War in Ukraine : Activity Workbook (English)

Guided Activity Workbook for Children, Families, Teachers for Ukrainian Refugees.This workbook may prove useful to recovery from the impact of displacement and danger when families are settled enough to do something together. It helps the parents as well as the child integrate what they have been through.

MY BOOK ABOUT THE WAR

A Guided Activity Workbook for Children, Families and Teachers to Promote Healthy Expression, Learning and Coping

MY BOOK ABOUT THE WAR AND TERROR IN UKRAINE

A GUIDED ACTIVITY WORKBOOK FOR CHILDREN, FAMILIES AND TEACHERS

A SIMPLE AND STRAIGHTFORWARD GUIDE TO ENCOURAGE HEALTHY EXPRESSION, LEARNING AND COPING.

Gilbert Kliman, MD Harriet Wolfe, MD Ed Oklan MD, MPH Paula Kliger, PhD Jennifer Davids, M.SC James Bennett, MD Lois Oppenheim, PhD

Illustrations by: Anne KuniyukI Oklan, RN., CPCC and Mychel McGoy

The Children's Psychological Health Center, Inc, a nonprofit 501(c) 3 agency 2105 Divisadero Street, San Francisco, CA 94115 www.cphc-sf.org

The Harlem Family Institute www.harlemfamilyinstitute.org

TABLE OF CONTENTS

GUIDE FOR PARENTS AND TEACHERS/ INTRODUCTION…………………………………………………………………….

GIVING CHILDREN PSYCHOLOGICAL “H.A.N.D.S.” WITH WHICH TO WORK IN A CRISIS…………………………... .....

GETTING STARTED…………………………………………………………………………………………………………………...

FOR THE YOUNGEST CHILDREN: A SHARED COLORING BOOK……………………………………………………………

PRESCHOOL AND KINDERGARTEN CHILDR EN…………………………………………………………………………………

MIDDLE CHILDHOOD………………………………………………………………………………………………………………….

ELEVEN YEARS AND OLDER………………………………………………………………………………………………… .........

IF YOU WERE BEREAVED, OR IF A FAMILY MEMBER WAS INJURED, OR IS MISSING………………………………….

FOR ADULTS AND OLDER TEENAGERS…………………………………………………………………………………………..

FOR US AS A FAMILY………………………………………………………………………………………………………………….

USE BY TEACHERS……………………….…………………………………………………………………………………… ..........

USE BY MENTAL HEALTH PROFESSIONA LS……………………………………………………………………………………..

USEFUL ILLUSTRATIONS…………………………………………………………………………………………………………….

GUIDE FOR CHILDREN AND TEENAGERS……………………………………………………………………………………… ..

ABOUT WARS………………………………………………………………………………………………………………………… ..

ABOUT THE XXXXXXXXXX…………………………………………………………………………………………………………

ABOUT TERROR………….…………………………………………………………………………………………………………. .

BEING STRONG IN THE FACE OF TERROR…………………………………………………………………………………… .

ONE QUESTI ON AND THREE ANSWERS ABOUT TERROR ATTACKS………………………………………………………

WHY DID THE WAR IN UKRAINE HAPPEN? …………………………………………………………………………………… .

TO ALL CHILDREN AND TEENAGERS: MORE ABOUT USING THIS BOOK………………………………………………. .

MY BOOK ABOUT THE WAR AND TERROR ……………………………………………………………………………………. .

READINGS……………………………………………………………………………………………………………………………

RESOURCES, RELIEF AND MENTAL HEALTH SERVICES…………………………………………………………………..

WHO WROTE THIS BOOK? ……………………………………………………………………………………………………….

PICTURES TO COLOR:

WAR………………………………………………………………………………………………………………………………………..

WATCHING TV……………………………………………………………………………………………………………………. ......

GLAD TO BE ALIVE…………………………………………………………………………………………………………………...

FEELING BETTER……………………………………………………………………………………………………………………….

SCARED FEELINGS…………………………………………………………………………………………………………………….

A CHILD DREAMING……………………………………………………………………………………………………………………

SAYING GOODBYE…………………………………………………………………………………………………………………… ..

A CHILD CRYING……………………………………………………………………………………………………………………… ..

WAR: A CHILD’S DRAWING…………………………………………………………………………………………………………. ..

ARMY: A CHILD’S DRAWING……………………………………………………………………………………………………… ....

