Working with parents to support children after disasters

Emerging Minds, Australia, October 2024

Resource Summary

About this practice guidance series

This practice paper is part of a series of resources on child-centred and family-focused disaster preparedness, response and recovery. Find the full suite of papers in Supporting infants and children in disasters: A practice guide or explore more tools for supporting children and families who experience disasters in our Community Trauma Toolkit.

What is this resource about?

Disasters can profoundly disrupt the foundations of everyday life for children, impacting their wellbeing, health and development. Families, particularly parents, have an important role in understanding and supporting their children’s needs during and after a disaster. However, parents may also be affected by their disaster experience, the stress of competing priorities and the challenges of disaster recovery. It is critical for practitioners to support parents to mitigate the disruptions disasters cause in the everyday lives of children and families.

Practitioners have reported feeling uncertain about where to start when working with parents to support their children after disasters. This paper identifies strategies for engaging with parents and using a holistic approach that recognises and tailors support to each family’s unique needs, to enhance the wellbeing, resilience and recovery of infants and children who experience disasters.

Who is this resource for?

This practice paper is for anyone who is currently supporting, or may be required to support, infants, children, parents and/or families after a disaster.

This includes practitioners and workers, leaders and volunteers in:

  • health services
  • social and community services
  • education
  • first response and emergency services
  • government (policymaking and agencies)
  • non-government organisations
  • community-led initiatives.

For ease of reading, we will refer to individuals in all these roles as ‘practitioners’.

Definitions

The terms ‘children’, ‘parents’ and ‘practitioners’ are used throughout this resource and we define them in the following ways:

Children: includes newborn infants, babies and children up to 12 years old.

Parents: the biological, adoptive, foster and kinship carers of a child, as well as individuals who have chosen to take up primary or shared responsibility in raising that child.

Practitioners: all individuals with a role that involves or might involve supporting infants, children, parents, families and/or communities in the context of a disaster of any kind.

Key messages

  • Disasters can deeply disrupt childrens wellbeing, health and development, with potentially long-lasting effects if not addressed.
  • Children’s recovery is greatly influenced by the stability and support provided by caring adults, including their parents and the broader community.
  • A child’s response to a disaster is shaped by their whole ecological context, including family relationships and community interactions. Disruptions to this ecology increase vulnerabilities, making holistic family support essential.
  • Effective engagement with parents involves reducing stress through practical support and creating a foundation for addressing deeper family needs.
  • Effective parental support involves helping parents prioritise their own wellbeing. Parents who take care of their own health are better able to support their children through disaster recovery.
  • Support should be flexible and responsive, adapting to families’ evolving needs to promote long-term recovery and resilience.
  • The PERCS approach facilitates respectful, collaborative conversations with parents, focusing on disasters impacts on family dynamics and support systems.
  • A holistic approach, considering both parent and child experiences, promotes balanced recovery and strengthens family resilience.
  • A strengths-based, collaborative approach enhances parental wellbeing and family dynamics, which are crucial for effective disaster recovery.

Introduction

Disasters can disrupt the foundations of everyday life for individuals, families and entire communities (Gibbs et al., 2014). In Australia, children and families are at growing risk of experiencing disasters, such as bushfires, floods and pandemics. The increasing frequency and intensity of disasters – and the potential for concurrent (around the same time), consecutive (one after the other) and cascading (interrelated) disaster events – compounds the recovery challenges families may experience.

Compounding disasters are the new reality for children growing up today. Many children and families are experiencing, recovering and preparing all at the same time.

- Sarah Eagland, Head of Community Recovery, Royal Far West

The impacts of disasters on children can be profound, affecting their wellbeing, health and development in multiple ways. Disasters can lead to physical injuries, exacerbate existing health conditions and cause significant psychological stress, manifesting as anxiety, depression and behavioural changes. The interruption of daily routines, loss of safe spaces and separation from supportive relationships can hinder children’s developmental progress and emotional stability.

‘Children [who experienced bushfires and floods] spoke of a range of difficulties they were experiencing such as disturbed sleep, separation anxiety, nightmares, intrusive memories, low mood, anxiety, loss of interest in activities, poor concentration, stomach pains, headaches, increased irritability, friendship difficulties, struggling with schoolwork, and increased family conflict … Children can present with depression, separation anxiety, nightmares, repetitive play enactment, avoidant behaviours, recurrence fears, and concern for the safety of others (Eagland et al., 2024).’

Importantly, children who experience disasters can and do recover with the support of caring and responsive adults. Supportive relationships with parents, educators and other important people in children’s lives, play a crucial role in helping children navigate the challenges brought on by such events.

Through stable relationships, consistent routines and emotional support, adults can reduce the adverse effects of disasters and foster resilience in children. Parents, in particular, can provide comfort, reassurance and practical assistance that helps children make sense of their experiences, cope with stress and gradually return to a sense of normality. By actively engaging with children and addressing their specific needs, parents contribute significantly to their recovery and overall wellbeing.

A supportive family environment can be a protective factor for the adverse effects of disasters on children. Parents serve as the primary sources of comfort and reassurance, helping children process their experiences and emotions. The emotional and psychological support provided by a warm, consistent presence helps children regain a sense of stability and safety.

In this video (5 minutes, 8 seconds) child psychotherapist Ruth Wraith discusses how parent–child relationships are key to helping children feel safe and secure, and how disasters can affect parent–child relationships.

However, disasters can affect the child and family’s normal activities, interrupt social relationships, and alter access to the usual physical, emotional, social and financial resources. Simultaneously, disasters can create competing priorities for parents, stretching their capacity and available resources to respond effectively to these disruptions (Kosta et al., 2021). As the family’s approach and response to these disruptions is critical to the resilience and wellbeing of its members (Walsh, 2016a), it is essential to strengthen parents’ capacity to navigate these challenges and promote child and family wellbeing through a collaborative, strengths-based approach (Ungar, 2010).

Hence, engaging with parents is paramount in supporting children and the entire family after a disaster. Supporting parents enhances their ability to see and meet the multifaceted needs of their children following a disaster – not only their children’s immediate physical and emotional needs but also the ongoing attention and care they need to foster long-term resilience and recovery.

Effective engagement with parents includes providing them with the necessary tools and resources to support their own wellbeing, their children’s wellbeing and their family’s functioning, as well as practical support to cope with and recover from the disaster.

It’s common for parents to struggle with their own emotional and psychological challenges after a disaster. A family-focused approach means addressing the wellbeing of parents, recognising that their capacity to care for their children is influenced by their own mental health and coping abilities. By supporting and partnering with parents, practitioners can create a supportive network that enhances the overall resilience of the family unit.

‘While each of us in our family experienced an injury, our family was also injured. Our whole family dynamic had gone from a place of play, safety and trust, to one where no one felt safe. Over the years I found it really difficult to articulate to mental health practitioners that the family should be considered as another person or entity who needs to be supported, in a way that’s different to how you might work solely with an individual parent or child.’

– Mother of two reflecting on her family’s experience of a bushfire

This paper explores various strategies for partnering with parents to support their children after disasters. These strategies emphasise the importance of building strong, trusting relationships with families, providing tailored support based on their unique needs and circumstances and promoting a strengths-based approach that empowers parents. It is also crucial to offer support that aligns with each family’s timeline and immediate needs. For example, in the initial days and weeks after a disaster, practical help often takes precedence over therapeutic interventions to effectively address the challenges families face. By focusing on the whole family and providing the right support at the right time, we can create a foundation for resilience and recovery that benefits all members, including infants and children.

How the parent–child relationship shapes children’s recovery

A child’s response to a disaster is profoundly shaped by their parents and the broader ecological context surrounding them. This ‘ecology’ includes biological, social, relational and environmental factors such as relationships with family members, interactions in their living and learning environments, and events in their neighbourhood and community. Disasters can disrupt this ecology, straining the support systems vital to a child’s wellbeing.

The concept of ‘cumulative vulnerability’ describes how pre-existing psychological, physical and educational challenges can compound, leading to more severe outcomes when a disaster occurs (Fothergill & Peek, 2015). Children in communities already facing health and social inequities may experience greater distress due to these compounded vulnerabilities, but they also possess unique strengths and coping mechanisms that can be harnessed for recovery. For example, a child with a history of adversity or living in a high-risk environment might face more significant challenges during and after a disaster, but with the right support, children have a remarkable capacity for recovery. Therefore, understanding and addressing each child’s unique ecology – both before and after the disaster – is crucial for developing effective support strategies and promoting resilience.

‘Those most vulnerable to disaster are those who have fewest economic and social resources available to prepare for, respond to and recover from extreme events … children and families with more pre-disaster ‘resource depth’ or [those who] were able to engage in successful ‘resource mobilisation’ after the disaster were less vulnerable … A child regardless of individual traits cannot recover without the necessary resources and social, structural support (Fothergill & Peek, 2015).’

To support children effectively, it is essential to consider their unique risk factors and protective factors throughout the disaster cycle – before, during and after the event. This comprehensive approach ensures that interventions are tailored to each child’s specific needs and circumstances. Further insights into the factors influencing children’s wellbeing, health and development outcomes can be found in Understanding how disasters influence infants and children.

A child’s wellbeing is shaped by their individual characteristics and by their ecology.

Central to these protective factors are the child’s relationships, particularly with their parents. While disasters are potentially traumatic events that can adversely affect children’s physical and mental health, parents can reduce the impact of harms and support their child’s recovery. Secure attachments formed through strong, stable relationships with trusted, responsive adults significantly influence children’s health and development outcomes, both in day-to-day life and during crises (Center on the Developing Child at Harvard University, 2016; National Scientific Council on the Developing Child, 2015). In the uncertainty of disaster, children rely on caregivers for stability, safety and emotional support. Consistent, nurturing care from parents and other important adults is a critical protective factor, minimising and aiding recovery from the emotional and psychological impacts of potentially traumatic events (Gibbs et al., 2014; Pfefferbaum et al., 2015).

