Substance Abuse & Mental Health Services Administration

Children and Youth | Parents and Guardians | Mental Health and Health Providers | Child Care Providers | Teachers and Other School Personnel | School Emergency Planning | Children with Special Needs

Children and Youth

American Red Cross, & Federal Emergency Management Agency (FEMA). (March, 2006). Ready . . . set . . . prepare: A disaster preparedness activity book. Retrieved from http://beready.utah.gov/beready/family/documents/ReadySetPrepare02.pdf [PDF - 2.94 MB]

This activity book is a tool for teaching children ages 8–11 how to prepare for disasters. Topics include what to do before, during, and after a disaster and how to create a disaster plan and supplies kit. Each section of the book includes a fun game.

American Red Cross, & FEMA. (n.d.) Ready . . . set . . . prepare: A disaster preparedness activity book. Retrieved from http://www.citizencorps.gov/downloads/pdf/ready/brochure/P-522_June_2008.pdf [PDF – 5.43 MB]

This activity book is a tool children ages 4–7 and adults can use together at home, in schools and day care centers, and in other places to prepare for a variety of disasters. By completing the activities in this book, children will learn about fires, floods, tornadoes, and other disasters as well as how to protect themselves. Each topic in this book has a fun activity specially created for children.

Goodman, R. F., Miller, D., Cohen, J. A., & Major, C. H. (2011). Ready to remember: Jeremy's journey of hope and healing. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/ctg_book_09_09_11a.pdf [PDF - 874 KB]

This children's book tells the story of a 10-year-old boy's experience following the tragic death of his father. Jeremy is having a traumatic reaction and struggling at school and at home. Developed for the school-age reader, with an additional caregiver guide, the illustrated book describes Jeremy's journey as he and his family get help and become able to enjoy happy memories together.

Ippen, C. G., & Kronenberg, M. (2008). Trinka and Sam: The rainy windy day. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/trinka_and_sam_final.pdf [PDF - 1.54 MB]

This publication is also available in Spanish at http://www.nctsn.org/sites/default/files/assets/pdfs/trinka-y-juan-final-2-11.pdf [PDF - 1.46 MB].

This children's book was developed to help young children and their families talk about feelings and worries they have after experiencing a hurricane. The story describes their reactions and talks about how their parents help them to express their emotions and feel safer. In the back of the booklet, there is a parents' guide that suggests ways that parents can use the story with their children.

Ippen, C. M. G., Brymer, M., Grady, J., & Kronenberg, M. (2011). Trinka and Sam: The day the earth shook. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/trinka_and_sam_earthquake_english.pdf [PDF - 4.87 MB]

This document is also available in Japanese at http://www.nctsn.org/sites/default/files/assets/pdfs/trinka_and_sam_earthquake_japanese.pdf [PDF - 2.79 MB].

This story was developed to help young children and their families talk about feelings and worries they may have after they have experienced an earthquake. The story describes their reactions and talks about how their parents help them to express their emotions and feel safer. In the back of the booklet, there is a parent guide that suggests ways that parents can use the story with their children.

Morty, D. & Deblinger, E. (2005). Can Do and the storm: A story about new beginnings. Retrieved from http://www.thecandoduck.com/uploads/can_20do_20and_20the_20storm4.pdf [PDF - 1.95 MB]

This coloring book was written for children affected by hurricanes. It tells the story of Can Do the duck and his friends who have to leave their pond because of a hurricane. It is designed to help children to think about and share their feelings regarding frightening events they have experienced.

National Child Traumatic Stress Network. (2012). Simple activities for children and adolescents. Retrieved from http://www.nctsn.org/trauma-types/natural-disasters/hurricanes#tabset-tab-5 

This set of evacuation activities was designed to support families with children during disasters and after times of evacuation. These activity ideas require no (or very few) supplies, and they work for families who are without power or who are still living in damaged areas. The four lists of activities can be found on the Recovery After a Hurricane page, underneath the “NCTSN Resources” heading.

North Carolina Department of Health and Human Services. (2005). Welcome to Pup's world! Retrieved from http://www.ncdhhs.gov/mhddsas/services/disasterpreparedness/pupsworld-total.pdf [PDF - 36.8 KB]

This publication is also available in Spanish at http://www.ncdhhs.gov/mhddsas/services/disasterpreparedness/pupsworld-total-spanish2011.pdf [PDF - 36.8 KB].

This activity book offers tips for parents and activities for children. It is designed to help young children understand and cope with emergencies and disasters. Pup experiences a tornado and learns about the people who are there to keep her safe. Activities are designed for children ages 6–9 years.

Shapiro, L. E. (2005). When can we go home? An activity book for kids who've had to leave their homes. Retrieved from http://www.dmh.ca.gov/disaster/docs/Grants/Additional_Resources/When_Can_We_Go_Home.pdf [PDF- 2.81 MB]

This book contains 13 activities designed to help children build resilience and cope with the stress of being displaced from their homes. The activities can be modified for younger or older children.