MISSILES: A CHILD’S DRAWING……………………………………………………………………………………………………. .

TANKS…………………………………………………………………………………………………………………………………… .

SOLDIERS………………………………………………………………………………………………………………………………. .

A BOMBED HOUSE: A CHILD’S DRAWING………………………………………………………………………………………... .

TAKING SHELTER……………………………………………………………………………………………………………………... .

REFUGEES………………………………………………………………………………………………………………………………..

RED CROSS……………………………………………………………………………………………………………………………… ..

WHAT DO YOU THINK? ……………………………………………………………………………………………………………… .

ASKING FOR HELP…………………………………………………………………………………………………………………… ..

WO RLD MAP…………………………………………………………………………………………………………………………… ...

Guide for Parents and Teachers

INTRODUCTION

This workbook is here to help parents, families and teachers help their children and students. If you are a teenager or a very good younger reader, you can use much of it by yourself. It will help children and adults talk together about terror, war and peace and has instructions for use with children from preschool through high- school ages. The book's goals are for families and their children to gain strength and learn more. They can gain control of facts, ideas and feelings about terror, war and peace. We want to help children to cope with their worries or fears and to think about ways to go about solving safety problems. Using this book can help in a stressful time, such as being in a refugee camp. It helps constructive learning and coping. We offer a guide and physical structure to organize and encourage children's thinking about war, terror and the resolution of conflicts between peoples, with the help of their own families, teachers and classmates. The authors have had many years of professional and personal experience with national disasters and children's reactions, beginning with the senior author's research on children's reaction to the assassination of President Kennedy ( Psychological Emergencies of Childhood , Kliman, 1968; Children and the Death of a President , Wolfenstein and Kliman, 1965). The guided activity workbook format is a simple and straightforward approach. It is partly a textbook. At the same time, it uses an existing psychological self-help method that has been well-studied and found measurably helpful in other situations (Kliman, 1995). The activity workbook encourages children to learn more about the facts of terror, war andpeace, as well as their own feelings and values. Designed to be used with children of varying developmental levels, it includes a guide for parents and teachers and one for children. It has a journal to record ideas and feelings; a scrapbook for articles and pictures; illustrations to color and discuss; a quiz about war and peace suggestions for activities; a list of resources; a bibliography, and a children's mental health checklist to help identify those children needing more assistance. It can be used by children of various ages individually, with their families, in the classroom with groups of children, and by mental health professionals as part of therapy.

Giving Children Psychological "H.A.N.D.S" With Which to Work in Crisis

The value of active coping is well known. During times of disaster or community upset like terror or war, children do better when they are given "H.A.N.D.S.": The term "giving children Hands" is an abbreviated way of saying children must be helped to "Honestly communicate, Actively cope, and Network with peers and adults, in a Developmentally Specific manner." This workbook has been designed by parents and mental health professionals to promote a real sense for children of being in control of their own emotions and learning in the face of stress. The personal life-history book approach (see www.cphc-sf.org) is a form of mentalizing (Fonagy,1992, Kliman and Hope 2003) and narrative- building therapy which has been very effective when used with traumatized children in family crises, and is here adapted for use in the current crisis. It is a method that has been used by the authors previously in large-scale disasters: after the October, 1989 earthquake in the San Francisco Bay Area ( My Earthquake Story ); the Santa Barbara Fire of June 1990 and the East Bay Hills Fire of October 1991 ( My Fire Story ); the devastating tornadoes in the spring of 1990 in the Joliet, Illinois, area ( My Tornado Story ); the massive flooding in the Midwest in 1993 (My Flood Story); the recent Balkan War, 1999 ( My Kosovo Story ); and the World Trade Center and Pentagon disasters ( My Book about the Attack on America , 2001), My Story about Katrina and Rita , My Story about School Shootings and My Story About the Sichuan Earthquake . Children do best in a network of helpers, which this book tries to mobilize in a simple way, to give them strength to struggle with issues of terror, war and peace. The current acts of terror and war can serve as a developmental crisis for children, or as a catalyst stimulating learning and growth. Terror and war occur when people and nations believe they can't solve their problems without violence. The survival of our world depends on all of us thinking about how people and countries can cooperate better and talk to each other instead of fighting. All of our futures may depend on whether we and our children struggle thoughtfully with these issues. This workbook is carefully designed to give psychological first aid to both you and the children you know, love and teach. You are going through a great stress, just as your own children and students are. Your idea in using this book is probably the same as ours. You want to try to help children change a possibly chaotic and traumatic situation into a structured learning and coping experience. Children's fears can be managed if you include shared adult and child activity, discussion, collecting, building and organizing of knowledge.

