Citation

Schultz JH, Langballe A, Raundalen M. Eur. J. Psychotraumatol. 2014; 5: e22758.

Affiliation

Center for Crisis Psychology, Bergen, Norway.

Copyright

(Copyright © 2014, The Author(s), Publisher Co-action Publishing)

DOI

10.3402/ejpt.v5.22758

PMID

25018859

Abstract

BACKGROUND: In the context of crisis and disasters, school-aged children are a vulnerable group with fewer coping resources than adults. The school is a key arena for preventive interventions; teachers can be given a key role in large-scale school-based interventions following a man-made or natural disaster.

OBJECTIVES: This paper describes a practical example of designing a school-based population-level intervention.

METHODS: The preventive measures were delivered as a national communication strategy between teachers and pupils aged 6-19 concerning the terror attack on 22 July 2011 in Norway. The strategy is based on principles from international research.

RESULTS: The presentation contributes to the discussion of defining the teacher's role in school-based crisis interventions and dealing with high-intensity media coverage of war, terror, and catastrophes.

CONCLUSIONS: THE PRESENTATION PROVIDES EDUCATIONAL AND PSYCHOLOGICAL PERSPECTIVES ON HOW TEACHERS CAN TAKE AN ACTIVE ROLE IN HELPING PUPILS TO DEAL WITH SUCH EVENTS THROUGH TWO APPROACHES: the therapeutic approach, to restore calm and feelings of safety; and the educational approach, to foster reflection and deeper understanding.

Language: en