Research References
Marbley, A. F. (2007). In the wake of Hurricane Katrina:
Delivering crisis mental health services to host communities.
Multicultural Education, 15(2), 17–23.
https://eric.ed.gov/?id=EJ784855
From the ERIC abstract: “Throughout the country and
especially in Texas, local communities opened their arms to
hurricane Katrina evacuees. Like the federal government,
emergency health and mental health entities were unprepared
for the massive numbers of people needing assistance. Mental
health professionals, though armed with a wealth of crisis
intervention information, weren't equipped with skills for
either anticipating or assessing the effects of the relocation
of evacuees into local communities on the mental health of the
humanitarian host communities. Yet, the response to the
disaster was as unprecedented as the widespread devastation of
the hurricane. Likewise, the generosity of people was
unprecedented; individuals, the media, celebrities,
businessmen, states, cities, towns, the international world,
community organizations, faith-based institutions, public
schools, colleges and universities all rallied around rescuing
the refugees. Yet, despite good intentions and in spite of the
massive efforts to get people to safety with food, water, and
crisis intervention counseling, communities were stressed and
strained. In Texas, government officials and local governments
needed money to provide basic health and mental-health care
for evacuees, but also accommodations for the new students
placed in Texas’ schools. As a consequence of the rapid
depletion of the state’s resources, responding to the disaster
took its toll on Texas and Texas communities. For Katrina
victims and the people and communities responding to the
disaster, the psychological implications are yet unknown, but
are guaranteed to be tremendous, now and in the months and
years to come. Therefore, incorporating mental health services
for individuals and communities that address race, class, and
culture is a critical component of comprehensive crisis mental
health services to the evacuees, their families, and the
communities that housed them. This article introduces a crisis
mental health service delivery model for addressing the
devastating effects of disasters, like Katrina, on
communities, specifically humanitarian host communities, a
model that address inherent cultural issues.”
McIntosh, T. (2019). Natural disaster.
European Journal of Educational Sciences, Special
Edition(1), 67–75.
https://eric.ed.gov/?id=EJ1236998
From the ERIC abstract: “This article presents the
natural disaster and how it affects children over the world.
When there is a natural disaster occurring such as hurricanes,
tornadoes, flooding, it can affect not only the family but the
children as well. The children are often left to relocate,
live with other family members, or separated from their
parents. Natural disasters can lead to externalize behaviors
with kids. The Journey of Hope, a school-based group work
intervention for children and early adolescents who have
experienced a collective trauma such as a natural disaster can
assist kids with externalizing behaviors. Through the use of
group work interventions such as group problem solving and
experiential and reflective learning, children and early
adolescent work toward improving protective factors to assist
them in their recovery.”
Osofsky, J., Kronenberg, M., Bocknek, E., & Hansel, T. C.
(2015). Longitudinal impact of attachment-related risk and
exposure to trauma among young children after Hurricane
Katrina. Child & Youth Care Forum, 44(4), 493–510.
https://eric.ed.gov/?id=EJ1068568. Retrieved from
https://www.iaem.org/portals/25/documents/Longitudinal-Impact-of-Attachment-Related-Risk-After-Katrina-2015.pdf
From the ERIC abstract: “Background: Research suggests
that young childhood is a dynamic developmental phase during
which risks to attachment figures as well as traumatic events
may be particularly important. The loss and disruption
associated with Hurricane Katrina highlighted the
vulnerabilities and special needs of young children exposed to
natural disaster. Objective: The current study explored ways
in which multiple stressors associated with Hurricane Katrina
contributed to adverse outcomes. We hypothesize overall
decreases in trauma symptoms over time. We further hypothesize
that increased attachment and hurricane related risk factors
will negatively influence longitudinal symptom patterns.
Methods: Data was collected from families of preschool-aged
children (ages 3-5) during the school year following Hurricane
Katrina (2005-2006) and each subsequent school year
(2006-2007, 2007-2008, and 2008-2009). Latent growth curve
modeling was used to assess trauma symptoms overtime and the
effect of risk indices on these trauma symptoms. Results:
Results suggest an overall decrease in trauma distress
symptoms over time and further indicate that attachment and
trauma related risks of caregiver disruption, other non-human
losses, trauma prior to and subsequent to the storm, as well
as Katrina exposure are significant predictors of symptoms
over time. Conclusions: Given the rapid physical, cognitive,
and emotional development that occurs in early childhood,
these findings support the importance of providing
intervention with preschool age children post-disaster.
Further, the findings also suggest that a relationship based
treatment including both caregiver and child is most likely to
be effective.”
Pang, V. O., Madueno, M., Atlas, M., Stratton, T., Oliger, J.,
& Page, C. (2008). Addressing student trauma in the wake of
the California wildfires. Social Education, 72(1),
18–23.
https://eric.ed.gov/?id=EJ784390. Retrieved from
https://www.socialstudies.org/publications/socialeducation/january-february2008/addressing-student-trauma-in-the-wake-of-california-wildfires
From the ERIC abstract: “Presidents George W. Bush and
Bill Clinton declared natural disasters somewhere in the
United States on average of about one per week between 1998
and 2005. Despite this frequency, most citizens are unprepared
when a natural disaster occurs in their city or neighborhood.