U.S. Department of Homeland Security. (n.d.). Ready kids activity book. Retrieved from http://www.fema.gov/library/viewRecord.do?id=3835

This activity book is designed to teach children how to make an emergency supply kit and a family emergency plan and how to be ready for many different kinds of unexpected situations.

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Parents and Guardians

American Academy of Child and Adolescent Psychiatry. (2011, March). Talking to children about terrorism and war. Facts for Families, No. 87. Retrieved from http://aacap.org/galleries/FactsForFamilies/87_talking_to_children_about_terrorism_and_war.pdf [PDF - 155 KB]

This tip sheet provides valuable information on how to listen to children, answer their questions, and provide them support when discussing terrorism and war. It gives parents the skills to help their children feel more secure and to understand the world in which they live.

FEMA, & American Red Cross. (2004, August). Helping children cope with disaster. Retrieved from http://www.fema.gov/pdf/library/children.pdf [PDF - 487 Kb]

This publication is also available in Spanish at http://www.fema.gov/pdf/library/spa_children478.pdf  [PDF - 587 KB].

This booklet offers parents, caregivers, and other adults suggestions on how to help children cope with the effects of disasters and also how to help children be prepared before a disaster strikes.

Gurwitch, R. H. (n.d.). What happened? The story of September 11, 2001: A discussion guide for parents, caregivers, and educators. Retrieved from http://www.apa.org/helpcenter/nick-news.pdf [PDF - 2.81 MB]

This discussion guide is meant to serve as a resource to help parents, caregivers, and educators talk to kids about the difficult emotions that may arise as attention to the anniversary of the September 11, 2001 terrorist attacks increases. While this material speaks specifically to the September 11, 2001 terrorist attacks, it can be adapted for all disaster scenarios.

Gurwitch, R. H., Silovsky, J. F., Shultz, S., & Kees, M. (n.d.). Reactions and guidelines for children following crisis and trauma. Retrieved from http://ohiocando4kids.org/sites/default/files/GuidelineCrisis-2010_032911v2.pdf [PDF – 70.6 KB]

This document outlines the reactions that kindergarten, elementary, and middle school children and high school youth may exhibit after they have experienced trauma. It also provides guidelines for parents and caregivers on how to help their children.

Gurwitch, R. H., & Messenbaugh, A. K. (2005). Healing after trauma skills: A manual for professionals, teachers, and families working with children after trauma/disaster. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/HATS2ndEdition.pdf [PDF - 1.54 MB]

This activity manual is designed for use primarily with children in pre-kindergarten through elementary school and early middle school grades who have experienced trauma resulting from natural or human-caused disasters. It is intended to be used by mental health professionals and teachers working with children in small groups or on an individual basis.

Houston, J. B., Rosenholtz, C. E., & Weisbrod, J. L. (2011). Helping your child cope with media coverage of disasters: A fact sheet for parents. Retrieved from http://www.oumedicine.com/docs/ad-psychiatry-workfiles/parent_disaster_media_factsheet_2011.pdf?sfvrsn=2 [PDF - 408 KB]

According to the document, this fact sheet "provides an overview of how media coverage of a disaster may affect your child and suggests strategies that parents can use to address these effects."

Ippen, C. G., Lieberman, A. F., & Van Horn, P. (2005). After the hurricane: Helping young children heal. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Helping_Young_Children_Heal.pdf [PDF - 65 KB]

This handout uses the acronym SAFETY to outline practical ways in which parents can help young children cope with the emotional impact of a hurricane.

Koger, D. C. (2006). Children and disaster: Part 1. Ages and stages. Retrieved from http://extensionenespanol.net/pubinfo.cfm?pubid=314

This document provides information regarding each stage of child development and how that may affect children's understanding of disasters. It is available in English and Spanish.

Koger, D. C. (2006). Children and disaster: Part 2. What parents and caregivers can say and do. Retrieved from http://extensionenespanol.net/pubinfo.cfm?pubid=313

This document provides guidelines, categorized by age group, that offer ways to support children during disaster. It is available in English and Spanish.

La Greca, A. M., Sevin, S. W., & Sevin, E. L. (2008). After the storm: A guide to help children cope with the psychological effects of a hurricane. Retrieved from http://www.7-dippity.com/docs/After_The_Storm_(2008_Internet_Edition).pdf [PDF - 890 KB]

Multiple audiences can use this activity book, which contains information, activities, and strategies to help children cope with their reactions and feelings resulting from a hurricane and its aftermath. The material is designed for use with children ages 6–12, but much of the information and many of its activities can be adapted for use with older and younger children.

National Child Traumatic Stress Network (NCTSN). (n.d.). Family preparedness: Thinking ahead. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/9-11%20Card%20Material%20-%20NRC-sw.pdf [PDF - 97.8 KB]

This document is also available in other languages at http://www.nctsn.org/resources/public-awareness/national-preparedness-month%20#q3.

This document helps families prepare for a disaster or other emergency. It reviews information families should know before an emergency, such as the location of evacuation routes. The document also helps families create an emergency plan and a family communication plan. There is also information on how to make an emergency supply kit and how to stay informed during and after an emergency. It also includes ways to maintain preparedness.

