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