How are some children more resilient than others?
Some children are more resilient to the psychological impact of terrorism than others since they live in societies with high cohesiveness levels and shared beliefs. When children live in a culture prone to terrorist attacks, they can differentiate between bombs and anti-aircraft artillery and decide when and how to shield themselves (Shaw, 2003). Such children have accepted terrorism as part of their lives. On the contrary, children who have never been exposed to terrorist attacks may develop post-traumatic stress disorders and psychiatric morbidities like depression and disruptive behaviors. Parents can also make children resilient. In a study, researchers discovered that children whose parents demonstrated positive acceptance and emotional expression were resilient to war-related effects (Pfeefferbaum et al., 2013). Conversely, children whose parents lack the knowledge to respond to their needs or cry in their presence have severe post-traumatic stress.
How may a person learn to become more resilient to these effects?
A person learns to become resilient to war-related effects by following these steps. The survivor should seek social support from friends, family, peers, and co-workers to enhance a sense of togetherness and reduce the impacts of psychological distress (Gammonley & Dziegielewski, 2006). Individuals should find people they are comfortable with and discuss how the terrorist attacks affected them. This approach reinstates their trust in others and boosts their esteem. Another means of improving resilience is engaging in positive activities, such as exercise and meditation to eliminate traumatic memories (Gammonley & Dziegielewski, 2006). Physical activities release the “feel good” hormones like dopamine, improving a person’s mood. A person can also find a quiet place to rest or sleep. This strategy enables a person to reflect on the situation and calm their mind from overthinking the terrorist attacks. The final step is seeking advice from medical practitioners and counselors who can help a person communicate their feelings and reassure them they are healthy (Gammonley & Dziegielewski, 2006). These professionals guide a person to uncover their trauma and develop stress coping mechanisms that will enable them to face future war-related events.
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References
Gammonley, D. & Dziegielewski, S.F. (2006). Crisis intervention responses to children victimized by terrorism: Children are not little adults. Brief Treatment & Crisis Intervention , 6(1), 22. https://search-ebscohost-com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=19575058&site=eds-live&scope=site
Pfefferbaum, B., Weems, C., Scott, B., Nitiéma, P., Noffsinger, M., Pfefferbaum, R., Varma, V., & Chakraburtty, A. (2013). Research methods in child disaster studies: A review of studies generated by the September 11, 2001, terrorist attacks; the 2004 Indian Ocean Tsunami; and Hurricane Katrina. Child & Youth Care Forum , 42(4), 285–337. https://doi-org.proxy-library.ashford.edu/10.1007/s10566-013-9211-4
Shaw, J. A. (2003). Children exposed to war/terrorism. Clinical Child & Family Psychology Review , 6(4), 237–246. https://doi-org.proxy-library.ashford.edu/10.1023/B:CCFP.0000006291.10180.bd