NCTSN. (n.d.). Family preparedness plan [Wallet card]. Retrieved from http://www.nctsn.org/nctsn_assets/pdfs/edu_materials/revised-folded4.pdf [PDF - 13 KB]

This document is also available in other languages at http://www.nctsn.org/resources/public-awareness/national-preparedness-month%20#q3.

This wallet card can be completed by parents and caregivers. It contains places to enter vital information that will be necessary during emergencies.

NCTSN. (n.d.). It's okay to remember [Online video]. Available from http://www.nctsn.org/trauma-types/traumatic-grief/what-childhood-traumatic-grief

This video provides information regarding traumatic grief in children, addresses the three main types of trauma reminders, and illustrates how families can experience the pain of loss and then heal. It features physicians and experts in the field and is appropriate for parents and others who care for children.

NCTSN. (2006). Psychological First Aid field operations guide (second ed.). Retrieved from http://www.nctsn.org/content/psychological-first-aid

This publication describes Psychological First Aid, which the guide’s website defines as “an evidence-informed approach for assisting children, adolescents, adults, and families in the aftermath of disaster and terrorism.” Psychological First Aid is designed to reduce initial distress caused by disasters and to foster short- and long-term adaptive functioning and coping. Adaptations for the Medical Reserve Corps, community religious professionals, homeless youth shelters, and schools have been developed, as well as translations into Spanish, Japanese, and Chinese. A course in the approach, Psychological First Aid Online, can be accessed at http://learn.nctsn.org.

NCTSN. (n.d.). Understanding child traumatic stress. Retrieved from http://nctsn.org/sites/default/files/assets/pdfs/understanding_child_traumatic_stress_brochure_9-29-05.pdf [PDF - 362 KB]

This document discusses the cognitive response to danger as it relates to traumatic experiences or traumatic stress throughout all developmental stages, particularly in children. It provides an overview of posttraumatic stress responses and their severity and duration, as well as posttraumatic stress after chronic or repeated trauma.

National Institute of Mental Health. (2008). Helping children and adolescents cope with violence and disasters: What parents can do. Retrieved from http://www.nimh.nih.gov/health/publications/helping-children-and-adolescents-cope-with-violence-and-disasters-parents/complete-index.shtml

This publication provides information and steps that parents can take to help children cope with trauma after violence and disasters by defining trauma and describing how children react to it. It also includes steps to take when helping young trauma survivors.

NYU Child Study Center. (2006). Caring for kids after trauma, disaster, and death: A guide for parents and professionals (Second ed.). Retrieved from http://www.aboutourkids.org/files/articles/crisis_guide02.pdf [PDF - 768 KB]

This guide is for use with children and adolescents following a traumatic experience. It is organized in sections to enable users to easily access the most relevant information. The sections examine a range of issues including children’s reactions at different stages of development, as well as practical, hands-on advice to parents and school staff. Also included are specific strategies for when and how to get help for mental health problems; how to prepare for natural disasters; how to talk to children about terrorism, war, and media issues; and specific techniques to help families access community resources.

Osofsky, J. D. (n.d.). Helping young children and families cope with trauma. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/Helping_Young_Children_and_Families_Cope_with_Trauma.pdf [PDF - 311 KB]

This document is also available in Spanish at http://www.nctsnet.org/nctsn_assets/pdfs/Ayudando_a%20_Niqos(as)_y-Familias_a_Enfrentarse_con_el_Trauma.pdf [PDF- 318 KB].

This document informs parents of common reactions or symptoms children may have following a traumatic event. It tells parents how to listen to their children and how to help them feel safe. This document addresses self-care and support for parents as well.

Rzucidlo, S. & Petersen, C. (2001). Helping children cope after a disaster. Retrieved from http://www.childadvocate.net/disasterbooklet.pdf [PDF - 139 KB]

This booklet will help parents recognize the signs of stress that a child may show after a traumatic event and what to do when some symptoms persist.

Schonfeld, D. J. & Quackenbush, M. (2009). After a loved one dies—how children grieve; And how parents and other adults can support them. Retrieved from http://www.newyorklife.com/newyorklife.com/General/FileLink/Static%20Files/New%20York%20Life%20Foundation%20Bereavement%20Guide%20-%20After%20a%20Loved%20One%20Dies%20.pdf [PDF- 1.70 MB]

This 26-page booklet is for parents and other adults to help children who have suffered the loss of a parent or loved one to get through their grief.

Schreiber, M., & Gurwitch, R. (2006). Listen, protect, connect: Psychological First Aid for children and parents. Retrieved from http://www.cdms.uci.edu/PDF/PFA_Parents.pdf [PDF - 884 Kb]

This guidance helps parents to assess a child's firsthand experience of a disaster and describes some common reactions the child may have later. It describes how parents can provide Psychological First Aid by listening, protecting, and connecting. It also provides tips to keep in mind as one helps a child following a disaster.

