Promoting Community Resilience in Disasters: The Role for Schools, Youth, and Fa

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A myriad of models are available to guide practice before, during, and following disasters. As emphasized in this book, we value the role of research in informing our assessment, education, and intervention efforts in this area. Keeping an eye on those elements that have research backing certainly assists with quality control generally. However, more specifically, we also stress the idea that there is evidence to support a role for hope and positive expectations in the motivation and engagement process. In addition, the more that people, including youth and adults, actively participate in efforts designed to help, the more benefits they tend to receive. The role of research in providing that initial hope and inspiring more active engagement with internal and external resources before, during, and after a disaster is part of the foundation of our practice in this area. In fact, in the clinical psychology training program directed by the senior author, the idea that we attempt to inculcate with our trainees is the idea of "hope and engagement on an evidence-based foundation." Consequently, we do advocate for models of practice that have identified "active ingredients" that are included: those particularly identified through controlled evaluation research. However, it is also the case that a number of risk and protective factors identified through a number of studies (e.g., see Chapter 2) have as yet to be systematically included.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

When large-scale disasters occur, they typically strike without warning--regardless of whether the cause is natural, such as a tsunami or earthquake, or human-made, such as a terrorist attack. And immediately following a hazardous event or mass violence, two of the most vulnerable groups at risk are a community's children and their family members. Promoting Community Resilience in Disasters offers both clinicians and researchers guidance on hazard preparation efforts as well as early response and intervention practices.It emphasizes an evidence- and prevention-based approach that is geared toward readiness, response, and recovery phases of natural and human-made disasters, examining such key topics as: - Establishing a community resilience framework - Reviewing current theory and research - Understanding the role for schools, youth, and families - Building a partnership and multidisciplinary perspective - Recognizing the importance of readiness and risk reduction - Providing public education and response during a crisis - Developing recovery programs that focus on physical and social factors - Setting evidence-based guidelines for practice Establishing an interface between research and practice Promoting Community Resilience in Disasters is specifically geared toward assisting those who work in school or community settings--including school psychologists and counselors, emergency managers and planners, and all mental health professionals--not only to increase resilience after a disaster, but to respond and intervene as quickly as possible when catastrophe strikes.It will assist those charged with the responsibility for helping others respond to and rebound from major traumas, especially clinicians and other professionals who work with children and their family members.

Notes

Although many books discuss trauma and adjustment to trauma, this is the first reference to focus on schools and other related community-based networks as gateways to assisting children and families to prepare for and to cope with a large scale disaster. The text assesses risk and readiness as well as active education programs for schools, children, and families, the public at large, and organizations and government. Drawing on a multidisciplinary framework, this volume promotes community resilience and readiness, response and recovery.

Author Biography

Kevin Ronan has been working in the hazards and disasters area for the past decade. He has an ongoing interest in community resilience and prevention work in this and other areas (e.g., conduct disorder and delinquency in youth and families). He has been the Director of Clinical Psychology Training at Massey University for a number of years and stresses evidence-based practice with trainees. In addition, the idea of accountability for producing outcomes is an emphasis in the training program and in his practice. He has published widely in the area of hazards and disasters. David Johnston has been employed with the Institute of Geological and Nuclear Sciences, New Zealand since 1993 and his research is focused on reducing the vulnerability of society, economy and infrastructure to hazards. He has been involved in developing integrated risk management strategies for different hazard events, using techniques such as scenario development, mitigation planning and community education programs. He is also interested in assessing social and economic impacts of natural and environmental hazard events.

Table of Contents

Introduction to a Community Resilience Framework.- Community Resilience to Disasters: Introduction to Theory and Review of Research.- Community Resilience: The Role for Schools, Youth and Families.- Community Resilience: A Partnership and Multidisciplinary Perspective.- Promoting Resilience: Readiness and Risk Reduction.- Promoting Resilience: Response.- Promoting Resilience: Recovery.- Putting It All Together: Evidence Based Guidelines for Practice.- The Research-Practice Interface and Recommendations.- Appendices.- References.- Index.

Review

From the reviews:"The premise of this book is that two of the groups most vulnerable to disaster are children and their family members. As such, this book is designed to assist those charged with helping these groups respond to and rebound from major traumas (e.g., school psychologists and counselors, emergency managers and planners, and mental health professionals). This book offers both clinicians and researchers guidance on hazards preparedness as well as early response and intervention practices." (Natural Hazards Observer, Vol. 30 (5), May, 2006)

Long Description

A myriad of models are available to guide practice before, during, and following disasters. As emphasized in this book, we value the role of research in informing our assessment, education, and intervention efforts in this area. Keeping an eye on those elements that have research backing certainly assists with quality control generally. However, more speci'cally, we also stress the idea that there is e- dence to support a role for hope and positive expectations in the motivation and engagement process. In addition, the more that people, including youth and adults, actively participate in efforts designed to help, the more bene'ts they tend to receive. The role of research in providing that initial hope and inspiring more active engagement with internal and external resources before, during, and after a disaster is part of the foundation of our practice in this area. In fact, in the clinical psychology training program directed by the senior author, the idea that we attempt to inculcate with our trainees is the idea of "hope and engagement on an evidence-based foundation. " Consequently, we do advocate for models of practice that have identi'ed "active ingredients" that are included: those particularly identi'ed through c- trolled evaluation research. However, it is also the case that a number of risk and protective factors identi'ed through a number of studies (e. g. , see Chapter 2) have as yet to be systematically included.

Review Quote

From the reviews:"The premise of this book is that two of the groups most vulnerable to disaster are children and their family members. As such, this book is designed to assist those charged with helping these groups respond to and rebound from major traumas (e.g., school psychologists and counselors, emergency managers and planners, and mental health professionals). This book offers both clinicians and researchers guidance on hazards preparedness as well as early response and intervention practices." (Natural Hazards Observer, Vol. 30 (5), May, 2006)

Feature

Although there are several books published on trauma and adjustment to trauma, there are no books to date that focus on schools and other related community-based networks as gateways to assisting children and families to prepare for and to cope with a large scale event

Description for Sales People

Although many books discuss trauma and adjustment to trauma, this is the first reference to focus on schools and other related community-based networks as gateways to assisting children and families to prepare for and to cope with a large scale disaster. The text assesses risk and readiness as well as active education programs for schools, children, and families, the public at large, and organizations and government. Drawing on a multidisciplinary framework, this volume promotes community resilience and readiness, response and recovery.

Details ISBN1441936653 Author David Johnston Publisher Springer-Verlag New York Inc. Year 2010 ISBN-10 1441936653 ISBN-13 9781441936653 Format Paperback Imprint Springer-Verlag New York Inc. Place of Publication New York, NY Country of Publication United States DEWEY 150 Edition 1st Short Title PROMOTING COMMUNITY RESILIENCE Language English Media Book Subtitle The Role for Schools, Youth, and Families Pages 210 DOI 10.1007/978-0-387-23821-0 Publication Date 2010-10-29 AU Release Date 2010-10-29 NZ Release Date 2010-10-29 US Release Date 2010-10-29 UK Release Date 2010-10-29 Edition Description 1st ed. Softcover of orig. ed. 2005 Alternative 9780387238203 Audience Professional & Vocational Illustrations XI, 210 p. We've got this

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