnerability and response to The severity of childrens disasters vary. reactions will depend on their specific There are four main types of risk factors. These include exposure disasters namely, natural disasters to the actual event, personal injury or (which include floods, hurricanes, loss of a loved one, level of parental earthquakes and volcanic eruptions), support, dislocation from their home environmental emergencies (which or community, the level of physical include technological or industrial destruction, and pre-existing risks, accidents and forest fires) complex such as a previous traumatic emergencies (which involve a break- experience or mental illness. Adults down of authority, looting and attacks should contact a professional if on strategic installations and war) and children exhibit significant changes in pandemic emergencies (which behavior or any of the following involve a sudden onset of a symptoms over an extended period contagious disease that affects health of time. but also disrupts services and Upto primary level: businesses, bringing economic and Preschoolers exhibit thumb social costs). sucking, bedwetting, clinging to Effect on people: parents, sleep disturbances, loss of Experiencing a dangerous or appetite, fear of the dark, regression violent flood, storm, or earthquake in behaviour and withdrawal from is frightening even for adults and the friends and daily routines.Elementary Journal of SCHOOL SOCIAL WORK January 2013

school children exhibit irritability, Role of Parents and Teachers: aggressiveness, clinginess, Any disaster can interrupt nightmares, school avoidance, poor essential services, such as the concentration, and withdrawal from provision of health care, electricity, activities and friends. water, sewage/ garbage removal, Irrespective of age if any child transportation and communications. experiences prolonged crying spells The interruption can seriously affect or bursts of anger, difficulty in eating, the health, social and economic sleeping, loss of interest, physical networks of local communities and symptoms such as headaches or countries. Disasters have a major and stomachaches, fatigue, feeling guilty, long-lasting impact on people long helpless or hopeless, avoiding family after the immediate effect has been and friends for two weeks or longer mitigated. Poorly planned relief he/ she needs immediate attention activities can have a significant from a mental health professional for negative impact on children. So it is additional assistance. important that parents and teachers Adolescents: must join hands rather than attempting Teens aged 12-18 are likely to individual efforts. have physical complaints such as Tips to parents: sleep and eating disturbances, Remain calm and reassuring. agitation and poor concentration when Acknowledge the loss or destruction, under stress and they may be less but emphasize the communitys interested in schoolwork, chores, or efforts to cleanup and rebuild. To the other responsibilities that they extent it is possible to do so, previously handled. Although assuring them that family and friends some teens may compete will take care of them and that life will vigorously for attention from parents return to normal. and teachers, they also may withdraw; Acknowledge feelings. resist authority; become disruptive or Children should be allowed to aggressive at home or in the discuss their feelings and concerns, classroom, which may manifest as and answer any questions they may bullying-type of behaviour; or begin have regarding the event. An to experiment with high-risk empathetic listening is very important. behaviours, such as alcohol or drug Let them know that their reactions are abuse. normal and expected. Journal of SCHOOL SOCIAL WORK January 2013 21

22

Encourage children to talk about to cope with adversity. Childrens disaster-related events. relationships with peers can provide Children need an opportunity to suggestions to cope with problems discuss their experiences in a safe, and can help decrease isolation. In accepting environment. Activities many disaster situations, friendships must be given to enable children to may be disrupted because of family discuss their experiences. This may relocations. include a range of methods (both Tips to handle parental stress: verbal and nonverbal) and Taking care of their own needs. incorporate varying projects (drawing, Allow the parents to try to deal stories, music, drama, audio and with their own reactions to the situation video recording). as fully as possible. They will be Promote positive coping and better able to help their children if problem-solving skills. they are coping well. Talking to other Activities should teach children adults such as family, friends, faith how to apply problem-solving skills leaders, or counsellors is important to disaster-related stressors. so as not to dwell on their fears or Children should be encouraged to anxiety by themselves. Sharing develop realistic and positive feelings with others often makes methods of coping that increase their people feel more connected and ability to manage their anxiety and to secure. identify which strategies fit with each Specific tips for schools: situation. Schools can play an important Emphasizing childrens resiliency. role in this process by providing a Focusing on their competencies. stable and familiar environment. children should be made to identify Through the support of caring adults, what they have done in the past that school personnel can help children helped them cope when they were return to normal activities and routines frightened or upset. Bring their (to the extent possible), and provide attention to other communities that an opportunity to transform a have experienced disasters and frightening event into a learning recovered. experience. Foster friendship and peer support. Interventions: Children with strong emotional Interventions may include support from others are better able classroom discussions, individual Journal of SCHOOL SOCIAL WORK January 2013

