摘要：Background: In the context of crisis and disasters, school-aged children are a vulnerable group with fewer coping resources than adults. The school is a key arena for preventive interventions; teachers can be given a key role in large-scale school-based interventions following a man-made or natural disaster.Objectives: This paper describes a practical example of designing a school-based population-level intervention.Methods: The preventive measures were delivered as a national communication strategy between teachers and pupils aged 6–19 concerning the terror attack on 22 July 2011 in Norway. The strategy is based on principles from international research.Results: The presentation contributes to the discussion of defining the teacher’s role in school-based crisis interventions and dealing with high-intensity media coverage of war, terror, and catastrophes.Conclusions: The presentation provides educational and psychological perspectives on how teachers can take an active role in helping pupils to deal with such events through two approaches: the therapeutic approach, to restore calm and feelings of safety; and the educational approach, to foster reflection and deeper understanding.Keywords: Teacher role; school-based interventions; crisis and terrorResponsible Editor: Grete Dyb, Norwegian Centre for Violence and Traumatic Stress Studies, NKVTS, Norway.For the abstract or full text in other languages, please see Supplementary files in the column to the right (under Article Tools)This paper is part of the Special Issue: Understanding terror and violence in the lives of children and adolescents. More papers from this issue can be found at http://www.eurojnlofpsychotraumatol.net(Published: 2 July 2014)Citation: European Journal of Psychotraumatology 2014, 5: 22758 - http://dx.doi.org/10.3402/ejpt.v5.22758
关键词：Teacher role; school-based interventions; crisis and terror
