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Short article
What parents and caregivers can expect in the short term after a disaster or community trauma
Emerging MindsDuring the first weeks and months after a disaster or traumatic event, the intensity of feelings you and your children experience may fluctuate but should eventually become more manageable, this factsheet takes you through some important information on what to expect in the short term. -
Short article
What educators can expect during and immediately after a disaster or community trauma
Emerging MindsAll children need stable and supportive environments to grow and develop, and a disaster or traumatic event can disrupt that stability. When a disaster or traumatic event occurs, children can be most distressed by the realisation that the world is not as safe as they thought. Therefore, it is important for their parents, schools and community to provide as much stability and support in a child’s daily life as possible. -
Resource summary
Resources for Community Leaders from the Community Trauma Toolkit
Australian National UniversityThis resource summary provides a list of resources for community leaders from the Community Trauma Toolkit including podcasts, workshops, videos and fact sheets. -
Short article
How educators can support children in the short term following a disaster or community trauma
Emerging MindsThe weeks and first few months after a traumatic event can be overwhelming and filled with change. Distress will be at its highest point immediately after the event and should lessen over the following weeks and months for most people. -
Short article
How educators can support children in the longer term following a disaster or community trauma
Emerging MindsChildren require support in the months (and sometimes even years) after a disaster or traumatic event. While most children recover over time, some continue to experience ongoing difficulties. -
Short article
What educators can expect in the long term after a disaster or community trauma
Emerging MindsAs communities and people resume their usual routines, there can be great opportunities to come together and support each other. If you or children at your school are still experiencing difficulty you can feel increasingly isolated rather than supported. It may feel sometimes like people are trying to forget what happened or don’t want to hear about what you are feeling. -
Research summary
Highlights in child mental health research: June 2020
Prepared by AIFSThis June research summary provides a selection of recently released papers, systematic reviews, and meta-analyses related to infant and child mental health. Each summary includes an introductory overview of the content for that month, followed by a list of selected articles. Each article is accompanied by a brief synopsis which presents the key messages and highlights. Links to abstracts, full-text articles and related resources, where available, are provided. -
Practice paper
Supporting children and families: How does co-design invite us to think differently?
Jason Tyndale, Jackie Amos and Rhys Price-RobertsonThis paper focuses on a series of reflective questions that invite practitioners to think differently about their work with children and families, especially those living in complex environments. The authors – a lived experience consultant, a practitioner, and a researcher – take readers behind-the-scenes of co-designing the paper itself, whilst exploring some of the most challenging dilemmas facing practitioners in the field. -
Short article
What parents and caregivers can expect in the long term after a disaster or community trauma
Emerging MindsIn the months after a disaster or traumatic event, the focus tends to be on rebuilding physical structures (like buildings and schools) and everyone ‘returning to normal’; however, it can be very difficult to see everyone around you going back to normal if you or your children are still experiencing difficulty. This fact sheet looks at some of the things you can expect in the long term. -
Short article
What educators can expect in the short term after a disaster or community trauma
Emerging MindsReturning to a teaching role in a community that has experienced a disaster can feel overwhelming. Educators play a vital role in helping communities recover after a disaster; however, it can be hard because often you have experienced loss yourself, but feel you have a responsibility to help the children in your school. -
Fact sheet
How parents and caregivers can prepare for a natural disaster
Emerging MindsAustralia is affected by many different types of disaster, including floods, bushfires and cyclones. Preparing yourself and your family ahead of time can really make a big difference to how you and your family respond and cope if there is a disaster. This information will take you through some practical and psychological strategies to help you and your family get prepared. -
Short article
Physical activity can boost child mental health, but it’s complex
Prof. Stuart Biddle and Dr Ineke VergeerPhysical activity offers a range of benefits for children, including mental health. This literature review study explored the association between physical activity and mental health in children and adolescents and whether physical activity can be considered ‘causal’ in producing any effects on mental health.