Supporting the child and their ‘whole ecology’ is crucial for promoting recovery. A child’s family, educators and community members have vital roles in their recovery. Ensuring that community support systems are adequately resourced helps parents and other adults to effectively respond to children’s needs after disasters. It is important to avoid increasing the perceived burden on parents by overemphasising their responsibility to be strong and resilient without providing adequate support. The guilt and stress felt by parents can be profound, hence the need to support both caregivers and children.

It is important to avoid increasing the perceived burden on parents by overemphasising their responsibility to be strong and resilient without providing adequate support.

Supportive, nurturing relationships are fundamental to children’s positive social and emotional development and growth. For children who experience a disaster, these relationships help them navigate the potential adversities and challenges, promoting resilience and minimising the negative impacts on their mental health and wellbeing (Gibbs et al., 2015).

Focusing on the parent–child relationship

The parent–child relationship can influence the child’s social emotional wellbeing and mental health in both helpful and unhelpful ways. The following animation (3 minutes, 49 seconds) demonstrates how interactions with parents can shape the social-emotional wellbeing of children in day-to-day life.

When families encounter a disaster, the whole family can experience interactions between disaster-related difficulties and stressors they were already facing before the event.

A child’s response to a disaster will be shaped by individual factors but also by their parent’s response.

Consider how the elements of the parent–child relationship animation may present in the context of a disaster.

 

Parent and family difficulties

Disasters can place great stress on families, disrupting daily life and limiting their access to physical, emotional and social resources (Gibbs et al., 2015). Families may experience significant losses such as loss of life, housing, employment, belongings and/or security.

Parenting stress

Disasters can create competing priorities for parents, which stretch their capacity to respond to the disruptions in the family’s daily life. At the same time, parents also experience their own responses to the disaster, which might influence their cognition, physiology, mood, emotional energy and behaviour (Australian Red Cross et al., 2020). They may experience:

  • reduced concentration and difficulty in decision-making
  • feelings like fear, anger, sadness and hopelessness
  • a heightened perception of threat
  • low energy levels
  • increases in problematic substance use; or
  • more irritability and less patience.

These responses and the competing demands of disaster recovery can make it hard to focus on their parenting role and alter their capacity to see and be available to respond to their children and family’s needs (Kosta et al., 2021). Not being able to be the parent they would like to be may also elicit a shame, stigma or guilt response in the parent, which can create a further ripple effect, compounding their stress.

Child response

While all family members may experience a disaster, each family member carries their own unique experience of it (Kiliç et al., 2003).

An infant or child’s response to a disaster is shaped by the event, their own attributes (e.g. temperament, age, coping style) and the responses of people around them (Cobham et al., 2016; Hu et al., 2018).

Similar to the impacts on adults, disasters might influence a child’s cognition, physiology, mood, emotional energy and behaviour. They might respond with feelings of worry, self-blame or guilt, or become upset or withdrawn, or over-compliant and eager to please (North et al., 2018). Infants in particular may be more sensitive due to their age and lack of language to communicate their needs, making it harder for them to express their distress but also for parents to understand their reactions.

As well as managing their own responses to the disaster, a child may notice changes in their parents’ moods, behaviours and availability or responsiveness. Even infants and young children will notice such changes. What the child sees, hears and feels, and how they make sense of the changes they notice, contributes to their own response (Gibbs et al., 2015; Kosta et al., 2021). For example, through the lens of their own anxiety, a child might see their parent’s fear as validation that the world is not a safe place, heightening the child’s perception of threat. In another situation, a child might interpret a parent’s mood changes and reduced availability as rejection, further compounding the child’s emotions, moods, behaviour, worries and concerns.

Child emotions and behaviours

The child’s emotions, worries and concerns after the disaster might be difficult for them to make meaning of. They may express their feelings using behaviours that are seen by parents and others as intentionally disruptive, difficult or anti-social. A child’s emotions and behaviours can place stress on the parent and this relational response can move back and forth between the parent and child, impacting on the parent–child relationship (Australian Red Cross et al., 2020).

Parent–child feedback loop 

Disasters can disrupt the family’s usual communication systems that support parents and children in having shared understandings. With the parent and the child managing their own responses to the disaster, and the possibility of parents having less emotional and physical availability, there is increased possibility of misunderstanding in the parent–child relationship.

Children need warm and responsive care to help them understand their emotions and learn to express themselves in healthy ways. The parent might see the child’s behaviour but find it hard to understand or make meaning of what’s going on beneath it, increasing their worry. They might not know how to respond, or have the capacity to do so, due to their own worries and stresses and the overwhelming demands of disaster recovery (Australian Red Cross et al., 2020; Kosta et al., 2021). This in turn could impact on how the parent interacts with their child, making it difficult to provide the support and warmth their child needs. The child sees and feels these changes and responds, impacting on how they interact with the parent.

Keeping the interactions of this cycle in mind will help you support parents in protecting and nurturing their children’s mental health and wellbeing after disasters. You can also build parents’ understanding by sharing the parent–child relationship feedback animation with them.

When engaging with parents after a disaster, you can support family resilience by:

  • providing information and education to promote parent and family awareness (mental health literacy) about child development and mental health needs after a disaster (Gibbs et al., 2014; Kosta et al., 2021; Schonfeld & Demaria, 2020)
  • supporting parents’ coping mechanisms and strengthening their mental health to promote their capacity to provide warm and responsive care for their children (Australian Red Cross et al., 2020; Gibbs et al., 2014; Kosta et al., 2021)
  • promoting strong connections with extended family, friends and community, enabling emotional and practical support (Gibbs et al., 2014)
  • mobilising and helping them access social, emotional and practical resources as needed such as counselling, financial support and housing (Shang et al., 2019; Ungar, 2010; 2016).

It is important to remember the broader ecology of the child also influences their health and wellbeing (McDonald-Harker et al., 2021; Ungar & Theron, 2020; Walker, 2021). The child’s life outside the family context – such as community involvement, school or early learning services, and relationships with other trusted adults and peers – also influences their social and emotional wellbeing and mental health as they develop and grow (Schonfeld & Demaria, 2020; Ungar & Theron, 2020). Disasters can suspend or stop meaningful engagement and interactions that might have had a protective influence, just when the child needs them most. The loss of such relationships can cause children additional worry and distress.

Additionally, a child’s circumstances before the disaster, including any pre-existing challenges such as a lack of resources, can significantly influence their mental health and ability to cope afterward. Children who already faced adversities may find it more challenging to navigate the post-disaster environment.

At the same time, a disaster may offer new opportunities for children to participate in meaningful relief and recovery activities within their communities, and in doing so create new protective connections.

When parents are under pressure after a disaster event, relationships are critical for offering connection, safety and security to support the child, parent and whole family (Australian Red Cross, 2020; Fernandes et al., 2013; Gibbs et al., 2014; Kosta et al., 2021; Pfefferbaum et al., 2015). You can learn more about the whole child and how their ecology shapes their experiences of disasters in Understanding how disasters influence infants and children.

Partnering with parents to support children after disasters

As detailed in the previous section, responsive care from parents and a positive parent–child relationship are key protective factors for the mental health of children who have experienced a disaster. However, disasters can adversely impact on parents, including the availability of their usual support systems and their capacity to respond and relate to their child.

Juggling the many competing priorities after a disaster can be overwhelming, especially as parents navigate their own responses to disruptions, including physiological and psychological symptoms affecting sleep, concentration and decision-making. Financial constraints, limited resources, housing issues and disruptions in community support systems further complicate the parenting environment post-disaster (Australian Red Cross et al., 2020). For parents of children with disabilities, these challenges can be even more pronounced. Disasters often disrupt the specialised routines, therapies, and supports that children with disabilities rely on.

The parents are affected themselves and often not capable of giving that emotional support. Take that weight off the parents’ shoulder because it’s a really stressful time, and you try to hold it all in together, and you try to be strong.

- Adrienne, single mother of three, reflecting on the Brisbane 2011 floods

Additionally, parents may experience profound shame and guilt over their perceived inability to fully support their children or maintain stability amid these challenges. This can add to parental stress levels and undermine their confidence and capacity to effectively address family needs. In the context of multiple disasters or ongoing challenges the accumulating strain can significantly impact parents’ ability to provide for their children’s needs, highlighting the interconnectedness of parenting within the child’s broader ecology.

It is also important to recognise that, despite their best intentions, parents and other adults around children may sometimes overlook or misunderstand children’s specific needs during the recovery process. The immediate priorities of disaster recovery often overshadow the nuanced, ongoing needs of children, particularly those with disabilities. This gap can lead to an underestimation of the distress children experience and a lack of sustained attention to their recovery needs.

‘In times of crisis, despite best intentions, the experience and needs of children are often overlooked or misunderstood by the adults and systems around them … Following a disaster adults may prioritise providing life’s necessities, such as finding safety, repairing the home, and securing financial support. With competing pressures for their time and energy it is not surprising that they may have limited capacity to support their children as much as they would like (Eagland et al., 2024).’

Acknowledging the resilience and resourcefulness of families within their community context is key. While parents face considerable challenges, they often rely on extended family members, neighbours, community organisations, and government services to navigate post-disaster challenges. These networks provide practical assistance, emotional support, and a sense of collective efficacy, which are crucial for parents striving to re-establish stability and support for their children. As the saying goes, ‘it takes a village to raise a child’. The post-disaster community and available resources are crucial in helping families overcome the challenges they face and enhancing their capacity to promote their children’s recovery.

Addressing risk factors and enhancing protective factors within this broader network helps mitigate the negative impacts of disasters and promote children’s recovery.

