英文原文
Disasters are upsetting experiences for everyone involved. The emotional toll that disaster brings can sometimes be even more devastating than the financial strains of damage and loss of home, business or personal property. Children, senior citizens, people with access or functional needs, and people for whom English is not their first language are especially at risk. Children may become afraid and some elderly people may seem disoriented at first. People with access or functional needs may require additional assistance. Seek crisis counseling if you or someone in your family is experiencing issues with disaster-related stress. Everyone who sees or experiences a disaster is affected by it in some way. It is normal to feel anxious about your own safety and that of your family and close friends. Profound sadness, grief and anger are normal reactions to an abnormal event. Acknowledging your feelings helps you recover. Focusing on your strengths and abilities helps you heal. Accepting help from community programs and resources is healthy. Everyone has different needs and different ways of coping. It is common to want to strike back at people who have caused great pain. Children and older adults are of special concern in the aftermath of disasters. Even individuals who experience a disaster “second hand” through exposure to extensive media coverage can be affected. Contact local faith-based organizations, voluntary agencies, or professional counselors for counseling. Additionally, FEMA and state and local governments of the affected area may provide crisis counseling assistance. As you recover, it is a good idea to make sure that you have updated your family disaster plan and replenished essential disaster supplies just in case a disaster happens again. You will always feel better knowing that you are prepared and ready for anything. When adults have the following signs, they might need crisis counseling or stress management assistance: Difficulty communicating thoughts, difficulty sleeping, difficulty maintaining balance in their lives, low threshold of frustration, increased use of drugs/alcohol, limited attention span, poor work performance, headaches/stomach problems, tunnel vision/muffled hearing, colds or flu-like symptoms, disorientation or confusion, difficulty concentrating, reluctance to leave home, depression, sadness, feelings of hopelessness, mood-swings and easy bouts of crying, overwhelming guilt and self-doubt, fear of crowds, strangers, or being alone. The following are ways to ease disaster-related stress: Talk with someone about your feelings - anger, sorrow and other emotions - even though it may be difficult, seek help from professional counselors who deal with post-disaster stress, do not hold yourself responsible for the disastrous event or be frustrated because you feel you cannot help directly in the rescue work, take steps to promote your own physical and emotional healing by healthy eating, rest, exercise, relaxation and meditation, maintain a normal family and daily routine, limiting demanding responsibilities on yourself and your family, spend time with family and friends, participate in memorials, use existing support groups of family, friends and religious institutions. Ensure you are ready for future events by restocking your disaster supplies kits and updating your family disaster plan. Doing these positive actions can be comforting. Disasters can leave children feeling frightened, confused, and insecure. Whether a child has personally experienced trauma, has merely seen the event on television or has heard it discussed by adults, it is important for parents and teachers to be informed and ready to help if reactions to stress begin to occur. Children may respond to disaster by demonstrating fears, sadness or behavioral problems. Younger children may return to earlier behavior patterns, such as bedwetting, sleep problems and separation anxiety. Older children may also display anger, aggression, school problems or withdrawal. Some children who have only indirect contact with the disaster but witness it on television may develop distress. For many children, reactions to disasters are brief and represent normal reactions to "abnormal events." A smaller number of children can be at risk for more enduring psychological distress as a function of three major risk factors: Direct exposure to the disaster, such as being evacuated, observing injuries or death of others, or experiencing injury along with fearing one’s life is in danger, loss/grief: This relates to the death or serious injury of family or friends, on-going stress from the secondary effects of disaster, such as temporarily living elsewhere, loss of friends and social networks, loss of personal property, parental unemployment, and costs incurred during recovery to return the family to pre-disaster life and living conditions. In most cases, depending on the risk factors above, distressing responses are temporary. In the absence of severe threat to life, injury, loss of loved ones, or secondary problems such as loss of home, moves, etc., symptoms usually diminish over time. For those that were directly exposed to the disaster, reminders of the disaster such as high winds, smoke, cloudy skies, sirens, or other reminders of the disaster may cause upsetting feelings to return. Having a prior history of some type of traumatic event or severe stress may contribute to these feelings. Children’s coping with disaster or emergencies is often tied to the way parents cope. They can detect adults’ fears and sadness. Parents and adults can make disasters less traumatic for children by taking steps to manage their own feelings and plans for coping. Parents are almost always the best source of support for children in disasters. One way to establish a sense of control and to build confidence in children before a disaster is to engage and involve them in preparing a family disaster plan. After a disaster, children can contribute to a family recovery plan. Children’s reactions are influenced by the behavior, thoughts, and feelings of adults. Adults should encourage children and adolescents to share their thoughts and feelings about the incident. Clarify misunderstandings about risk and danger by listening