School-Based Multisystemic Interventions For Mass Trauma

2004
ISBN: 978-0-306-48066-9
Verlag: Springer

Buch, Englisch, 233 Seiten, Format (B × H): 170 mm x 257 mm, Gewicht: 621 g

School-Based Multisystemic Interventions for Mass Trauma presents the theoretical foundations of school-based crisis intervention, which is a systemic approach to helping the school system in an emergency.
The book offers a theory- and research-based framework to address the numerous and varied needs of student, parents, educational staff, school administration, and the mental health professionals themselves. The sections include the following: A systematic review of the theory and findings relevant to mass disasters, their impact on children, and postdisaster stress processing and positive coping; A conceptual basis for schoolwide preventive interventions; and, A comprehensive multisystemic intervention plan involving school children, school personnel, and community agencies. School-Based Multisystemic Interventions for Mass Trauma is a valuable resource for school psychologists, school mental health workers, clinical child psychologists, school counsellors, as well as for educators and school administrators.

Zielgruppe

Research

Autoren/Hrsg.

Cohen, Esther

Klingman, Avigdor

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erziehungsberatung
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik Soziale Dienste, Soziale Organisationen

Inhaltsverzeichnis

1. The Events Triggering This Book.- 2. Our Preliminary Assumptions.- 3. Impact of Context, Personal Factors, and Recovery Environment on Psychological Responses to Disaster.- 4. Two Extreme Contexts for Disaster: Terrorist Attack and Unconventional Weapon Use.- 5. From Normative Postdisaster Stress Response to Full-Fledged Disorder.- 6. Bereavement in the Wake of Traumatic Death 53.- 7. The Effects of Traumatic Events on the Family, the Parent-Child Relationship, and the Parent-School Partnership.- 8. Coping, Habituation, Resilience, and Trauma-Induced Growth.- 9. The Generic Intervention Approach and Principles.- 10. Developmental, Functional, and Cultural Considerations.- 11. School-Based 7-Level Preventive Intervention Model.- 12. Active, Positive, and Expressive Activities That Foster Students’ Adaptive Coping and Processing.- 13. School-Based Preventive Interventions with Parents Around Mass Trauma.- 14. Assessment and Treatment of Trauma-Related Disorders in Children: A Tertiary Prevention Perspective.- Endnote.- References.

Über Autor(innen)

Avigdor Klingman is Professor in the Counseling and Therapy Division of the Faculty of Education of the University of Haifa and has served as Head of the State Disaster Crises Intervention Division of the Psychological Services of the Ministry of Education in Israel. His work has been selected by the American Psychological Association’s Division of Child, Youth, and Family as a model program for service delivery. His work includes research on children's and adolescents’ stress reactions and coping in war and warlike situations and the study of the effects of school-based primary prevention and stress inoculation programs.

Esther Cohen is Chair of the Graduate Program for Educational and Child-Clinical Psychology at the Hebrew University in Jerusalem. She has been engaged in clinical work with children, families, and groups affected by war and terrorism, served as the head of the preschool psychological services for the city of Jerusalem and in the aftermath of 9/11 lectured, trained, and consulted at the Ackerman Institute, the NYU Child Study Center, and the NYU International Trauma Studies Center.