GETTING STARTED

1. Read the whole book yourself before your child or student does, if he or she is less than ten or eleven years of age. 2. Be sure to read the "Guide for Children and Teenagers" to children who can't read it themselves, and answer any questions they may have. 3. Point out to your child or student that this terror and war are important moments in history. Now is a time the child's family and the whole world will remember. He or she can be part of history. He or she can help make a record of it with this workbook. Perhaps years later people will discover this workbook, and it will help them understand more about what happened. 4. Be flexible in your work with your child. Working on this book may take several weeks. The entire book does not have to be completed in order for the book to help. Never force a child to face a section of the book against his or her will. Allow each child to select which parts of the book to work with first and to stop using the book whenever he or she wants, even though it may not have been completed. It is usually best not to work on the book right before bedtime. 5. A child who cannot or will not work with you should have his resistance respected. See the Mental Health Checklist at the end of the book. 6. To Therapists: Our view is that severe stressors are best healed by gaining new or increased skills and broadening one's perspective, going on with life, and putting the events in a context. There should never be an insistence on endless review of the most painful memories. See the Children's Psychological Trauma Center Scientific Bulletin of February 2000 on www.cphc-sf.org for our senior author's Unifying New Theory of Posttraumatic Stress Disorder. Note how important it is to help stressed children see and remember their complex worlds broadly rather than narrowly, widely rather than only through the overly simple and stark perspective of repetitive traumatic memories. Use pictures and articles from online screenshots, newspapers and magazines. Help him or her paste them in to make the workbook into a scrapbook. Use blank pages for extra clippings. At the very least, ask the child to make some drawings and color in the illustrations, while you participate. Some children may work with the book on and off as they get stronger. Children very close to the disaster make take weeks and sometimes even months, and will be able to complete a difficult section only at a later date.

THIS IS A DANGEROUS LAND MINE. IT LOOKS LIKE A TOY. DON’T TOUCH IT!!! CALL A GROWNUP TO HELP YOU IF YOU FIND ONE.

Eleven Years and Older

Many children over age 11 will want to work on the book on their own, but it is part of a network approach for you to tactfully participate, pitch in with ideas and give your assistance at times. The older children can look up information and answers in the rear, find out about their own mental health by using the checklist, and might give you plenty of adult-sounding suggestions about how to help the community and them back to a normal life! Be available to serve as a sounding board and resource for your child or teenager, helping to find information and answering questions. Share your own reactions in words and with caring, protective actions. Try to avoid seeming incapable, numb, silent, unavailable or retreating emotionally. The whole network of caregivers can help children by being as energetic as possible in expressing thoughts, mentally processing rather just taking actions or being frozen with anxiety.

If You Were Bereaved, or if a Family Member Was Injured, or Is Missing

Studies show adults' example of strength will lead the way to children's recovery. Your children may benefit from brief preventive consultation. Bereavement is a high mental health risk for all children, and even more serious for preschool children. See www.cphc-sf.org and www.aacap.org/publications and see our resource list at the back of this book for more help and information. Use of a personal life-history book method such as this one can help preserve the bereaved child's sense of personal continuity.

For Adults and Older Teenagers

Even adults may find that using this book can help them understand better and cope better with their experiences. You can add your own questions as well as answering the questions asked of the children. You may also find that drawing or coloring the scenes may help you become calmer or help you to mentalize, remember your experiences and master them. Along with answers to "learning about the war" questions, the end of the book has a reading list for children and adolescents and a list of helpful resources. Relief efforts might be able to use your volunteer help, and that of your teenage children. Finally, a Mental Health Checklist tells you what kinds of behavior to be concerned about in your children or students during terror, war or other public stressor. Older children and teenagers as well become more clingy, dependent or angry if they have been overstressed by traumatic events. Try to tolerate but not completely accept such behavior. Affectionately state your expectations of future growth .