In particular, teachers and students can become paralyzed by
the overwhelming destruction and emotional trauma brought on
by these disasters. This article aims to assist teachers in
addressing the multiple levels and forms of student trauma
that may result from natural disasters such as Hurricane
Katrina in Louisiana or tornadoes in Kansas; in particular,
the effects of the wildfires in California during the fall of
2007. Evaluations of the challenges and responses of schools,
accompanied by suggestions for activities that can encourage
community service and critical thinking by students, are the
focus of this article.”
Powell, T. M., & Bui, T. (2016). Supporting social and
emotional skills after a disaster: Findings from a mixed
methods study. School Mental Health, 8(1), 106–119.
https://eric.ed.gov/?id=EJ1229107. Retrieved from
https://traumaticstressinstitute.org/wp-content/uploads/2016/03/Powell-Bui.pdf?32c611&32c611
From the ERIC abstract: “Disasters can affect a youth’s
physical and emotional well-being. They disrupt everyday life
by displacing individuals and families, destroying homes, and
splintering communities (Gewirtz et al. in J Marital Fam Ther
34(2):177–192, 2008; La Greca and Silverman in Child Dev
Perspect 3(1):4-10, 2009). School-based interventions are one
approach to mitigate emotional distress in youth who have
experienced a disaster, as schools are one of the most common
venues for youth to receive mental health services (Greenberg
et al. in Am Psychol 58:466-474, 2003). This paper explores
the impact of a school-based psychosocial curriculum entitled
Journey of Hope (JoH). This eight-session intervention
attempts to reduce the impact of a disaster by enhancing
protective factors such as social support, coping, and
psycho-education. The evaluation study was conducted in the
2014-2015 school year after an EF5 tornado struck Moore,
Oklahoma. As a result of the tornado, 24 people were killed,
377 injured, and two schools were destroyed (National Weather
Service Weather Forecast Office, 2014). This mixed methods
study employed quantitative and qualitative measures to
examine the impact of the JoH intervention. Quantitative
measures examined coping, general self-efficacy, prosocial
behaviors, and overall distress. Qualitative data were
obtained through interviews with N = 16 students after
participation in the JoH. Semi-structured interview guides
were used to determine what children learned, liked, and felt
was beneficial from taking part in the JoH. A two-way
repeated-measures ANOVA was used to assess the differences
between the experimental and control group at baseline and
posttest. Results indicated a significant increase in positive
coping skills including communication and tension management
and prosocial behaviors from baseline to posttest for the
Journey of Hope group. No significant differences were found
on self-efficacy or overall distress. Content analysis was
conducted to determine qualitative results. Themes that
emerged from the qualitative interviews suggested
participation in the Journey of Hope enhanced peer
relationships and helped participants identify how to manage
emotions such as anger, anxiety, and grief. Findings from this
evaluation study suggest that participation in a broadly
accessible psycho-educational program may help children cope
with traumatic events such as a natural disaster. Further
research should be conducted to assess whether the Journey of
Hope is transferrable across disaster contexts.”
Powell, T., & Thompson, S. J. (2016). Enhancing coping and
supporting protective factors after a disaster: Findings from
a quasi-experimental study.
Research on Social Work Practice, 26(5), 539–549.
https://eric.ed.gov/?id=EJ1109731
Retrieved from
https://www.researchgate.net/publication/269102262
From the ERIC abstract: “Objective: This article
presents the Journey of Hope (JoH), a school-based
intervention for children who have experienced a collective
trauma such as a natural disaster. Through the use of group
work, the JoH focuses on building coping skills and enhancing
protective factors to help children recover. Method: This
quasi-experimental research included 102 children impacted by
tornadoes in Tuscaloosa, Alabama in 2011. Results: Through an
hierarchical linear model analysis with (n = 48) from the JoH
group and (n = 54) from a wait-list control group, the
outcomes indicate that after participation in the JoH youth
had increased coping skills, F(100) = 5.270, p < 0.05, and
prosocial behaviors, F(95) = 4.286, p < 0.05. This is the
first quasi-experimental design to be conducted on the JoH;
findings provide preliminary evidence of the effectiveness of
this broad-based postdisaster intervention. Conclusion: Future
replication studies with larger samples in other societies
impacted by a natural disaster are needed to further evaluate
the JoH’s impact in enhancing coping and building resilience.”
