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Robelen, Erik W. – Teacher Magazine, 2005
A school devastated by Hurricane Katrina, which struck southeastern Louisiana on August 29, reopens--but for teachers, the real work is just beginning. First, there was the storm. Roofing was ripped off some of the beige, block like buildings that make up Bonnabel High's nondescript campus nestled in a suburban neighborhood near the New Orleans…
Descriptors: Weather, Natural Disasters, Emergency Shelters, Public Schools
Williams, June M.; Spruill, David A. – Journal of Creativity in Mental Health, 2005
Individuals and their communities experience trauma and loss during times of natural disaster. Using Hurricane Katrina as a context, the authors provide an overview of the phases of disaster coping and discuss the ambiguous losses that can occur during these traumatic and life-changing times. The use of rituals as a creative intervention is…
Descriptors: Natural Disasters, Emotional Disturbances, Coping, Creativity
Hardy, Lawrence – Education Digest: Essential Readings Condensed for Quick Review, 2006
The emotional trauma of recent events may never go away. A million people were uprooted by Hurricane Katrina, including an estimated 372,000 children of school age. Three weeks later, Hurricane Rita slammed into the Texas-Louisiana coastline, forcing thousands more to evacuate. Acute symptoms of trauma range from confusion, nightmares, and…
Descriptors: Natural Disasters, Children, Mental Health, Poverty
Betts, Brenda – Social Studies and the Young Learner, 2006
This article focuses on the experiences and survival of displaced children in four large migrations in U.S. history. The chaos and despair caused by Hurricane Katrina are reminders that the displacement and survival of children are timely and relevant topics for the social studies curriculum. Hurricane Katrina was the worst natural disaster in…
Descriptors: United States History, Natural Disasters, Social Studies, Children
Bauer, Patricia J.; Burch, Melissa M.; Van Abbema, Dana L.; Ackil, Jennifer K. – Journal of Cognition and Development, 2007
Mother-child dyads who experienced a devastating tornado talked about the storm and about two affectively more positive or neutral events at each of two time points: 4 months and 10 months after the storm. The conversations were analyzed to determine whether mothers and/or children's contributions differed as a function of event type and whether…
Descriptors: Speech Communication, Mothers, Memory, Natural Disasters
Federal Emergency Management Agency, Washington, DC. – 1998
Noting that the most assistance adults can provide to a child during a disaster is to be calm, honest, and caring, this brochure provides suggestions for helping children cope with natural and other disasters. The brochure details how children's typical reactions vary with their age, describes how families can prepare for disasters, and suggests…
Descriptors: Age Differences, Children, Coping, Emergency Programs

Journal of Counseling and Development, 1988
Contains six personal accounts: "The PANACEA Prescription" (Hannah Amgott); "Grief as a Process: What Helps, What Hurts, What Heals" (Mary DePauw and James Luther); "Involuntary Isolation: A Counselor's Dilemma" (Samuel Gladding); "Grieving and Growing" (Stephanie Pollack); "From Both Sides Now: When…
Descriptors: Coping, Counselor Attitudes, Experiential Learning, Grief
Bender, William N.; Sims, Rebecca – TEACHING Exceptional Children, 2007
Although schools have implemented school safety plans as a result of the violence witnessed on rare occasions in schools today, schools are less likely to be prepared for emergencies such as Katrina or 9/11; this is true even for schools in locations prone to hurricanes, tornadoes, or earthquakes. Whereas disaster plans typically involve school…
Descriptors: School Safety, Natural Disasters, Posttraumatic Stress Disorder, Stress Management
Evans, Linda; Oehler-Stinnett, Judy – School Psychology International, 2006
Worldwide children are impacted by natural disasters, including hurricanes, floods, tornadoes, earthquakes, wildfires, landslides and sandstorms, winter and severe storms, heat waves, volcanoes and tsunamis. School psychologists should understand natural disaster effects, such as economic loss, relocation and health concerns and mental health…
Descriptors: School Psychology, Natural Disasters, Mental Health, School Psychologists
Silverman, Robin L. – 1999
This book analyzes educators' reactions to the floods that destroyed the towns of Grand Forks and East Grand Forks in South Dakota. It is based on a planning grant that had four primary goals: (1) create a curriculum to help students understand their flood experience; (2) perform a child-observation study; (3) script and possibly produce a…
Descriptors: Coping, Curriculum Development, Elementary Secondary Education, Emergency Programs
Perlmutter, David D. – Education Digest: Essential Readings Condensed for Quick Review, 2005
In this article, the author talks about teachers communicating with students to show willingness to listen and care. In cases of real emotional distress, he refers students to the proper campus counseling services, but after Hurricane Katrina, it broke the barriers of his disengagement from students' personal problem. He learned that in many…
Descriptors: Teacher Student Relationship, Natural Disasters, Counseling, Teacher Role
Britt, Alice Mae – Online Submission, 2006
The 2006 National Resiliency Response Initiative for Katrina's Kids is a systematic approach to providing resiliency support to the over 200,000 children victimized by one of the worst natural disasters in American history. From the Gulf States region, children suffered trauma during and after Hurricane Katrina as they became displaced young…
Descriptors: Psychological Needs, Learning Problems, Natural Disasters, Posttraumatic Stress Disorder
Damiani, Victoria B. – Rowman & Littlefield Education, 2006
Schools are among the safest places in America, however, every year school children are affected by stressful events. Whether there is war in another country or death in the schoolyard, these events can interfere with learning and may have long-term effects on children and communities. "Crisis Prevention and Intervention in the Classroom" will…
Descriptors: Prevention, Natural Disasters, Depression (Psychology), Crisis Intervention

Garbarino, James; And Others – American Psychologist, 1991
Discusses the developmental challenges faced by children in wartime and similar circumstances. Reviews studies made in several scenes of conflict from World War II to the present. Adults' political ideologies can be sustaining and supportive but may prolong communal violence and curtail moral development. (DM)
Descriptors: Children, Coping, Ideology, Moral Development

Cassity, Diane; McDaniel, Harry – Children Today, 1994
Describes the physical losses suffered by various Head Start facilities in the Midwest during the 1993 floods and how program staff helped Head Start children and their families cope with the negative effects of the flood. (HTH)
Descriptors: Childhood Needs, Coping, Emotional Problems, Family Counseling