Five Essential Elements of Crisis Intervention for Communities and Schools When Responding to Technological Disasters

Michael L Sulkowski, Philip J. Lazarus

Research output: Contribution to journalReview article

2 Scopus citations

Abstract

Technological disasters result from human error, negligence, or limitations in perceiving and reducing risk. They are a form of manmade disaster that exerts a devastating effect on impacted individuals, communities, and ecosystems. Because of their negative impacts, technological disasters often erode community connectedness, undermine adaptive coping strategies in victims, contribute to income and social capital loss, result in complicated legal proceedings that can forestall the provision of needed post-disaster resources, and make it difficult for victims to find meaning in their struggles and recover from disaster. However, 5 empirically supported intervention principles may help mitigate some of these negative effects. These include promoting a sense of safety among victims, calming and supporting fearful individuals, engendering a general sense of self-efficacy and collective efficacy, increasing feelings of connectedness, and inspiring hope in discouraged disaster victims. This article discusses the application of these principles, as well as specific ways that they can be applied to support the needs of children, families, schools, and communities impacted by technological disasters.

Original languageEnglish (US)
Pages (from-to)3-12
Number of pages10
JournalInternational Journal of School and Educational Psychology
Volume1
Issue number1
DOIs
StatePublished - Jan 2 2013

Keywords

  • Crisis response
  • ecological disaster
  • environmental psychology
  • oil spill
  • technological disaster

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

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