to children’s concerns and answering questions. Maintain a sense of calm by validating children’s concerns and perceptions and with discussion of concrete plans for safety. Listen to what the child is saying. If a young child is asking questions about the event, answer them simply without the elaboration needed for an older child or adult. Some children are comforted by knowing more or less information than others; decide what level of information your particular child needs. If a child has difficulty expressing feelings, allow the child to draw a picture or tell a story of what happened. Try to understand what is causing anxieties and fears. Be aware that following a disaster, children are most afraid that: The event will happen again, someone close to them will be killed or injured, they will be left alone or separated from the family. Suggestions to help reassure children include the following: Personal contact is reassuring. Hug and touch your children, calmly provide factual information about the recent disaster and current plans for insuring their safety along with recovery plans, encourage your children to talk about their feelings, spend extra time with your children such as at bedtime, re-establish your daily routine for work, school, play, meals, and rest, involve your children by giving them specific chores to help them feel they are helping to restore family and community life, praise and recognize responsible behavior, understand that your children will have a range of reactions to disasters, encourage your children to help update your a family disaster plan. If you have tried to create a reassuring environment by following the steps above, but your child continues to exhibit stress, if the reactions worsen over time, or if they cause interference with daily behavior at school, at home, or with other relationships, it may be appropriate to talk to a professional. You can get professional help from the child’s primary care physician, a mental health provider specializing in children’s needs, or a member of the clergy. News coverage related to a disaster may elicit fear and confusion and arouse anxiety in children. This is particularly true for large-scale disasters or a terrorist event where significant property damage and loss of life has occurred. Particularly for younger children, repeated images of an event may cause them to believe the event is recurring over and over. If parents allow children to watch television or use the Internet where images or news about the disaster are shown, parents should be with them to encourage communication and provide explanations. This may also include parent’s monitoring and appropriately limiting their own exposure to anxiety-provoking information. Parents help their children when they take steps to understand and manage their own feelings and ways of coping. They can do this by building and using social support systems of family, friends, community organizations and agencies, faith-based institutions, or other resources that work for that family. Parents can build their own unique social support systems so that in an emergency situation or when a disaster strikes, they can be supported and helped to manage their reactions. As a result, parents will be more available to their children and better able to support them. Parents are almost always the best source of support for children in difficult times. But to support their children, parents need to attend to their own needs and have a plan for their own support. Preparing for disaster helps everyone in the family accept the fact that disasters do happen, and provides an opportunity to identify and collect the resources needed to meet basic needs after disaster. Preparation helps; when people feel prepared, they cope better and so do children. Below are common reactions in children after a disaster or traumatic event. Birth through 2 years. When children are pre-verbal and experience a trauma, they do not have the words to describe the event or their feelings. However, they can retain memories of particular sights, sounds, or smells. Infants may react to trauma by being irritable, crying more than usual, or wanting to be held and cuddled. The biggest influence on children of this age is how their parents cope. As children get older, their play may involve acting out elements of the traumatic event that occurred several years in the past and was seemingly forgotten. Preschool - 3 through 6 years. Preschool children often feel helpless and powerless in the face of an overwhelming event. Because of their age and small size, they lack the ability to protect themselves or others. As a result, they feel intense fear and insecurity about being separated from caregivers. Preschoolers cannot grasp the concept of permanent loss. They can see consequences as being reversible or permanent. In the weeks following a traumatic event, preschoolers’ play activities may reenact the incident or the disaster over and over again. School age - 7 through 10 years. The school-age child has the ability to understand the permanence of loss. Some children become intensely preoccupied with the details of a traumatic event and want to talk about it continually. This preoccupation can interfere with the child’s concentration at school and academic performance may decline. At school, children may hear inaccurate information from peers. They may display a wide range of reactions — sadness, generalized fear, or specific fears of the disaster happening again, guilt over action or inaction during the disaster, anger that the event was not prevented, or fantasies of playing rescuer. Pre-adolescence to adolescence - 11 through 18 years. As children grow older, they develop a more sophisticated understanding of the disaster event. Their responses are more similar to adults. Teenagers may become involved in dangerous, risk-taking behaviors, such as reckless driving, or alcohol or drug use. Others can become fearful of leaving home and avoid previous levels of activities. Much of adolescence is focused on moving out into the world. After a trauma, the view of the world can seem more dangerous and unsafe. A teenager may feel overwhelmed by intense emotions and yet feel unable to discuss them with others.
