SCHOOLS IN THE SHADOW OF TERRORISM: PSYCHOSOCIAL ADJUSTMENT AND INTEREST IN INTERVENTIONS FOLLOWING TERROR ATTACKS
SCHOOLS IN THE SHADOW OF TERRORISM: PSYCHOSOCIAL ADJUSTMENT AND INTEREST IN INTERVENTIONS FOLLOWING TERROR ATTACKS
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DOI：
10.1002/pits.20493
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发表时间：
2010-07-01
影响因子：
2
通讯作者：
Pfefferbaum, Betty
中科院分区：
文献类型：
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作者：
Felix, Erika;Vernberg, Eric M.;Pfefferbaum, Betty
恐怖事件发生后，教师和非教学人员在帮助儿童康复方面发挥了重要作用，但人们对他们是否愿意提供帮助知之甚少。在2001年9月11日的恐怖袭击(2001年9月11日，袭击：狙击手射击)之后，我们对华盛顿特区一个学区的399名员工进行了调查，了解他们的暴露、适应、兴趣和参与心理社会干预的情况。10%到27%的人在调查前一个月经历了一种或多种创伤后应激症状(取决于症状的类别)。回归分析显示，创伤周围的痛苦、行为改变和创伤后的成长预示着对心理社会干预信息的兴趣。感觉准备好了，适应性地管理工作责任，以及察觉到学生问题的增加与干预学生有关。讨论了对学校准备工作的影响。(C)2010年威利期刊公司。
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. (C) 2010 Wiley Periodicals, Inc.