Children in the 2015 South Indian floods: community members' views.

Little is known about children's experiences and involvement in disaster preparation and recovery, in particular in low- and middle-income countries. Eliciting community members' perspectives on the 2015 floods in Tamil Nadu, India, may generate useful insights for improving services in low-resource settings. This qualitative study aimed to understand how children in Chennai experienced the floods, as reported by the adults in their community, and to explore children's involvement in disaster preparedness, response and recovery efforts as reported from the adults' perspective.

Approaches to the Assessment of Children in the Context of Disasters.

Children exposed to disasters are a vulnerable population, making the assessment of children post-disaster an important issue. Utilizing a Multiple Gating Stepped Care framework, we highlight recent literature related to post-disaster assessment and intervention for children. In particular, we focus on screening, clinical evaluation, and feedback-informed service delivery.

Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory-Based Evaluation.

A main weakness in the evaluation of disaster education programs for children is evaluators' propensity to judge program effectiveness based on changes in children's knowledge. Few studies have articulated an explicit program theory of how children's education would achieve desired outcomes and impacts related to disaster risk reduction in households and communities. This article describes the advantages of constructing program theory models for the purpose of evaluating disaster education programs for children.

Disaster preparedness for children and families: a critical review.

Preparedness for disasters is universally low; children and families are particularly vulnerable groups. Against this backdrop, research on disaster preparedness for children and families is reviewed, with a focus on disaster preparedness and prevention education programs. Following definitions and theory/rationale, research is critically analyzed.

Interactive hazards education program for youth in a low SES community: a quasi-experimental pilot study.

A pilot study of an interactive hazards education program was carried out in Canberra (Australia), with direct input from youth participants. Effects were evaluated in relation to youths' interest in disasters, motivation to prepare, risk awareness, knowledge indicators, perceived preparedness levels, planning and practice for emergencies, and fear and anxiety indicators. Parents also provided ratings, including of actual home-based preparedness activities.

Salient beliefs about earthquake hazards and household preparedness.

Prior research has found little or no direct link between beliefs about earthquake risk and household preparedness. Furthermore, only limited work has been conducted on how people's beliefs influence the nature and number of preparedness measures adopted. To address this gap, 48 qualitative interviews were undertaken with residents in three urban locations in New Zealand subject to seismic risk.

Dissemination and effectiveness of multisystemic treatment in New Zealand: a benchmarking study.

The transportability of Multisystemic Therapy (MST) for the treatment of juvenile offenders in a community-based context was examined in the current study. Results of this New Zealand study showed that significant pre- to posttreatment improvements occurred on most indicators of ultimate (i.e.

The effects of sports participation on young adolescents' emotional well-being.

This study examined the relationship between children's sports participation and emotional well-being including self-reported emotional and behavioral problems and multidimensional aspects of self-concept. Data were collected from 203 young adolescents using a multitrait-multimethod assessment methodology. Information was obtained using a sports questionnaire concerning participation in and perceptions of sporting activities.

Multisystemic treatment: a meta-analysis of outcome studies.

Multisystemic treatment (MST) is a family- and home-based therapeutic approach that has been found to be effective in treating antisocial youths and that has recently been applied to youths with serious emotional disturbances. In light of the increasing dissemination of MST, this review examines the effectiveness of MST by quantifying and summarizing the magnitude of effects (treatment outcomes) across all eligible MST outcome studies. Included in a meta-analysis were 7 primary outcome studies and 4 secondary studies involving a total of 708 participants.

Assessing compliance with homework assignments: review and recommendations for clinical practice.

Despite the emphasis of homework assignments in psychotherapy research and practice, methods to assess homework compliance have been relatively neglected. This article presents a brief review of 32 studies that described the assessment of homework compliance, and evaluated homework compliance in relation to treatment outcome. More than half of the studies relied on a single source of compliance data (n = 23), eight studies involved retrospective accounts, and only four studies used the same measure of homework compliance.

Hazards education for youth: a quasi-experimental investigation.

No experimental research has examined the hypothesized benefits of hazards education programs for youth in helping to increase community resilience. This preliminary study followed on from correlational studies and examined the role these programs play in helping increase child and family problem- and emotion-focused coping. Children (n= 219) were randomly assigned, based on classroom, to a condition.