Journal ArticleDOI
The role of schools in disaster settings: Learning from the 2010–2011 New Zealand earthquakes
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In this paper, the authors draw from detailed qualitative case studies of five schools as they responded to the devastating earthquakes in Christchurch, New Zealand throughout 2010 and 2011 and identify three key themes emerged from a cross-case analysis: the place of the school in a community's disaster response and recovery, leadership role of principals and teachers in disaster response, and how schools support the emotional recovery of staff and students.About:
This article is published in International Journal of Educational Development.The article was published on 2015-03-01. It has received 52 citations till now. The article focuses on the topics: Disaster recovery & Educational leadership.read more
Citations
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Learning at home during COVID-19: Effects on vulnerable young Australians. Independent Rapid Response Report
TL;DR: In this paper, the authors argue that nearly half the national school student population is at risk of having their learning and wellbeing significantly compromised by not being at school because they are in a vulnerable group, due to their young age; social disadvantage; specific needs; or family employment context.
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Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions
TL;DR: The authors report on themes drawn from interviews with four school communities as their principals led them through the events and aftermath of the 2010/2011 earthquakes in Canterbury, New Zealand, and conclude with a conceptual analysis which highlights three sets of factors, dispositional, relational and contextual, which help to explain the changing role of principals in a disaster context.
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Schools’ Flood Emergency Preparedness in Khyber Pakhtunkhwa Province, Pakistan
Ashfaq Ahmad Shah,Jingzhong Ye,Lu Pan,Raza Ullah,Syed Irshad Ali Shah,Shah Fahad,Shaista Naz +6 more
TL;DR: In this article, the authors examined the emergency preparedness activities of 20 schools in four districts of Khyber Pakhtunkhwa Province that had recently been severely affected by floods.
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Beyond education: What role can schools play in the support and protection of children in extreme settings?
TL;DR: In this article, a review of articles in this issue of the International Journal of Education Development is presented, highlighting how schools both contribute to and actively address disadvantages and hardship facing children.
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Schools and Disasters: Safety and Mental Health Assessment and Interventions for Children
TL;DR: It is argued that schools offer a central location and trusted institutional space for mental health assessment and intervention after disasters, and the important linkages between schools, child mental health, and household and family recovery are examined.
References
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Journal ArticleDOI
60,000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981-2001.
Fran H. Norris,Matthew J. Friedman,Patricia J. Watson,Christopher M Byrne,Eolia M. Diaz,Krzysztof Kaniasty +5 more
TL;DR: Within adult samples, more severe exposure, female gender, middle age, ethnic minority status, secondary stressors, prior psychiatric problems, and weak or deteriorating psychosocial resources most consistently increased the likelihood of adverse outcomes.
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Weighing the Costs of Disaster: Consequences, Risks, and Resilience in Individuals, Families, and Communities
TL;DR: It is argued that when researchers focus on only the most scientifically sound research--studies that use prospective designs or include multivariate analyses of predictor and outcome measures--relatively clear conclusions about the psychological parameters of disasters emerge, and that social relationships can improve after disasters, especially within the immediate family.
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Bonding, Bridging and Linking: How Social Capital Operated in New Orleans following Hurricane Katrina
Robert Hawkins,Katherine Maurer +1 more
TL;DR: The authors examined how social capital operated in the lives of 40 families following Hurricane Katrina in New Orleans, Louisiana and found that close ties (bonding) were important for immediate support, but bridging and linking social capital offered pathways to longer term survival and wider neighborhood and community revitalization.
Book
Human System Responses to Disaster: An Inventory of Sociological Findings
TL;DR: In this paper, the authors present a taxonomy of the Limitations and Risks of disaster planning in the U.S. and discuss the role of mental health in disaster planning.
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Children's Coping Assistance: How Parents, Teachers, and Friends Help Children Cope After a Natural Disaster
TL;DR: The Children's Coping Assistance Checklist (CCAC) as discussed by the authors was developed to assess three types of coping assistance (Emotional Processing, Roles and Routines, and Distraction) from three sources (Parents, teachers, and friends).