It isn't too late

There is hope however, for Perry's work indicates that immediate and comprehensive assistance can be effective for children to begin the process of recovery.(4) But time alone is not sufficient. Children need assistance from the adults in their lives. Whereas classroom teachers are not mental health professionals there is a great deal that teachers can do to assist children, if they are trained and the program supports them in their work. But they are rarely given that training.(5)

Classrooms are perfect places for children to be supported in their recovery efforts, for programs for young children play unique roles in the lives of children. These are the places where children congregate for long periods of time. Children spend some four to eight hours a day at early education programs. That could be up to half or more of their waking hours, which is one-third to one-half of the child's weekly life.

Programs for young children are also unique in that outside the family, these programs are by far the most influential institutions shaping children's lives. They are natural settings that have normalizing and socializing effects on children that are not possible in a clinician's office.(6) But to assist children in taking full advantage of the help they are receiving from any individual therapy in which they may be participating, child caring programs can also integrate that assistance into the cognitive and social learning of children in their programs.

Because many programs for young children are comprehensive programs and most staff come in contact with children every day, it is important to train staff in crisis intervention. From the driver who greets children as they enter the bus, the cook who sometimes visits in the classroom, and the janitor who helps clean up "that spill," to the administrators and social service/parent involvement staff, all need skills in helping children regain a normal life.

How can programs for young children help?

Programs for young children can provide a potentially healing or hurtful environment for children who have been traumatized, depending on staff expertise. Because child caring staff do not want to be accused of "doing therapy," which would be outside their sphere of responsibilities, they sometimes ignore the real and important role they can play by creating a therapeutic setting (7) throughout the program. Helping children grow emotionally is clearly within most program’s responsibilities. But frequently staff have not had the opportunity to develop the necessary skills or set up healing environments, to interact with traumatized children, allowing natural healing to take place.

Training is imperative

This article recommends staff training for crisis intervention, which gives the needed skills and confidence in working with traumatized children.

It is crucial that the training occur before a disaster strikes so that when something does happen the program automatically shifts to the crisis intervention skills that staff have learned. There are windows of opportunity to assist children who have experienced trauma and if staff are ready to react immediately, children will be well served - the sooner, the better after an incident occurs. There is no time to learn the necessary skills after something happens!

Teachers can be ready to immediately move into adjusting the schedule, modifying the room arrangement, bringing out materials that will extend therapeutic play, and planning specific activities that will help children relieve stress, all of which are part of a healing environment. The Working Team will already have defined their roles to most effectively support children, their families, and staff. And the administration will have already decided which staff responsibilities may need adjusting as well as special actions and activities that must be put in place to respond to the crisis and begin the recovery process.