Schreiber, M., & Gurwitch, R. (2008). Listen, protect, and connect: Psychological First Aid for children and parents online module . Retrieved from http://www.cdms.uci.edu/lpc

According to the introduction to this learning module, "this online version of the LPC [Listen, Protect, and Connect] was created so parents or caregivers can understand what their child may go through after a disaster and offer ways to help their child get through this experience. From the module, parents and caregivers can learn the basic components of Psychological First Aid while taking notes on their child's personal experience and behaviors. By registering and completing the module, all notes and information can be saved and/or printed out under your personalized profile."

Sesame Street. (2008). Let's get ready! Planning together for emergencies. Retrieved from http://www.sesamestreet.org/parents/topicsandactivities/toolkits/ready

This product shares the story of how Grover and Elmo prepare for emergencies. Through songs and games, these resources help parents, caregivers, and children develop a family emergency plan.

These booklets are also available in Spanish at http://www.sesamestreet.org/parents/topicsandactivities/toolkits/ready/spanish.

Sesame Street Workshop. (2010). Talk, listen, connect: When families grieve. Retrieved from http://www.sesamestreet.org/parents/topicsandactivities/toolkits/grief

This collection of resources addresses the difficult topic of the death of a parent and helps families cope with complex emotions, honor the life of a loved one, and find strength in each other. There are components for military families and nonmilitary families.

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Mental Health and Health Providers

Gurwitch, R. H., & Messenbaugh, A. K. (2005). Healing after trauma skills: A manual for professionals, teachers, and families working with children after trauma/disaster. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/HATS2ndEdition.pdf [PDF - 1.54 MB]

This activity manual is designed for use primarily with children in pre-kindergarten through elementary school and early middle school grades who have experienced trauma resulting from natural or human-caused disasters. It is intended to be used by mental health professionals and teachers working with children in small groups or on an individual basis.

Gurwitch, R. H., Pfefferbaum, B., Montgomery, J. M., Klomp, R. W.,  & Reissman, D. B. (2007). Building community resilience for children and families. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/BuildingCommunity_FINAL_02-12-07.pdf [PDF - 2.07 MB]

This is a guide for mental health and medical professionals to help communities build resilience and improve their capacities to respond effectively to disasters and acts of terrorism. It includes information, suggestions, and resources for businesses, cultural and faith-based groups and organizations, and first responders. It also contains related information on health care, media, mental health, public health, and school and personal child care settings.

La Greca, A. M., Sevin, S. W., & Sevin, E. L. (2008). After the storm: A guide to help children cope with the psychological effects of a hurricane. Retrieved from http://www.7-dippity.com/docs/After_The_Storm_(2008_Internet_Edition).pdf [PDF - 890 KB]

Multiple audiences can use this activity book, which contains information, activities, and strategies to help children cope with their reactions and feelings resulting from a hurricane and its aftermath. The material is designed for use with children ages 6–12, but much of the information and many of its activities can be adapted for use with older and younger children.

National Center for Children Exposed to Violence at the Yale Child Study Center. (2005). Providers' guide: Helping children in the wake of disaster. Retrieved from http://www.nctsnet.org/sites/default/files/assets/pdfs/edu_materials/Providers_Guide%20_Sept_2005.pdf [PDF - 120 KB]

This guide provides information for relief workers on the emotional response of children after a disaster. It breaks down information by developmental stages for children. It includes information on risk factors for longer-term adaptation and intervention suggestions for parents and caregivers.

NCTSN. (2005). Children needing extra help: Guidelines for mental health providers. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/Children_Needing_Extra_Help.pdf [PDF - 75.3 KB]

This document provides information regarding what should be considered when treating a child, such as the child's developmental level, anger management skills, etc.

NCTSN. (2005). Courage to remember [Online video]. Retrieved from http://www.nctsn.org/trauma-types/traumatic-grief/what-childhood-traumatic-grief

According to the NCTSN website, this product is a “training video for mental health professionals that presents critical core components for providing trauma-focused cognitive behavioral therapy to children who suffer from childhood traumatic grief. Includes demonstrations of each treatment component through role-plays conducted by children.” There is also a companion guide that presents a more in-depth description of the treatment components (both individual and group interventions) for children and caregivers who have been impacted by traumatic grief. The video is available in both English and Spanish.

NCTSN. (2006). Psychological First Aid field operations guide (second ed.). Retrieved from http://www.nctsn.org/content/psychological-first-aid

This publication describes Psychological First Aid, which the guide’s website defines as “an evidence-informed approach for assisting children, adolescents, adults, and families in the aftermath of disaster and terrorism.” Psychological First Aid is designed to reduce initial distress caused by disasters and to foster short- and long-term adaptive functioning and coping. Adaptations for the Medical Reserve Corps, community religious professionals, homeless youth shelters, and schools have been developed, as well as translations into Spanish, Japanese, and Chinese. A course in the approach, Psychological First Aid Online, can be accessed at http://learn.nctsn.org.

