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Introduction
Literature Review
Method
Analysis & Interpretation
Findings
OvervieOvervieww
Background
DefinitionsDefinitions
Process Trauma:the psychological effects and the child’s developmentally determined cognitive interpretation of the adversities related to the initial event, such as displacement, relocation, property loss, etc. (Terr, 1991).
DefinitionsDefinitions
Emergency response plans:the policies or programs created before an event. Aimed at intervention and readiness to respond to an emergent occurrence (Godschalk, 1991; McEntire & Myers, 2004).
DefinitionsDefinitions
Developmental requirements:• the Western construction of the evolving
physical and psychological needs of children that change dependent upon the age and developmental stage of the child (Kegan, 1982).
• developmentally-sensitive plan elements are defined as addressing children’s overall needs and specific requirements.
Literature ReviewLiterature Review
HaddoHaddon’s n’s
MatrixMatrixPre-event Stage
Disaster/Injury Producing Event
Post-event Stage
Outcomes
Everything that
contributes to the
environment before the event
Systemic and
structural changes resulting from the
event
•Survival Physical Status
•Process Trauma (Absence, presence/degree of process trauma)
•Emotional Growth (absence or low level of aberrant behavior, PT)
•Neurobiologic Seqeulae
Child Psychological Development
Child Psychological Development
Child Physical
Development
Child Physical
Development
E.R. Plans/ Agent
Kids/Host
Physical Environmen
t
MethoMethodd
• Content Analysis with Mixed Method Elements
• Self designed interview instrument
CodingCoding
• Coding Strategy– A priori code book – Refinement through Pilot Process and
participant confirmation of field notes
• Coder training and retraining• Cohen’s Kappa
– mathematical elimination of chance– all scored .8 and above = excellent
Recruitment Recruitment ProcessProcess
Final Sample:15 National &1 International
Expert
Inclusion & Exclusion Criteria
8 had direct experience in 8 had direct experience in response or planning for an response or planning for an
earthquakeearthquake
ParticipantsParticipants
• All dedicated 30-90 minutes• No interruptions except bank robbery• With one exception all:
– Confirmed transcript– Confirmed insertion of reflective and descriptive field notes
AnalysisAnalysis
• New themes noted
• Theme frequency counted in each individual interview and across all participants and themes
• Listed main thematic categories
DeductiDeductive ve
ProcessProcess
LimitationsLimitations
• Small study - Only 16 experts interviewed
• Not generalizeable
FindingsFindings
• All participants agree: psychological needs are poorly accommodated in planning.
• Operational and Policy planners disagree about children’s physical needs being adequately addressed.
• 50% of participants believe that children’s developmental needs are not operationalized* in planning.
* Specific /useful guidelines for those doing both planning and provision of care
Required by:• Health Care and Response Community
• Children
• Parents and Caregivers
Outcomes
•Survival Physical Status
•Process Trauma (Absence, presence/degree of process trauma)
•Emotional Growth (absence or low level of aberrant behavior, PT)
•Neurobiologic Seqeulae
Post-event Stage
Systemic and
structural changes resulting from the
event
Disaster/Injury
Producing Event
Kids/HostKids/Host
Research FindingsFeedback Loop
Two compelling findings mentioned by the majority of respondents:
• Effect of care givers response• Importance of a rapid return to
normal
Summary of Summary of FindingsFindings
• All participants believe that the incorporation of developmental elements would prevent process trauma.
• All participants stated that children's psychological needs are not well addressed in planning.
RecommendationsRecommendations
• Survey of national level planners across disciplinary domains to understand their perspective on children in disaster planning
• Use and test of conceptual framework
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