Psychopathology Among New York City Public School Children 6 Months After September 11

• 2005

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• Christina Hoven; Cristiane Duarte; Christopher Lucas; Ping Wu; Donald Mandell; Renee Goodwin
PMID: 15867108DOI: https://doi.org/10.1001/archpsyc.62.5.545

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About

This article examines the prevalence and correlates of probable mental disorders among New York City public school students six months after the September 11, 2001, World Trade Center attack. A survey was conducted on a representative sample of 8236 students, identifying a high percentage (28.6%) with probable anxiety/depressive disorders. The most common were probable agoraphobia, separation anxiety, and posttraumatic stress disorder. Higher levels of exposure to trauma were linked to increased prevalence. Factors such as child's exposure, exposure of a family member, and prior trauma were associated with a higher likelihood of anxiety/depressive disorders. The study underscores the importance of comprehensive mental health assessments following major disasters.

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Tags

Focus Areas: Everyday Emergency; Mental Health

Audiences: Behavioral Health Professionals; Schools & Childcare Providers

Emergency Management Stage: Recovery

Collection: Disaster Research Literature Review

Keywords: Agoraphobia; Anxiety Disorders; Anxiety, Separation; Mental Disorders; Child; Depressive Disorder; Disaster Planning; Disasters; Follow-Up Studies; Health Surveys; Life Change Events; Logistic Models; Mass Screening; New York City; Prevalence; Psychiatric Status Rating Scales; Schools; Stress Disorders, Post-Traumatic; Students; Adolescent; September 11 Terrorist Attacks

Institutions: Columbia University

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Psychopathology Among New York City Public School Children 6 Months After September 11 2005 · Columbia University Schools and Disasters: Safety and Mental Health Assessment and Interventions for Children. 2016 · Georgia State University, Colorado State University, Montclair State University Public Disaster Communication and Child and Family Disaster Mental Health: a Review of Theoretical Frameworks and Empirical Evidence 2016 · University of Missouri

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