Fostering supportive environments and incorporating strategies that acknowledge the importance of supporting adults around the child – so they can, in turn, provide effective care and support – helps promote child mental health and family wellbeing in the aftermath of disasters.

In the following video (4 minutes, 50 seconds) parents with lived experience of disasters and practitioners describe ways in which parents’ coping, capacity or personal challenges can influence their ability to provide stability and support for their children.

Select the following headings to explore ways that practitioners can support parents and other important adults in a child’s ecology that will enhance children’s wellbeing and recovery after a disaster. Depending on your role, you may offer support to parents and families in various ways or focus on specific needs.

  • Establishing safe and secure environments that meet the safety and wellbeing needs of children and families, and uphold their rights, is crucial for recovery. Practitioners can collaborate with parents and key adults as well as children to ensure these needs are met effectively after a disaster. Involving children as active participants and knowledgeable contributors to their own recovery process is important to ensure their unique needs are met.

     

    Examples of ways to support parents and families

    • Support families to secure safe temporary housing that meets their needs and minimises risks of further exposure to danger.
    • Help source basic necessities such as food, clothing, hygiene products, nappies and medications essential for children and families.
    • Ensure families have access to healthcare services to maintain their children’s and their own health.
    • Set up safe play areas with age-appropriate toys and activities to support children’s development and wellbeing.
    • Support families at increased risk of domestic violence by connecting them with appropriate resources and services.
    • Seek opportunities for children and parents to have a voice in recovery planning and decision-making processes, enhancing their sense of control and involvement.
    • Advocate to disaster relief agencies, community leaders, and policymakers about the specific needs of children, parents, and families, including their rights and protections.
    • Collaborate with organisations for financial assistance, transportation, and housing, and help parents with employment and childcare arrangements.
    • Support parents in returning to work or finding new employment opportunities to stabilise their family’s financial situation.
    • Helping parents arrange temporary childcare solutions.
  • Maintaining or re-establishing routines to provide stability and predictability helps children feel safe and connected despite ongoing disruptions caused by the disaster.

     

    ‘An example from our experience was providing the children with food that was familiar from before the fires. Maintaining routine daily schedule where possible – bedtimes, mealtimes, swimming lessons, all the things the children did before the fires, we tried to reinstate afterwards – as this was the only thing that was “the same” for the children. Everything else in our environment was completely foreign.’

    – Mother of two reflecting on her family’s experience of a bushfire

     

    Examples of ways to support parents and families

    • Work with families to set up consistent routines for feeding, mealtime, playtime, homework, napping and bedtime – where possible. This can be particularly challenging in temporary accommodation.
    • Incorporate leisure and recreational activities into daily routines to promote relaxation, playfulness and stress relief.
    • Help parents and community leaders keep children informed of recovery plans in a developmentally appropriate way and invite their contribution where appropriate. This involvement helps children feel more secure and empowered, fostering a sense of control and hope for the future.
    • Facilitate resumption of early learning services, school and other regular activities to provide continuity and structure.
    • Support parents in adapting routines to meet the specific needs of children with disabilities, ensuring that modifications accommodate their sensory, physical, or cognitive needs while maintaining as much consistency as possible.
    • Encourage ongoing communication with friends and extended family through visits, phone calls or online media. These interactions offer emotional support and reinforce a reliable network of care, providing children with stability and a sense of community.
  • Collaborating with parents and other important adults in a child’s life to provide comfort, stability, and effective support helps children cope with the emotional impact of a disaster. Practitioners can guide and help families to access resources and specialist services that address the psychological effects on children and the family unit.

     

    ‘It is important to provide parents and caregivers with reassurance that their children’s challenging behaviours are an expression of distress and that they need help to regulate – that the child is not just “acting up” or behaving badly. In our experience, this was helpful to have this pointed out to us by practitioners. I recall the words, “If the children are acting out, you need to see this as a positive; they are letting you know that their needs are not being met – it is a signal to work out with your child how you can meet their needs in that moment.”’

    – Mother of two reflecting on her family’s experience of a bushfire

     

    Examples of ways to support parents and families

    • Help parents recognise and understand their children’s responses to the disaster. Suggest ways they can offer reassurance through physical closeness, age-appropriate conversations and other strategies to support emotional recovery.
    • Educate families about children’s mental health and wellbeing in the aftermath of a disaster, including recognising that behavioural changes may be a way of communicating distress.
    • Offer advice and/or help in establishing calming and supportive environments.
    • Help parents support children in expressing their emotions through physical and creative activities such as art, storytelling and play. This can help children process their feelings and experiences.
    • Support parents to mobilise resources and professional support, including mental health services, for their children (and themselves) to address any emotional or behavioural changes post-disaster.
    • Help parents understand that caring for themselves is integral to effectively supporting their children and models healthy coping strategies and regulation to their children.

     

    It is important to understand that some strategies may need adjustment based on the family’s living conditions, especially for those in temporary accommodation. For example, if a family is staying in a small, shared space with limited privacy, traditional methods of creating calming environments or providing space for creative activities might be challenging. Families will be facing a variety of situations and practical challenges so flexibility in approaches is crucial.

  • Strengthening family bonds and maintaining open lines of communication are essential for supporting a sense of continuity, collective coping, and family resilience during the recovery process. Practitioners can work with parents and other family members to enhance family connectedness and support a child’s recovery.

     

    ‘We talked about what they needed [with the kids]. In the difference of feeling and being safe. And, they both agree that they need to know their parents are OK. They need to know that, you know, Mum’s OK, Dad’s OK. They need to know that we’re going to be OK.’

    – Sarnia, mother of three, reflecting on her family’s experience of disaster

     

    Examples of ways to support parents and families

    • Guide families in having age-appropriate conversations about the disaster, its impact on daily life, and their recovery plans, ensuring that these discussions are suitable for each child’s developmental level.
    • Encourage and support families to engage in activities that foster connection and create shared experiences, such as reading together, playing games or planning family outings.
    • Help parents understand and address each family member’s unique emotional needs through empathetic listening, individualised support, and creating opportunities for bonding.
    • Teach families effective communication skills, active listening and mediation techniques to resolve conflicts peacefully and ensure everyone’s voice is heard in decision-making processes.
    • Help families craft and share narratives of resilience and recovery to inspire hope and perseverance, highlighting the strength, adaptability and collective support within the family.
    • Support families in participating in cultural rituals or traditions that promote healing and community support, such as prayers, ceremonies or cultural practices that may provide comfort and stability.
    • Support families in re-establishing previous or creating new family rituals or traditions, celebrating milestones, making future plans, and finding time for shared activities that bring fun and joy.
    • Promote practices that involve children in expressing their opinions and preferences in recovery planning and household decisions, contributing to their sense of agency and belonging.
  • Encourage parents and other key adults in their lives to connect with others and engage in community events. Building and maintaining support networks helps families rebuild resilience and foster connections that provide both emotional and practical assistance. Ensure that involvement is balanced with time for rest and personal recovery, so that families do not become overwhelmed or exhausted.

     

    ‘It’s so natural for a mother to put everybody else first, but if you look after yourself, you’ll be able to do a better job of supporting others. You can’t do it all without having the support in place that you need as well.’

    – Heather, mother of three reflecting on their experience of bushfires and recovery

     

    Examples of ways to support parents and families

    • Help families facilitate their children’s return to sports, music and arts, hobbies, social groups and playdates so that children can re-establish peer interactions and maintain social connections.
    • Support parents in prioritising their own wellbeing to better equip them to support their children. Share practical tips about balancing caregiving and self-care, encourage them to seek out ways to find time for themselves, for example available community resources or using childcare to take brief breaks to recharge.
    • Enable family participation in community rebuilding efforts to strengthen community ties and mutual support. Children can be involved in developmentally and age-appropriate ways.
    • Encourage family members to join support groups or community networks, either together or separately, to share experiences, receive support, and connect with others who have faced similar challenges.
    • For families who value cultural and spiritual traditions, encourage and facilitate their participation in practices such as prayers, ceremonies and gatherings. This engagement can provide meaning, hope, and a reinforced sense of identity and belonging.
    • Encourage families to attend and involve children in community events, volunteering opportunities and advocacy actions – which can promote solidarity, a sense of purpose and collective efficacy.
  • Practitioners can support parents to build their capacity to monitor and support their children’s development and education in the short and long term, addressing any setbacks or disruptions caused by the disaster.

     

    Examples of ways to support parents and families

    • Encourage and support children to participate in early learning services and schools when it is safe to return.
    • Guide parents in monitoring and supporting their children’s emotional, physical, cognitive, speech and language, social, and educational development. Provide resources and information on how they can support these areas, such as the Emerging Minds Families’ resources on understanding child development.
    • Educators can build partnerships with families to create a holistic approach to supporting children’s mental health and development. Learn more in Emerging Minds’ An introduction to family partnerships for educators online course.
    • Advocate for educational accommodations or specialist services for any specific needs children may have arising from the disaster.
    • Coordinate with specialists and advocate for tailored educational and developmental support for children with disabilities, ensuring that their unique needs are met and that any additional challenges arising from the disaster are addressed effectively.
    • Facilitate support groups for parents to share experiences and strategies for managing their children’s educational and developmental needs.
  • Work with parents to take proactive steps to educate and prepare their children for potential future disasters. This is key to promoting resilience and readiness.

     

    ‘It’s important to involve children in the things that are standard parts of getting ready for something. We start talking with the kids about, “OK, what are the things we need to move away from the house as it gets warmer so that we have less risk around the house?”’

