School-Based Multisystemic Interventions For Mass Trauma

Preface. Foreword by Professor Laura Barbanel.

Part I: Theoretical and Empirical Background on Mass Disasters, Stress Responses, and Positive Responding.

Section A: Introduction: Triggers and Assumptions.

1. The Events Triggering This Book.

2. Our Preliminary Assumptions.

Section B: The Psychological Impact of Disasters on Children.

3. Impact of Context, Personal Factors, and Recovery Environment on Psychological Responses to Disaster.

4. Two Extreme Contexts for Disaster: Terrorist Attack and Unconventional Weapon Use.

Section C: Post-Disaster Stress and Loss Reactions, Processing and Coping.

5. From Normative Post-Disaster Stress Response to Full-Fledged Disorder.

6. Bereavement in the Wake of Traumatic Death.

7. The Effects of Traumatic Events on the Family, the Parent-Child Relationship, and the Parent-School Partnership.

8. Coping, Habituation, Resilience, and Trauma-Induced Growth .

Part II: Multi-Systemic Interventions In Schools.

Section D: Conceptual Basis for School-Wide Preventative Intervention.

9. The Generic Intervention Approach and Principles.

10. Developmental, Functional and Cultural Considerations.

Section E: Interventions for Students, Staff, and Families.

11. School-Based 7-Level Preventive Intervention Model.

12. Active, Positive, and Expressive Activities That Foster Students' Adaptive Coping and Processing.

13. School-Based Preventive Interventions with Parents Around Mass Trauma.

14. Tertiary Prevention: Assessment and Treatment of PTSD and Trauma-Related Disorders in Children.

Endnote.

References

Avigdor Klingman is Professor in the Counseling and Therapy Division of the Faculty of Education of the University of Haifa and has served as Head of the State Disaster Crises Intervention Division of the Psychological Services of the Ministry of Education in Israel. His work has been selected by the American Psychological Association's Division of Child, Youth, and Family as a model program for service delivery. His work includes research on children's and adolescents' stress reactions and coping in war and warlike situations and the study of the effects of school-based primary prevention and stress inoculation programs.

Esther Cohen is Chair of the Graduate Program for Educational and Child-Clinical Psychology at the Hebrew University in Jerusalem. She has been engaged in clinical work with children, families, and groups affected by war and terrorism, served as the head of the preschool psychological services for the city of Jerusalem and in the aftermath of 9/11 lectured, trained, and consulted at the Ackerman Institute, the NYU Child Study Center, and the NYU International Trauma Studies Center.