中文翻译
灾难对每个参与者来说都是令人不安的经历。灾难带来的情感损失有时可能比财产损失和失去家园、企业或个人财产的经济压力更具破坏性。儿童、老年人、有特殊需求的人以及英语非母语者尤其面临风险。儿童可能会变得害怕，一些老年人最初可能显得迷茫。有特殊需求的人可能需要额外帮助。如果您或您的家人正在经历与灾难相关的压力问题，请寻求危机咨询。每个看到或经历灾难的人都会以某种方式受到影响。对自己的安全以及家人和亲密朋友的安全感到焦虑是正常的。深刻的悲伤、悲痛和愤怒是对异常事件的正常反应。承认自己的感受有助于恢复。专注于自己的优势和能力有助于康复。接受社区计划和资源的帮助是健康的。每个人都有不同的需求和不同的应对方式。想要反击那些造成巨大痛苦的人是常见的。儿童和老年人在灾后需要特别关注。即使是那些通过广泛媒体报道“间接”经历灾难的个人也可能受到影响。联系当地的信仰组织、志愿机构或专业咨询师进行咨询。此外，FEMA以及受影响地区的州和地方政府可能会提供危机咨询援助。在恢复过程中，确保更新家庭灾难计划并补充必要的灾难物资是个好主意，以防灾难再次发生。知道自己已做好准备应对任何事情，总会让人感觉更好。当成年人出现以下迹象时，他们可能需要危机咨询或压力管理援助：难以表达思想、难以入睡、难以维持生活平衡、挫折容忍度低、增加药物/酒精使用、注意力持续时间短、工作表现差、头痛/胃部问题、视野狭窄/听力模糊、感冒或流感样症状、迷失方向或困惑、难以集中注意力、不愿离开家、抑郁、悲伤、绝望感、情绪波动和容易哭泣、压倒性的内疚和自我怀疑、害怕人群、陌生人或独处。以下是缓解灾难相关压力的方法：与某人谈论你的感受——愤怒、悲伤和其他情绪——即使这可能很困难，寻求处理灾后压力的专业咨询师的帮助，不要因为灾难事件而自责，或因为觉得自己无法直接参与救援工作而感到沮丧，通过健康饮食、休息、锻炼、放松和冥想来促进自己的身心康复，维持正常的家庭和日常生活，限制对自己和家人的苛刻责任，与家人和朋友共度时光，参加纪念活动，利用现有的家庭、朋友和宗教机构的支持团体。通过补充灾难物资包和更新家庭灾难计划，确保为未来事件做好准备。这些积极行动可以带来安慰。灾难可能让儿童感到恐惧、困惑和不安全。无论孩子是亲身经历创伤，还是仅仅在电视上看到事件或听到成年人讨论，父母和老师都需要了解并准备好帮助，如果压力反应开始出现。儿童可能通过表现出恐惧、悲伤或行为问题来应对灾难。年幼的儿童可能回到早期的行为模式，如尿床、睡眠问题和分离焦虑。年长的儿童也可能表现出愤怒、攻击性、学校问题或退缩。一些仅间接接触灾难但在电视上目睹灾难的儿童可能会产生痛苦。对许多儿童来说，对灾难的反应是短暂的，代表了对“异常事件”的正常反应。少数儿童可能面临更持久的心理痛苦风险，这取决于三个主要风险因素：直接暴露于灾难，如被疏散、目睹他人受伤或死亡，或经历受伤并担心生命危险；损失/悲伤：这与家人或朋友的死亡或重伤有关；灾难次要影响带来的持续压力，如暂时居住在其他地方、失去朋友和社交网络、失去个人财产、父母失业以及恢复期间为让家庭回到灾前生活和居住条件而产生的费用。在大多数情况下，根据上述风险因素，痛苦反应是暂时的。在没有严重生命威胁、受伤、失去亲人或次要问题（如失去家园、搬家等）的情况下，症状通常会随时间减轻。对于那些直接暴露于灾难的人，灾难的提醒物，如强风、烟雾、多云的天空、警报声或其他灾难提醒物，可能导致不安情绪再次出现。