Explaining the unexplainable: designing a national strategy on classroom communication concerning the 22 July terror attack in Norway

European Journal of Psychotraumatology

Magne Raundalen¹  Jon-Håkon Schultz²  Åse Langballe² 

[1] Center for Crisis Psychology, Bergen, Norway;Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway;

关键词: Teacher role;    school-based interventions;    crisis and terror;   

DOI  :  10.3402/ejpt.v5.22758

来源: DOAJ

【 摘 要 】

Background: In the context of crisis and disasters, school-aged children are a vulnerable group with fewer coping resources than adults. The school is a key arena for preventive interventions; teachers can be given a key role in large-scale school-based interventions following a man-made or natural disaster. Objectives: This paper describes a practical example of designing a school-based population-level intervention. Methods: The preventive measures were delivered as a national communication strategy between teachers and pupils aged 6–19 concerning the terror attack on 22 July 2011 in Norway. The strategy is based on principles from international research. Results: The presentation contributes to the discussion of defining the teacher's role in school-based crisis interventions and dealing with high-intensity media coverage of war, terror, and catastrophes. Conclusions: The presentation provides educational and psychological perspectives on how teachers can take an active role in helping pupils to deal with such events through two approaches: the therapeutic approach, to restore calm and feelings of safety; and the educational approach, to foster reflection and deeper understanding.

【 授权许可】

Unknown