The continuity principle: A unified approach to disaster and trauma

Abstract

The continuity principle stipulates that through all stages of disaster, management and treatment should aim at preserving and restoring functional, historical, and interpersonal continuities, at the individual, family, organization, and community levels. Two misconceptions work against this principle and lead to decisional errors: the "abnormalcy bias" which results in underestimating victims' ability to cope with disaster, and the "normalcy bias" which results in underestimating the probability or extent of expected disruption. This article clarifies these biases and details the potential contributions of the continuity principle at the different stages of the disaster.

Heritage planning and rethinking the meaning and values of designating heritage sites in a post-disaster context: The case of Aceh, Indonesia

“…Opinions based on community perceptions are supported by the 'principle of sustainability'. Omer and Alon argued that value identification aims to preserve and restore functional, historical, and interpersonal sustainability at the level of individuals, families, organizations, and communities [60]. This paper agrees with this basic thinking, and feels that embracing the former social and cultural context is fundamental for the continuity of the object; the heritage site is tangible and intangible.…”

Children and the Sphere standard on mental and social aspects of health

“…The entire programme was evaluated using qualitative and quantitative indicators and positive outcomes were found, including improved conduct at school, less evidence of war-related games and toys, decreased isolation, violence and aggressive behaviour, and increased school attendance. The practice of restoring normal recreational activities for children is consistent with the aforementioned continuity principle (Omer and Alon, 1994).…”

“…In addition, for those children who were in school before the disaster, recommencing school sends children the message that they are expected to resume their normal roles as students, providing positive expectations for adaptation (Vernberg and Vogel, 1993). Recognising the importance of routines, Omer and Alon (1994) have proposed the 'continuity principle', which stipulates that throughout all stages of a disaster, interventions should aim to preserve and restore continuities disrupted by the event. According to this principle, the more an intervention is based on a child's existing (unharmful) individual, familial, organisational and communal routines (for instance, school, recreational activities and relationships), the more effective it will be in counteracting the disruptive effects of a disaster.…”

Sinistres et intervenants

“…Ce changement correspond à un nouveau mode de fonctionnement social temporaire où les valeurs et les priorités sont spécifiquement organisées en fonction du désastre. Omer et Alon (1994) , Lamontagne suggère une défini-tion d'un désastre comportant certains critères :…”