有某种创伤事件或严重压力的历史可能加剧这些感受。儿童应对灾难或紧急情况的方式通常与父母的应对方式相关。他们能察觉到成年人的恐惧和悲伤。父母和成年人可以通过采取措施管理自己的感受和应对计划，使灾难对儿童的创伤减轻。父母几乎总是儿童在灾难中最好的支持来源。在灾难前建立控制感和增强儿童信心的一种方法是让他们参与制定家庭灾难计划。灾后，儿童可以为家庭恢复计划做出贡献。儿童的反应受到成年人行为、思想和感受的影响。成年人应鼓励儿童和青少年分享他们对事件的看法和感受。通过倾听儿童的担忧并回答问题，澄清对风险和危险的误解。通过确认儿童的担忧和感知，并讨论具体的安全计划，保持冷静感。倾听孩子说的话。如果年幼的孩子询问有关事件的问题，简单地回答他们，而不需要像对年长孩子或成年人那样详细阐述。有些孩子通过知道更多或更少的信息来获得安慰；决定您的特定孩子需要什么水平的信息。如果孩子难以表达感受，允许孩子画画或讲述发生的事情。尝试理解是什么导致焦虑和恐惧。意识到灾后，儿童最害怕的是：事件会再次发生，亲近的人会被杀害或受伤，他们会被单独留下或与家人分离。帮助安抚儿童的建议包括：个人接触是安抚的。拥抱和触摸您的孩子，冷静地提供有关最近灾难的事实信息以及确保他们安全的当前计划和恢复计划，鼓励您的孩子谈论他们的感受，花额外时间与您的孩子在一起，例如在睡前，重新建立您的工作、学校、玩耍、用餐和休息的日常例行，通过给孩子分配具体的家务来让他们参与，帮助他们感觉自己在帮助恢复家庭和社区生活，表扬和认可负责任的行为，理解您的孩子对灾难会有各种反应，鼓励您的孩子帮助更新家庭灾难计划。如果您已尝试通过遵循上述步骤创造一个安抚的环境，但您的孩子仍然表现出压力，如果反应随时间恶化，或者如果它们干扰了学校、家庭或其他关系中的日常行为，那么与专业人士交谈可能是合适的。您可以从孩子的初级保健医生、专门从事儿童需求的心理健康提供者或神职人员那里获得专业帮助。与灾难相关的新闻报道可能引发儿童的恐惧和困惑，并激起焦虑。这对于大规模灾难或造成重大财产损失和生命损失的恐怖事件尤其如此。特别是对于年幼的儿童，事件的重复图像可能导致他们相信事件在反复发生。如果父母允许孩子观看电视或使用互联网，其中显示灾难的图像或新闻，父母应陪伴他们，鼓励沟通并提供解释。这也可能包括父母监控并适当限制自己接触引发焦虑的信息。当父母采取措施理解和管理自己的感受和应对方式时，他们就在帮助孩子。他们可以通过建立和利用家庭、朋友、社区组织和机构、信仰机构或其他适合该家庭的资源的社会支持系统来实现这一点。父母可以建立自己独特的社会支持系统，以便在紧急情况或灾难发生时，他们可以得到支持并帮助管理自己的反应。因此，父母将更能陪伴孩子并更好地支持他们。父母几乎总是儿童在困难时期最好的支持来源。但为了支持孩子，父母需要关注自己的需求，并制定自己的支持计划。为灾难做准备有助于家庭中的每个人接受灾难确实会发生的事实，并提供一个机会来识别和收集灾后满足基本需求所需的资源。准备有帮助；当人们感到有准备时，他们应对得更好，孩子也是如此。以下是儿童在灾难或创伤事件后的常见反应。出生至2岁。当儿童处于前语言期并经历创伤时，他们没有词汇来描述事件或他们的感受。然而，他们可以保留特定景象、声音或气味的记忆。婴儿可能通过易怒、比平时哭得更多，或想要被抱着和拥抱来对创伤做出反应。对这个年龄段儿童最大的影响是父母的应对方式。随着孩子长大，他们的游戏可能涉及表演几年前发生且似乎已被遗忘的创伤事件的元素。