A Cognitive Developmental Approach to Understanding How Children Cope With Disasters

Deering, Catherine Gray

doi:10.1111/j.1744-6171.2000.tb00070.x

Cited by 33 publications

(34 citation statements)

References 28 publications

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“…The finding that child age is significant in terms of parents' beliefs and behaviors already is well established (Mowder et al, 1993(Mowder et al, , 1995 and consistent with the PDT. That parents differentially perceive parenting importance and frequency as a function of their child's age is important since children developmentally display specific variations in their reactions to trauma (Deering, 2000;McDermott & Palmer, 2002;Ronen, 2002). For instance, underly stressed infants and toddlers often show many signs of distress, such as increased crying and irritability, sleep disturbances, and fears of being alone (Appleyard & Osofsky, 2003).…”

Section: Discussionmentioning

confidence: 98%

Parents, children, and trauma: Parent role perceptions and behaviors related to the 9/11 tragedy

et al. 2006

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The trauma associated with 9/11 affected and continues to influence children, families, and other groups of people. While research is cataloging the various coping difficulties experienced, few studies specifically address issues related to parenting perceptions and related activities or behaviors. We examined individuals employed in close proximity to Ground Zero and considered these individuals' perspectives regarding their parenting perceptions and behaviors. In addition to capturing parenting subsequent to 9/11, the researchers also asked participants about their parenting beliefs and behaviors prior to and immediately after 9/11. Additional variables, such as directly viewing 9/11 and participating in the evacuation, parent age and gender, child age and gender, and ethnicity, were considered in light of parenting beliefs and practices. The retrospective questions, while not ideal methodologically, reveal that some parent characteristics and behaviors changed immediately following 9/11 and subsequently returned to pre-9/11 levels, others changed and remain altered, while others stayed relatively stable over time. Implications of this research for further study as well as mental health practice related to children and families are presented.

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Section: Discussionmentioning

confidence: 98%

Parents, children, and trauma: Parent role perceptions and behaviors related to the 9/11 tragedy

et al. 2006

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“…Deering (2000) relied on Piaget’s theory of cognitive development to describe changes in coping styles and strategies in the context of disasters. During infancy and through early childhood, children rely on imagination and attribute human characteristics to inanimate objects (animism), which can shape disaster-specific fears.…”

Section: Developmental Changes In Copingmentioning

confidence: 99%

Children's Coping in the Context of Disasters and Terrorism

Pfefferbaum

Noffsinger

Wind

et al. 2013

Journal of Loss and Trauma

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Disasters and terrorism present significant and often overwhelming challenges for children and families worldwide. Individual, family, and social factors influence disaster reactions and the diverse ways in which children cope. This article links conceptualizations of stress and coping to empirical knowledge of children’s disaster reactions, identifies limitations in our current understanding, and suggests areas for future study of disaster coping. Coping strategies, developmental trajectories influencing coping, and the interplay between parent and child coping represent critical areas for advancing the field and for informing programs and services that benefit children’s preparedness and foster resilience in the face of mass trauma.

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“…Interventions to alleviate the psychological burden should be developmentally appropriate. 25 The response of younger children to disaster is dominated by mood, anxiety, and behavioral symptoms. 6 They are largely unable to understand the intentions and logic of others and, consequently, have great difficulty distinguishing a deliberate action from an unintentional incident.…”

Section: Developmental Effects On Response To Traumamentioning

confidence: 99%

Psychosocial Implications of Disaster or Terrorism on Children: A Guide for the Pediatrician

Hagan¹

2005

Pediatrics

109

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ABSTRACT. During and after disasters, pediatricians can assist parents and community leaders not only by accommodating the unique needs of children but also by being cognizant of the psychological responses of children to reduce the possibility of long-term psychological morbidity. The effects of disaster on children are mediated by many factors including personal experience, parental reaction, developmental competency, gender, and the stage of disaster response. Pediatricians can be effective advocates for the child and family and at the community level and can affect national policy in support of families. In this report, specific children's responses are delineated, risk factors for adverse reactions are discussed, and advice is given for pediatricians to ameliorate the effects of disaster on children. Pediatrics 2005; 116:787-795; terrorism, disaster preparedness, posttraumatic stress disorder, anxiety.

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A Cognitive Developmental Approach to Understanding How Children Cope With Disasters

Abstract: Children affected by disasters need nursing interventions geared toward their particular developmental level and sensitive to their perception of the disaster.

Cited by 33 publications

References 28 publications

Parents, children, and trauma: Parent role perceptions and behaviors related to the 9/11 tragedy

Parents, children, and trauma: Parent role perceptions and behaviors related to the 9/11 tragedy

Children's Coping in the Context of Disasters and Terrorism

Psychosocial Implications of Disaster or Terrorism on Children: A Guide for the Pediatrician

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