TY - JOUR PY - 2004// TI - Assessing the impact of September 11th, 2001, on children, youth, and parents: methodological challenges to research on terrorism and other nonnormative events JO - Applied developmental science A1 - Gershoff, Elizabeth Thompson A1 - Aber, J. Lawrence SP - 106 EP - 110 VL - 8 IS - 3 N2 - It is difficult to overstate the magnitude of the tragedy of the terrorist attacks of September 11th, 2001. Attacks on civilians at a national symbol and center of commerce, the World Trade Center as well as on noncombat military personnel at the nation's defense headquarters, the Pentagon were viewed by citizens across the country as broad attacks on the United States. Extensive television, radio, print, and Internet coverage of the attacks, both as they unfolded in real time and in the weeks and months following, meant that individuals throughout the country were exposed at some level to the attacks. Therefore, although direct exposure to the attacks was restricted to New York City, Washington, DC, and Somerset County, Pennsylvania, individuals throughout the United States were, and in many cases still are, profoundly affected by the events of that day. Because of the attacks on September 11th, 2001, the United States has experienced many changes in the intervening 3 years, including the creation of the Department of Homeland Security and the implementation of increased security measures and surveillance. The implications of each of these changes on public safety, civil liberties, and international relations are widespread and far reaching. The article focuses on the difficulties associated with doing research on terrorism.

LA - SN - 1088-8691 UR - http://dx.doi.org/ ID - ref1 ER -