The Psychology of Terrorism: Programs and Practices in Response and Prevention - Vol. 4

By Chris E. Stout | Go to book overview

10

Terror, Disaster, and War: How Can We Help Our Children?

John E. LeCapitaine

To be safe. To be secure. To be healthy. To be housed. To be fed … and possibly to have a parent, aunt, uncle, brother, sister, and precious others. The vital needs of children initially appear to be basic. These needs are essential to a healthy foundation for personal and psychological development, and should be the raison d’être of education. Of course, serious attention must also be given to ethnographic, economic, cultural, and other contextual experiences with which the child is absorbed, if not sometimes held hostage by them—experiences that include terror, disaster, and war. All of these need to be addressed vigorously and ambitiously, aptly and now, by parents, educators, and communities. This chapter provides educators and parents-as-educators with strategies for recognizing terrorized children and helping them cope with terror, disaster, and war. Further, educators should be drawn to the sections focused on strengthening critical strands of development.


RATIONALE

The terror of September 11, 2001, is ongoing. The United States is in a state of war, and this is particularly difficult because there is no end in sight. This could go on for a long, long time. For children and adolescents, this unknown is especially scary. They have not been through anything like this before. They do not know

-183-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
The Psychology of Terrorism: Programs and Practices in Response and Prevention - Vol. 4
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 215

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.