Preventing Children's Posttraumatic Stress After Disaster With Teacher-Based Intervention: A Controlled Study

Wolmer, Leo; Hamiel, Daniel; Laor, Nathaniel

doi:10.1016/j.jaac.2011.01.002

Cited by 126 publications

(71 citation statements)

References 31 publications

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“…This result confirmed what Wolmer et al (2011) had suggested that teachers feel uncomfortable in undertaking a psychological interventions' role for children due to their lack of adequate knowledge and skills. Likewise, Bizumic et al (2009:133) caution that many teachers are incompetent in addressing the needs of traumatised children which in some part may be due to them suffering the loss of their homes or suddenly facing the trauma of teaching in PDSs.…”

Section: School Teachers' Traumatic Experiencesupporting

confidence: 87%

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Schoolteachers' traumatic experiences and responses in the context of a large-scale earthquake in China

Lei

2016

International Journal of School & Educational Psychology

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Section: School Teachers' Traumatic Experiencesupporting

confidence: 87%

“…If teachers are equipped with sufficient knowledge and coping skills then they will be more confident and willing to take the role when they are needed. An outcome of this strategy may be that teachers are encouraged to make decisions and show their leadership (Wolmer et al, 2011). …”

Section: The Role Of Teachers In Pdssmentioning

confidence: 99%

Schoolteachers' traumatic experiences and responses in the context of a large-scale earthquake in China

Lei

2016

International Journal of School & Educational Psychology

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“…Interventions aimed at increasing individual resources for coping with traumatic events or at preventing their occurrence or repetition may possibly reduce the likelihood of a person responding to such events with TI, should such events occur. Examples of such interventions include programmes designed to enhance the preparedness of children and teenagers in relation to rocket attacks (Wolmer, Hamiel, & Laor, 2011) and earthquakes (Tamanas & Manos, 2004), programmes used to train emergency workers, flight or ship crews, firefighters, security forces and military personnel (Griffith & West, 2013;O'Connor et al, 2008), and programmes that seek to prevent childhood sexual abuse (del Campo & López, 2006;Zwi et al, 2007) and maltreatment of youth and adults (Foshee et al, 2004;Whitaker et al, 2006). 1 Moreover, even in situations of physical or sexual assault in which it is not possible to resist or escape and where it is said that IT could have adaptive value by reducing the probability of harm (see Heidt et al, 2005), an alternative survival strategy would be to learn to respond not with involuntary TI but with volitional acquiescence (Zoellner, 2008).…”

Section: Discussionmentioning

confidence: 99%

Predictores de la inmovilidad tónica ante eventos traumáticos

2015

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Título: Predictores de la inmovilidad tónica ante eventos traumáticos. Resumen: La inmovilidad tónica (IT) es una posible reacción ante el peligro que es facilitada por el miedo intenso, la restricción física y la incapacidad percibida de escapar. Otras variables que podrían influir, tales como el tipo de eventos traumáticos, características de los mismos y características personales han sido poco o nada estudiadas. El presente estudio evaluó la capacidad de estas variables para predecir la IT en una muestra de 273 universitarios que habían experimentado al menos un suceso traumático. El 7.7% y el 13.2% de participantes reaccionaron con IT según las dos definiciones más estrictas adoptadas. La mayoría de las variables estuvieron significativamente asociadas con la IT en análisis univariantes. Sin embargo, en un análisis de regresión múltiple, sólo ciertas características de los eventos (ocurrencia de maltrato físico/ abuso sexual, número de tipos diferentes de eventos experimentados) y determinadas reacciones ante los mismos (percepción de lo traumáticos que fueron, respuesta de miedo intenso) fueron predictores significativos de la IT. Puesto que estos predictores sólo explicaron el 25% de la varianza, debería investigarse la influencia de otras variables, tales como el neuroticismo, la afectividad negativa y la sensación de falta de control personal o de recursos para afrontar los eventos traumáti-cos. Palabras clave: inmovilidad tónica; eventos traumáticos; trauma; Escala de Inmovilidad Tónica; Cuestionario de Eventos Traumáticos.Abstract: Tonic immobility (TI) is a possible reaction to danger that is facilitated by intense fear, physical restraint and perceived inability to escape. Other variables that could affect TI, such as the type and characteristics of traumatic events and personal characteristics have been little or no studied. The present study evaluated the power of these variables to predict TI in a sample of 273 college students who had experienced at least one traumatic event. Of the sample, 7.7% and 13.2% responded with TI according to the two stricter definitions adopted. Most of the variables were significantly associated with TI in univariate analyses. However, in a multiple regression analysis, only certain features of the events (occurrence of physical/sexual abuse, number of different types of events experienced) and certain reactions to them (perception of how traumatic were the events, severe fear response) were significant predictors of TI. Since these predictors explained only 25% of the variance, the influence of other variables -such as neuroticism, negative affectivity and perceived lack of personal control or resources to cope with traumatic events-should be investigated.

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“…Resilience enhancement prevention programs to face mass trauma have been published for school children 28 but not for preschoolers. For example, a universal costeffective teacher-delivered intervention aimed at building resilience among children exposed to ongoing rocket attacks demonstrated a 57% lower rate of post-trauma symptoms in the intervention compared to a control group.…”

Section: Prevention/resilience and Preparednessmentioning

confidence: 99%

Preschool children facing mass trauma: Disasters, war and terrorism

Wolmer¹

2018

J Mental Health & Clin Psychology

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Preschool children are exposed to an increasingly wide variety of disasters and terrorist incidents that may have severe effects on their mental health and development. The goal of this paper is to review the research literature regarding the needs of preschoolers in the context of disasters and terrorism with the aim of understanding: a) the consequences of such events for young children and the main moderating variables influencing the eventconsequence association. b) the existing methods for assessment, prevention and intervention to provide recommendations and point out required research and development. We differentiate between screening tools that provide initial evaluation and assessment tools for diagnosing preschooler children's' pathology and review possible interventions that address the preschool child's needs before, during and after the incident itself. We discuss the challenges in performing research following disaster and terrorism and the lack of dissemination and research of prevention programs and mass interventions for preschoolers. Finally, we emphasize the need for research and intervention programs aimed at dealing with the impact of terrorism and armed conflict on children's worldview.

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Preventing Children's Posttraumatic Stress After Disaster With Teacher-Based Intervention: A Controlled Study

Cited by 126 publications

References 31 publications

Schoolteachers' traumatic experiences and responses in the context of a large-scale earthquake in China

Schoolteachers' traumatic experiences and responses in the context of a large-scale earthquake in China

Predictores de la inmovilidad tónica ante eventos traumáticos

Preschool children facing mass trauma: Disasters, war and terrorism

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