PTSD in Children of Hurricane Katrina What

PTSD in Children of Hurricane Katrina

What do you believe needs to occur in a counseling approach…

There is much evidence that children who survived the 2005 Hurricane Katrina disaster are particularly vulnerable to posttraumatic stress disorder (PTSD). Researchers from the Louisiana State University Health Sciences Center surveyed nearly 7500 children (age 9-18) between 2005 and 2008 from the most heavily devastated parts of the Gulf region. Their findings indicated extreme PTSD due to displacement, separation from family, pets and loved ones and belongings, and the witnessing of the destruction of homes and neighborhoods (Kronenberg, 2000). In some cases children even reported seeing family members or friends die or suffer serious injury resulting in a great deal of depression.

According to definitions formulated by the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), it should come as no surprise that many of these youth suffer from PTSD given the stressors they endured (2000). Children's typical symptoms after natural disasters include fear, depression, self-blame, guilt, loss of interest in school and other activities, regressive behavior, sleep and appetite disturbance, night terrors, aggressiveness, poor concentration, and separation anxiety (Speier, 2000). Similarly, manifestations of PTSD can include recurrent and intrusive thoughts and trauma-specific reenactments. Intense psychological distress may result in avoidance of certain stimuli and memory triggers related to the trauma, and feelings of detachment and estrangement from others (Kronenberg et al., 2000). For many children, this has led to increases in behavioral issues, including substance abuse, anger problems and paranoia (Alvarez, 2010).

Certain criteria exasperate PTSD symptoms in this group such as being younger in age, being female, having previous loss or trauma, and/or having actually lost a loved one as a result of the hurricane (Kronenberg, et al., 2010). Counseling approaches should be diverse, with attention given to acclimating to life beyond the tragedy. Particular attention should be given to the aforementioned groups due to their high propensity for PTSD. Research points to the importance of schools in the recovery process which can serve as a primary factor in a child's return to normalcy and routine (Alvarez, 2010). This includes the way schools welcome and integrate displaced children (i.e., grouping them together with psychological support to aid in their adjustment). Such tactics allow them to share their experiences. Many symptoms can be mitigated when parents and teachers provide emotional support and facilitate adaptive coping strategies in school settings.

However, clinical and professional counseling may be necessary for those children having the hardest time adjusting and moving past their traumatic experience. Some continue to be plagued by persistent symptoms that disrupt their functioning long after the traumatic event has ended. Therapists must be prepared to provide developmentally appropriate interventions to children who experience distress after natural disasters. It is often helpful that clinicians ask parents, relatives and teachers whether children's behaviors would be considered "normal" prior to the disaster (Alvarez, 2010). Such assessment guides the framework for counseling.