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Treating Children Exposed to Disasters
Arch Pediatr Adolesc Med. 2002;156:208.
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| Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings. |
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DESPITE A wealth of information about the effects of disaster on children,
few studies have assessed the effectiveness of treatment. The article by Chemtob
et al1 in this issue of the ARCHIVES is a noteworthy
exception. Treatment effectiveness is difficult to assess under the best of
circumstances, and the difficulties are magnified in the aftermath of disaster.
In light of the September 11, 2001, terrorist assault on our nation and subsequent
terrorist events and threats, the article is especially timely.
The federally funded disaster mental health model used in the United
States uses schools to assess and treat children in disaster-ridden communities.
Because schools are accessible to children and families, they normalize the
experience, thus minimizing the stigma associated with receiving care, and
school personnel are usually knowledgeable about the development and emotions
of children. But do such interventions work?
The fact that the children of Kauai remained symptomatic and . . . [Full Text of this Article]
RELATED ARTICLE
Psychosocial Intervention for Postdisaster Trauma Symptoms in Elementary School Children: A Controlled Community Field Study
Claude M. Chemtob, Joanne P. Nakashima, and Roger S. Hamada
Arch Pediatr Adolesc Med. 2002;156(3):211-216.
ABSTRACT
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THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES
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Unmet Need for Counseling Services by Children in New York City After the September 11th Attacks on the World Trade Center: Implications for Pediatricians
Fairbrother et al.
Pediatrics 2004;113:1367-1374.
ABSTRACT
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School-Based Program to Reduce Post-Disaster Symptoms in Children
JWatch General 2002;2002:7-7.
FULL TEXT
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