Children and Grief: What They Know, How They Feel, How to Help
https://med.nyu.edu/departments-institutes/child-adolescent-psychiatry/
Following the physical loss due to death children also experience secondary losses or changes that may impact them in significant ways. Dr. Robin F. Goodman discusses types of loss, factors affecting short and long term adaptation, expected and expressed responses, coping tasks, and when and where to get help.
Cope After Exposure to a Traumatic Event
www.zerotothree.org/cope-after-exposure-to-a-traumatic.html
This resource is designed to help parents navigate very challenging events. One important way for a parent to protect their child is to prevent their exposure to information they cannot handle. Young children do not need to be told about traumatic events that they have no way of understanding. This brief also examines behavior a parent might see in a child exposed to a traumatic event they do not understand.
Synthesis on resilience http://www.child-encyclopedia.com/en-ca/child-resilience/how-important-is-it.html
This on-line brief examines the importance of resilience, what we know, and what can be done to help young children cope.
Resilience in Development: The Importance of Early Childhood
http://www.child-encyclopedia.com/Pages/PDF/Masten-GewirtzANGxp.pdf
This article by Ann S. Master, PhD. and Abigail H. Gwirtz, PhD., examines the research regarding resilience in young children and addresses a resilience framework for systems of care.
Early Resilience and its Developmental Consequences
http://www.child-encyclopedia.com/pages/PDF/SameroffANGxp.pdf
The study of resilience often focuses on adaptation to extreme events but it may also be involved in response to everyday social and physical challenges. In this study Arnold Sameroff, Ph.D., focuses on identifying the presence of protective resilience factors that may compensate for or support a child's success in dealing with adversity in spite of less than optimal conditions.
Resilience at an Early Age and Its Impact on Child Psychosocial Development
http://www.child-encyclopedia.com/pages/PDF/LutharANGxp.pdf
This study by Srniya S. Luthar, PhD., examines "Why some children in high-risk conditions do relatively well whereas others falter?"
Center on the Social and Emotional Foundations for Early Learning
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social-emotional development and school readiness of young children birth to age 5. They have developed user-friendly training materials, videos, and print resources for families http://csefel.vanderbilt.edu/resources/family.html as well as for teachers and caregivers http://csefel.vanderbilt.edu/resources/strategies.html.
Connecticut Association for Infant Mental Health
Infant Mental Health concerns the relationships that infants and young children have with their caregivers. It also refers to the capacity of the infant to regulate emotions and explore one's environment. CT-AIMH provides statewide opportunities to enhance one's knowledge and to promote a positive influence on the social-emotional health and development of infants, young children, and their families. They also offer resources for professionals and families to assist in dealing with the aftermath of the Newtown tragedy.
Zero to Three National Center for Infants, Toddlers and Families
ZERO TO THREE is a national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers. They offer numerous resources to assist children in coping with exposure to traumatic events.
Attachment: What Works? from the Center on the Social and Emotional Foundation for Early Learning www.vanderbilt.edu/csefel
Attachment refers to the ongoing relationship that a young child forms with one or more adults. Attachment refers specifically to the child's sense of security and safety when in the company of that adult. This brief addresses why developing a healthy secure attachment is important, cultural differences in attachment, and what teachers and caregivers can do to make a difference.
Early Childhood Trauma from the National Child Traumatic Stress Network http://nctsn.org/sites/default/files/assets/pdfs/nctsn_earlychildhoodtrauma_08-2010final.pdf
Early childhood trauma generally refers to the traumatic experiences that occur to children aged 0-6. A growing body of research has established that young children-even infants—may be affected by events that threaten their safety or the safety of their parents/caregivers, and their symptoms have been well documented. This document covers how early childhood trauma is unique, its symptoms and observed behaviors, protective factors that build resilience, and more.