The goals of helping individuals in particular and society in general understand and treat the effects of terrorism on the mental health of children are often at odds with practical obstacles and institutional reservations to mounting rigorous studies. There are numerous methodological challenges to conducting research on the impacts of terrorism, particularly the impacts on children. The chaotic aftermath of a terrorist attack, as well as the need to allow survivors to cope with personal injury, and loss of property, usually preclude researchers from interviewing survivors immediately after an attack unless the research method is part of the provision of emergency services. Research to date on the impacts of the September 11th terrorist attacks on children and youth confirms the role of media exposure in causing distant trauma. Parents, teachers, and school administrators may understandably be wary that research questions about a terrorist attack may revive fears and worries among children who were on the path to recovery.
|Original language||English (US)|
|Title of host publication||Part I|
|Subtitle of host publication||Assessing the Impact of September 11th, 2001, on Children, Youth, and Parents in the United States: Lessons From Applied Developmental Science: A Special Issue of Applied Developmental Science|
|Publisher||Taylor and Francis|
|Number of pages||5|
|State||Published - Jan 1 2018|
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