Rush, S. C., Wheeler, J., & Partridge, A. (2014). A proposed
template for an emergency online school professional training
curriculum. Contemporary School Psychology, 18(2),
143–156.
https://eric.ed.gov/?id=EJ1040594. Retrieved from
https://link.springer.com/content/pdf/10.1007/s40688-014-0015-9.pdf
From the ERIC abstract: “On average, natural disasters
directly impact approximately 160 million individuals and
cause 90,000 deaths each year. As natural disasters are
becoming more familiar, it stands to reason that school
personnel, particularly mental health professionals, need to
know how to prepare for natural disasters. Current disaster
preparation and response models used by mental health
professionals in K-12 schools, however, assume physical access
to schools immediately or shortly after a disaster, and do not
adequately address total or near total destruction of school
and community property that would preclude any form of school
operations or access for extended periods of time. One means
for maintaining school operations after a natural disaster
makes school operation and/or access impossible for an
extended period of time is to employ an emergency online
school plan. Ideally, emergency online schools can offer
schooling and support services after a natural disaster
incapacitates physical school structures for an extended
period of time. This article presents the rationale and
general resources necessary for constructing and operating
emergency online schools and proposes a template for a
graduate-level training curriculum on developing emergency
online school plans for school systems.”
Strait, J., & Jones, J. (2009). Each one, teach one: A
methodological approach for national disaster school response.
International Journal on School Disaffection, 6(2),
9–20.
https://eric.ed.gov/?id=EJ853211
From the ERIC abstract: “Hamline University, a medium
sized college in St. Paul Minnesota, dedicated resources and
time to New Orleans, Louisiana in its efforts to rebuild and
reclaim the city. Days after Hurricane Katrina hit, Hamline
sent students, faculty and staff to help with recovery
efforts. The Education Club adopted Martin Luther King Science
and Technology school (MLK) soon after to help in cleaning and
rebuilding the school and sent over $20,000.00 in books,
supplies, merchandise gift cards, food and water to help with
this effort. Still fueled by the great need in New Orleans for
assistance, the group's leader Dr. Jean Strait worked with
Traveler's Insurance Company and received a grant of $30,000
to start an online tutoring and mentoring program that would
be staffed by Hamline University and Avalon High School
students in St. Paul. This article talks about a program
called ‘Each One, Teach One,’ which grew out of a Hurricane
Katrina rebuilding project. The goal of the program is to
create a national disaster-related education response model
that could be replicated in any city in the U.S. The program
consists of a joint on-line service-learning
tutoring/mentoring program between Hamline University, Avalon
High School and grade five through nine New Orleans students.
Hamline Students serve as tutors/mentors to both the Avalon
High School students and the grade five through nine students.
Hamline students and Avalon students are paired together to
lead pods or groups of New Orleans students as a team. The
authors discuss the process for creating the program, as well
as the preparations and limitations faced in implementing the
program.”
Wahl-Alexander, Z. (2015). Practitioners’ experiences creating
and implementing an emotional recovery and physical activity
program following a natural disaster.
Strategies: A Journal for Physical and Sport Educators,
28(2), 17–20.
https://eric.ed.gov/?id=EJ1053217. Retrieved from:
https://www.researchgate.net/publication/274312159
From the abstract: “On April 27, 2011 a series of
tornadoes tore through the southeast United States. Sixty-four
percent of the counties in the state of Alabama were directly
affected by these storms. After a natural disaster, children
who are directly or indirectly affected show numerous intense
emotional reactions. Recovery programs can be set up to enable
them to combat these reactions, and decrease stress. At the
University of Alabama, the goals of a recovery program were to
reduce students' anxiety and stress levels, offer students
developmentally appropriate physical activity, allow students
the opportunity to share their experiences, and provide
students with methods to cope with the traumatic event. The
recovery program encompassed both somatic and physiological
stress-reducing techniques in addition to art therapy and
group sharing sessions. The purpose of this article is to
describe how the recovery program was created, share the
challenges that were faced, and explicate the experiences from
the program.”
Warbington, N., Owenby, K., Brady, H., Shears, D. B., Burton,
J., & Strong, K. (2019). School counselors help build
resilience after natural disaster.
European Journal of Educational Sciences, Special
Edition(1), 57–66.
https://eric.ed.gov/?id=EJ1236721.
From the ERIC abstract: “Natural disasters affect large
numbers of children and youth in communities around the world.
Unlike other crises, natural disasters impact entire
communities, including the students and educators alike. These
critical situations cause physical, emotional, academic, and
psychological issues for those impacted. Educators, especially
school counselors, often become a source of support for
students and families. Providing support to students after a
natural disaster is one protective factor that school
counselors can provide that can help the students build
resilience. Interviews were conducted to explore the lived
experiences of school counselors who had experienced a natural
disaster in their community and/or school. A dozen school
counselors were contacted via email asking for their
participation. Seven counselors participated in the interview.
The school counselors interviewed all believed that
experiencing the disaster with their students helped them
provide more meaningful aftercare and all experienced some
level of vicarious trauma or stress. All seven interviewees
believed their personal experience of the natural disaster
helped them to provide support to their students in a more
empathic way.”