Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 564-578 |
| Number of pages | 15 |
| Journal | Children and Society |
| Volume | 36 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 2022 |
Bibliographical note
Publisher Copyright:© 2021 National Children's Bureau and John Wiley & Sons Ltd.
Keywords
- Trajectories intertwining with Life (TiL)
- child disaster studies
- ecological-developmental
- life story
- trauma and PTEs
ASJC Scopus subject areas
- Health(social science)
- Education
- Life-span and Life-course Studies