Facilitating Long-Term Recovery from Natural Disasters: Psychosocial Programming for Tsunami-Affected Schools of Sri Lanka

Autor/inn/en	Nastasi, Bonnie K.; Jayasena, Asoka; Summerville, Meredith; Borja, Amanda P.
Titel	Facilitating Long-Term Recovery from Natural Disasters: Psychosocial Programming for Tsunami-Affected Schools of Sri Lanka
Quelle	In: School Psychology International, 32 (2011) 5, S.512-532 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311402923
Schlagwörter	Crisis Intervention; Natural Disasters; Action Research; Mental Health; Foreign Countries; Grade 5; Cultural Relevance; Rehabilitation; Children; Adolescents; Program Effectiveness; Stress Management; Grade 7; Grade 9; Counseling Techniques; School Community Programs; Participatory Research; Sri Lanka + Suchen Sie Ihr Suchwort? Krisenintervention; Natural disaster; Naturkatastrophe; Projektforschung; Psychohygiene; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Stressmanagement; Stressbewältigung; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Forschungstätigkeit; Ceylon
Abstract	This article reports the findings of a school-based intervention project conducted in the Southern Province of Sri Lanka 15 to 18 months after the December 2004 Tsunami. The work responds to the need for culturally relevant programming to address long-term psychosocial recovery of children and adolescents affected by large scale disasters. Program developers used a participatory action research process to adapt and implement a school-based program previously tested with the general population of Sri Lankan students. Qualitative analysis of student products (e.g. ecomaps, stories, text) was used to determine whether the program provided a context to address both tsunami-specific stressors and non-tsunami (but developmentally and contextually relevant) stressors for students in grades 5, 7, and 9. Findings indicated that program activities differentially elicited identification and discussion of stressors related to tsunami experiences and to "normal" culturally-relevant developmental challenges. The feasibility of combining a recovery focus with universal school-based mental health programming thus holds promise for extending crisis intervention and disaster response models to include long-term psychosocial recovery and for the role of school-based mental health professionals in these efforts. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10