阅读以下三种方案。描述你会说什么，并为支持孩子和家庭。

1. Cassie是您幼儿课中的一个2岁的孩子。她的母亲Cleo正在为阿富汗做准备。由于Cleo的作品的性质，当她将返回时，她会恰当地离开特派团的时候，这是未知的，并且在整个职责范围内，她将在哪里。她不太可能在她值班时与家人沟通：没有新闻将是好消息。在Cleo的最后一个部署期间，Cassie有很难的时间。她在自我喂养中回归，每次祖母都在孩子开发中心掉了她。在整个部署中，她被克明和恐惧。你怎么能帮助Cassie，Cleo，他们的家人为这部部署做准备？

   鼓励Cleo开始与Cassie交谈即将到来的分离。给出他们可以用来准备部署的家庭想法。例如，他们可以开始寻找Cleo涉及日常惯例的方式：Cleo可以录制几个Cassie最喜欢的睡前故事;Cleo可以用她的一件T恤为Cassie睡觉而享受枕头;她可以为儿童开发中心员工留言或笔记，定期与Cassie分享;他们可以发展家庭传统，就像看着星星一样，互相交谈。您还可以鼓励Cassie的祖母参与儿童开发中心，并开始在一致的基础上和开放的沟通方式。您可以为Cassie创建个性化故事，以便阅读妈妈的部署以及在她离开时发生的事情;您可以在家中包含关于家庭和学校的常规的提醒，这对Cassie很难。
2. 您的主管呼叫您在家让您知道她刚刚听到一些可怕的消息：11个月大的Davonte的母亲在下班回家时在车祸中被杀。已经在过去两个月部署的Davonte的父亲已被告知，并尽快回家。如何通过这次困难时帮助这个家庭来帮助这个家庭？您认为Davonte需要什么？你会用什么词来谈论事故和他的母亲？Davonte的父亲在家里和工作中的工作时需要什么支持？您认为Davonte和他的父亲需要哪些军事或社区资源？

   First, make sure DaVonte’s immediate needs are taken care of: whether he has other immediate family who can care for him until his father returns home. When DaVonte returns to school, show support for him and his family, ask about DaVonte’s current routines and work to maintain consistency in his routines. Offer DaVonte lots of opportunities for close contact and one-on-one caregiver interactions, pay attention to DaVonte’s emotional cues and offer words for what emotions he may be expressing. If DaVonte asks for his mother or where she is, be honest about his mother; avoid using phrases he may not understand (or that aren’t true) like “you lost your mommy” or “she passed way.” It’s OK to use words like “died” or “killed.” Give him opportunities to remember his mother; it’s ok to use his mother’s name and to talk about what you remember of her. Ask the family if there are other ways you can support DaVonte’s memory of his mother, for example, can you work with the family to create a small book about his mom, or can you help retell important stories about DaVonte’s mom? Be respectful of his grieving process: he may or may not cry, he may want to be very busy, or he may become clingy. Also remember that DaVonte needs to have fun and play—just like any other child.

   帮助Davonte的父亲了解悲伤的阶段。将他与家人倡导者和悲伤辅导员联系起来。作为达维特的父亲处理死亡的财务，社会和情感影响，成为周到，敏感和支持性。如果有新的，更一致的护理人员（例如，祖父母，阿姨或叔叔或亲密的家庭朋友）在达维特的生命中，努力将它们纳入该计划，为他们提供有机会访问课堂或志愿者。
3. 莉莉有一个女儿,山姆,谁是接近3,a 4-month-old-son, Toby, in your program. Lilly is going on a one-week TDY to San Antonio. She has never left her children before and is very nervous about the trip. Lilly admits she is concerned about being able to continue to breastfeed Toby, help prepare Sam for the trip, and leave her husband home alone with two young children for a week. Every morning Sam wakes up and asks if mommy is leaving today. When Lilly began packing her suitcase, Sam pulled out items as quickly as Lilly could put them in. Lilly tells you that she and her husband have been fighting quite a bit since she learned about the trip. Her husband thinks she’s making too big of a deal out of the trip, and Sam is feeding off of Lilly’s anxiety. Lilly thinks she needs to prepare her daughter for the trip. What could you do to help this family?

   认识到李利的承诺为她的分离做准备。在她表达和储存母乳时支持她。鼓励她尽可能多地访问托比，因为她需要在她的母乳喂养到母乳喂养之前，并最大限度地提高她的牛奶生产和储存。鼓励莉莉和她的丈夫追随山姆的领导：她对分离感到好奇，焦虑，并要求更多信息。也许家人可以创建一个日历来帮助萨姆理解时间，也许是符号的离开和返回日。涉及旅行中的山姆：家庭可以研究圣安东尼奥，所以山姆可以了解她妈妈的位置。制定通过电话或Skype，FaceTime等维护沟通的计划。