When A Community Weeps

Zinner, Ellen S.; Williams, Mary Beth

doi:10.4324/9780203778012

Cited by 15 publications

(6 citation statements)

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“…Disasters may create an atmosphere from which escape seems impossible, generating feelings of complete helplessness (Kalayjian 1999; Zinner and Williams 1999). Events involving multiple deaths can create intense feelings of horror, loss, and complicated grief (Walsh 2007; Zinner and Williams 1999). Additionally, threats to the integrity of social and economic resources create extreme stress by challenging fundamental assumptions about the world (Hobfoll 1988).…”

Section: Introductionmentioning

confidence: 99%

Community Destruction and Traumatic Stress in Post-Tsunami Indonesia

Frankenberg

Nobles

Sumantri³

2012

J Health Soc Behav

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How are individuals affected when the communities they live in change for the worse? This question is central to understanding neighborhood effects, but few study designs generate estimates that can be interpreted causally. We address issues of inference through a natural experiment, examining post-traumatic stress at multiple time points in a population differentially exposed to the 2004 Indian Ocean tsunami. The data, from the Study of the Tsunami Aftermath and Recovery, include interviews with over 16,000 Indonesian adults before and after the event. These data are combined with satellite imagery, direct observation, and informant interviews to examine the consequences of community destruction for post-traumatic stress. Using multilevel linear mixed models, we show that community destruction worsens post-traumatic stress, net of rigorous controls for individual experiences of trauma and loss. Furthermore, the effect of community destruction persists over time and extends across a wide range of community types.

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Section: Introductionmentioning

confidence: 99%

Community Destruction and Traumatic Stress in Post-Tsunami Indonesia

Frankenberg

Nobles

Sumantri³

2012

J Health Soc Behav

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“…Crisis response plans that treat communities as single, homogeneous entities—ignoring existing racial, ethnic, and cultural differences—can also interfere with the healing process by exacerbating social schisms (Jones, 2008; Mears, 2007). In addition, outsiders may urge community members to return to their previous routines and rush them to normalize their behavior, which is inappropriate, given their traumatic experience (Zinner & Williams, 1999).…”

Section: Psychosocial Effects Of School Shootingsmentioning

confidence: 99%

A framework for guiding transformative growth after school shootings.

Lunn¹,

Campion

James

et al. 2021

Peace and Conflict: Journal of Peace Psychology

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For the last 20 years, gun violence has severely compromised safety, learning outcomes, social development, and psychological well-being in many high school communities. An emerging body of international research describes strategies developed to support students and staff members in the wake of school shootings. However, these protocols are typically designed to help administrators manage the immediate sequelae of these incidents, leaving survivors to handle the lasting consequences of their experiences on their own. This article presents a broad framework for facilitating long-term psychological growth that can be integrated into high school curricula. It is based on the complementary theories of Post-Traumatic Growth (PTG) and Transformative Learning (TL), which explain how positive psychological change can occur after a traumatic event disrupts a person's assumptive worldview. The three segments of the TL process-questioning, exploring, and experimenting-facilitate PTG by transforming established beliefs into broader meaning perspectives that accommodate present realities. The framework below provides an organized approach to guiding high school students, staff, and communities through the full process of rebuilding global schemas after a shooting occurs. It can be implemented alongside existing crisis-response models, resulting in an expansion of their utility. Its guided-growth strategies can also be leveraged to reshape school culture and encourage collective action in the surrounding community, maximizing the possibility of positive worldview development. Public Significance StatementAs academic routines resume in the wake of a high school shooting, students, staff, and community members must come to terms with experiences that have shattered their prior conceptions of reality. Existing crisis-response guides are designed to help administrators manage the immediate sequelae of these incidents-they provide little insight into the extended healing process needed to help survivors integrate their recent trauma into healthy new perspectives on life. This article provides an organized approach to facilitating long-term psychological growth, presenting a broad framework and illustrative applications for integrating it into existing high school curricula.

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“…One of the secondary psychological tasks of a transient community that gathers around the death of a public figure, or memorialization of a traumatic event, is mourning. Another task of such a community may be to make sense of an incomprehensible horror or tragedy (Zinner & Williams, ). The tasks of these transient communities have some similarity to the major secondary task of religious communities, which is to derive meaning from their collective spiritual experiences through a shared system of beliefs, symbols and rituals.…”

Section: Secondary Tasksmentioning

confidence: 99%

Towards a psychoanalytic concept of community (III): A proposal

Koh¹,

Twemlow

2017

Appl Psychoanal Studies

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A new concept of community is proposed in this third paper of the series, "Towards a psychoanalytic concept of community". This concept emphasizes the unconscious, collective, psychological tasks involved in creating and sustaining a community, as well as the tasks undertaken by the community in achieving its reason for being. One of the core psychological tasks is the creation of bonding among its members. When a community is being formed it experiences itself subjectively as "us", and needs to come to terms with what is "not us". A set of psychological tasks comes into play and they relate to the formation and maintenance of its boundary and identity. Each of these psychological tasks is underpinned by unconscious psychic processes; such as symbolization to create boundary, projective and introjective identifications to create bonds and identity. 261However, the relative importance of common ties in bringing church communities together may vary, and is influenced by a range of factors such as the size of a congregation, its history and culture, dynamics, and leadership.Accepting the caveat of the earlier oversimplification, we might see how "common interest communities", with their characteristic impersonal relationships, carry out their psychological tasks quite differently from "common ties communities" that possess greater interpersonal contact. The unconscious processes in operation in each of these situations will, we expect, also be different. 262KOH AND TWEMLOW

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When A Community Weeps

Cited by 15 publications

References 0 publications

Community Destruction and Traumatic Stress in Post-Tsunami Indonesia

Community Destruction and Traumatic Stress in Post-Tsunami Indonesia

A framework for guiding transformative growth after school shootings.

Towards a psychoanalytic concept of community (III): A proposal

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