Tips for Talking with Tots about Trauma – Early Start Neighborhood

The Substance Abuse and Mental Health Services Administration (SAMHSA) offers Tips for Talking with and Helping Children and Youth Cope after a Disaster or Traumatic Event: A Guide for Parents, Caregivers, and Teachers. This excellent resource provides adults with insights about the reactions of children and youth to trauma so we can respond more effectively. It also includes specific examples of what to say and do at various ages to help children cope, such as actively listening and modeling good self-care, using a calm, gentle voice and reminding them that you will take care of them. The article concludes with a directory of contact information for helplines, treatment locators, and other resources. We recommend printing out this useful tool and tucking it in a safe place (like your earthquake kit) for future reference.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge (CK):
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
Identification and Referral (IR):
- IR4 (EIA): Knows resource options for services and supports . . . in the county/area of residence.
Evaluation and Assessment (EA):
- EA5 (EIS): Understand the effect of . . . the child’s state of health and well-being . . . on assessment processes.
Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR3 (EIS): Knows community agencies and resources.
Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i10 (EIA): Knows basic principles of health . . . and safety for infants and toddlers.