    – Heather, mother of three reflecting on their experience of bushfires and recovery

     

    Examples of ways to support parents and families

    • Guide parents in educating their children about emergency planning and safety measures specific to their age and developmental stage.
    • Encourage parents to involve their children in disaster preparations by inviting them to contribute ideas for creating a household emergency plan and kit. Discuss roles and responsibilities with the children based on their understanding and capabilities.
    • Recommend families regularly practise their household emergency plan and occasionally ask children questions about their household, school and community emergency plans to ensure everyone is familiar and comfortable with the procedures.
    • Collaborate with families, educational institutions and community organisations to involve children in early learning services and school emergency planning, reinforcing a sense of control and preparedness.
    • Encourage families to join local disaster preparedness initiatives or volunteer groups, strengthening community resilience and building support networks.

When practitioners engage with parents through strength-based, family-focused approaches, it enhances the family’s resilience and capacity for recovery. This approach supports parents and also improves outcomes for children by fostering supportive environments that recognise and build upon existing strengths.

Children in families that proactively seek help and mobilise support are more likely to experience positive outcomes after a disaster (Fothergill & Peek, 2015). Services need to be accessible, visible and responsive to encourage and facilitate this proactive behaviour. Outreach and community engagement are important to ensure that families are aware of available resources and feel comfortable accessing them. It is important for services to focus on building trust and reducing barriers to help-seeking, providing culturally sensitive support, and fostering strong community networks to enhance collective efficacy. By doing so, services can better support families in navigating the challenges of post-disaster recovery and promote positive outcomes for children and their families.

What promotes individual and family resilience?

Resilience involves the potential for personal and relational transformation and positive growth to be forged out of adversity (Walsh, 2016a). Rather than a fixed trait, resilience is a dynamic process shaped by the interaction of individual factors with social, relational and environmental influences within the child’s ecology (Ungar & Theron, 2020). More than just bouncing back, resilience involves weaving the experience of adversity to create new understandings of our individual and collective selves through what can be described as ‘struggling well’ (Walsh, 2016b, p. 5). It evolves over time and can be influenced by ongoing and compounding challenges, such as concurrent and consecutive disasters.

Resilience is the biggest strength needed. Families rely on each other and have to hold together even tighter to avoid falling apart.

- Thomas M.

Family resilience refers to ‘the capacity of the family, as a functional system, to withstand and rebound from adversity and to overcome significant life challenges’ (Walsh 2016a). Connectedness, open communication and shared belief systems are some of the most important elements in building resilience within families.

Froma Walsh, a researcher and practitioner who developed the Family Resilience Framework, identified nine key family processes that help families manage well during tough times. These processes support families in coming together, reducing stress and adapting to changes. They are organised into three main areas:

  1. A family’s belief systems can support resilience by:
    • facilitating meaning-making of challenge
    • underpinning a hopeful, positive outlook to promote a family’s agency, initiative and perseverance
    • drawing on their transcendent or spiritual values, practices and purpose.
  2. A family’s organisational processes can support resilience through:
    • flexible yet stable structures, with strong leadership for nurturing, guidance, and protection
    • connectedness for mutual support and teamwork
    • mobilising extended kin, social, community and socioeconomic resources.
  3. A family’s communication/problem-solving processes can facilitate resilience through:
    • providing clear information
    • empathic open emotional sharing of the struggles and positive interactions that enhance bonding and help to lift spirits
    • collaborative problem-solving, with a proactive approach that initiates resourcefulness towards future challenges (Walsh, 2016a, 2016b).

Strengthening a family’s capacity for resilience promotes their ability to nurture their children’s mental health and wellbeing (Schonfeld & Demaria, 2020). Practitioners can partner with parents to build on and strengthen existing family processes or establish new ones in the aftermath of disasters (Gibbs et al., 2014; Ungar, 2010, 2016; Ungar & Theron, 2020).

Following are some ways you could support these processes in practice:

  • Facilitate meaning-making by engaging in conversations that help families interpret challenges and find purpose in their experiences.
  • Promote a positive outlook by highlighting families’ strengths and past successes to foster hope for future challenges.
  • Support families in connecting with their spiritual or cultural practices that offer comfort and purpose.
  • Assist in creating and maintaining consistent routines and roles within the household to provide stability.
  • Encourage regular family activities and strong connections with extended family and community networks to enhance mutual support.
  • Help families identify and access additional resources, such as community services and financial assistance.
  • Ensure families receive clear and timely information about support services and disaster recovery processes.
  • Work with parents to create a safe space for children to share their emotions and experiences, modelling empathetic listening and validation. In addition to having conversations, encourage play and creative activities like art and storytelling to help children process emotions and experiences.
  • Recommend using books and games, such as Birdie’s Tree, to help children understand and express their experiences with their parents.
  • Guide families in developing practical solutions and planning actionable steps for immediate challenges and future uncertainties.

Reflection questions

Take a moment to think about your responses to the following questions:

  • In your role and work setting, which of these family resilience processes do you already ask parents about?
  • What family processes might be most disrupted by disasters?
  • What different roles might parents and children have in these family processes?
  • What are some of the ways you could support families with these processes?

Learning from practitioners and parents

Hearing from parents who have experienced disasters in Australia and practitioners who support them can provide valuable lessons and practical strategies for supporting recovery. Disasters impact communities differently, and each context presents unique challenges for the affected families and those providing services to them.

In the following video (7 minutes, 27 seconds) practitioners and parents who have experienced disasters talk about the importance of providing practical and emotional support to parents to enhance their children’s wellbeing and recovery.

Examples of Australian services that support parents after disasters

This section briefly highlights different services in Australia that support parents after disasters. These examples offer practical insights into various approaches for effectively assisting parents in their recovery efforts.

  • Royal Far West is a specialist child development service providing support to improve the health and wellbeing of country children. Their community recovery services were developed in response to the devastating Black Summer bushfires in NSW in 2019/20 and has been delivered in over 60 impacted communities. It is a community-based service, delivered through primary schools and preschools, providing support to children (0–12 years) and the adults around the child including parents/carers, educators and local services. A multidisciplinary health team delivers recovery programs through community visits with ongoing support and therapy provided via technology. A range of programs are offered and participating school/preschool communities can choose what is most helpful to them. The options offered include group work and individual therapy with children focused on building their resilience, to sessions with educators and parents exploring strategies to support child wellbeing.

     

    A key aim of the programs is to support parents and carers to have information and strategies to confidently support their children during and after a disaster event, including knowledge of emotional and behavioural signs that may indicate additional support is needed. The service offers a combination of groups, individual sessions and practical support for families. The parent groups offer support for sharing experiences, addressing changes in children using effective strategies, understanding normal reactions and recognising when additional help is needed. Topics include talking with children about disasters, emotion coaching, anxiety and parental wellbeing. You can read more about Royal Far West’s Community Recovery Services programs in the following:

     

    Royal Far West also produced the Resilient Kids Toolkit for parents and kids.

  • The Yarra Ranges region was the epicentre of a violent storm that swept across Victoria in 2021. After the storm, the Yarra Ranges Council undertook a community consultation to find out what would support community healing and recovery. Among the needs was a desire to foster positive connections between fathers and their children. Partnering with Eco-Explorers, the Yarra Ranges Council organised bush playgroups in nature to facilitate bonding and support between dads and their children.

     

    The outdoor playgroups provide essential emotional support for fathers and opportunities for resilience building but also enhance their ability to cope with the challenges of emergencies. By maintaining social connections during disasters, dads can develop resilience and adaptability, learning coping strategies and drawing strength from collective experiences. This camaraderie may help men more effectively navigate uncertainties and adversities and be able to support the mental health of their children and family as a whole unit.

     

    The bush playgroups have also had profound effects on child mental health post-disaster, particularly after a violent storm. Engaging in outdoor activities in nature with experienced facilitators fosters a sense of safety and connection for children, providing a developmentally appropriate and therapeutic environment for processing emotions and building resilience. Additionally, the shared experience of fun and exploration with their dads promotes bonding, emotional regulation, and a sense of normalcy, all of which are crucial for child mental health recovery after potentially traumatic events like storms.

     

    Watch the following video ‘On the up’ (3 minutes, 10 seconds) to learn more about the program.

  • Birdie’s Tree is a stepped care model that supports the mental health and emotional wellbeing of expectant and new parents, babies and young children in the context of natural disasters and disruptive events. The model’s foundational tier is made up of universal resources and programs for mental health promotion and prevention. An early intervention program called Birdie Cares and a trauma treatment program called Birdie Helps build on this foundation.

     

    The Birdie’s Tree universal resources are based on a series of 11 storybooks for young children in which Birdie and her friend Mr Frog go through disruptive events such as flood, fire, storm and pandemic. The characters experience big feelings, find out ‘who helps’ in an emergency, and discover that – with support – getting through a tough time can actually make you stronger. The Birdie stories can be freely accessed as animations, Auslan translations and e-books (some in multiple languages) through the Birdie’s Tree website. The website also hosts interactive online games for children, information for parents and carers, and links to other resources that support mental health and resilience during and after disaster.

     

    The Birdie’s Tree model helps children and their caregivers through the preparedness, response and recovery phases of a disaster. Specific approaches within the suite help children and adults:

    • understand disruptive events – before, during and after they happen
    • feel comfortable talking about emotions and develop a shared language for doing so
    • learn strategies that support regulation, including skills for relaxation and mindfulness
    • strengthen connections with friends, family, community and culture.
  • Clinicians and researchers developed and delivered the stepped-care model of post-disaster child and adolescent mental health service provision in response to the 2010-2011 flooding and cyclone disasters (McDermott & Cobham, 2014). Since then, this model has been adapted and implemented in various other disaster-affected regions (McDermott, 2014). Following a disaster, many children may develop mental health issues requiring intervention, but existing services often operate at full capacity and are primarily geared toward children who are experiencing severe mental health difficulties. This model was designed to offer a practical solution to the challenges faced by the mental health system in delivering responsive support based on needs (McDermott & Cobham, 2014).

