Preparing for the One Year Anniversary

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Preparing for the One Year Anniversary

• David J. Schonfeld, MD
• Associate Professor of Pediatrics Child Study
• Yale University School of Medicine
• National Center for Children Exposed to Violence

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School Crisis Response InitiativeNational Center
for Children Exposed to Violence

• Collaboration of mental health professionals, law
  enforcement representatives, and local and state
  educational agencies
• Develop capacity to meet students and staffs
  safety and mental health needs at times of crisis
• Provide technical assistance in crisis situations
• Training in gt ½ of school districts in CT
• Technical assistance in hundreds of school crisis
  events

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Lessons Learned in CT and NYC

• Written plans often over-estimate level of true
  preparedness
• Need for integration of safety/security and
  mental health responses
• Staff support needs are important and too often
  neglected
• Administrative support is critical

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Anniversary reactions and September 11th

• Recurrence of feelings related to loss or tragedy
• Date of September 11th has strong symbolism
• Can anticipate many commemorative events and
  media attention
• Not all children will experience anniversary
  reactions
• Many children who appear back to normal may
  have more difficulties at the anniversary
• Children with history or ongoing exposure to
  trauma or loss, even if not directly related to
  September 11, are especially vulnerable

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Benefits of memorialization

• Memorial events held children express and cope
  with feelings
• By planning and taking part in a memorial event,
  children can exercise some control
• Children must be involved actively in the
  planning
• The events should be relevant
• A memorial planned by adults for children is more
  likely to be helpful to the adults

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Planning the memorial

• What you plan for a memorial event is far less
  important than how you go about planning it
• Often best memorial events are simple and
  symbolic
• Planning a memorial is often more therapeutic
  than participating in the event
• Adults should avoid telling children what they
  should feel or how they should express feelings
• Different groups have different needs wishes
• Highlight also community strengths and foster
  sense of hope for future

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Guidance for teachers

• Prior notification of families
• Children who experienced personal loss are more
  likely to show intense reactions
• Many children and families choose not to disclose
  personal losses any discussions should be
  conducted as if there were students directly
  affected
• Too much attention to anniversary can cause
  problems -- Parents and teachers should work
  together to ensure children arent overwhelmed

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Support teachers and school staff

• Staff dealing with their own personal losses,
  even if not related to September 11th, may find
  it difficult to approach topic with students
• Helping children cope with a tragedy, even a year
  later, is hard work
• Adults are also dealing with the same crisis
• Providing an opportunity for faculty and staff to
  talk about their own reactions prior to talking
  with students may be useful personally and will
  better prepare them to respond to childrens
  needs
• Seek input from teachers and staff regarding how
  best you might help them

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For Further Information

• School Crisis Response Initiative
• National Center for Children Exposed to Violence
• www.nccev.org
• 203-785-7047
• 1-877-49-NCCEV (62238)