FOR USE AS A FAMILY

One very helpful way of using the book involves parents, brothers and sisters, and any other relatives frequently in the home, all working together. The sooner you begin to do this, the better. Each child can individually work on the same questions (each from his own workbook or on separate blank paper). Add the pages all together in one family project "About the War and Terror." When many children all work on one book, contributing their own reactions, each should sign his or her own name to his entries. Engaging in a "shared thinking and remembering" with adult leadership can help your children feel stronger and safer as they work on a joint project under your direction. This can also help bring your family closer together.

A social and family network approach helps children to have cognitive restructuring and reframing, learning new coping strategies in response to stressors.

Use of Illustrations

The drawings throughout the book can be used by families, teachers, teenagers and children in a variety of ways to help strengthen normal coping. Young children (ages 2-4), severely traumatized children, and learning-disabled or "learning specific" children (who may have a preference for visual as opposed to auditory communication) can color in the illustrations with an adult to aid in nonverbal mastery of their worries. The pictures can then be used as starting points for open- ended discussions about the events pictured. Adults and children who are "overwhelmed" with sadness, flashbacks, memories, and anxiety, who startle easily, or have insomnia or nightmares may find the process of coloring in images of the experience helpful. We suggest they choose to start with the illustrations furthest from their own experience and gradually work up to those closest to their own experience. Family members can sometimes all work on a drawing together, each coloring a portion. This may allow everyone to feel less distraught about the image before them and take control together, feel calmer and remember their feelings. The illustrations can be used as topics for early and middle childhood classroom discussion. This can be an aid in remembering and re-experiencing for those children who remain emotionally numb or have some trouble putting their fears into words. For example, a parent could ask about an illustration: "What is this child feeling?" or "What is happening?" Children often can respond by describing what someone else is feeling, when they can't talk about their own feelings. The illustrations can be used for mastery-promoting activity. Ask the child to draw a picture of what he and the family can do to make things better. Focus on benevolent aspects: what the scene will look like when there is peace again.

Acts of terror and war have occurred throughout history and all over the world. Knowing about them can help you understand more and be safer. In terror attacks, wars and other disasters people can be helped by more knowledge and talking to others about their worries. Knowledge and social support can help you stay in control of your feelings. Your ideas may help people live in peace in the future. Guide for Children and Teenagers - Why Learn About War?

ABOUT WARS

Human beings have been warring for millions of years. Even the youngest children should be taught that war is a terrible thing, even when it is necessary. People get hurt and killed, and homes, schools and buildings destroyed. Pollution from wars, like oil spills, smoke from big fires or nuclear fallout can damage the Earth's future. Women and children can be harmed by crashes, explosions, bombs, missiles, bullets, poison gas, germs, radiation and other weapons. And many people can be frightened. Sometimes the leaders of a country have to make a very hard choice. They may have to decide that our armed forces must fight a war, even though it is so terrible, because of some very important reasons. Many children and adults get frightened, sad or worried during a war. In the past 50 years, children in the countries of the United States, Afghanistan, Israel, Lebanon, Palestine, Kuwait, Rwanda, Somalia, Iran, Iraq and Ireland, Malaysia, Venezuela, Georgia, Crimea, China and Taiwan have been close to fighting or actually in wars. In the past 100 years, an even greater number of nations and people have been in wars. Many children have seen and heard warplanes, missiles, explosions and gunfire. Children have heard air-raid sirens and had to stay in shelters and wear gas masks. Some have had their homes or schools destroyed, or seen collapsed buildings. Many have family or friends who were injured or even killed, and many children have been hurt themselves. They may have had to leave their city or country. Some have had to leave family and friends behind. Many children have died because of war injuries. All through the world hundreds of millions of children have seen a tremendous amount of war on the internet and television, sometimes over and over.

Many children know or even have a parent, family member or friend who died or was injured or is missing in a war somewhere on the planet. These children may be very brave, but still worried and miss someone very much. Many children have trouble studying, sleeping, or have bad dreams during a disaster or war. They may be afraid to go to school, or have headaches or stomach aches because of their worries. They may have trouble paying attention at school and might not even know that their minds are thinking about the war instead of school work. They might feel sad and cry easily and want to be very close to their mom or dad. They might feel angry and get into trouble or fights because they are so worried. They may be scared that war would come over here even more, so they will feel very unsafe. They may miss someone they love and worry that something bad will happen to them. They may have been very sad about what did happen. Some children might not even know that they are worried about terror attacks and wars. They may have trouble even thinking about what has happened. Other children may think about frightening things that they would rather not think about at all, especially when they are reminded by the news on the radio or TV or when an airplane flies overhead.

