@article{ref1,
title="Explaining the unexplainable: designing a national strategy on classroom communication concerning the 22 July terror attack in Norway",
journal="European journal of psychotraumatology",
year="2014",
author="Schultz, Jon-Håkon and Langballe, Ase and Raundalen, Magne",
volume="5",
number="",
pages="e22758-e22758",
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. <br><br>OBJECTIVES: This paper describes a practical example of designing a school-based population-level intervention. <br><br>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. <br><br>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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="2000-8198",
doi="10.3402/ejpt.v5.22758",
url="http://dx.doi.org/10.3402/ejpt.v5.22758"
}