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.
Bibliographical noteFunding Information:
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. Asian Sphere
The study was supported by the Asian Sphere, 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. I would like to express my profound gratitude for the devoted support and guidance throughout the study of Prof. Rotem Kowner at the Asian Studies Department at the University of Haifa, Israel. I am also deeply indebted to the cooperation of participants for agreeing to share their stories and allowing us to learn from their experiences.
© 2021 National Children's Bureau and John Wiley & Sons Ltd.
- child disaster studies
- life story
- Trajectories intertwining with Life (TiL)
- trauma and PTEs
ASJC Scopus subject areas
- Health(social science)
- Life-span and Life-course Studies