But it is also normal for children not to get too upset. A lot of children do not get worried much at all and stay fairly happy.

War and Terror in Ukraine

Many historical events led up to Vladimir Putin deciding to go to war against Ukraine. There is no good reason for what he has done. He has been thinking, talking and writing for a long time about what happened to the Soviet Union since he was a young man in the Soviet intelligence agency. He is leading the Russian people and army into a war that is criminal. He is violating international laws, and much of the world is uniting to stop him. He is considered a war criminal. During Putin ’s lifetime the collapse of the Russian-led Soviet Union has seen Russia become economically, geographically and militarily less powerful and grand than it was. It has suffered as parts of the former Soviet Union became independent countries, reducing its influence in the world. As a leader of the reduced nation, Vladimir Putin wanted to make it as great again as it once was. He also feared the rising power of a combined set of nations in neighboring Europe that were part of an alliance called NATO. It troubled him greatly that parts of Europe that had once been part of the Soviet Union were no longer under the control of Russia. Putin has begun criminal wars to take over nations and to stamp out independence movements. He invaded and took over Crimea and the eastern parts of Ukraine. In 2022 he massed 200,000 soldiers on the borders of Ukraine and then invaded it with the soldiers, tanks, artillery, missiles and bombers. Forty-four million people were living in Ukraine at the time Putin started started the war in 2022. They had a democracy, and were eager to be culturally closer to Europe than Putin liked. Putin had established a dictatorship in Russia and felt threatened that 44 million people in neighboring Ukraine felt free to speak their minds and to vote for who would be their leaders. Putin believed people should be governed by a dictator and should not have freedom of speech and the right to elect their leaders. Ukrainian people felt very differently. They were willing to die rather than to have their freedom taken away. So, a terrible war has been going on. Many Russian soldiers have died in the invasion. Many Ukrainian soldiers and many families, including children, have been killed.

Many terrible things have happened to hospitals, buildings and even nuclear power plants. Millions of women and children have left Ukraine for the safety of staying in Poland, Romania, Germany, Hungary, France and Great Britain. There is a great problem for those people to have places to live, be warm, have food and medical care and live without the fathers, husbands, uncles and other men who stayed behind to fight against the Russian invaders. At the same time, many of the Russian soldiers did not know that they were going to fight their neighboring country and kill Ukrainian people. Many were captured and said they were very upset to find themselves doing terrible things that they did not want to do. Many Russian soldiers had Ukrainian cousins and friends and were deeply pained to be given orders to kill them. They suffered what is called “moral injury , ” a wound of the mind. All of these terrible troubles will take a long time to overcome. Many buildings have been destroyed. Many lives have ended and many families have been torn apart.

This book is to help you think about all this and get stronger, even though you have lived through terrible times.

Some History That Middle- and High-School Children Should Learn That Connects to the Present War in Ukraine Ukraine is a very ancient country. It is big, the second-largest country in Europe. Ukrainians have existed, in what is now recognized as Europe, for thousands of years and have had a distinctive culture, history, language and beliefs, despite being dominated by other countries over many centuries. In the 18 th and 19 th centuries, Ukraine was part of the various Russian Empires, and in 1917 when the Russian Revolution uprooted the Russian Empire, Ukraine became the second- largest of the Soviet Republics. In 1990, as the Soviet Union dissolved, Ukraine declared its independence and established its own government. Russia also was re- established at that time.

For High School Students: More History That Connects to The Present War in Ukraine

At the end of World War II, the Soviet Union, led by Russia, controlled an enormous amount of land and was in charge of parts of Europe. It occupied or controlled Finland, East Germany, Latvia, Estonia, Poland, Hungary and elsewhere. Gradually those nations shook off Soviet control, and the Soviet Union fell apart. Russia was left much diminished. Much of Europe became democratic. Nations in Europe united to form a European Union and the United States reinforced the military powers of Europe in an organization called NATO. Russian leaders, however, felt threatened by their diminished territory and the rising and unified powers around them on their western border. In 1999 Putin started committing crimes against humanity. He declared Chechnya had to be militarily occupied. It was a Muslim majority country. He reduced Chechnya cities to rubble, killing many civilians. He occupied it with Russian soldiers. In 2014 Putin declared a Ukrainian peninsula called Crimea was Russian. He ordered and carried out an invasion and occupation of Crimea. About the same time, pro- Russian separatists in Ukraine’s eastern provinces began an uprising, supported by Russian soldiers in unofficial uniforms, and battled Ukrainian forces.