NCTSN. (n.d.). How to assess: Distress; Traumatic stress in ill or injured children [Pocket card]. Retrieved from http://www.nctsnet.org/sites/default/files/assets/acp/hospital/brochures/DISTRESScard.pdf [PDF - 52.7 KB] ;

This pocket card provides information on how to help children experiencing distress in a hospital setting. It includes examples of questions to ask and also includes tips for helping the families of injured or ill children.

NCTSN. (n.d.). How to assess: Emotional support; Traumatic stress in ill or injured children [Pocket card]. Retrieved from http://www.nctsnet.org/sites/default/files/assets/acp/hospital/brochures/EMOTIONALcard.pdf [PDF - 46 KB]

This pocket card includes information on how to help children in need of emotional support in a hospital setting. It includes examples of questions to ask and also includes tips for helping the families provide emotional support to the injured or ill child.

NCTSN. (n.d.). Traumatic stress in ill or injured children: After the ABC’s consider the DEF's [Pocket card]. Retrieved from http://www.nctsnet.org/sites/default/files/assets/acp/hospital/brochures/DEFcard.pdf [PDF - 25.9 KB]

This pocket card contains information and important questions for hospital staff to ask when determining if a child is at risk for ongoing traumatic stress.

NCTSN. (n.d.). Understanding child traumatic stress. Retrieved from http://nctsn.org/sites/default/files/assets/pdfs/understanding_child_traumatic_stress_brochure_9-29-05.pdf [PDF - 362 KB]

This document discusses the cognitive response to danger as it relates to traumatic experiences or traumatic stress throughout all developmental stages, particularly in children. It provides an overview of posttraumatic stress responses and their severity and duration, as well as posttraumatic stress after chronic or repeated trauma.

NCTSN, Secondary Traumatic Stress Committee. (2011). Secondary traumatic stress: A fact sheet for child-serving professionals. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/secondary_traumatic_tress.pdf [PDF - 724 KB]

The purpose of this fact sheet is to provide a concise overview of secondary traumatic stress and its potential impact on child-serving professionals. It outlines options for assessment, prevention, and interventions relevant to secondary stress, and describes the elements necessary for transforming child-serving organizations and agencies into systems that also support worker resiliency.

NYU Child Study Center. (2006). Caring for kids after trauma, disaster, and death: A guide for parents and professionals (second ed.). Retrieved from http://www.aboutourkids.org/files/articles/crisis_guide02.pdf [PDF - 768 KB]

This guide is for use with children and adolescents following a traumatic experience. It is organized in sections to enable users to easily access the most relevant information. The sections examine a range of issues including children’s reactions at different stages of development, as well as practical, hands-on advice to parents and school staff. Also included are specific strategies for when and how to get help for mental health problems; how to prepare for natural disasters; how to talk to children about terrorism, war, and media issues; and specific techniques to help families access community resources.

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. (2000). Psychosocial issues for children and adolescents in disasters. Retrieved from http://store.samhsa.gov/product/Psychosocial-Issues-for-Children-and-Adolescents-in-Disasters/ADM86-1070

This booklet includes resources for people working with children after a disaster. It covers child development theories in relation to how youth respond emotionally to disasters. It also features suggestions, case studies, and a resource guide.

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. (2012). Cultural awareness: Children and youth in disasters [Podcast]. Retrieved from http://www.samhsa.gov/dtac/podcasts/cultural-awareness/register.asp

The goal of this 60-minute podcast is to assist disaster behavioral health responders in providing culturally aware and appropriate disaster behavioral health services for children, youth, and families impacted by natural and human-caused disasters.

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. (2012). Supplemental research bulletin: Children and disasters. Retrieved from http://www.samhsa.gov/dtac/bulletin/SAMHSA_DTAC_Supplemental_Research_Bulletin.htm

This Research Bulletin from SAMHSA examines the emotional impact that natural and human-caused disasters have on children and youth. Developed in July 2012, this bulletin examines five recently published research and literature review articles and provides a discussion of the risk factors linked to children’s responses to disaster, protective factors, and resilience. It concludes with suggestions about policy and practice.

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Child Care Providers

Gurwitch, R. H., Pfefferbaum, B., Montgomery, J. M., Klomp, R. W.,  & Reissman, D. B. (2007). Building community resilience for children and families. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/BuildingCommunity_FINAL_02-12-07.pdf [PDF - 2.07 MB]

This is a guide for mental health and medical professionals to help communities build resilience and improve their capacities to respond effectively to disasters and acts of terrorism. It includes information, suggestions, and resources for businesses, cultural and faith-based groups and organizations, and first responders. It also contains related information on health care, media, mental health, public health, and school and personal child care settings.

Illinois Emergency Medical Services for Children. (n.d.). Emergency preparedness planning guide for child care centers. Retrieved from http://www.chtc.org/dl/handouts/20061114/20061114-2.pdf [PDF - 745 KB]

This guide helps child care center facility managers develop an emergency plan to protect employees and children within the facility. Because of the differences in size and complexity between day care facilities, this guide should be adapted as necessary.

