School Safety and School Connectedness as Resilience Factors for Students Facing Terror

Autor/in	Yablon, Yaacov B.
Titel	School Safety and School Connectedness as Resilience Factors for Students Facing Terror
Quelle	In: School Psychology, 34 (2019) 2, S.129-137 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000259
Schlagwörter	School Safety; Student School Relationship; Resilience (Psychology); Terrorism; Posttraumatic Stress Disorder; Educational Environment; At Risk Students; Grade 10; Grade 11; Grade 12; High School Students; Symptoms (Individual Disorders); Gender Differences; Foreign Countries; Israel; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Terrorismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychiatrische Symptomatik; Geschlechterkonflikt; Ausland
Abstract	The aim of the study was to investigate the mediating effect of school safety and school connectedness on the development of posttraumatic stress disorder (PTSD) and posttraumatic growth (PTG) among boys and girls facing terror. A cross-sectional research design using a nationwide random sample of 609 (54% girls) 9th (25%), 10th (26%), 11th (24%), and 12th graders (24%) from state-run Jewish schools in Israel was used. The participants responded to questionnaires on PTSD and PTG, exposure to terror, school safety, and school connectedness. The findings revealed that feeling safe in school is related to fewer PTSD symptoms, but at the same time to less PTG. Contrary to the research hypothesis, school connectedness was related to more PTSD symptoms, but also to higher PTG. The mediating effects of school safety and school connectedness were related to student gender, because school connectedness mediated the effect of exposure to terror only among boys. The findings also contribute to the theoretical discussion on the connection between PTSD and PTG and reveal that school experiences play an important role in explaining students' resilience when facing terror. Nonetheless, it seems that school cannot be regarded as a monolithic experience, as the same aspects of school experience interact differently with PTG and PTSD. For some students, a positive school experience is related to greater risk for PTSD symptoms instead of serving as a protective factor. The findings stress the challenge facing schools in supporting students who face terror. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01