counselling, small group counselling, stress for children and their families. or family therapy. From classroom Children will be most impacted by the discussions, and by maintaining reactions of their parents and other close contact with teachers and family members, the duration of the parents, the school crisis response relocation, their natural coping style team can help determine which and emotional reactivity, and their students need counselling services. ability to stay connected with friends Students discussion: and other familiar people and Classroom discussions help activities. To the extent possible children to make some sense of the parents and teachers should: disaster. They also encourage Provide opportunities for students to develop effective means children to see friends. of coping, discover that their Bring personal items that the classmates share similar questions, child values when staying in and develop peer support temporary housing. networks. Teachers should not be Establish some daily routines expected to conduct such so that the child is able to have a discussions if children are severely sense of what to expect (including impacted or if they themselves are returning to school as soon as distressed. possible). Professional support: Provide opportunities for School mental health children to share their ideas and professionals can help provide and listen carefully to their concerns or coordinate mental health services, fears. but it is important to connect with Be sensitive to the disruption community resources as well in order that relocation may cause and be to provide such long-term responsive to the childs needs. assistance. Ideally these Consider the developmental relationships would be established in level and unique experiences of advance. each child. Helping children after a disaster: Determine the status of every The frequent need to relocate after child in the school. Contact each a disaster creates unique coping child who is absent and keep a challenges. It may create social, record. Identify the needs of environmental, and psychological children whose home was Journal of SCHOOL SOCIAL WORK January 2013 23

destroyed or damaged. Find out the phone numbers and addresses of every student that had to relocate. Encourage classmates to write notes or make phone calls. Develop an advisory committee of students to report back to school staff about what resources and changes in routines will help students cope. It takes time for children to understand and adjust to disasters. It is perfectly normal for them to discuss the event over and over again. Provide opportunities for children to discuss how they are coping. Use expressive arts (drama, art, music, photography) to help them express their emotions. Help connect families to community resources. Bring agencies into the school that can deal with needs related to housing, finances, and insurance. Ensure that children get any necessary medical and emotional assistance. Increase staffing for before and
References: Eva Jenson (1997): Disaster Management Ethics, 1st Edition, Turkey: UNDP DHA. http://www.disasterdistress.samhsa.gov/media/745/ddh_brochure.pdf http://www.disasterdistress.samhsa.gov/media/1025/ samhsa_dtac_tip_sheet_tips_for_talking_to_children_and_youth_after_traumatic_events051712.pdf

after school care. If possible, extend the service for additional hours and even on weekends. Incorporate information about the disaster into related subject areas, as appropriate. Science, math, history, and language arts are especially relevant. Seek the help of the school psychologist, counsellor, or social worker if they need help with ideas or managing the conversation. Activities such as asking children to work cooperatively in small groups can help children to strengthen and support peer relationships. Conclusion: Children and youth show signs of stress months after a disaster. If left unchecked, chronic stress could develop into more serious mental and behavioural health issues that can interfere with their daily life. School can provide a positive way of life. Community resources can be coordinated with the parents to support children and families and provide pathways to additional direct services, when needed.

Coping with Crisis

Subathra V* Lukmanul Hakeem M N**

*Dr Subathra, V HoD, P.G and Research Department of Social Work, Sree Narayana Guru College, Coimbatore. **Lukmanul Hakeem M N, M.Phil scholar, P.G and Research Department of Social Work, Sree Narayana Guru College, Coimbatore.

