Department of Psychology, Eastern University, 1300 Eagle Road, St. Davids, PA 19087, USA.
J Youth Adolesc. 2011 Dec;40(12):1691-704. doi: 10.1007/s10964-011-9676-0. Epub 2011 May 20.
Parents play an important role in helping their children process and interpret significant sociohistorical events. However, little is known about how parents frame these experiences or the specific social, cultural, and civic messages they may communicate about the event. In this study, we examined self-reported communication of parents from six communities in the United States with their adolescents about the September 11, 2001 terrorist attacks. Parents' (N = 972) open-ended responses about September 11th were analyzed to assess whether communication with their adolescents occurred and for thematic content. Results revealed marked variability in parents' communication and suggest that many parents used September 11th as an opportunity to impart sociocultural, emotional, and civic messages. Identifying the diversity in parents' responses aligns with the tenets of Terror Management Theory and provides insights into the roles of parents in translating pivotal historical moments. Collectively, these findings yield important implications for civic socialization.
父母在帮助孩子处理和理解重要的社会历史事件方面起着重要作用。然而，关于父母如何构建这些经历，以及他们可能传达的关于该事件的具体社会、文化和公民信息，知之甚少。在这项研究中，我们研究了来自美国六个社区的父母与青少年就 2001 年 9 月 11 日恐怖袭击进行自我报告的沟通情况。对父母关于 9·11 的开放性回应进行了分析，以评估是否与青少年进行了沟通以及沟通的主题内容。结果显示，父母的沟通存在明显的差异，表明许多父母利用 9·11 事件向青少年传授社会文化、情感和公民信息。识别父母反应的多样性符合恐怖管理理论的原则，并为父母在翻译关键历史时刻方面的作用提供了新的视角。总的来说，这些发现对公民社会化具有重要意义。
