
PFA-S: Connecting with Others: For Students
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handout offers information on seeking and giving social support, specifically geared toward students.
A tornado is a violently rotating column of air that extends from a thunderstorm to the ground. They usually appear as a funnel or cone-shaped cloud, with wind speeds of up to 300 miles per hour. They can cause major destruction in their path. Sometimes tornadoes are preceded by heavy rain, wind, and hail; at other times they seem to arise out of relatively clear conditions. Sometimes people hear a loud roar or trainlike sound when a tornado approaches. Tornadoes have occurred in all fifty states and at all times of year. However, the Midwestern and Southern states have the greatest number, and the most violent tornadoes tend to be in the spring. Areas prone to tornadoes usually have a warning system to alert residents that they should seek safe shelter.
Being prepared beforehand is the best way to help children and family members recover after a tornado. To improve their preparedness, families should:
Knowing what to do during a tornado can help families feel more in control and take steps to increase their safety.
When a tornado warning is issued or a tornado is seen, families should:
Immediately after a tornado has passed, families should:
To address children’s reactions during a tornado, parents and caregivers can:
Tornadoes are unusual storms, as their path is often erratic. In the same neighborhood, some houses may be completely damaged while others will have not been impacted. While scattered destruction can be easier on the community than that of a flood or a hurricane (in that not all community resources may be used up), the inconsistent pattern of damage can cause feelings of guilt in those spared or unfairness in those recovering. Children may develop unusual ideas or myths about why a tornado did or did not hit their home.
In early aftermath, children may see anxiety and fear in parents and caregivers who are usually confident. They may have to move out of their area or seek temporary housing. They may have lost some of their treasured toys and memorabilia or have lost contact with those supports in their life (e.g., teachers, friends, neighbors) who provided them comfort. If they remain in the area, they tend to be exposed to reminders including rubble, debris, and changes in landscape (e.g., trees without leaves, broken branches).
As with other natural disasters, there will be a spectrum of reactions that children and families will experience. They may worry that another tornado will occur, feel troubled when reminded about the tornado (e.g., dark and low clouds, sounds of strong winds, siren test), and worry when separated from their loved ones. They may exhibit different behaviors (e.g., withdrawal from usual activities, increased anxiety level) or report more physical complaints. Children will react differently depending on their age, developmental level, and prior experiences. Responses also depend on the significance of secondary stresses they are exposed to (e.g., family changes, number of moves, family financial hardship). In general, most families will recover over time, particularly with the support of family, friends, and organizations. Since tornadoes impact communities erratically, some families will be able to return to their normal routines rather quickly, while others will have to contend with numerous hardships, losses, and potentially medical rehabilitation (if there were family members injured). Understanding children’s typical reactions will help ensure they get the right supports.
Children’s functioning and recovery will be influenced by how their parents and caregivers cope after the tornado. Children often turn to adults for information, comfort, and help. To assist children, discuss with parents and caregivers ways to:
Below are additional resources to support children, families, and communities to recover after tornadoes.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handout offers information on seeking and giving social support, specifically geared toward students.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handout provides information on how family members can help each other after an emergency and what some common caregiver reactions are.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handouts includes information for providers on stress reactions they may experience when providing support in the immediate aftermath of a crisis and ideas for self-care.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This worksheet helps providers document what survivors need most and can be used to communicate with referral agencies to help promote continuity of care.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handout offers brief tips for relaxation for adults and teens, children, and families.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handout offers information on immediate reactions that may occur, common negative reactions that may continue, reactions to the death of a loved one, ways to cope, and strategies that don't work.
Is a handout from Psychological First Aid for Schools (PFA-S) Field Operations Guide. This handout offers information on immediate reactions that may occur, common negative reactions that may continue, reactions to the death of a loved one, ways to cope, and strategies that don't work.
Addresses the potential for secondary traumatic stress in disaster and terrorism settings and outline some recommended actions for preventing and reducing the potentially stressful impact of this work on disaster mental health providers.
Describes poignant moments in the response to the September 11 terrorist attacks. This webinar discusses the impact on first responders' work, the role of the NCTSN, and what has occurred in the last decade for the disaster mental health field.
Offers information to children on ways to help themselves and others after a tornado.
Offers information to teens on ways to help themselves and others after a tornado.
Offers information to children about how they may be feeling after a tornado and ways to cope with those feelings.