Suppr超能文献

试图理解极端事件:2011 年 7 月 22 日挪威大规模屠杀事件中儿童的叙述。

Trying to understand the extreme: school children's narratives of the mass killings in Norway July 22, 2011.

机构信息

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.

出版信息

Psychol Res Behav Manag. 2015 Feb 4;8:51-61. doi: 10.2147/PRBM.S73685. eCollection 2015.

Abstract

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.

摘要

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。

相似文献

1
Trying to understand the extreme: school children's narratives of the mass killings in Norway July 22, 2011.
Psychol Res Behav Manag. 2015 Feb 4;8:51-61. doi: 10.2147/PRBM.S73685. eCollection 2015.
4
'Every day I worry about something': A qualitative exploration of children's experiences of stress and coping.
Br J Health Psychol. 2019 Nov;24(4):931-952. doi: 10.1111/bjhp.12387. Epub 2019 Aug 26.
5
Secondary school pupils' perceptions of burnout among teachers.
Br J Educ Psychol. 1999 Dec;69 ( Pt 4):457-68. doi: 10.1348/000709999157824.
6
Effects of student teachers' coping behaviour.
Br J Educ Psychol. 2000 Mar;70 ( Pt 1):33-52. doi: 10.1348/000709900157958.
7
Teachers as significant others: gender differences in secondary school pupils' perceptions.
Br J Educ Psychol. 1998 Jun;68 ( Pt 2):217-27. doi: 10.1111/j.2044-8279.1998.tb01285.x.
8
The meaning of collective terrorist threat: understanding the subjective causes of terrorism reduces its negative psychological impact.
J Interpers Violence. 2011 May;26(7):1432-45. doi: 10.1177/0886260510369137. Epub 2010 Jun 28.
10
Multi-level aspects of social cohesion of secondary schools and pupils' feelings of safety.
Br J Educ Psychol. 2011 Sep;81(Pt 3):369-90. doi: 10.1348/000709910X526614. Epub 2011 Mar 7.

本文引用的文献

3
Media use by children and adolescents from New York City 6 months after the WTC attack.
J Trauma Stress. 2011 Oct;24(5):553-6. doi: 10.1002/jts.20687. Epub 2011 Aug 31.
4
PTSD and depression after the Madrid March 11 train bombings.
J Trauma Stress. 2006 Feb;19(1):69-80. doi: 10.1002/jts.20091.
5
Psychopathology among New York city public school children 6 months after September 11.
Arch Gen Psychiatry. 2005 May;62(5):545-52. doi: 10.1001/archpsyc.62.5.545.
6
7
60,000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981-2001.
Psychiatry. 2002 Fall;65(3):207-39. doi: 10.1521/psyc.65.3.207.20173.
8
Determinants of counseling for children in Manhattan after the September 11 attacks.
Psychiatr Serv. 2002 Jul;53(7):815-22. doi: 10.1176/appi.ps.53.7.815.
9
A national survey of stress reactions after the September 11, 2001, terrorist attacks.
N Engl J Med. 2001 Nov 15;345(20):1507-12. doi: 10.1056/NEJM200111153452024.

文献AI研究员

20分钟写一篇综述,助力文献阅读效率提升50倍。

立即体验

用中文搜PubMed

大模型驱动的PubMed中文搜索引擎

马上搜索

文档翻译

学术文献翻译模型,支持多种主流文档格式。

立即体验