Citation

Deering CG. J. Child Adolesc. Psychiatr. Nurs. 2000; 13(1): 7-16.

Affiliation

Clayton College and State University, Morrow, GA, USA. catherinedeering@mail.clayton.edu

Copyright

(Copyright © 2000, John Wiley and Sons)

DOI

unavailable

PMID

11022467

Abstract

TOPIC: This paper applies cognitive developmental theory to explain how preschoolers, school-age children, and adolescents process and respond to disasters. PURPOSE: To help clinicians understand the disaster experience from a child's point of view, recognize age-specific reactions, identify symptoms that may signal coping difficulties, and plan effective interventions. SOURCES: Case examples from the author's work with flood victims illustrate typical reactions for children (preschool to adolescents) within a family context, along with developmentally appropriate interventions. CONCLUSIONS: Children affected by disasters need nursing interventions geared toward their particular developmental level and sensitive to their perception of the disaster.

Language: en