School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt.
School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt.
复制标题
DOI：
10.1007/s12310-014-9140-x
复制
发表时间：
2015-06-01
影响因子：
2.6
通讯作者：
Comer, Jonathan S.
中科院分区：
文献类型：
--
作者：
Green, Jennifer Greif;Holt, Melissa K.;Kwong, Lana;Reid, Gerald;Xuan, Ziming;Comer, Jonathan S.
学校工作人员在大规模危机事件发生后提供关键的心理健康服务，特别是教师可以在课堂上提供重要的支持。本研究探讨了波士顿地区教师对课堂精神痛苦的看法，以及学校和教师在2013年波士顿马拉松爆炸案和随后的搜捕行动后提供的支持类型。波士顿地区K-12教师（N = 147）在社区不同程度的暴露于爆炸和搜捕完成了一个匿名的网络调查后2-5个月的攻击。教师们报告了学生们在爆炸和搜捕中的暴露情况、全班的精神痛苦，以及他们和学校为学生提供的支持类型。教师报告的学生暴露于爆炸和搜捕显着相关，他们的看法更大的教室范围内的精神痛苦。几乎一半的人表示他们的学校没有应对危机的正式政策，一半的人报告说没有应对事件的培训，甚至最常见的基于课堂的支持策略--向学生保证他们的安全--也只有76%的教师提供。教师的看法，学生暴露于搜捕，但不是爆炸，显着相关的提供更多的这些支持。在波士顿马拉松爆炸案和搜捕行动之后，教师和学校提供了支持;然而，支持的程度和类型差异很大。与教师合作，最有效地和一贯地担任这一复杂的角色，有可能改善以学校为基础的危机应对计划，以及学生的成果。
School staff provide key mental health services following mass crisis events and teachers, in particular, can provide important supports within their classrooms. This study examines Boston-area teachers’ perception of classroom-wide psychiatric distress and the types of supports that schools and teachers provided following the 2013 Boston Marathon bombing and subsequent manhunt. Boston-area K-12 teachers (N = 147) in communities with varying levels of exposure to the bombing and manhunt completed an anonymous web-based survey 2–5 months after the attack. Teachers reported on students’ exposure to the bombings and manhunt, classroom-wide psychiatric distress, and the types of supports they and their schools provided students. Teacher reports of student exposure to the bombings and manhunt were significantly associated with their perceptions of greater classroom-wide psychiatric distress. Almost half indicated that their school had no formal policy for responding to the crisis, half reported no training to address events, and even the most common classroom-based support strategy—reassuring students of their safety—was provided by only 76 % of teachers. Teacher perceptions of student exposure to the manhunt, but not the bombing, were significantly associated with greater provision of these supports. In the aftermath of the Boston Marathon bombings and manhunt, teachers and schools provided supports; however, the extent and types of supports varied considerably. Working with teachers to most effectively and consistently serve in this complex role has the potential to improve school-based crisis response plans, as well as student outcomes.
登录
查看更多内容
影响因子：
--
作者：
McLaughlin, Katie A.;Green, Jennifer Greif;Gruber, Michael J.;Sampson, Nancy A.;Zaslavsky, Alan M.;Kessler, Ronald C.
通讯作者：
Kessler, Ronald C.
影响因子：
7.4
作者：
McLaughlin, Katie A.;Busso, Daniel S.;Duys, Andrea;Green, Jennifer Greif;Alves, Sonia;Way, Marcus;Sheridan, Margaret A.
通讯作者：
Sheridan, Margaret A.
影响因子：
--
作者：
Hoven, CW;Duarte, CS;Susser, E
通讯作者：
Susser, E
影响因子：
2
作者：
Felix, Erika;Vernberg, Eric M.;Pfefferbaum, Betty
通讯作者：
Pfefferbaum, Betty
影响因子：
8
作者：
Comer, Jonathan S.;Dantowitz, Annie;Green, Jennifer Greif
通讯作者：
Green, Jennifer Greif