Schools in the Shadow of Terrorism: Psychosocial Adjustment and Interest in Interventions following Terror Attacks

Autor/inn/en	Felix, Erika; Vernberg, Eric M.; Pfefferbaum, Rose L.; Gill, Dodie C.; Schorr, John; Boudreaux, Angela; Gurwitch, Robin H.; Galea, Sandro; Pfefferbaum, Betty
Titel	Schools in the Shadow of Terrorism: Psychosocial Adjustment and Interest in Interventions following Terror Attacks
Quelle	In: Psychology in the Schools, 47 (2010) 6, S.592-605 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20493
Schlagwörter	Student Problems; Terrorism; Posttraumatic Stress Disorder; Behavior Modification; Behavior Change; School Personnel; Emotional Adjustment; Social Adjustment; Intervention; Surveys; Prediction; Regression (Statistics); Emergency Programs; Interviews; Measures (Individuals); District of Columbia + Suchen Sie Ihr Suchwort? Studienproblem; Terrorismus; Behaviour modification; Verhaltensänderung; Schulpersonal; Emotionale Anpassung; Soziale Anpassung; Survey; Umfrage; Befragung; Vorhersage; Regression; Regressionsanalyse; Hilfsprogramm; Interviewing; Interviewtechnik; Messdaten
Abstract	Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.-area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10