The Child and Adolescent Trauma Treatments and Services Consortium (CATS) was the largest youth trauma project associated with the September 11 World Trade Center disaster. CATS was created as a collaborative project involving New York State policymakers; academic scientists; clinical treatment developers; and routine practicing clinicians,…

States that the central identifying characteristic of people who become terrorists is alienation from society. Outlines a progression of typical events and life stages often associated with the development of terrorists. (JDH)

On September 1, 2004, the community of Beslan, North Ossetia, Russia was changed forever. On this day, thirty-two Chechen terrorists entered the local school on the first day of the school year and took hostage of 1,181 people, mostly children, who were in the school at that time. Over the next three days, negotiations occurred between the…

This book advises schools in a concise, detailed format about crisis management. Its chapters address: (1) crisis planning; (2) early warning signs; (3) crisis response; (4) crisis recovery; (5) case studies of schools that have encountered crisis situations; and (6) sample letters to be distributed in case of crisis. (Appendices discuss…

This curriculum unit and 1-hour videotape are designed to help students understand the purpose and functions of the United Nations (UN) and explore the relationship between the United Nations and the United States. The UN's role in the global counterterrorism campaign serves as a case study for the unit. The students are asked to develop a basic…

Discusses issues faced by the Borough of Manhattan Community College following the September 11th terrorist attacks: the expense of recovery and budgeting for it, developing an emergency preparedness plan, the characteristics of emergency management and disaster recovery plans, technology and its role in emergency management, being prepared for…

Considers the legal response to terrorism following the September 11th attacks and questions whether American intelligence and law enforcement are positioned to protect the public in an effective manner. Highlights include the business of intelligence; the collection of information; use of technology; the need to improve information sharing; and…

Reviews provisions of information-related laws in light of the September 11th attacks and their impact on civil liberties. Highlights include the USA Patriot Act of 2001; law enforcement and the ECPA (Electronic Communications Privacy Act); intelligence and the FISA (Foreign Intelligence Surveillance Act of 1978); implications for information…

Businesses, particularly training departments, have reacted to terrorist attacks, collapse of major businesses, and wrongdoing by religious figures. Trainers have responded by offering safety and security-related training, helping establish risk-management procedures, increasing ethics training, and rewriting ethics codes. (JOW)

Describes the experiences of Islamic students from the Washington Islamic Academy, Washington, DC, after the terrorist attacks of September 11, 2001, explaining that since September 11, educators, students, and parents have faced prejudice against their religion and feared for their safety. The article also looks at the working of the school…

Discusses how, fueled by the war on terrorism, Congress has awarded a record $1.8 billion in academic earmarks in the 2002 fiscal year. Profiles several recipient programs and includes a campus-by-campus list of projects. (EV)

The authors were both privileged and challenged to provide art therapy groups for children and their families in the aftermath of the Pentagon attack on September 11, 2001. This paper chronicles their participation with these children, describes their methods of working, and includes some information on the theoretical basis for the use of art in…

Discusses the work the author did at the Children's Museum of the Arts with a parents' group with the intention of creating a healing place within the SoHo community after the September 11th attacks. Examples of the art produced, comments made by participants, and suggestions made to these parents concerning their own healing and that of their…

Describes how officials at the Borough of Manhattan Community College dealt with the emergency created by September 11, and offers a list of tips for dealing with out-of-the-ordinary emergencies. (EV)

Illustrates a variety of play responses that emerged spontaneously in the days following the September 11 attacks, asserting that although this event is similar to other tragedies, it is unique in U.S. history and has affected children intensely. Contrasts the complexities of the healing process of play with the official responses of the…