Midtbust Liv Gunvor Hove, Dyregrov Atle, Djup Heidi Wittrup
Center for Crisis Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway.
Eur J Psychotraumatol. 2018 Feb 6;9(sup2):1429771. doi: 10.1080/20008198.2018.1429771. eCollection 2018.
A vast number of people annually are affected by natural disasters. Children are at risk of losing their lives and suffer mentally or physically after such events. The fostering of resilience and preparedness ahead of disasters can reduce untoward effects of disastrous events. Risk communication and disaster education are considered important aspects of disaster preparedness, but little is known about whether such strategies influence children's behaviour when natural disasters occur or how they cope in the aftermath. This paper presents and discusses various strategies that promote preparedness activities to save lives. To a minor extent, it also includes strategies that can promote coping in the aftermath. Strategies such as informational campaigns, educational activities, psychoeducation and parental guidance are addressed. The literature to date indicates that schools are a suitable arena for risk communication, and that adolescents themselves should be involved and engaged in the communication strategies. However, the relationship between knowledge of preparedness and the resulting preparedness is largely unknown. It is unknown whether changes in awareness and attitudes have resulted in actual behaviour change. It is advocated that preparedness activities and parental involvement should supplement information-based strategies.
每年都有大量的人受到自然灾害的影响。儿童面临着失去生命的风险，并且在这类事件发生后会遭受身心痛苦。在灾难发生前培养适应力和做好准备可以减少灾难性事件的不良影响。风险沟通和灾难教育被认为是灾难准备工作的重要方面，但对于这些策略在自然灾害发生时是否会影响儿童的行为，或者他们在灾后如何应对，人们却知之甚少。本文介绍并讨论了各种促进准备活动以挽救生命的策略。在较小程度上，它还包括一些可以促进灾后应对的策略。文中探讨了诸如宣传活动、教育活动、心理教育和家长指导等策略。迄今为止的文献表明，学校是进行风险沟通的合适场所，而且青少年自身应该参与到沟通策略中来。然而，准备知识与由此产生的准备状态之间的关系在很大程度上尚不清楚。意识和态度的改变是否导致了实际行为的改变也不得而知。有人主张，准备活动和家长的参与应该补充基于信息的策略。
