Some children go through psychological traumas during their childhood, such as exposure to physical, psychological, or sexual abuse. Additionally, some may experience or witness painful events, like accidents, wars, or natural disasters such as storms and earthquakes. These events, and the resulting psychological feelings like panic, pain, and fear, are called psychological traumas.
With some children, these traumas can lead to a psychological disorder called “post-traumatic stress disorder.” The symptoms of this disorder persist for a long time, even after the danger has passed, and can include the following:
The child becomes constantly alert and vigilant to anything dangerous and unsafe. These symptoms can include physiological responses like rapid heart rate and fast breathing, and the child startles easily in response to the slightest noise or movement around them.
The child starts avoiding anything related to the traumatic event, such as people, places, sounds, smells, thoughts, or emotions associated with the traumatic event. This may sometimes lead to school avoidance and affect the child’s academic performance.
The child begins to constantly think about the traumatic event during the day and may experience disturbing nightmares that wake them up at night, sometimes accompanied by involuntary urination. This can also affect their ability to perform tasks required of them the next day. These nightmares may have similar content, and the child may not remember their details.
Parents or caregivers may notice significant changes in the child’s outlook on themselves and life in general. The child may seem like a different and more negative person after experiencing the trauma, which can have a negative impact on their academic performance and their relationships with peers inside and outside of school.
Children who have experienced trauma often confuse what is true and logical with what is false or misleading. Therefore, caregivers, whether parents or grandparents, need to provide accurate and healthy information to help them. This is where the importance of therapeutic and informative books comes into play. Some parents may believe that avoiding talking about the traumatic event is the safest approach, but this is not correct. AMAL series are an excellent way to help the child begin to talk to caregivers about the trauma they have experienced and represent the first step in the psychological healing journey from traumas.
With some children, these traumas can lead to a psychological disorder called “post-traumatic stress disorder.” The symptoms of this disorder persist for a long time, even after the danger has passed, and can include the following:
It is important for caregivers to believe the child’s story of the traumatic event and immediately separate them from the perpetrator, no matter who it is. It is also crucial that caregivers highly value the child and not connect their worth with the traumatic event in any way. The child did nothing wrong; rather, a wrong has been committed against them.
If there are multiple caregivers, it is preferable to read the stories with the child’s closest emotional caregiver.
Choose the right time for your child to read this book and the other books in the series. Children are naturally different, and their personalities develop differently, so choose the most appropriate time for your child. This could be after the child returns from school, or right after eating and completing their schoolwork. In the case of nighttime nightmares, it is better to choose an early time to read these stories and avoid reading them directly before bedtime. It is also essential for the child to feel that story time is a fun time, not an academic obligation. Therefore, the caregiver should create a fun atmosphere for the child, as well as for themselves.
Remember that this series was written in an engaging style to capture the child’s attention, with the story’s characters going on an adventure. As a caregiver and reader, it is crucial to read these stories in a way that reflects your engagement and interest in the story’s events, to fully capture the child’s attention.
Children may display a range of emotions during story time. This is normal, and these emotions may be sad, such as guilt, anger, or sadness, and may evolve over time to become more positive emotions like joy, optimism, and hope. The reader should acknowledge these emotions and not diminish their value. The child should be reassured that they are safe to share their thoughts without feeling guilty or fearing punishment.