In 2015, Putin began support of a criminal Syrian dictator Bashar al-Assad. He supported reducing cities to rubble. He supported Assad’s use of poison gas to kill civilians, violating basic principles of the United Nations charter. In December 2021 Putin demanded that NATO and the United States revise their treaty agreements with Russia. He did not succeed. He began surrounding Ukraine with many thousands of Russian troops and military equipment, while promising not to invade Ukraine. He pretended the troops were just on a military exercise.

On February 24 th 2022 Putin began an invasion of Ukraine.

Since that time, Russian ground, air and naval forces have been attacking Ukraine. They have been treating Ukraine the way they treated Chechnya and Syria. They are bombing and shelling civilian buildings and reducing them to rubble. Even hospitals, schools, day-care centers and preschools are being destroyed with bombs and artillery. Thousands of Ukrainian people are being killed or seriously injured, including many children. Thousands of Russian soldiers are being killed by Ukrainian soldiers and ordinary people who are defending their homeland.

The Ukrainian president, Volodymyr Zelensky, has been leading the brave resistance of Ukrainian people.

Putin has been surprised that he could not quickly win the war he started against Ukraine.

Millions of mothers and children have been fleeing from the war in Ukraine. They leave by car, bus, train and on foot. The trips are often slow and take a long time. Fathers and other men are staying behind to fight against the Russian invasion. Families have to bravely but sadly get along without their fathers during this war.

Large numbers of mothers and children, and even children without parents are now in refugee places in Poland, Hungary, Romania, Germany and even moving to much more distant places. It is very hard on families to be in so many strange places without their usual clothing, their usual food. Putin made a proposal that revealed historical grievances. It demanded that NATO withdraw military infrastructure placed in Eastern European states after 1997, the date of an accord signed between Russia and NATO that Moscow wants now as a starting point for a new security treaty. Before the invasion, the Russian Foreign Ministry demanded that NATO officially cancel a 2008 promise, known as the Bucharest Declaration, that Ukraine and Georgia would be welcomed into the alliance. The NATO chief invoked that declaration aftermeeting with Ukraine’s President Zelensky, saying the offer still stands. The proposal shows very different views in the United States and Russia on the military tensions over Ukraine. Russia has falsely insisted that the West has been creating the crisis by instilling anti-Russia sentiment in Ukraine, and by providing weapons. Russia falsely said Ukraine w as a critical threat to Russia’s security. The United States and European allies, in contrast, say Russia provoked the security crisis by recently placing tens of thousands of troops near Ukraine’s border. Soon the Russian proposals were accompanied by the massing of hundreds of thousands of Russian troops on Ukraine’s borders. Now, following the launch of Russia’s full -scale invasion on Feb. 24, 2022, the largest mobilization of forces Europe has seen since 1945 is under way. So far, Moscow has been denied the swift victory it anticipated.

A heroic leader in the resistance to Russian crimes against Ukraine is President Zelensky.

