Schools in the shadow of terrorism: Psychosocial adjustment and interest in interventions following terror attacks |
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| Authors: | Erika Felix Eric M Vernberg Rose L Pfefferbaum Dodie C Gill John Schorr Angela Boudreaux Robin H Gurwitch Sandro Galea Betty Pfefferbaum |
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| Institution: | 1. Gevirtz Graduate School of Education, University of California, Santa Barbara;2. Clinical Child Psychology Program, University of Kansas, Lawrence;3. Liberal Arts Department, Phoenix College, Phoenix;4. New Millennium Employees Assistance Services, LLC;5. Department of Sociology, Stetson University, DeLand;6. Halifax Medical Center, Daytona Beach;7. Division of Developmental and Behavioral Pediatrics, National Center for School Crisis and Bereavement, Cincinnati;8. Department of Epidemiology, University of Michigan School of Public Health, Ann Arbor;9. College of Medicine, University of Oklahoma Health Sciences Center, Oklahoma City |
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| Abstract: | Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc. |
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