NCTSN. (2006). Psychological First Aid field operations guide (second ed.). Retrieved from http://www.nctsn.org/content/psychological-first-aid

This publication describes Psychological First Aid, which the guide’s website defines as “an evidence-informed approach for assisting children, adolescents, adults, and families in the aftermath of disaster and terrorism.” Psychological First Aid is designed to reduce initial distress caused by disasters and to foster short- and long-term adaptive functioning and coping. Adaptations for the Medical Reserve Corps, community religious professionals, homeless youth shelters, and schools have been developed, as well as translations into Spanish, Japanese, and Chinese. A course in the approach, Psychological First Aid Online, can be accessed at http://learn.nctsn.org.

Virginia Department of Health, Division of Child and Adolescent Health, Healthy Child Care Virginia. (n.d.). It pays to prepare! An emergency preparedness guide for child care providers. Retrieved from http://nrckids.org/RESOURCES/VAEmergencyPreparBro.pdf [PDF - 221KB]

The goal of this publication is to provide basic preparedness and planning information that can be used in a variety of child care settings. The objective is to educate providers on how to develop an emergency response plan.

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Teachers and Other School Personnel

American Psychological Association. (n.d.). Resilience guide for parents and teachers. Retrieved from http://www.apa.org/helpcenter/resilience.aspx

This resource is for parents and teachers to help children (preschool through high school) to build resilience. It includes practical steps for managing stress, anxiety, and uncertainty.

American Red Cross. (n.d.). Masters of disaster curriculum. Retrieved from http://www.redcross.org/prepare/location/school/preparedness-education

The American Red Cross has developed a series of lesson plans that help organizations educate youth about the importance of disaster safety and preparedness. It contains “lessons, activities, and demonstrations on disaster-related topics that organizations can incorporate into daily or thematic programming. The curriculum is non-sequential, allowing organizers to choose the lesson plans that best fit into their programming.” Materials meet national educational standards, and are targeted for lower elementary (kindergarten through second grade), upper elementary (third through fifth grade), and middle school (sixth through eighth grade).

Gurwitch, R. H. (n.d.). What happened? The story of September 11, 2001: A discussion guide for parents, caregivers, and educators. Retrieved from http://www.apa.org/helpcenter/nick-news.pdf [PDF - 2.81 MB]

This discussion guide is meant to serve as a resource to help parents, caregivers, and educators talk to kids about the difficult emotions that may arise as attention to the anniversary of the September 11, 2001 terrorist attacks increases. While this material speaks specifically to the September 11, 2001 terrorist attacks, it can be adapted for all disaster scenarios.

Gurwitch, R. H., & Messenbaugh, A. K. (2005). Healing after trauma skills: A manual for professionals, teachers, and families working with children after trauma/disaster. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/HATS2ndEdition.pdf [PDF - 1.54 MB]

This activity manual is designed for use primarily with children in pre-kindergarten through elementary school and early middle school grades who have experienced trauma resulting from natural or human-caused disasters. It is intended to be used by mental health professionals and teachers working with children in small groups or on an individual basis.

Houston, J. B., Rosenholtz, C. E., & Weisbrod, J. L. (2011). Helping students cope with media coverage of disasters: A fact sheet for teachers and school staff. Retrieved from http://www.oumedicine.com/docs/ad-psychiatry-workfiles/school_disaster_media_factsheet_2011.pdf?sfvrsn=2 [PDF - 307 KB]

According to this fact sheet, it "provides an overview of how media coverage of a disaster may affect students and suggests strategies that people working in schools can use to address these effects. The strategies described in this fact sheet can be used by teachers, school counselors, school social workers, other school staff members, and school administrators."

La Greca, A. M., Sevin, S. W., & Sevin, E. L. (2008). After the storm: A guide to help children cope with the psychological effects of a hurricane. Retrieved from http://www.7-dippity.com/docs/After_The_Storm_(2008_Internet_Edition).pdf [PDF - 890 KB]

Multiple audiences can use this activity book, which contains information, activities, and strategies to help children cope with their reactions and feelings resulting from a hurricane and its aftermath. The material is designed for use with children ages 6–12, but much of the information and many of its activities can be adapted for use with older and younger children.

Lazarus, P. J., Jimerson, S. R., & Brock, S. E. (2003). Helping children after a natural disaster: Information for parents and teachers. Retrieved from http://www.nasponline.org/resources/crisis_safety/naturaldisaster_ho.pdf [PDF - 72 KB]

This guide describes issues associated with various disasters and the reactions children of various age groups may experience. It also contains steps to take and valuable information for teachers and other school personnel immediately following a natural disaster.

Lazarus, P. J., Jimerson, S. R., & Brock, S. E. (2003). Responding to natural disasters: Helping children and families; Information for school crisis teams. Retrieved from http://www.nasponline.org/resources/crisis_safety/naturaldisaster_teams_ho.pdf [PDF- 36.2 KB]

This document provides information about various child issues and reactions that may be associated with specific disasters. It provides instruction on how a school crisis team should respond immediately after a disaster.