     

    This model offers a prevention and early intervention approach to ensure children receive the appropriate level of care, while maintaining focus on children experiencing more complex needs. The three tiers of the model are a communication strategy (Tier 1), parent effectiveness and teacher training (Tier 2), and screening linked to trauma-focused cognitive behavioural therapy (Tier 3) (McDermott & Cobham, 2014).

     

    A key component of the second tier is Disaster Recovery Triple P (DRTP), a program designed to support parents in the aftermath of a disaster (McDermott & Cobham, 2014; Cobham et al, 2018). DRTP aims to equip parents with practical strategies for managing their children’s emotional and behavioural responses, and offers information about how parenting can change after a disaster. This two-hour seminar covers common reactions, predictable triggers, and practical advice, while addressing ‘parent traps’ like over-protection (Cobham et al., 2016; McDermott & Cobham, 2014). DRTP’s universal format allows it to reach many parents at once, making it a highly efficient approach.

     

    You can read more about the model in the article Disasters, children and families: Have we arrived at a comprehensive model of emotional health care?

Prioritising your own wellbeing as a worker

Partnering with parents and families to support children after disasters can be challenging. It’s easy to overlook the importance of maintaining your own wellbeing, which is crucial for doing your job effectively. The intense stress and uncertainty of working in a post-disaster context can significantly impact your physical and mental health, especially if you and your family were also affected by the event.

To support others effectively, it is essential to actively prioritise your own wellbeing. This goes beyond basic self-care; it involves regularly assessing the impact of your work on your health, seeking feedback from your support network, and identifying necessary actions to mitigate stress. By managing risks to your wellbeing and enhancing protective factors, you can provide sustained support to others in the aftermath of a disaster.

For practical suggestions and strategies, refer to the practice paper Wellbeing for workers supporting children and families after a disaster.

Reflection questions

Take a moment to think about your answers to the following questions:

  • What strategies did parents and practitioners highlight as helpful to engage with parents about their parenting role, their children and their family after a disaster?
  • In your setting, how can you support parents after disasters?

Further learning

Key messages to share with parents and families

There are five essential elements that are widely recognised as foundational principles for providing psychosocial support to people in distress after a disaster (Hobfoll et al., 2007; 2021). They have been developed through expert consensus and informed by international research, empirical evidence, and practice experience to guide care and support for individuals during, immediately after, and several months following a disaster or other potentially traumatic event.

When communicating with parents, it is important to share these key messages to support both their own recovery and their ability to help their children and whole families. Along with examples of how these principles support infants and children after a disaster, the five essential elements of psychosocial support are:

Ensure safetyPromoting a sense of safety: Share with parents that feeling safe and secure reduces distress and traumatic stress responses over time, which supports their children’s physical and emotional wellbeing. Encourage them to create a stable and secure environment for their children.

Keep calmPromoting calm: Advise parents on the importance of providing reassurance and applying strategies to soothe infants or help children feel calm to reduce distress. Simple calming activities can be very effective.

Connect with othersPromoting connectedness: Highlight the importance of promoting connections with their children, peers, and important adults in their lives. Emphasise that these connections help children feel they are not alone in navigating difficult times after a disaster, while also providing comfort and reassurance.

Encourage efficacyPromoting self-efficacy and collective efficacy: Encourage parents to involve their children in developmentally appropriate ways in the recovery process (e.g. helping with family or community recovery efforts). This can help children feel more confident and resilient.

Have hopePromoting hope: Stress the importance of maintaining optimism and hopefulness. When parents have a positive sense of the future, it helps their children feel more hopeful and supports better mental health and wellbeing outcomes.

Seasons change with purpose and it can be really hard for everyone when it’s dry. It’s tough on mum and dad, it’s tough on you kids, it’s tough on the animals, on the plants and on the country. But it will end and it will rain again. Might just take some time.

- Thomas M.

By sharing these key messages, you can help parents feel more empowered and resilient. In turn, parents can use these same principles to support their children and entire families, creating a nurturing and stable environment that fosters recovery and growth for everyone involved. This holistic approach ensures that both parents and children receive the care and support they need to navigate the aftermath of a disaster together.

Further, these elements can be used to positively guide the approach of all practitioners; you don’t have to be a mental health specialist. You can learn more about the five elements in the following practice papers:

Select the following headings for key messages you can share with parents who have experienced disasters. They are informed by the experiences of parents and families who have been directly affected by disasters, as well as practitioners and researchers working in disaster mental health.

    • Reassure your children that you are with them and you are working with others to ensure their safety. Consistent reassurance helps them feel secure.
    • Explain the disaster and its aftermath in a way that is appropriate for your child’s age and stage of development. Be honest but reassuring.
    • Limit your children’s exposure to distressing news or images related to the disaster, including adult conversations and media. Too much exposure can increase anxiety and fear.
    • Where possible, build some form of routine and predictability. Consistency provides a sense of normalcy and stability for children. It may not be possible yet (or ever) to resume ‘old’ routines, but you can create new ones.
    • Encourage your children to talk about their feelings and experiences. Listen actively and validate their emotions without judgment. If they don’t want to talk, don’t force them to.
    • Provide opportunities for your children to express their feelings through creative activities such as drawing, playing, reading a book together or storytelling. This helps them process their emotions.
    • Look for and be curious about changes in your child’s behaviour and emotions (as well as your own). Changes are expected and common in reaction to a stressful experience and most children will recover without ongoing, severe mental health difficulties. Seek professional help if you notice signs of ongoing distress in the weeks and months after the disaster.
    • Encourage activities that bring joy and relaxation. Spending time together in enjoyable activities can help mitigate stress.
    • When your family is ready, help your children feel more prepared for disasters by involving them in household emergency planning. It boosts their confidence and readiness for future disasters.
    • Taking care of your own mental and physical health is crucial. You are better able to support your children when you are well.
    • Seek support from friends, family, or professional counsellors. Sharing your experiences and feelings can provide relief.
    • Creating space for self-care practices such as exercise, meditation or hobbies you enjoy is important for your wellbeing and the wellbeing of your family.
    • Even with limited time and energy, incorporating small self-care practices can be effective. Simple acts like being fully present when drinking your favourite hot drink can offer moments of relief and nurturing.
    • Allow yourself to feel and process your emotions. It’s normal to experience a range of emotions after a disaster.
    • If you are having a tough time, it is likely your children will be attuned to your emotional state. Talk with the children about your reaction to the disaster in a developmentally appropriate way with honesty. Let them know you are doing everything you can to look after yourself, and reassure them that your responses are not their fault.
    • Be kind to yourself and set realistic expectations. Recovery is a gradual process, and it’s OK to take things one step at a time.
    • In times of disaster, we all respond in ways we might later regret. It’s important to forgive yourself and others, recognising that everyone was doing their best with the information and resources they had at the time. Focus on what you can control now, and be gentle with yourself as you navigate the recovery process. Self-compassion is key to moving forward.
    • Learn about common reactions to stressful events and effective coping strategies. Knowledge can empower you to better support yourself and your family.
    • Make time for connecting as a family. Doing things together can strengthen your bonds and provide mutual support.
    • Foster open communication within the family. Encourage all members to share their feelings and experiences in a supportive and caring way.
    • It’s common for the stress of emergencies to lead to moments of conflict or saying things you regret. Take time to acknowledge these moments with your family, especially your children, and discuss what happened. Open conversations about feelings and actions can help repair and strengthen your relationships. Remember, it is never too late to apologise, explain and reconnect.
    • Work together to manage household and recovery responsibilities. Sharing tasks can reduce individual stress and promote teamwork.
    • Build a support network with extended family, friends and community members. Social connections are vital for emotional support.
    • Where possible, create a calm and safe home environment. Try to reduce stressors and maintain a peaceful atmosphere.
    • Focus on positive moments in the present and hope for the future, for example by celebrating small victories. A positive outlook can boost the family’s morale.
    • Amid the chaos and busyness of disaster recovery, it is easy for enjoyable activities and moments of fun to fall off the priority list. However, making time for family activities and planning for future positive experiences is crucial.
    • Be patient and understanding with each other’s reactions and coping mechanisms. Everyone processes adversity differently.
    • Seek professional help if needed. Family therapy or counselling can be beneficial in navigating the recovery process.

You may find it useful to take a look at Emerging Minds Families’ resources on supporting children following a bushfire, flood or drought.

Practice positions for engaging with parents

After a disaster, parents may feel too overloaded by demands, too distressed by their experiences, or too afraid of judgement, to talk with a practitioner about the challenges their family is facing. To effectively engage with parents in this context requires a practitioner to understand and validate the family’s particular circumstances, without judgement or blame, and earn the parent’s trust.  

One of the first steps in building partnerships with parents is providing practical support and offering outreach. By addressing immediate concerns and helping families navigate urgent needs, practitioners can reduce stress and lay the groundwork for more in-depth discussions. Finding stability in their environment and meeting basic needs often takes precedence. Parents may not have the capacity to focus on their emotional needs until weeks, months or even years after the disaster.  

When the play group started to happen, and this was a year and a half afterwards, I found that quite helpful, because around other parents that had been through a similar situation … they sort of understood where you’re coming from.

- Kate, reflecting on experience from Black Saturday, Regional Victoria 

‘You’re so busy, you don’t have time to drive to a service to get emotional help … I think it would really benefit to have in-home stuff, because often you can’t go out, or have close services, or a one-on-one caseworker that comes to your home or door knocks and says, “Do you need help?” Or, “These are the services.”’

– Adrienne,  single mother of three, reflecting on the Brisbane 2011 floods

‘Support must be flexible and responsive to the family’s changing needs over time. In our work with parents in bushfire and flood-affected communities, we found that practical support is most important initially. For some communities, it may be two or three years before parents have space to join parent groups.’