ABOUT PRESIDENT ZELENSKY

President Volodymyr Zelensky is 44 years old, married and a father with two children. He has become a hero with his calm but strong words, not only to his own people, but also to the world. He was an actor as well as a comedian. His intelligence and ability to communicate succinctly and movingly were demonstrated on March 8, 2022, when he appeared by videolink to a packed British House of Commons. Members of the House of Lords also watched from the public gallery. He is the first foreign leader to be allowed to address MP’s directly in the Commons chamber. Looking exhausted , wearing a khaki T- shirt and jacket, he spoke about the first 13 days of war. Many MPs wearing headphones looked moved by the translated speech. On March 15, he spoke to Can ada’s Parliament and on March 16 to the U.S. Congress. At one point, Zelensky said, “The question for us now is to be or not to be. Oh no, this is a Shakespearean question. For 13 days this question could have been asked. But now I can give you a definite answer. It’s definitely yes, to be.” Zelensky also said, in reference to what Winston Churchill said in a 1940 speech when Britain was under attack, “We will not give up and we will not lose. We will fight until the end, at sea, in the air. We will continue fighting for our land, whatever the cost. We will fight in the forests, in the fields, on the coasts, in the streets.” He concluded in a direct address to Britain’s Prime Minister Boris Johnson: “We are looking for your help, for the help of Western countries. We are thankful for this help, and I am grateful to you, Boris. Please increase the pressure of sanctions against Russia and please recognise that country as a terrorist country.” The Prime Minister responded: “Never befo re, in all our centuries of parliamentary democracy has the House listened to such an address. In a great European capital now within range of Russian guns, President Volodymyr Zelensky is standing firm for democracy and freedom. In his righteous defiance, I believe he has moved the hearts of everybody in this House. Sir Keir Starmer, the leader of the opposition, praised the bravery, resolve and leadership of the president, and Liberal Democrat leader Ed Davey called on the queen to grant him an honorary knighthood. There was another standing ovation when he finished his speech. Zelensky appealed to the UK, which had faced Hitler and fought against an invasion in WW11. The solidarity was palpable. To many, Zelensky has become the leader of the Western world. Many agree that Europe and America have not done enough by failing to allow Ukraine to have membership of the European Union and NATO. The skies above Ukraine remain dangerous, leaving the civilians open to attack and injury, if not death from Russian bombs and missiles. Zelensky himself has avoided several assassination attempts in Kyiv. Zelensky has come out onto the streets, showing that he has not gone away and that he stands with his people and his country. There are photographs of his even winking into the camera; a sign of his playfulness and spirit. He is Jewish and his grandfather survived the Holocaust. He has become a world-wide hero. A symbol of resilience, morality and bravery. A truly good human being in an inhumane war.

TO ALL CHILDREN AND TEENAGERS: MORE ABOUT USING THIS BOOK Talking to grownups and other kids about your feelings or worries and about what happened can help you feel better. It can also help you learn more about what to do to help others during a war. And maybe you can learn more about how to cooperate and solve problems without fighting. Using this book may help you to talk to others, and it may help you in other ways.By writing down or drawing pictures about what you remember, what you think about and what your feelings are, you can feel stronger. You'll make your own personal record of what has happened. If you can use this book by yourself, or with the help of a caregiver or teacher, you can feel stronger and keep on learning more. And maybe you could help others too, if you share what you learn.  Look through this book and begin wherever you want.  Fill in as many of the blank spaces as you can.  Ask for help if you need it to understand the questions or to write down the answers.  Try drawing pictures or coloring in the pictures that are already in this book.  Make a scrapbook out of this book by stapling in extra pages. Use extra pages to hold newspaper or magazine clippings and paste in any photographs of the war that you can find.  Answer the quiz questions if you can. Take your

time. You can skip anything that makes you upset. Come back to it another time. Definitely talk to a grownup if you become upset or worried.  Share what you have learned. To learn more about terror, war, peace efforts, helping survivors, the armed forces or the United Nations, go to your library and use the reading list at the end of this book.

My Book About The War And Terror

Here's a Photo or Drawing of Me:

My Book About the War and Terror

BY:________________________________________ (My Name)

I started this book on:______________________

I finished this book on:____________________

___________________________helped me to write this book.

WHO I AM

I am a

with

sisters

and

brothers.

Usually, I live at:

____________________________in________________.

The people who usually live with me are: _________________________________________________

____________________________________________________

My address is:___________________________________

My telephone number is________________________________

Some things I like to do are:_________________________

_________________________________________________

More Information

In case there is ever a big problem with using the phones

or keeping records, I like to keep this information handy:

My Mother’s Name:

Her Address:

Her Telephone Number

My Father’s Name:

His Address:

His Telephone Number

My Grandpa ’s Name:

His Address:

His Telephone Number

My Grandma ’s Name:

Her Address:

Her Telephone Number

Another person I could call in case in an emergency is:

Name:

Address:

Telephone Number

I am in the

grade.

My School Name is:

My School Address:

My School Telephone

Number:

HERE'S A DRAWING OR PHOTO OF MY FAMILY DOING SOMETHING:

This is a dangerous device called a landmine. DON’T TOUCH IT IF YOU FIND ONE. It is made to look like a toy. It can kill people who touch it.