National Association of School Psychologists. (2004). Culturally competent crisis response: Information for school psychologists and crisis teams. Retrieved from http://www.nasponline.org/resources/culturalcompetence/cc_crisis.aspx 

This fact sheet provides information on the importance of cultural competence for school psychologists and disaster response crisis teams. It briefly explains how to develop culturally competent plans, the roles of a crisis team, how and when to disseminate information to communities following a disaster, and tips on how to provide culturally and linguistically competent services following a disaster.

NCTSN. (2008). Child trauma toolkit for educators. Retrieved from http://www.nctsn.org/resources/audiences/school-personnel/trauma-toolkit 

According to the website of the National Child Traumatic Stress Network, this toolkit “was developed to provide school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.” The toolkit contains the following components: Trauma Facts for Educators; Understanding Child Traumatic Stress: A Guide for Parents; Psychological and Behavioral Impact of Trauma (versions of preschool children and for elementary, middle, and high school students); Self Care for Educators; Suggestions for Educators; Brief Information on Childhood Traumatic Grief; Brief information on Childhood Traumatic Grief for School Personnel, and a DVD called Students and Trauma. Documents are available in both English and Spanish.

NCTSN. (2006). Psychological First Aid field operations guide (second ed.). Retrieved from http://www.nctsn.org/content/psychological-first-aid

This publication describes Psychological First Aid, which the guide’s website defines as “an evidence-informed approach for assisting children, adolescents, adults, and families in the aftermath of disaster and terrorism.” Psychological First Aid is designed to reduce initial distress caused by disasters and to foster short- and long-term adaptive functioning and coping. Adaptations for the Medical Reserve Corps, community religious professionals, homeless youth shelters, and schools have been developed, as well as translations into Spanish, Japanese, and Chinese. A course in the approach, Psychological First Aid Online, can be accessed at http://learn.nctsn.org.

NCTSN. (n.d.). Teacher guidelines for helping students after a hurricane. Retrieved from http://www.nctsnet.org/nctsn_assets/pdfs/teachers_guidelines_talk_children_hurricanes.pdf [PDF - 72 KB]

This fact sheet provides information that educators can use to help children cope with the emotional aftermath of a hurricane, as well as self-care tips for teachers.

NCTSN. (n.d.). Understanding child traumatic stress. Retrieved from http://nctsn.org/sites/default/files/assets/pdfs/understanding_child_traumatic_stress_brochure_9-29-05.pdf [PDF - 362 KB]

This document discusses the cognitive response to danger as it relates to traumatic experiences or traumatic stress throughout all developmental stages, particularly in children. It provides an overview of posttraumatic stress responses and their severity and duration, as well as posttraumatic stress after chronic or repeated trauma.

NYU Child Study Center. (2006). Caring for kids after trauma, disaster, and death: A guide for parents and professionals (second ed.). Retrieved from http://www.aboutourkids.org/files/articles/crisis_guide02.pdf [PDF - 768 KB]

This guide is for use with children and adolescents following a traumatic experience. It is organized in sections to enable users to easily access the most relevant information. The sections examine a range of issues including children’s reactions at different stages of development, as well as practical, hands-on advice to parents and school staff. Also included are specific strategies for when and how to get help for mental health problems; how to prepare for natural disasters; how to talk to children about terrorism, war, and media issues; and specific techniques to help families access community resources.

One Storm. (2008). Tips for teachers: Marking disaster anniversaries in the classroom. Retrieved from http://www.onestorm.org/prepare/children/AfterTheStorm/ChildDisasterAnniversaries.aspx

According to its web page, this tip sheet is “a resource to help children deal with normal recovery issues that may be triggered by the anniversary of a disaster. It can be adapted for use with any disaster and can be used any time from the first day following the disaster to 1 or more years later.”

U.S. Department of Education. (2008). Psychological First Aid (PFA) for students and teachers: Listen, protect, connect—model and teach. Helpful Hints for School Emergency Management, 3(3). Retrieved from http://rems.ed.gov/docs/HH_Vol3Issue3.pdf [PDF - 428 KB]

This document explores the goals of the PFA strategy and when and how schools can implement it. It also reviews the type of training school staff members need to effectively use this strategy.

U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. (2012). Tips for talking with and helping children and youth cope after a disaster or traumatic event: A guide for parents, caregivers, and teachers (HHS Publication No. SMA 12-4732). Retrieved from http://store.samhsa.gov/shin/content/KEN01-0093R/KEN01-0093R.pdf [PDF - 1.24 MB]

This tip sheet helps parents, caregivers, and teachers to recognize and address stress responses in children and youth affected by traumatic events such as automobile accidents and disasters. It describes stress reactions that are commonly seen in young trauma survivors from various age groups and offers tips on how to help as well as resources.