– Sarah Eagland, Head of Community Recovery, Royal Far West

In an effective partnership, the practitioner and the parent establish a shared understanding of the strengths and needs of the parent, their children and family and agree together on the family’s goals for recovery. From this foundation, practitioners can support parents to build on and strengthen the family’s capacity for resilience, thereby nurturing the children’s mental health and wellbeing.

Emerging Minds has developed six evidence-based practice positions to facilitate effective engagement with parents that can support conversations about parenting roles and children’s social and emotional wellbeing.

Child-aware and parent-sensitive

Child-aware and parent-sensitive

This practice position recognises the importance of asking parents about their relationship with their child and considers the experiences of children within service delivery. ​This position prioritises the involvement of children in decision-making to support their social and emotional wellbeing.

Collaboration

Collaboration

This practice position involves working alongside children, parents and families to reach a shared understanding of their circumstances and concerns. ​Practitioners recognise that parents know their children’s risk and protective factors, and collaborate with parents to create plans to support children’s wellbeing. Children are viewed as active participants in decisions that affect their lives.

Strengths and hopes

Hopeful

This practice position focuses on conversations that highlight the capacity of children and parents to identify their strengths, skills, and capabilities in overcoming adversities. It recognises times when parents have successfully parented and cared for their children. ​Hopeful conversations bring out stories of strength as well as challenges and vulnerabilities.

Context

Contextual understandings

This practice position involves exploring the circumstances that have contributed to the child and parent’s lives before, during and after disasters, including the impact of compounding disasters. ​The practice includes understanding the detailed history of the parent–child relationship and considering the family’s cultural, social and relational contexts. Contextual understandings are essential for providing culturally competent service delivery. ​

Respect

Respect

This practice position is based on the belief that children and parents can describe their preferences for the kinds of relationships and lives they would like. Respectful practice does not compromise a practitioner’s stance on children’s safety but avoids assuming that children or parents are unable to make decisions that positively affect their lives.

 

Engaging with parents when there are child protection concerns

After a disaster, the risk of child protection concerns rises sharply. Families may face intense social and economic pressures, which increase the risk of violence against children as well as women (Seddighi et al., 2019; Parkinson & Zara, 2013). The stress of lost resources, coupled with chaotic post-disaster environments and emergency housing, can heighten the risk of physical, emotional, or sexual abuse (Seddighi et al., 2019). Underreporting is common and often linked to damaged infrastructure and reporting systems.

Parental engagement is key to the effective support of children when a family has child protection concerns or is in contact with child protection services. Effective engagement involves establishing positive partnerships, based on a shared understanding and commitment to supporting children and strengthening families (Parenting Research Centre [PRC], 2017). However, effective parental engagement can be challenging.

Using the practice positions can be a starting point to guide your practice when working with families where children may be at risk. For further learning, the following article Engaging with parents when there are child protection concerns: Key considerations describes key strategies and tools that you can use to work effectively with parents when there are child protection concerns.

Reflection questions

  • Consider how you apply these positions to engage with parents who have been impacted by disaster. For example, how do you apply curiosity, collaboration and respect when engaging with parents after disasters?
  • Once you have established an understanding of a family’s needs, what are some practical steps you can take to support them?
  • How can you use these practice positions to support your engagement with parents who may be sensitive to feeling judged or stigmatised?
  • After recognising parents’ needs and sensitivities, what are some strategies you can implement to help them feel supported and understood?

Using the PERCS conversation guide after disasters

The six practice principles outlined previously provide a foundation for applying the PERCS approach to a conversation with parents after a disaster. The PERCS approach supports collaborative, respectful conversations around the impact of disasters on the daily lives of children and their families.

The PERCS approach asks you to consider five domains in the child’s life:

  • Parent–child relationships
  • Emotions and behaviours
  • Routines
  • Communication and meaning making
  • Support systems.

The PERCS approach is not intended to be prescriptive: the order and emphasis given to each domain should be tailored to suit your work context and the culture and circumstances of the family you’re supporting.

Practitioners often work in services designed to focus on the needs of the individual (adult or child) they are working with. However, in the context of a disaster experience it is equally crucial to consider the broader context – for example, how the disaster has impacted a parent’s experience of parenting, the parent–child relationship and their family’s dynamics and functioning.

When working with adults who are parents a balanced approach ensures that while their individual needs are addressed, support also strengthens the parent–child connection and enhances family functioning, which are vital for the long-term resilience and recovery of all family members. This includes focusing on how the parent feels about their role and the capacity to respond to their children’s needs after the disaster. Guided conversations that explore the parent’s experience can be particularly valuable. Reflecting on how the disaster has reshaped their parenting and relationship with their children, rather than solely on their or their child’s responses, can inform a more comprehensive support strategy.

These conversations may also help address aspects of parenting that might otherwise be overshadowed by a focus on personal mental health. For example, recognising how the parent’s experience impacts their relationship with their children and their capacity to parent in an ever-changing post-disaster environment. This holistic approach can facilitate a more balanced recovery process, as it acknowledges and supports both the parent’s and the child’s needs in the aftermath of a disaster.

‘It is important to explore how the disaster has impacted the parent’s role in daily life with their children – so flipping the narrative to focus on how the parent feels [about] parenting after a disaster. These guided conversations would have been helpful for me. Much of my therapeutic work was focused on my experience and trauma response after the fire, not on how it had impacted my relationship with the children or parenting.’

– Mother of two reflecting on her family’s experience of a bushfire

Below are example questions to assist you in engaging in conversations with parents about their children and family that can alleviate the sense of blame or judgement a parent might carry. These questions are designed to illuminate a parent’s strengths and hopes for their family, and help you build a shared understanding of the way in which a disaster has influenced them, their children and their family life. It is crucial that parents experience the conversation as validating and leave the session with a sense of hope, feeling more confident to navigate their family’s challenges after the disaster.

PERCS domains

Select the following PERCS domains to explore questions you can use in practice with parents.

Parent–child relationship

A secure, nurturing relationship between a child and their parent or caregiver is vital for building resilience, especially after a disaster. Practitioners should recognise that during high-stress events, parents may react in uncharacteristic ways – saying or doing things they later regret, particularly when danger feels imminent. It’s crucial to help parents understand that these reactions are natural responses to extreme stress and that they can repair the impact on their relationship with their child.

‘My mum was frantic as we hadn’t really experienced anything like this before, but when she was calm, when we knew we were safe, that made me more calm in that situation as well.’ – Willow, 22 years old, reflecting on her experience of disaster

In the aftermath of a disaster, parents are often consumed by the practical tasks of recovery, leaving little capacity to focus on their child’s emotional needs. This may lead to feelings of shame or guilt, as some parents may feel they are inadvertently neglecting their child’s wellbeing. Practitioners should emphasise that these challenges are common and that there are opportunities to rebuild and strengthen the parent–child relationship over time.

Children may also express their emotions in ways that parents perceive as disruptive or difficult, adding stress to the parent. This can create a cycle of emotional responses that further impacts the parent–child relationship (Australian Red Cross et al., 2020).

Engaging parents in strengthening their connection with their children is key to supporting children’s mental health after a disaster (Gibbs et al., 2015; Gibbs et al., 2014). A family-focused approach provides parents with the resources and skills to offer nurturing, responsive care, promoting children’s emotional wellbeing and long-term resilience (Moore et al., 2016).

Encouraging parents to acknowledge these challenges and foster open conversations with their children can help rebuild trust and strengthen their bond. Remind parents that it’s never too late to repair the relationship.

‘I had intense guilt and shame not preparing for the fires … I had no idea that [there would] be two weeks where we couldn’t even get food, like they helicoptered the army in to bring food in. And, you know, here I was with two packets of hot cross buns, so I felt awful. And then I, you know, at that point realised it wasn’t helping my kids.’ – Sarnia, mother of three, reflecting on her family’s experience of disaster

‘As the primary caregiver you take on the emotional needs for everybody. And in those moments where the adrenaline is huge, you are just trying to think of as many things as you can. You can’t beat yourself up over those moments because they’re they’re just almost out of your control because there’s so much going on.’ – Heather, mother of three reflecting on their experience of bushfires and recovery

‘It’s really hard for parents to take a break, particularly if you’re looking after little ones. All of the things that need to be coordinated after disasters, it wasn’t possible, the whole fix your own mask before you put it on someone else. It didn’t apply in this situation, it was just, you just keep going.’ – Kate, reflecting on experience from Black Saturday, Regional Victoria

As you engage in these conversations, remind parents to practise self-compassion. In the chaos of a disaster, they do the best they can with the information and resources available. Being gentle with themselves during recovery is essential for their wellbeing and that of their family. It’s also important to remind parents that while they play a significant role in their child’s recovery, this happens within the broader network of relationships in the child’s ecology. Other adult-child relationships, such as those with extended family, teachers, or community members, are also crucial in supporting the child’s resilience and wellbeing.

