Stough Laura M, Ducy Elizabeth McAdams, Kang Donghyun
Department of Educational Psychology, Center on Disability and Development, Texas A&M University, Mail Stop 4225, College Station, TX, 77843, USA.
Department of Educational Leadership and Special Education, School of Education, Sonoma State University, 1801 East Cotati Ave, Rohnert Park, CA, 94928, USA.
Curr Psychiatry Rep. 2017 Apr;19(4):24. doi: 10.1007/s11920-017-0776-8.
This paper reviews the empirical literature on psychosocial factors relating to children with disabilities in the context of disaster or terrorism.
Research indicates adults with disabilities experience increased exposure to hazards due to existing social disparities and barriers associated with disability status. However, studies on the psychological effects of disaster/terrorism on children with pre-existing disabilities are exceedingly few and empirical evidence of the effectiveness of trauma-focused therapies for this population is limited. Secondary adversities, including social stigma and health concerns, also compromise the recovery of these children post-disaster/terrorism. Schools and teachers appear to be particularly important in the recovery of children with disabilities from disaster. Disasters, terrorism, and war all contribute to increased incidence of disability, as well as disproportionately affect children with pre-existing disabilities. Disaster preparedness interventions and societal changes are needed to decrease the disproportionate environmental and social vulnerability of children with disabilities to disaster and terrorism.
本文回顾了在灾难或恐怖主义背景下，与残疾儿童相关的社会心理因素的实证文献。
研究表明，由于与残疾状况相关的现有社会差异和障碍，残疾成年人面临的灾害风险增加。然而，关于灾难/恐怖主义对已有残疾儿童心理影响的研究极少，针对这一人群的创伤聚焦疗法有效性的实证证据也很有限。包括社会污名和健康问题在内的继发性逆境，也会影响这些儿童在灾难/恐怖主义后的恢复。学校和教师在残疾儿童从灾难中恢复的过程中似乎尤为重要。灾难、恐怖主义和战争都会导致残疾发生率上升，并且对已有残疾的儿童影响尤为严重。需要进行灾难准备干预和社会变革，以减少残疾儿童在环境和社会方面面对灾难和恐怖主义时的过度脆弱性。