24

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January 2013

Introduction: crisis is a perception or In mental health terms, a disaster experience of an event or situation refers not necessarily to a traumatic as an intolerable difficulty that situation or event, but to a persons exceeds the persons current reaction to an event. One person resources and coping mechanisms. might be deeply affected by an James and Gilliland, 2001 event, while another individual suffers Crisis counselling: little or no ill effects. The Chinese We often think of a crisis as a word for crisis presents a good sudden and unexpected disaster, depiction of the components of a such as a car accident, natural crisis. The word crisis in Chinese is disaster, or other cataclysmic event. formed with the characters for danger However, crises can range and opportunity. A crisis presents an substantially in type and severity. obstacle, trauma, or threat, but it also Situational crises are sudden and presents an opportunity for either unexpected, such as accidents and growth or decline. natural disasters. Existential crises Definitions of crisis: are inner conflicts related to things People are in a state of crisis such as life purpose, direction, and when they face an obstacle to spirituality.The purpose of crisis important life goalsand obstacle that counselling is to deal with the current is, for a time, insurmountable by the status of the individual dealing with a use of customary methods of crisis. Chronic exposure to stress or problem solving.Caplan,1961 trauma can lead to mental illness, so an upset in equilibrium at the it is important that crisis counsellors failure of ones traditional problem- have the skills and knowledge to help solving approach which results in clients cope with current stressors disorganization, hopelessness, and trauma. Crisis counselling is not sadness, confusion, and panic. intended to provide psychotherapy, LillibridgeandKlukken,1978 but instead to offer short-term Journal of SCHOOL SOCIAL WORK January 2013 25

intervention to help clients receive experience fear, confusion, and assistance, support, resources, and stress. stabilization. Those facing a crisis begin to Psychological signs: exhibit symptoms of distress and According to Wainrib and Bloch discomfort. (1998), the following signs, Finally, people enter a state of symptoms, and reactions are imbalance where the crisis common psychological responses to situation seems insurmountable. a crisis or a traumatic event. Elements of crisis counselling: Disbelief Crisis counselling is intended to Emotional numbing be quite brief, generally lasting for a Nightmares period of no longer than a few weeks. Sleep disturbances It is important to note that crisis Anger and irritability counselling is not psychotherapy. Moodiness, Crisis intervention is focused on Forgetfulness minimizing the stress of the event, Flashbacks providing emotional support and Survivour guilt improving the individuals coping Hyper vigilance strategies in the here and now. Like Loss of hope psychotherapy, crisis counselling Social withdrawal involves assessment, planning and Abuse of alcohol and drugs treatment, but the scope is generally Isolation from others much more specific. While Characteristics of distress: psychotherapy focuses on a wide Roberts (2000) described several range of information and history, crisis characteristics of individuals currently assessment and treatment focus on going through a crisis or traumatic the clients immediate situation event: including factors such as safety and People first begin to recognize immediate needs. that there is a threat. Assessing the situation: Next, these individuals discover The first element of crisis that the stress and trauma of the counselling involves assessing the event cannot be dealt with using clients current situation. This involves existing coping skills. listening to the client, asking People then begin to questions and determining what the Journal of SCHOOL SOCIAL WORK January 2013 26

individual needs to effectively cope supportive people. Unlike unhealthy with the crisis. During this time, the dependencies, these relationships crisis counselling provider needs to help the individual become stronger define the problem while at the same and more independent. time acting as a source of empathy, Developing coping skills: acceptance and support. It is also In addition to providing support, essential to ensure clients safety, crisis counselors also help clients both physically and psychologically. develop coping skills to deal with the Psychoeducation: immediate crisis. This might involve People who are experienced in helping the client explore different crisis need information about their solutions to the problem, practicing current condition and the steps they stress reduction techniques and can take to minimize the damage. encouraging positive thinking. This During crisis counselling, mental process is not just about teaching health workers often help the client these skills to the client, it is also understand that their reactions are about encouraging the client to make normal, but temporary. While the a commitment to continue utilizing situation may seem both dire and these skills in the future. endless to the person experiencing Crisis and resilience: the crisis, the goal is to help the client Why some people seem to remain see that he or she will eventually return calm in the face of disaster, while to normal functioning. others seem to fall apart? People that Offering support: are able to keep their cool have what One of the most important psychologists call resilience, or an elements of crisis counselling ability to cope with problems and involves offering support, stabilization setbacks. Resilient people are able and resources. Active listening is to utilize their skills and strengths to critical, as well as offering cope and recover from problems and unconditional acceptance and challenges, which may include job reassurance. Offering this kind of loss, financial problems, illness, nonjudgmental support during a crisis natural disasters, medical can help reduce stress improve emergencies, divorce or the death coping. During the crisis, it can be of a loved one. very beneficial for individuals to Those who lack this resilience develop a brief dependency on may instead become overwhelmed Journal of SCHOOL SOCIAL WORK January 2013 27