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School Emergency Planning

NCTSN. (2003). A Checklist for school personnel to evaluate and implement the mental health component of your school crisis and emergency plan. Retrieved from http://www.nctsn.org/sites/default/files/assets/pdfs/Challenger_Newsletter_Checklist-final_sw_rvsd.pdf [PDF - 147 KB]

Educators and school personnel can use this guide to determine how well their school is prepared to respond to the immediate and long-term psychological effects of a crisis or disaster on students, their families, and staff. It offers many practical suggestions for developing procedures and plans for mitigation, prevention, preparation, response, and recovery.

NCTSN. (n.d.). The 3 R's of school crises and disasters: Readiness, response, and recovery. Retrieved from http://www.nctsn.org/resources/audiences/school-personnel/the-3r-school-crises-and-disasters

This resource offers tips to help educators assess their school's preparedness in the event of a crisis or disaster. It includes suggestions and links to resources for each stage.

National Education Association Health Information Network. (n.d.). School crisis guide: Help and healing in a time of crisis. Retrieved from http://crisisguide.neahin.org/crisisguide/images/SchoolCrisisGuide.pdf [PDF - 2.25 MB]

This guide was developed with essential, to-the-point advice for schools and districts. It is a step-by-step resource created by educators, for educators, to make it easier for school district administrators and principals to keep schools safe, so teachers can teach and children can learn. The guide also suggests ways for National Education Association State and local associations to lend expertise, saving schools precious time in the midst of a crisis and helping children and staff return to learning.

Trump, K. (2009). School emergency planning: Back to the basics. Student Assistance Journal, 12–17, Retrieved from http://www.schoolsecurity.org/resources/School%20Emergency%20Planning%20Back%20to%20the%20Basics%20SAJ%20Spring%202009.pdf [PDF - 546 KB]

This document provides information on best practices and practical steps school leaders can take to improve security and emergency plans. It reviews lessons and observations and stresses the importance of focusing on the fundamentals of school emergency planning.

U.S. Department of Education, Office of Safe and Drug-Free Schools. (2007). Practical information on crisis planning: A guide for schools and communities. Retrieved from http://www2.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf [PDF - 1.62 MB]

This guide contains the basics of crisis planning for schools. It includes checklists for mitigation, prevention, preparedness, response, and recovery. It indicates the importance of reviewing and revising school and district crisis plans and is designed to help navigate this process. The guide is intended to give schools, districts, and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices.

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Children with Special Needs

Consortium for Infant and Child Health, Children with Special Health Care Needs Work Group. (2011). Emergency preparedness for families of children with special needs. Retrieved from http://www.chkd.org/documents/CareConnections/EmergencyPreparednessforFamilies.pdf [PDF - 315 KB]

This planning and preparation guide can help families of children with special needs better understand how to prepare for an emergency or disaster.

Debbaudt, D. (2006). Autism and emergency preparedness: Tips and information for emergency shelter staff and trainers. Retrieved from http://autismriskmanagement.com/documents/DisasterPreparedness.pdf [PDF- 35.9 KB]

This fact sheet provides tips and options on how to safely and effectively interact with individuals with autism, their family members, and care providers. Included is an autism definition, possible characteristics of those with autism, methods of communication, and tips for how best to handle autistic persons in shelters.

Debbaudt Legacy Productions. (n.d.). Autism emergency contact form. Retrieved from http://www.autismriskmanagement.com/documents/autism_emergency_contact_form.pdf [PDF - 120 KB]

The contact form includes information that is necessary and helpful for first responders and health care professionals working with people with autism during emergencies. The form includes, among other things, places to provide the name of the person with autism; the person's method of communication, if the method is nonverbal; and current prescriptions.

Family and Youth Counseling Agency. (n.d.). Coping with disaster: Children with autism and their families. Retrieved from http://www.fyca.org/AutismSupport/Coping%20with%20Disaster.pdf [PDF - 64 KB]

This fact sheet provides information regarding steps that a family with an autistic member can take to help with coping with disasters.

Newgass, S., & Gurwitch, R. (n.d.). Crisis and the individual with autism. Autism Spectrum Quarterly. Retrieved from http://www.asquarterly.com/issues/11/departments/130

People with autism have qualities that make it difficult for them to handle crisis situations. This document reviews common responses of autistic children following a crisis and the roles of schools and families in caring for an autistic child after a crisis has occurred.

Owen, R. J., & Feucht, S. (2011, February). Disaster preparedness for children with special nutrition needs. Retrieved from http://depts.washington.edu/cshcnnut/download/resources/disasterchecklist.pdf [PDF - 355 KB]

This document addresses the extra steps that families of children with special nutritional needs must take to prepare for disasters. It includes a full checklist to help families prepare for disasters when a child with special nutritional needs is involved.

UCLA Center for Public Health and Disasters. (n.d.). Disaster preparedness kits. Retrieved from http://www.cphd.ucla.edu/resources.html

The Center for Public Health and Disasters at the University of California, Los Angeles (UCLA) has developed age-appropriate disaster kits for children, including children with special health needs such as asthma and diabetes. These kits can be tailored to a child's specific medical needs to best sustain him or her through a disaster situation. The link above will navigate to the UCLA Center for Public Health and Disasters resources page. Please scroll down to locate the Disaster Preparedness Kits section.

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