Terrorist attacks in New York City and Washington, DC, and the continued threats of terrorism have the potential to engender negative psychological effects upon school age children and their families. School counselors and mental health professionals working with children need to be knowledgeable regarding interventions which allow students to…

Discusses using popular detective and espionage fiction in courses related to area politics, international relations, political terrorism, socialization, and bureaucratic politics. Suggests several novels and ways in which they may be integrated into courses. (KC)

Describes and analyzes an intervention program with social workers living and working in a situation of uncertainty created by political violence, such as war and terrorism. Uses a social constructionist perspective as a theoretical framework, emphasizing the effect of the social and political context in constructing the experience and a…

Considers the effectiveness of information and information theory as tools in the war against terrorism following the September 11 attacks, as well as the legal and political authority for their covert use. Topics include understanding the elements of an information network; and using organizational theory to disrupt the target information…

Discussion of information and the war on terrorism following the September 11th attacks focuses on a survey of legal provisions and new security-related practices in government and business as security competes with civil liberties. Topics include the Fourth Amendment overseas; Department of Justice legal initiatives; military tribunals; security…

Provides a preliminary assessment of the impact of the September 11 attacks on public and private information infrastructures. Topics include the role of information technology in future homeland security initiatives; continuity and recovery plans; decentralization of operations; and the development of system redundancies to eliminate single…

Provides examples of how federal agencies have responded to the possibility that terrorists could use information on their Web sites to plan further attacks, following the September 11 attacks. Discusses implications of the removal and alteration of government information and offers suggestions for developing a government-wide Web site policy.…

Discusses implications of the U.S.A. Patriot Act, antiterrorism legislation that was passed after the September 11 attacks, regarding privacy issues. Highlights include information privacy; privacy and government, including increases in the surveillance powers of government; privacy and the private sector; and future possibilities. (Author/LRW)

Investigated how racial identity formation among African American college students impacted student attitudes about the rapidly changing world. Surveys administered shortly after the September 11 attacks indicated that racial identity attitudes, gender, and student classification helped explain attitudes about the United States in the aftermath of…

Surveyed university faculty shortly after the September 11 attacks to investigate how they engaged with their students following these events. Classrooms became safe spaces for expressions of emotional vulnerability and public grieving. Some professors offered themselves as moral guides, striving to forestall the expression of hostility. Others…

Shows how young children in one early childhood classroom used art materials to express their feelings one day after the September 11, 2001 terrorist attacks on the World Trade Center and the Pentagon. Maintains that adults should help children use art activities to work out an understanding of violent events, regain control, and reach some…

Discusses how many college officials expect chaos when the federal government imposes its January 30 deadline for colleges to comply with Sevis, a computerized system for tracking foreign students. (EV)

Outlines 21 actions, both immediate and over the long term, that administrators can take to protect students and schools from terrorist activities. Includes establishing a chain of command, a command post, a crisis response team, a communications staff, and inservice training. (four references) (MLF)

Post-September 11th, considers how administrative leaders can define the institutional role in helping shape community response to the crisis at hand, especially the role of facilitator of public discussion of government policy. Asserts that conducted well and neutrally, the university's proactive assumption of such a role vastly furthers its…

Presents the story of one New York City high school teacher who was assaulted by a student and who had to struggle to return to teaching, describing how many witnesses to such events do not get involved and explaining that many teachers never return after such an experience. The paper also examines the teacher's reaction to the September 11, 2001…