Coping With Crisis - Helping Children With Special Needs
How adults express their emotions will affect the reactions of children and youth. Additional, children with disabilities (e.g., emotional, cognitive, physical, etc.) will react to the trauma and stress based mostly on their past experience and awareness of the current situation. Caregivers and school personnel who know a child well can greatest predict his or her reactions and behaviors because they've noticed the child's response to emphasize in the past.
Triggers and Cues: Children with disabilities typically have specific "triggers": words, images, sounds, etc.; that signal hazard or disruption to their feelings of safety and security. Once more, these are specific to each child however come from past experiences, association with traumas, seeing worry in adults, etc. Children tend to develop their own "cues" in response to those trigger events, warning signals that adults can "read" to know that the child is having difficulty. These cues may embody facial expressions or nervous tics, modifications in speech patterns, sweating, feeling sick, turning into quiet or withdrawn, complaining or getting irritable, exhibiting a fear or avoidance response, etc. When adults anticipate these triggers or observe these cues, they should present assurance, help and a focus as shortly as possible. If adults miss these cues, children may escalate their conduct to a point the place they fully lose control. If this occurs, adults need to remove the child to the most secure place available, permit the child to calm down, and then talk to the child in regards to the triggering fears or situation.
Because mother and father and teachers see children in different conditions, crizele copilului de 2 ani it is essential that they work collectively to share information about triggers and cues. This is finest carried out on a regular basis, reminiscent of throughout the IEP meeting or a periodic assessment meeting, somewhat than in response to a crisis. Nonetheless, when a crisis occurs, dad and mom, case managers and others who work with the child should meet to briefly focus on specific considerations and find out how to greatest address the child's needs in the current situation.
Within the context of prevention and the development of efficient IEPs, some children need specific training and interventions to assist them to develop self-management and self-administration skills and strategies. In the course of the teaching process, these abilities and strategies ought to be taught so they can be demonstrated efficiently below hectic situations (e.g., school crises, terrorism, tornado) so that children can respond appropriately and effectively. Adults ought to nonetheless expect that children will demonstrate their self-management abilities with less efficiency when confronted by highly uncommon or annoying situations.
Ideas for Special Populations
All children profit from concrete information introduced at the proper level of understanding,and maturity. Serving to all children to cease and think about their reactions and habits, particularly with regard to anger and fear, is really helpful and often necessary in order for them to make "good choices." For some students with behavioral issues, training in anger management, coping and conflict resolution abilities are important additions to a complete intervention program. The following data addresses particular, additional considerations for children with particular needs.