Reactions to a Disaster

Crawshaw, Ralph

doi:10.1001/archpsyc.1963.01720140053008

Cited by 34 publications

(10 citation statements)

References 7 publications

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“…The protective role of depersonalisation (see Meyer (1956), Roberts (1960), Crawshaw (1963) during most acute anxiety (severe psychogenic stress) is obvious. When eliminating or, to be exact, blocking the emotional component of information which enters one's consciousness, depersonalisation removes intolerable tension and thus prevents disorder of psychic processes and a possible somatic catastrophy.…”

Section: Discussionmentioning

confidence: 99%

Depersonalisation ‐ symptoms, meaning, therapy

Nuller

1982

Acta Psychiatr Scand

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The manifestation of depersonalisation, its relationship with anxiety and depression, as well as its influence on the course of endogenous psychoses were investigated. Forty patients with severe depersonalisation were treated with the benzodiazepine, phenazepam, and 14 with clozapine. The data indicate that depersonalisation results from anxiety; it follows an anxiety attack and is successfully treated with anxiolytic drugs. In the case of endogenous depression, depersonalisation leads to lingering depressive phase, increasing the patients' resistance to antidepressive therapy. The protective and the harmful role of depersonalisation is discussed.

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Section: Discussionmentioning

confidence: 99%

Depersonalisation ‐ symptoms, meaning, therapy

Nuller

1982

Acta Psychiatr Scand

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“…Individual reactions to the perceived context differentiates their behavior in relation to location, time, involvement in the disaster, and preparation and conditioning. Crawshaw [175] provided empirical validation of these differentiated individual reactions and attributed them to the needs of individuals in specific age groups and family make-up. Simultaneously, Lazarus [176] proposed a psychological stress theory in which individuals engage in threat appraisal rather than anxiety arousal before engaging in coping mechanisms of actions to strengthen resources from harm, attack, avoidance, or defense.…”

Section: Individual Systemsmentioning

confidence: 99%

Organizing Theories for Disasters into a Complex Adaptive System Framework

2021

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Increasingly urbanized populations and climate change have shifted the focus of decision makers from economic growth to the sustainability and resilience of urban infrastructure and communities, especially when communities face multiple hazards and need to recover from recurring disasters. Understanding human behavior and its interactions with built environments in disasters requires disciplinary crossover to explain its complexity, therefore we apply the lens of complex adaptive systems (CAS) to review disaster studies across disciplines. Disasters can be understood to consist of three interacting systems: (1) the physical system, consisting of geological, ecological, and human-built systems; (2) the social system, consisting of informal and formal human collective behavior; and (3) the individual actor system. Exploration of human behavior in these systems shows that CAS properties of heterogeneity, interacting subsystems, emergence, adaptation, and learning are integral, not just to cities, but to disaster studies and connecting them in the CAS framework provides us with a new lens to study disasters across disciplines. This paper explores the theories and models used in disaster studies, provides a framework to study and explain disasters, and discusses how complex adaptive systems can support theory building in disaster science for promoting more sustainable and resilient cities.

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“…Research has demonstrated that children's crisis reactions are significantly affected by the responses of their parents and other important adults (Auerbach & Spirito 1986;Belter & Shannon 1993;Bolin 1988;Danto 1978;Doll & Lyon 1998). For example, in studies of disasters, children's reactions, most particularly anxiety, have been assessed to be directly related to their parents' psychological reactions and ability to cope in the aftermath of the event (e.g., Crawshaw 1963;Newman 1976). Such findings have lead to interventions aimed at parents and educators, as well as children.…”

Section: Short-and Long-term Interventionmentioning

confidence: 99%

Legislating School Crisis Response: Good Policy or Just Good Politics?

Pagliocca

Nickerson

2001

Law & Policy

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Over the past decade, a growing number of schools have responded to students' safety and mental health needs following campus violence and other crises. More recently, policymakers have joined this trend, proposing legislation requiring schools to establish crisis response programs. This paper provides an overview of crisis response initiatives implemented by school districts following traumatic events, including school violence. It then examines recent state legislation and other policies, followed by a discussion of the advisability of such mandates, given the scant research and evaluation of school crisis response to date.

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Reactions to a Disaster

Cited by 34 publications

References 7 publications

Depersonalisation ‐ symptoms, meaning, therapy

Depersonalisation ‐ symptoms, meaning, therapy

Organizing Theories for Disasters into a Complex Adaptive System Framework

Legislating School Crisis Response: Good Policy or Just Good Politics?

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