The benefits of life stories to trauma research: Child disaster studies through ecological‐developmental lenses

The increasing proliferation of psychological child disaster studies also reflects limitations in trauma research. This article defines four ecological‐developmental (ED) lenses (Person, Context, Time, Process) for mapping lacunas in child disaster studies and illustrating the benefits of qualitativ...

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Bibliographic Details
Published inChildren & society Vol. 36; no. 4; pp. 564 - 578
Main Author Taube Dayan, Shira
Format Journal Article
LanguageEnglish
Published Oxford Wiley Subscription Services, Inc 01.07.2022
Subjects
Case studies
child disaster studies
Children
Disaster studies
Disasters
ecological‐developmental
Life history
life story
Mapping
Psychological distress
Psychological trauma
Trajectories intertwining with Life (TiL)
Trauma
trauma and PTEs
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Summary:The increasing proliferation of psychological child disaster studies also reflects limitations in trauma research. This article defines four ecological‐developmental (ED) lenses (Person, Context, Time, Process) for mapping lacunas in child disaster studies and illustrating the benefits of qualitative life stories, using two case studies from different circumstances. The article reveals an overall narrow and non‐integrative ED focus among child disaster studies and an in‐depth and wide‐ranging ED focus provided by life stories. It also presents the unique outcomes of the stories in the form of Trajectories intertwining with Life. The new outcomes can offer broader contributions to trauma research.
Bibliography:Funding information
Asian Sphere
The study was supported by the
a joint program maintained by the University of Haifa and the Hebrew University of Jerusalem and funded by the Humanities Fund of the Planning and Budgeting Committee of the Council for Higher Education in Israel (VATAT) and by Yad Hanadiv.
ISSN:0951-0605
1099-0860
DOI:10.1111/chso.12514