by such experiences. They may causing them and why. By remaining dwell on problems and use unhealthy aware, resilient people can maintain coping mechanisms to deal with such their control of the situation and think challenges. Generally, these of new ways to tackle problems. individuals are slower to recover from Setbacks are part of life. Another setbacks and may experience more characteristic of resilience is the psychological distress as a result. understanding that life is full of Resilience does not eliminate challenges. While we cannot avoid stress or erase lifes difficulties. many of these problems, we can Instead, it gives people the strength remain open, flexible, and willing to to tackle problems head on, adapt to change. overcome adversity and move on An internal locus of control: with their lives. In the wake of traumas Generally, resilient people tend to such as the 9/11 attacks and the have what psychologists call Hurricane Katrina disaster, many an internal locus of control. They individuals demonstrated the believe that the actions they take will behaviours that typify resilience. affect the outcome of an event. Of Some individuals come by these course, some factors are simply abilities naturally, with personality outside of our personal control, such traits that help them remain as natural disasters. While we may unflappable in the face of challenge. be able to put some blame on However, these behaviours are not external causes, it is important to feel simply an inborn trait found in a select as if we have the power to make few individuals. According to many choices that will affect our situation, experts, resilience is actually quite our ability to cope, and our future. common and people are very Strong problem-solving skills. capable of learning the skills that it Problem-solving skills are essential. takes to become more resilient. When a crisis emerges, resilient Characteristics of resilience: people are able to spot the solution Awareness. Resilient people are that will lead to a safe outcome. In aware of the situation, their own danger situations, people sometimes emotional reactions and the develop tunnel vision. They fail to behaviour of those around them. In note important details or take order to manage feelings, it is advantages of opportunities. Resilient essential to understand what is individuals, on the other hand, are Journal of SCHOOL SOCIAL WORK January 2013 28

able to be calm and rationally look at the problem and envision a successful solution. Strong social connections. It is important to have people who can offer support in case of emergency. Ventilation can be an excellent way to express your emotions. Friends, family member, co-workers, and online support groups can all be potential sources of social connectivity. Identifying as a survivor. Avoid thinking like a victim of circumstance and instead look for ways to resolve the problem. While the situation may be unavoidable, you can still stay focused on a positive outcome. Ability to ask for help. While being resourceful is an important part of resilience, it is also essential to know when to ask for

help. During a crisis, people can benefit from the help of psychologists and counsellors specially trained to deal with crisis situations. Other potential sources of assistance could be books, online message boards, support groups and psychotherapy. Conclusion: Disasters can be viewed as crisis and crisis can be resolved in many ways. While friends, community, service organizations and social networking can be of use, ones own inner resources will always come handy. Reading about people who have experienced and overcome a similar problem can be both motivating and good for ideas on how to cope. Sometimes, faceless friends will come to our help when the crisis is very personal. Seeking the right professional at the right time is the simplest of all solutions.

References: Jennifer L. Hillman; (2002): Crisis Intervention and Trauma: New Approaches to Evidence-Based Practice. New York: Kluwer Academic/Plenum Publishers, Roberts, A.R. Assessment (Year?): Crisis Intervention, and Trauma Treatment: The Integrative ACT. Asian Journal of Counselling, 11(2), 97-105. Wainrib, Barbara and Bloch, Ellin (1998):Crisis Intervention and Trauma Response, New York: Springer Publishing Co., Roberts, Albert (1990): Crisis Intervention Handbook, Belmont, CA: Wadsworth, Golan, Naomi (1978): Treatment in Crisis Situation, New York: Free Press, Aguilera, Donna (1990): Crisis Intervention: Theory and Methodology, (6th ed.), St. Louis: C.V. Mosby Co., Burgess, Ann and Alberts, Robert (1995): Levels of Stress and Crisis Precipitants: The Stress-Crisis Continuum, Crisis Intervention and Time-Limited Treatment, Vol 2 (1),.