学龄前 - 3至6岁。学龄前儿童在面对压倒性事件时常常感到无助和无能为力。由于他们的年龄和体型小，他们缺乏保护自己或他人的能力。因此，他们对与照顾者分离感到强烈的恐惧和不安全感。学龄前儿童无法理解永久损失的概念。他们可能将后果视为可逆或永久的。在创伤事件后的几周内，学龄前儿童的游戏活动可能反复重演事件或灾难。学龄 - 7至10岁。学龄儿童有能力理解损失的永久性。一些儿童变得极度专注于创伤事件的细节，并想不断谈论它。这种专注可能干扰儿童在学校的注意力，学业表现可能下降。在学校，儿童可能从同伴那里听到不准确的信息。他们可能表现出广泛的反应——悲伤、普遍恐惧，或对灾难再次发生的特定恐惧、对灾难期间行动或不作为的内疚、对事件未被阻止的愤怒，或扮演救援者的幻想。青春期前至青春期 - 11至18岁。随着儿童长大，他们对灾难事件的理解更加复杂。他们的反应更类似于成年人。青少年可能参与危险、冒险行为，如鲁莽驾驶，或酒精或药物使用。其他人可能变得害怕离开家，并避免以前的活动水平。青春期的很大一部分重点是走向世界。创伤后，世界可能显得更危险和不安全。青少年可能被强烈情绪压倒，却感到无法与他人讨论。
文章概要
本文探讨了灾难应对中的心理影响，特别关注成人自我状态在灾难准备和恢复中的关键作用。文章详细描述了灾难对儿童、老年人等群体的情感冲击，并提供了识别压力迹象、缓解压力、帮助儿童应对以及安抚儿童的具体方法。文章强调，成人的冷静、理性应对（成人自我状态）能有效减轻儿童的创伤，通过制定家庭灾难计划、管理自身情绪、利用社会支持系统等方式，成人可以更好地支持自己和他人，增强整体应对能力。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：这篇文章讲的是当灾难发生时，比如地震或火灾，大家都会感到害怕和难过，特别是小朋友和老人。它告诉我们，大人如果保持冷静，像大人一样思考问题，就能帮助自己和家人更好地应对。比如，提前准备好应急包，和家人一起制定计划，这样当灾难来临时，就不会那么慌张。文章还说，小朋友会看大人的反应，如果大人不慌，小朋友也会感觉安全一些。
TA沟通分析心理学理论评价：从TA沟通分析心理学角度看，这篇文章强调了成人自我状态在灾难情境中的重要性。成人自我状态表现为理性、客观和问题解决导向，这在灾难准备和应对中至关重要。文章提到成人应通过更新家庭灾难计划、管理自身情绪来保持冷静，这正是成人自我状态的体现，有助于避免被儿童自我状态（如恐惧、无助）或父母自我状态（如过度保护或责备）主导。这种状态能促进有效沟通和决策，减少心理创伤。
在实践上可以应用的领域和可以解决人们的十个问题：在实践上，这篇文章的应用领域包括家庭心理教育、社区危机干预、学校安全培训和心理健康服务。它可以解决人们的十个问题：1. 帮助成人识别和应对灾难相关压力，避免情绪崩溃；2. 指导父母如何通过成人自我状态安抚儿童，减少分离焦虑；3. 促进家庭制定和更新灾难计划，增强控制感；4. 支持老年人保持方向感，防止迷失；5. 协助有特殊需求者获得额外帮助，提升包容性；6. 鼓励利用社会支持系统，如社区组织，缓解孤立感；7. 引导媒体使用，防止儿童因重复曝光而产生错误认知；8. 帮助青少年管理风险行为，通过理性思考替代冲动；9. 促进灾后恢复中的情绪表达，避免压抑；10. 增强整体灾难准备意识，通过成人自我状态提升集体韧性。