Includes bibliographical references (p. 203-220) and index.
Contents:
THEORETICAL AND EMPIRICAL BACKGROUND ON MASS DISASTERS, STRESS RESPONSES, AND POSITIVE RESPONDING -- Introduction: Triggers and Assumptions -- The Events Triggering This Book -- Our Preliminary Assumptions -- The Psychological Impact of Disasters on Children -- Impact of Context, Personal Factors, and Recovery Environment on Psychological Responses to Disaster -- Two Extreme Contexts for Disaster: Terrorist Attack and Unconventional Weapon Use -- Postdisaster Stress and Loss Reactions, Processing, and Coping -- From Normative Postdisaster Stress Response to Full-Fledged Disorder -- Bereavement in the Wake of Traumatic Death -- The Effects of Traumatic Events on the Family, the Parent-Child Relationship, and the Parent-School Partnership -- Coping, Habituation, Resilience, and Trauma-Induced Growth -- MULTISYSTEMIC INTERVENTIONS IN SCHOOLS -- Conceptual Basis for School-Wide Preventative Intervention -- The Generic Intervention Approach and Principles -- Developmental, Functional, and Cultural Considerations -- Interventions for Students, Staff, and Families -- School-Based 7-Level Preventive Intervention Model -- Active, Positive, and Expressive Activities That Foster Students' Adaptive Coping and Processing -- School-Based Preventive Interventions with Parents Around Mass Trauma -- Assessment and Treatment of Trauma-Related Disorders in Children: A Tertiary Prevention Perspective.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.