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Psychology Research and Behavior Management Volume 9, 2016 - Issue
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Original Research

Negotiating a new day: parents’ contributions to supporting students’ school functioning after exposure to trauma

Eline Grelland Røkholt1 Department of Allied Health, Bereavement Support Center, Akershus University Hospital, Lørenskog, NorwayCorrespondence[email protected]
,
Jon-Håkon Schultz2 Norwegian Center for Violence and Traumatic Stress Studies, Oslo, Norway;3 Department of Education, University of Tromsø, the Arctic University of Norway, Tromsø, Norway
&
Åse Langballe2 Norwegian Center for Violence and Traumatic Stress Studies, Oslo, Norway
Pages 81-93 | Published online: 22 Apr 2016

Citations (9)

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Read on this site (2)

Jon-Håkon Schultz & Dag Skarstein. (2021) I’m not as bright as I used to be – pupils’ meaning-making of reduced academic performance after trauma. International Journal of School & Educational Psychology 9:4, pages 265-279.
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Dag Skarstein & Jon-Håkon Schultz. (2018) Identity at Risk: Students’ Identity Configuration in the Aftermath of Trauma. Scandinavian Journal of Educational Research 62:5, pages 798-812.
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Articles from other publishers (7)

Katharina Haag, Rachel Hiller, Rosie McGuire, Mark Lyttle & Sarah L. Halligan. (2023) The journey back to normality: Support systems and posttrauma needs following exposure to single‐incident trauma among children and adolescents. Journal of Traumatic Stress 36:1, pages 218-229.
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Sharmeen Mahmud. (2022) A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework. BMC Psychology 10:1.
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Najibeh Atazadeh, Hassan Mahmoodi, Parvin Sarbakhsh & Abdolreza Shaghaghi. (2022) Development and validation of the parents’ cognitive perception inventory of disaster effects on children’s well-being (PCP-DCWB). BMC Psychology 10:1.
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Lauren Kosta, Louise Harms, Lisa Gibbs & David Rose. (2021) Being a Parent after a Disaster: The New Normal after the 2009 Victorian Black Saturday Bushfires. The British Journal of Social Work 51:5, pages 1759-1778.
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Lisa Gibbs, Jane Nursey, Janette Cook, Greg Ireton, Nathan Alkemade, Michelle Roberts, H. Colin Gallagher, Richard Bryant, Karen Block, Robyn Molyneaux & David Forbes. (2019) Delayed Disaster Impacts on Academic Performance of Primary School Children. Child Development 90:4, pages 1402-1412.
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Lise Eilin Stene, Jon-Håkon Schultz & Grete Dyb. (2018) Returning to school after a terror attack: a longitudinal study of school functioning and health in terror-exposed youth. European Child & Adolescent Psychiatry 28:3, pages 319-328.
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Lisa Govasli Nilsen, Gertrud Sofie Hafstad, Elisabeth Staksrud & Grete Dyb. (2018) Five reasons for using social media among young terror survivors: Results from the Utøya study. Computers in Human Behavior 84, pages 285-294.
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