My brother's and sister's names are:

NAME

AGE

ADDRESS

TELEPHONE

My best friend's names are:

NAME

AGE

ADDRESS

TELEPHONE

WHEN IT HAPPENED

On February 24, 2022, our country was invaded

and went to war.

Since I was born on

, at t he t ime

t he war started

I was

years and

months old.

So that I can remember exactly when this war

happened, I will write some of the other things

that I can remember about that time.

The season was: ____________________________________________

Other important things that were happening around that time were:

I will never forget the war because:

My Personal Story

Now, here's my personal story, about things that I

might be the only one to know:

Where I Was

When I first heard about the war, I was

Who I Was With

I was with:

Refugees

Train

BUS

TANK

WATCHING THE NEWS

WHAT I WAS DOING

I was:

WHAT I FELT, HEARD, AND SAW

At first, I felt:

The first thing I heard about the war was:

The first thing I saw about the war was:

Here Is a Drawing of the Most Frightening Thing I Saw:

Then, I heard and saw:

The strangest thing I saw was:

The most frightening thing I saw was:

The saddest thing I saw was:

The best thing that happened was

GLAD TO BE ALIVE

FEELING BETTER

Here Is a Picture of Where I Was When I First Saw or Heard About the War:

What I Have Been Thinking About

Circle all the words that fit

When I first heard about the war I felt:

my heart beat hard

sick to my stomach

I wanted to help the people

puzzled by why they did this

proud of the Ukrainian forces

frightened

sad

I wanted revenge

At first, what I was worried about was:

After thewar started, I saw some bad things. I saw:

and I thought about:

Later I saw:

and I thought about:

Here Is a Drawing of What I Was Worried About:

Sometimes grown ups worry about the war. Some of the

bad things that happened in my family because of the war

are:

Some of the bad things that happened to other kids who are

friends of mine or to grownups that I know are:

Some of the other bad things that happened that I heard about are:

Some adults were proud, some were scared, worried or angry

about the war. How I felt about this was:

Now that it has been a while since the war started, I feel:

Circle all that are true

lonely

sad

happy

angry at myself

afraid

bad

alert

angry at

relieved

sick

helpless

my heart beat fast sorry for others watching out for danger

glad

numb

sweaty

mixed up

clear minded

sorry for myself

SCARED FEELINGS

ABOUT MY DREAMS

Here is something else only I know about, my own dreams.

Before the war, myworst dream in my whole life was like

this:

Today is________,20____. Since the war I have had

dreams I can remember. Here is the story of the worst

one. I had it on or about_____________20_______

A CHILD DREAMING

Here Is a Drawing of a Scene from the Worst Dream:

Here is the story of the best dream I've had

since the war started. I had it on or

about_________________20_______

Here Is a Drawing of a Scene from the Best Dream:

Things that make me think about this are:

Things that I can do to help stop remembering for a while are:

The part I can't remember too well is:

SAYING GOODBYE

A CHILD CRYING

Here Is a Drawing of What I Most Hate

to Think About the War:

Here Is another Drawing of What I Most Hate to Think About The War:

Other Important News I Know About

At first, we didn't know all about what happened. Later, on

the internet or television, I saw airplanes, missiles, bombs,

poison gas, soldiers, ships, tanks, oil spills, President

Ze l ensky , and other things.

This is what I thought about some of those news stories:

Here's a true story about some things I know that good

people did to help each other during the war:

(Parents, caregivers and older children, see rear of book for a

list of helping agencies.)

“WAR” A child's drawing

"ARMY" a child's drawing

“MISS I LES” Achild's drawing

(

When I first saw the pictures on the internet or TV,my feelings were:

The war has been dangerous. Many people have died and

others have been injured. There was big trouble in a place

called:

One thing I heard about that place was:

Here are some things I saw, heard or read about in other

places

TANKS

SOLDIERS

“ A BOMBED HOUSE" a child's drawing

TAKING SHELTER

REDCROSS

TRY TO DRAW WHAT DO YOU THINK ABOUT NOW

ASKING FOR HELP

The Hardest Part For Me

Forme the hardest thing about the war so far was:

Here's a story about someone who was hurt, killed or captured:

Here's a story about someone who did something very good for other people:

Here is a good thing that someone did for me when I was younger:

Here's a true story about someone whose mom, dad,

brother, sister, or relative had to go to fight in the war:

This is how I found out about these things:

The best things that happened were: