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## Other Youth Topics

## Breadcrumb

            -  Youth Topics 
            -  Preparedness & Recovery 
            -           References      

# References

Bartlett, S. (2008). After the tsunami in Cooks Nagar: The challenges of participatory rebuilding. *Children, Youth and Environments, 18*(1), 470-484.

Beck, J. (1998). 100 years of “Just Say No” versus “just say know”: Re-evaluating drug education goals for the coming century. *Evaluation Review, 22*(1), 15-45.

Bernardo, L. M., & Veenema, T. G. (2004). Pediatric emergency preparedness for mass gatherings and special events. *Disaster Management Response, 2*(4), 188-122.

Center for the Study of Traumatic Stress. (n.d.). *Disasters and poverty: Natural disasters disproportionately affect the world’s poor.*

Centers for Disease Control and Prevention. (2009). Coping with a traumatic event. Retrieved from http://emergency.cdc.gov/masscasualties/copingpub.asp

Corrarino, J. E., Walsh, P. J., & Nadel, E. (2001). Does teaching scald burn prevention to families of young children make a difference? A pilot study. *Journal of Pediatric Nursing, 16*, 256-262.

Federal Emergency Management Agency.  (1990). *Definitions of terms* (Instruction 5000.2).  Washington DC:  FEMA.

Fuhrmann, S. Stone, L. D., Casey, M. C., Curtis, M. D., Doyle, A. L., Earle, B. D., Jones, D. D., Rodriguez, P., & Schermerhorn, S. M. (2008). Teaching disaster preparedness in geographic education. *Journal of Geography, 107*(3), 112-120.

Lauten, A. (2002). Disaster preparedness and safe villages in Central Vietnam. In A. Jabry (Ed.), *Children and disasters: After the cameras have gone* (p. 34-40). London, England: Plan UK.

Loar, N., Wolmer, L., & Cohen, D. J. (2001). Mother’s functioning and children’s symptoms 5 years after a SCUD missile attack. *American Journal of Psychiatry, 21*, 383-390.

Markenson, D. & Redlener, I. (2004). Pediatric terrorism preparedness national guidelines and recommendations: Findings of an evidence-based consensus process. *Biosecurity Bioterrorism, 2*(4), 301-319.

National Advisory Committee on Children and Terrorism. (2004). Schools and terrorism: A supplement to the report of the National Advisory Committee on Children and Terrorism. *Journal of School Health, 74*(2):39-51.

Nager, A. L. (2009). Family reunification - Concepts and challenges. *Clinical Pediatric Emergency Medicine 10*(3), 195-207. Retrieved from http://www.ny2aap.org/pdf/Disaster/195.pdf  (PDF, 13 pages)

National Center for Missing & Exploited Children. (2006). *National Center for Missing & Exploited Children reunited last missing child separated by Hurricane Katrina and Rita.* Retrieved from http://www.missingkids.com/missingkids/servlet/NewsEventServlet?LanguageCountry=en_US&PageId=2317

Norris, F. H., Friedman, M. J., Watson, P. J., Byrne, C. M., Diaz, E., & Kaniasty, K. (2002). 60,000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981–2001. *Psychiatry, 65*(3), 207-239. Retrieved from http://www.frames.gov/documents/hdfss/norris_friedman_watson_bryne_etal_2002.pdf (PDF, 33 pages)

Peek, L. (2008). Children and disasters: Understanding vulnerability, developing capacities and promoting resilience – An introduction. *Children, Youth and the Environment, 18*(1), 1-29.

Penrose, A., & Takaki M. (2006) Children’s rights in emergencies and disasters. *The Lancet, 367*,  698-699. 

Pfefferbaum, B., Houston, B., North, C. S., & Regens, J. L. (2008). Youth’s reactions to disasters and the factors that influence their response. *The Prevention Researcher, 15*(3), 3-6.

Osofsky, H. J., Osofsky, J. D., Kronenberg, M., Brennan, A., & Cross Hansel, T. (2009). Posttraumatic stress symptoms in children after Hurricane Katrina: Predicting the need for mental health. *American Journal of Orthopsychiatry, 79*(2), 212-220.

Ready.gov (n.d.1). Make a plan. Retrieved from http://www.ready.gov/make-a-plan

Ready.gov (n.d.2). Build a kit. Retrieved from http://www.ready.gov/build-a-kit

Redlener, I., Grant, R., Abramson, D., & Johnson, D. (2008). *The 2008 American preparedness project: why parents may not heed evacuation orders and what emergency planners, families and schools need to know.* Columbia University Mailman School of Public Health. Retrieved from http://academiccommons.columbia.edu/catalog/ac:126155

Ronan, K. R. (2010). Promoting community resilience in disasters: The role for schools, youth, and families. Presentation at the National Summit on Youth Preparedness. 

Ronan, K. R., Crellin, K., Johnston, D. M., Finnis, K., Paton, D., & Becker, J. (2008). Promoting child and family resilience to disasters: Effects, intervention, and prevention effectiveness. *Children, Youth and Environment, 18*(1), 332-353.

Ronan, K. R., & Johnston, D. (June, 2001). *Hazards education in schools: Current findings, future directions.*Proceedings of the APEC Workshop on Dissemination of Disaster Mitigation Technologies for Humanistic Concerns (Phase I: Earthquake Disaster). Taipei, Taiwan: National Science and Technology Program for Hazards Mitigation (National Taiwan University). Retrieved from http://www.preventionweb.net/files/7998_RonanJohnstonAPEC.pdf (PDF, 7 pages)

Save the Children. (2008). Protecting children during U.S. emergencies: How safe are our schools and day-care centers when disasters strikes? *Issue Brief, 4*, 1-4. Retrieved from http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/Disaster-Preps-Issue-Brief-Final-1.pdf (PDF, 4 pages)

Silverman, W. K., & La Greca, A. M. (2002). Children experiencing disasters: Definitions, reactions, and predictors of outcomes. In A. M. La Greca, W. K., Silverman, E. M. Vernberg, & M. C., Roberts (Eds.), *Helping children cope with disasters and terrorism* (pp. 11-33). Washington, DC: American Psychological Association.

U.S. Bureau of the Census. (2011*). Income, poverty, and health insurance coverage in the United States: 2010.* Washington, D.C.: Author. Retrieved from http://www.census.gov/prod/2011pubs/p60-239.pdf (PDF, 95 pages)

U.S. Department of Homeland Security, Federal Emergency Management Agency, Individual and Community Preparedness Division. (n.d.) *Youth preparedness: Implementing a community-based program.* Retrieved from http://www.fema.gov/media-library-data/20130726-1832-25045-1471/youth_preparedness_implementing_a_community_basesd_program_v5_508.pdf (PDF, 78 pages)

U.S. Department of Homeland Security, Federal Emergency Management Agency. (2004). *Helping children cope with disaster.* Retrieved from http://www.fema.gov/pdf/library/children.pdf (PDF, 12 pages)

U.S. Department of Homeland Security, Federal Emergency Management Agency. (2009). *Personal preparedness in America: Findings from the 2009 Citizen Corps National Survey.* Retrieved from https://www.fema.gov/media-library/assets/documents/29972 (PDF, 91 pages)

U.S. Department of Homeland Security, Federal Emergency Management Agency, Individual and Community Preparedness Division. (2010). *Bringing youth preparedness education to the forefront: A literature review and recommendations.*Citizen Corps, Summer 2010. Retrieved from https://www.fema.gov/media-library/assets/documents/29982 (PDF, 23 pages)

Wisner, B. (2006). *Let our children teach us! A review of the role of education and knowledge in disaster risk reduction.* A report by the ISDR System Thematic Cluster/Platform on Knowledge and Education. Bangalore, India: Books for Change. Retrieved from http://unesdoc.unesco.org/images/0018/001898/189852e.pdf (PDF, 147 pages)

## Youth Briefs

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities
Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference
Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues
Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions
Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs
Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth
Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).

## Main navigation

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