Teachers in the aftermath of terrorism: a case study of one New York City school.
Teachers are frequently expected to support children psychologically in the aftermath of mass casualty events, yet they generally have not been trained to do so. This study of a small private school in New York City reports the reactions, needs, and interests in preparedness training among teachers in response to the September 11, 2001, terrorist attacks. By and large, teachers coped by talking to others and/or a health professional, but felt ill-equipped to intervene with students and expressed substantial need for assistance.
Pfefferbaum
Rose L
RL
Terrorism and Disaster Preparedness Center, Phoenix College, 1202 West Thomas Road, Phoenix, AZ 85013, USA. rose.pfefferbaum@pcmail.maricopa.edu
Fairbrother
Gerry
G
Brandt
Edward N
EN
Robertson
Madeline J
MJ
Gurwitch
Robin H
RH
Stuber
Jennifer
J
Pfefferbaum
Betty
B
D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D002648:Child; D003376:Counseling; D004189:Disaster Planning; D005178:Faculty / Q000706:statistics & numerical data*; D005260:Female; D006306:Health Surveys; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008875:Middle Aged; D009519:New York City; D019982:Organizational Case Studies; D012572:School Health Services; D012647:Self-Assessment; D047851:September 11 Terrorist Attacks / Q000523:psychology*; D012944:Social Support; D013313:Stress Disorders, Post-Traumatic / Q000517:prevention & control*; D013334:Students / Q000523:psychology