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January 2013

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Disaster and Distress in School Management

Rayadurgam Narasimham*
*Rayadurgam Narasimham, Consultant, Vocational Rehabilitation and Livelihood Programmes, Chennai

Introduction: Disaster evens out: While the country was celebrating Disaster is all pervasive, non the Republic Day in 2001, 971 discriminatory, omnipresent and children and 31 teachers died in the omniscient occurance that strikes at Bhuj (Gujarat) earthquake. 1884 class the most inappropriate time. Many of rooms collapsed with a loss of 5950 them are manmade, due to class rooms. 11761 school buildings negligence, failure to take action at damaged partially or fully and an the right time and hence preventable. additional 36,584 rooms rendered As they say, accidents do not unfit for holding classes. happen they occur due to inaction. A deadly fire raged in Lord Preparation to face disaster: Krishna School in Kumbakonam Disasters like earthquake and (Tamil Nadu) killing 93 children, all flash floods, tsunami and other natural less than 11 years old. calamities are unexpected events. December 23, 1995: 425 people, Preparation to face such situations many of them school children as we do now, must be a continuous perished as they tried to escape process. Similarly, preventable flames during prize giving ceremony disasters such as accidents, fire, in a school in Dabwali, Haryana. building collapse and regular floods December 26, 2004. Tsunami, an can be avoided by taking precaution. unheard of phenomenon in this part Preparations for such emergencies of the world, ravaged coastal have been tried and effectively Tamilnadu, Andaman Islands and implemented in Asian countries. Andhra Pradesh sweeping away Studies conducted by University thousands of people, many of them of Madras observed that the children and leaving many more community, Panchayat raj institutions orphaned. Loss of life and property and NGOs have a very low degree during the cyclones every year in the of awareness about disaster coastal areas are natural disasters preparedness. Initiatives that have over which there could be no human already been taken are fragmented control. and sporadic. Journal of SCHOOL SOCIAL WORK January 2013 30

Systemic structure: levels, execution should to be at the Therefore, there is a need for District/ Taluk/ Block levels involving sustainable plan for prevention of appropriate education officers and disaster and management during and Fire Service and Medical Personnel, after its occurance. This is possible The content also should be tailored only by institutionalizing the to the local needs as different types programme and building it into the of disasters occur in different regions school system. One may ask why of the country in addition to the school and not Panchayat raj common safety measures such as administration. Panchayat raj though fire and accident. A School Safety a grass root level institution of Committee consisting of students, governance, is a political structure parents, teachers, members of the and susceptible to various other local administration, NGOs and interests. School system not only educational administration should takes a societal view but builds the arrange for courses and awareness future generation. sessions for all students in a planned A systematic structure is manner to disseminate information. envisaged as a bottom driven Mock drills of preparedness should pyramid from school level to State be conducted at least twice a year and pan Indian structure. and a School Safety Week would be Primary strategy would be to another idea that could be tried. Local introduce school safety as part of NGOs, service clubs and business syllabus. It should aim at making the establishments could be encouraged community as the primary agency for to adopt specific schools for implementation where-in students, conducting these programmes. Parent Teacher Associations and the Implementation strategy: head of the school and Panchayat Make school safety a part of Administrators are involved. It should curriculum at all levels of rise to the Block, Taluk and District education at primary and higher, level culminating at the State and technical and professional Central level for sustainable progress education with increasing focus of the concept of disaster and content. preparedness and management. Sensitization of all Officers at While policy matters and budget senior, mid and junior levels from are maintained at the Central/ State State/ District/ Taluk/ Block levels. Journal of SCHOOL SOCIAL WORK January 2013 31

Postal Registration: Licensed to post under: Capacity building at all levels. Budget allocation and dissemination at all levels. Mock drills and simulated exercises twice a year and evaluation in the school as part of examinations. Awareness of disaster management techniques. The expected outcomes are: Better preparedness of the students and communities. Over a period of time, School and personal Safety becomes part of life. Strengthening of school buildings and homes to avoid accidents. Accident awareness, their
Reference: Natural Disaster Preparedness and Education for Sustainable Development UNESCO (Natural Disaster Preparedness and Education for Sustainable Development. Bangkok: UNESCO Bangkok, 2007) . ISBN 92-9223-103-0

Journal of School Social Work English Monthly ISSN: 0976-3759 Registered with Registrar of Newspapers for India under No: TNENG/2004/14389 TN/ CC (S) DN / 47 / 12-14 TN/PMG (CCR) / WPP - 663 / 12-14 sequelae and management. Enhanced knowledge on disaster resistant practices. Better interface for disaster response between school and community. A comprehensive conceptual development on disaster response in the government and civil society at large. Let us remember: Anticipation, education and information are the keys to reducing the deadly effect of natural and manmade disasters. Such activities need to be given priority. Let us be prepared and prepare our children. Doesnt disaster ending with aster (star) signify a ray of hope?

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