    • Identify if and how parents feel connected with their child.
    • Promote parents’ confidence and a positive parent–child relationship.
    • Explore how the disaster has impacted the parent’s experience and feelings about their role in parenting.
    • Support parents in reflecting on and addressing any changes in their parenting approach or relationship with their child post-disaster.
    • Tell me about (child’s name). What’s it like being their parent, especially after (the disaster e.g. the bushfire)?
    • What sorts of things do you enjoy doing together? Has this changed after (the disaster)? (Prompt: What do you think [child’s name] would say they enjoy doing with you the most?)
    • What tells you (child’s name) is doing well? What do you notice when they are worried or not doing so well?
    • On a scale of 1–10, how do you think (child’s name) would describe their relationship with you? Is there anything that you think might support your connectedness?
    • In what ways have you been able to support and nurture your relationship with (child’s name) despite the challenges of (the disaster)? What strategies have you found helpful?
    • Looking ahead, what are your hopes for your relationship with (child’s name) in six months?
    • Parenting while juggling lots of other priorities after a disaster can be really challenging. How are you feeling about your role as a parent? What challenges have you faced in parenting since (the disaster)?
    • In what ways has (the disaster) influenced your parenting approach?
    • Have you noticed any differences in the way (child’s name) responds to you, approaches you or interacts with you since (the disaster)? How have these changes affected your relationship?
    • What experiences or consequences of (the disaster) have affected your relationship with (child’s name) the most? What do you think (child’s name) is noticing about this?
    • How do you manage stress or conflicts with (child’s name) now compared to before (the disaster)? What strategies do you find effective or challenging?
    • Reflecting on any challenging moments with (child’s name) since (the disaster), how have you worked to repair and strengthen your relationship? What positive steps have you taken to address any conflicts, regrets or misunderstandings?
    • How have you been able to use your experiences and strengths to navigate and repair any difficulties in your relationship with (child’s name)? What has worked well for you? What could support you in turning challenging situations into opportunities for connection?
    • How have you been finding ways to be kind to yourself and manage any feelings of guilt or self-blame related to (the disaster)? What have you learned about self-compassion during this time?

Emotions and behaviours

Children need to feel safe and confident that their emotions will be noticed, understood and responded to in a nurturing way. Experiencing a disaster can profoundly impact children’s emotions, often leaving them feeling scared, confused and overwhelmed. Children may experience sustained ‘fight, flight, freeze or fawn’ stress reactions long after the disaster has passed, which can result in heightened emotional responses. Validating and supporting children’s emotions – and recognising how they might be communicated as behaviours – is essential to supporting their wellbeing after disasters. Children may not yet have the language to express their feelings verbally, so their behaviour is a way of exploring and communicating their feelings and needs. You can learn more about understanding and supporting children’s feelings and responses in Emerging Minds Families’ Emotions and behaviours fact sheet.

‘Behaviours are actually a form of communication for young children, and just being aware of what that could look like, but not assuming that just because children have been through a traumatic experience, that they’re all going to be traumatised.’ – Kate, reflecting on experience from Black Saturday, Regional Victoria

It is also important to acknowledge that parents can experience similar emotional responses to a disaster. Parents may feel overwhelmed, anxious or stressed, which can affect their interactions with their children. Helping parents to recognise and manage their responses is crucial for maintaining a supportive environment for their children.

Parents and other adults can promote a child’s resilience, mental health and wellbeing by:

  • understanding how children around the child’s age typically respond to a disruptive event like a disaster
  • being curious about the individual’s child’s feelings, especially if these emotions are being expressed in challenging behaviour
  • building a shared language with the child about ‘big feelings’, ways to express and communicate feelings, and strategies that help the child feel better
  • recognising their own emotional responses and seeking strategies to manage these effectively (Hafstad et al., 2012).
    • Help parents understand and be responsive to their child’s emotions and behaviours.
    • Support parents in recognising and managing their own emotional responses.
    • Help parents and children develop a shared language around emotions.
    • What happens for (child’s name) when they’re upset? How do they show you that they’re feeling this way?
    • What do you do to manage any worries that (child’s name) might have? How do you talk with them about their worries?
    • Is (child’s name) displaying any challenging behaviour that you’re unsure how to manage?
    • How do you feel when (child’s name) is upset or displaying challenging behaviour? Have you noticed any of your own emotional reactions, such as feeling overwhelmed or anxious?
    • Have there been situations where you felt your own stress or emotional responses affected how you interacted with (child’s name)? How might you approach these situations differently in the future?
    • How do you think (child’s name) feels about what is happening? Do you think their understanding of (the disaster) is having an impact on how they feel?
    • When you are experiencing extra stress, what do you think (child’s name) might notice or worry about?
    • Have you noticed any changes in their behaviour or responses to you at these times?
    • Has your child or family lived through any other potentially traumatic events or times?
    • Have you noticed anything specific about (child’s name)’s behaviour and emotions? (e.g. difficulty concentrating; seeming withdrawn, shy, fearful or defiant; bullying others; refusing to go to school; complaining of physical symptoms; spending a lot of time on their own; withdrawing from spending time with others).
    • How have you been managing your own emotions since (the disaster)? What strategies have you found helpful or challenging?

Routines and predictability

Restoring a sense of normality by re-establishing or creating new routines following the uncertainty and disruption of disasters helps reduce distress and promote children’s mental health, wellbeing and recovery (Australian Red Cross et al., 2020; Gibbs et al., 2015; Hafstad et al., 2012; Kosta et al., 2021; McDonald-Harker et al., 2021). This, along with other strategies, can also help to rebuild predictability, a sense of control, and trust in the world.

‘Especially for younger children, that stability and routine is probably one of the biggest things. Even for myself and my brother, I knew that that meant a lot to us, to have the stability and the routine, which there’s not a lot of it when you go through something like that.’ – Willow, 22 years old, reflecting on her experience of disaster

Although disasters may result in the loss of familiar learning environments, recreational areas, toys or play spaces, adapting routines to fit the new circumstances is crucial. When familiar activities or spaces are not available, you can work with parents to explore alternative ways to incorporate enjoyable and supportive routines. This may require problem solving, flexibility and creativity. For instance, if parks or recreational areas are inaccessible, consider creating new play areas at home or in temporary accommodation, engaging in indoor activities or discovering nearby facilities that are still operational. Practical support to replace lost toys or repairing damaged outdoor spaces can also help in re-establishing a sense of normalcy and fun.

Predictability can also be supported through sensory experiences and familiar objects. For example, familiar smells, textures or comforting items like soft toys can help restore a sense of security and normalcy.

‘I noticed that a lot of the donated clothing and linens all smelt strange as they had all come from different places. Washing the children’s clothes, linen and soft toys in our “pre-fires” washing powder seemed to have a stabilising effect. We replaced my son’s soft toy rabbit “LouLou” and it helped him cope day to day, and get to sleep. Fifteen years later he still has LouLou and has been known to hold LouLou close when he has been distressed.’ – Mum of two reflecting on her family’s experience of a bushfire

Encouraging families to engage in or try various activities, which could be creative, physical and/or community-related, can support healthy and holistic development and offer moments of joy and relaxation. Guiding parents to prioritise and facilitate family activities and routines supports children’s healing and hopefulness after a disaster (McDonald-Harker et al., 2021).

    • Identify routines that are important to the parent, child and family, and explore how these have been affected.
    • Encourage parents to re-establish, or create new, routines and predictability in their children’s lives – where possible in the context of their ‘new normal’.
    • How does (child’s name) usually cope with daily routines like sleeping and going to bed? How can we adapt these routines in your current situation to provide stability?
    • How do you look after yourself, your child and household tasks? What other commitments do you need to fit in? Since (the disaster), are there aspects of your routine you find particularly challenging to maintain or adjust?
    • What does your regular weekly routine look like at the moment or is life unpredictable? What are the busy and the quiet times?
    • In what ways have these routines been disrupted, and what changes have you found most difficult?
    • How have daily routines changed since (the disaster)? How has this been for you? What do you think (child’s name) notices about these changes?
    • Are there any other people in your support network who can help with creating predictability and maintaining routines (e.g. family and friends, educators, community members)? How might involving these people benefit your family’s routine?
    • What regular family routines/activities are important to (your child’s name)? Are there ways some of these routines could continue or be adapted, even when times are tough? Who can help with this?
    • Are there specific sensory comforts that your child misses or finds soothing (e.g. favourite clothes, soft toys, familiar washing detergent)? How can you reintroduce or replace these sensory comforts?
    • How could incorporating picture books or storybooks into your routine help (child’s name) feel more connected and understood? What familiar books have you found helpful in the past?
    • In what ways have you found it challenging to maintain boundaries and expectations with your child during this time? What support or resources could help you balance structure and flexibility?
    • How have you adjusted your routines to look after your wellbeing in light of the recent changes? What support do you need to help maintain these adjustments?

Communication and meaning-making

Age-appropriate communication can help children express emotions and make meaning of their experiences of a disaster, in turn promoting their resilience and recovery (Ungar, 2016; Walsh, 2021; McDonald-Harker et al., 2021). When parents can create a supportive environment and encourage children to express their emotions and perspectives about the disaster the family is able to make sense of their experiences together (Schonfeld et al., 2015).

‘I wish I’d managed to communicate better with my kids. I did a lot of holding things back because I thought it was going to protect them, but often what I needed to do was to give them age-appropriate information that was actually going to fill the void of information in their minds.’

– Heather, mother of three reflecting on their experience of bushfires and recovery

Children, particularly those who engage in magical thinking, may struggle to fully understand the disaster and might interpret it in ways that lead to fears, worries, self-blame and additional distress. They may not have all the information they need or might misconstrue events based on their limited understanding, which can exacerbate their emotional responses. For example:

  • A young child might mistakenly believe that their misbehaviour caused the storm, leading to unnecessary guilt and self-blame.
  • A primary school-aged child might think that their actions, like leaving a light on, triggered the bushfire, and that caused their dad to start drinking heavily, leading to feelings of undue responsibility and worry.
  • After a flood, a child might irrationally fear that a crocodile could come up the street and harm their pet, resulting in hidden anxieties and distress.
  • Following an earthquake, a child might avoid playing outside, fearing that the ground is unstable and could swallow them.
  • A child might start hoarding snacks under their bed because of a sibling’s comment about potential future food shortages and their parent’s financial concerns.

