Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway.
Norwegian Centre for Violence and Traumatic Stress Studies, Oslo, Norway ; Oslo and Akershus University College of Applied Sciences, Oslo, Norway.
Psychol Res Behav Manag. 2015 Feb 4;8:51-61. doi: 10.2147/PRBM.S73685. eCollection 2015.
School-aged children have limited resources for coping with exposure to high-intensity media coverage of terrorist events. This study explores pupils' meaning-making process of their indirect, media-communicated encounters with a specific terrorist event in Norway. Qualitative in-depth interviews about the July 22, 2011 terror attacks were conducted with 54 pupils aged 6-8 years. Seven months after the attacks, the majority had unanswered questions based on more or less accurate knowledge of the events, and they still experienced fear. The media and peers appeared to be their major source of information and not parents or teachers. These children's narratives, characterized by some detailed facts, limited understanding, and a high degree of fiction, were inadequate for restoring calm and feelings of safety. Examples indicate how teacher-facilitated collaborative activities among pupils dealing with crisis can provide a way to construct meaning-making by stimulating conversations and reflections, and developing the narrative through a process of metacognition can provide for further learning and new insights. Implications for a proactive teacher role are indicated.
学龄儿童应对高强度媒体报道恐怖事件的能力有限。本研究探讨了小学生对挪威某一特定恐怖事件的间接、媒体传播接触的意义建构过程。对 54 名 6-8 岁的小学生进行了关于 2011 年 7 月 22 日恐怖袭击的定性深入访谈。袭击发生七个月后,大多数学生根据对事件或多或少准确的了解,仍有未得到解答的问题,并仍感到恐惧。媒体和同龄人似乎是他们的主要信息来源,而不是父母或老师。这些孩子的叙述,以一些详细的事实、有限的理解和高度的虚构为特征,不足以恢复平静和安全感。例子表明,教师如何通过促进学生之间的合作活动来处理危机,通过对话和反思来激发意义建构,并通过元认知过程来发展叙述,可以提供进一步的学习和新的见解。这表明了教师积极主动角色的重要性。