A Cognitive Developmental Approach to

Understanding How Children Cope With

Disasters
1. Catherine Gray Deering PhD, RN, CS
Article first published online: 13 AUG 2007
DOI: 10.1111/j.1744-6171.2000.tb00070.x
Issue
Journal of Child and Adolescent Pschiatric Nursing
Volume 13, Issue 1, (/doi/10.1111/jcap.2000.13.issue-1/issuetoc) pages 716, January 2000
Additional Information
How to Cite
Deering, C. G. (2000), A Cognitive Developmental Approach to Understanding How Children Cope With
Disasters. Journal of Child and Adolescent Psychiatric Nursing, 13: 716. doi: 10.1111/j.1744-
6171.2000.tb00070.x
Author Information
Catherine Gray Deering, PhD, RN, CS, is Associate Professor, Clayton College and State University,
Morrow, GA.
Publication Histor
1. Issue published online: 13 AUG 2007
2. Article first published online: 13 AUG 2007
Abstract
Kewords:
Adolescents; children; coping; development; disaster
ReIerences(reIerences)
Cited By(citedby)
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TOPIC. This paper applies cognitive developmental theory to explain how preschoolers, school-age children, and
adolescents process and respond to disasters.
PURPOSE. To help clinicians understand the disaster experience Irom a childS point oI view, recognize age-
speciIic reactions, identiIy symptoms that may signal coping diIIiculties, and plan eIIective interventions.
SOURCES. Case examples Irom the authorS work with Ilood victims illustrate typical reactions Ior children
(preschool to adolescents) within a Iamily context, along with developmentally appropriate in terven tions .
CONCLUSIONS. Children aIIected by disasters need nursing interventions geared toward their particular
developmental level and sensitive to their perception oI the disaster.
Get PDF (902K)(/doi/10.1111/j.1744-6171.2000.tb00070.x/pdI)
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