Parents may also make assumptions about their children’s perspectives, which can lead to gaps in understanding and unmet emotional needs. For instance, parents might believe their child is not worried because they seem calm and do not ask questions. A child may not want to tell their parents because they fear adding to their parents’ stress or believe their worries are silly. Additionally, some children might not feel ready or willing to talk, and their silence should be respected as part of their coping process. However, some children may cope without immediately talking or expressing their feelings, and their reactions might be delayed. Therefore, it’s important to encourage parents to provide ongoing opportunities for children to express themselves over time, and to check in with their children periodically to support their emotional wellbeing and help them make sense of the disaster.

You can assist parents and other significant adults in the child’s life to create opportunities for effective communication and meaning-making. This might involve supporting children to express their thoughts and feelings through verbal communication, actions, play, writing and/or drawing. Working with parents to model ways to share their own emotional responses (that are developmentally appropriate for their children) – such as through conversations, play, storytelling, or artistic expressions – can help to facilitate open and honest communication within the family. This approach empowers children to express their own feelings, fears and hopes (Schonfeld et al., 2015).

‘The channels of communication that are part of children’s everyday learning are ideal to help them make sense of disasters. Parents and children can connect, express feelings and find reassurance using storybooks, puppets, games, activities, songs, dress-ups and art. Stories can show children they’re not alone. For instance, even if they’re not socially connected with other families who’ve had the same experience, they can relate to the experiences of Birdie and Mr Frog. This can help children feel less isolated and more hopeful.’

– Dr Andrea Baldwin, Service Development Leader, Queensland Centre for Perinatal and Infant Mental Health

Introducing families to relevant resources or books, such as the Birdie’s Tree storybooks from the Queensland Centre for Perinatal Mental Health (QCPIMH) or the Australian Red Cross children’s booklet After the emergency, can help parents and children build shared language around emotions within the family, helping to make sense of experiences together, strengthening connections, and helping children feel safe. These books can also be used in a group setting, like playgroups, story time at libraries or in education settings.

Knowing that others have had similar experiences can help children feel understood and less alone (McDonald-Harker et al., 2021). When practitioners connect parents, children and families with others who’ve been through relatable events, this is another way families can begin to find meaning and create a shared narrative.

‘Sometimes we need to have a story, a narrative around what happened, to help children and families process their experiences. We can help children and parents to understand the beginning, middle and end of their story. It is about having a story about what happened, even if there are gaps in their memory, and what is going to happen next over the weeks, months, in five years’ time. This helps to find meaning and create a path forward, even in the midst of uncertainty.’

– Michelle Roberts, psychologist/child disaster consultant

While some aspects of a disaster may remain inexplicable, families can find strength in shared experiences and create meaning through positive responses and recovery efforts. Creating meaning differs from understanding the reasons behind the event; it involves finding personal significance or purpose, which can aid in emotional healing and resilience. Families can focus on positive outcomes, such as the resilience they demonstrated, the support they received from the community, or the ways they grew closer as a family. By creating meaning, families can find a sense of hope and empowerment in the aftermath of a disaster.

    • Promote child, parent and family communication to make sense of their experiences together and build a shared understanding about the disaster.
    • Guide parents in helping their children express their feelings and make meaning of the disaster.
    • Help families connect with others who’ve had similar experiences and can support the family to make meaning of their disaster experience.
    • Guide families toward resources that can help their children make sense of their experiences in a coherent and emotionally satisfying way, such as age-appropriate storybooks and games.
    • What are some ways you and (child’s name) communicate about things that are important to you? Are there specific times or activities that help you connect, such as dinner time, bedtime or driving in the car?
    • Are there particular activities that help you and (child’s name) to share your feelings, fears and hopes?
    • What are some things (child’s name) does to help you to understand what they need?
    • How do you think (child’s name) is making sense of their experience after (the disaster)? What steps are you taking to support them while respecting their own coping process?
    • What strategies have you used to make sense of (the disaster) for yourself, and how have these approaches influenced how you talk about the event and its effects with your family?
    • Have you found any resources, such as story books or tools for creative expression, helpful for (child’s name) to make sense of what they have been through? How do you consider their preferences for engaging with these resources?
    • How does (child’s name) use play or drawing to express their feelings about the disaster? Are there specific activities they gravitate towards?
    • Have you discussed with (child’s name) what happened during (the disaster) and how they are adjusting to the current challenges? How do you approach these conversations, considering their willingness to participate?
    • How do you talk about the disaster experience as a family? What about hopes and plans for the future?
    • When (child’s name) faces difficulties, how do they usually choose to share their thoughts and feelings with you? What helps this to happen? What might get in the way of this sharing, and how do you respect their choices if they prefer not to talk?
    • What changes might (child’s name) have noticed since (the disaster)? (Prompt: What might they see in your face or behaviours, or hear in the tone of your voice?)
    • How can you help (child’s name) make sense of what is happening in their own time, and in ways that align with their comfort level? How can you help (child’s name) make sense of what is happening to you and to them?
    • How have you helped (child’s name) make sense of tough times in the past? Do you think this helped them to worry less?

Support systems: Social networks and practical resourcing

Activating support systems after a disaster provides the network of social and practical support parents, children and families need to rebuild after the disruption (Gibbs et al., 2014; McDonald-Harker et al., 2021). Social networks provide avenues for emotional support and expression, mutual assistance and collective problem-solving, fostering a sense of community and belonging.

‘I was newly separated, so everything fell on my shoulders. And afterwards trying to get things fixed and back on track and to figure out all these services that we needed, there was no one to look after the kids or to help with any of that. It was a different experience if you don’t have someone to back you up.’ – Adrienne, single mother of three, reflecting on the Brisbane 2011 floods

‘As far as community initiatives, being around playgroups, community dinners and, as a whole family approach, going to those sorts of events where people understood what you had been through and being able to have those incidental conversations with others is really helpful.’ – Kate, reflecting on experience from Black Saturday, Regional Victoria

Post-disaster community-based initiatives, such as support groups and recreational activities, offer opportunities for children and parents to connect with others who have had similar experiences. This can reduce feelings of isolation and promote social integration and recovery (McDonald-Harker et al., 2021). Involving children (who are ready and interested) in recovery efforts empowers them to contribute meaningfully, fostering a sense of agency and purpose (Gibbs et al., 2014). Practitioners may need to help parents navigate service systems and coordinate with other support services so they can access appropriate resources tailored to their needs (Ungar, 2010).

    • Help parents identify and access support systems that meet their practical and social support needs.
    • Who does (child’s name) enjoy spending time with? (Prompt: Do they have a close relationship with another adult?)
    • Are you and (child’s name) part of any groups or communities that provide support?
    • Does (child’s name) have a close friend or group of friends? Do you think they would be able to talk with them if they had worries? What makes you think this?
    • Who has helped you after (the disaster)?
    • Are you linked in with any community/government relief or recovery agencies?
    • What practical support would be most beneficial at the moment?
    • Who else knows how your family is managing? Can they help support you, (child’s name) and your family when things are tough?
    • Have you talked with (child’s name)’s teacher/early educator about your experiences? Can they help support (child’s name)?
    • Who do you think would notice if (child’s name) was struggling?

While these questions are a starting point, engaging with parents to support children and their families after a disaster involves more than enquiry. Offering advice and practical strategies on how to support infants and children after disasters is crucial.

It’s important to know what to look out for and how to respond to those behaviours. I know my own kids, but I also wish I had known what triggers to look for in the days, weeks, and months afterwards, based on the research and other people’s lived experiences.

- Heather, mother of three, reflecting on their experience of bushfires and recovery

Strategies for supporting infant and child mental health after disasters

Another paper in this practice guide, Practices for supporting infant and child mental health after disasters, provides strategies across a similar range of domains to the PERCS conversation guide, including complementary papers on:

  • Child–adult relationships: Fostering strong, supportive relationships between children and the adults in their lives, including parents, to build a sense of security and trust.
  • Emotional regulation: Helping children manage their emotions and behaviors through various techniques.
  • Communication and meaning-making: Encouraging open, age-appropriate communication to help children express their emotions and make sense of their experiences.
  • Play and creative expression: Using play and creative activities as therapeutic tools to aid emotional processing and recovery.
  • Routines and predictability: Establishing consistent routines to provide children with a sense of stability and normalcy.
  • Support networks: Connecting children and families with community resources and support networks to bolster their resilience and recovery efforts.

By offering parents strategies they can use to support their children, you can help families navigate the challenges they face after a disaster and promote the recovery and wellbeing of both children and parents.

Further learning

The PERCS conversation guide has also been developed to use specifically with parents who are experiencing difficulties with their mental and physical health, substance use, and family domestic violence (FDV). Given the risk of experiencing these difficulties increases after disasters, you may find these resources helpful in your practice:

Conclusion

While disasters can disrupt the foundations of a child’s daily life, there is much that can be done to support their recovery and promote resilience. Adverse effects of disasters can be prevented or mitigated when children, their parents and families are:

  • supported to identify their needs
  • supported to access resources and services
  • offered tailored responses.

Practitioners can promote child, parent and family wellbeing by supporting parents to:

  • activate support systems
  • nurture the parent–child relationship
  • build shared understandings
  • strengthen the family connection
  • facilitate open communication
  • re-establish a sense of safety and stability.

By providing compassionate, informed support, you can make a difference in the lives of children and families, helping them navigate the challenges of disaster.

Acknowledgements

This practice paper is informed by valuable research, practice insights and lived experience of disaster. Emerging Minds would like to thank the professionals and families who had an integral role in shaping this resource along with the Australian Child and Adolescent Trauma Loss & Grief Network (ACATLGN) team at Australian National University (ANU). Led by Michelle Roberts, the ACATLGN team’s work contributed significantly to the development of this practice guide, which Emerging Minds has led since 2023. A full list of acknowledgements can be found on the Emerging Minds website.

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