Abstract
Disaster events involving schoolchildren and necessitating school-based intervention take many forms: major school-bus collisions (Klingman, 1987; Tuckman, 1973); a school bus kidnapping (Terr, 1979); lighting strike (Dollinger, 1985); tornadoes (e.g., Perry & Perry, 1959); earthquakes (e.g., Blaufarb & Levine, 1972); murder and community terror (e.g., Klingman & Ben Eli, 1981; Landgarten, 1981; Pynoos, Nader, Fredrick, Gonda, & Stuber, 1987); a skywalk accident (Blom, 1986); the homicide of a teacher (Danto, 1978); the death or suicide of a classmate (e.g., Coder, Nelson, & Aylward, 1991; Mauk & Weber, 1991); industrial (e.g., nuclear) accidents (e.g., Collins, Baum, & Singer, 1983; Frederick, 1985); war (Milgram, 1982; Raviv & Klingman, 1983); war-related traumas (e.g., Sack, Angel, Kinzie, & Rath, 1986); and sexual assault (Ruch & Chandler, 1982; Underwood & Fiedler, 1983). The emphasis in crisis intervention has been placed almost exclusively on the recovery of the primary victims, the disaster survivors. Significant others in conjoint relationship with the victim or victims, however, comprise a high-risk group also in need of attention; often, they must be helped to become aware of their own recovery process.
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Klingman, A. (1993). School-Based Intervention Following a Disaster. In: Saylor, C.F. (eds) Children and Disasters. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-4766-9_11
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