Preparing the Educational System for a State Emergency
The great turmoil that the Yom Kippur War brought about, the extended State of Emergency that had followed, the hostile terrorist and the uncertainty that had accompanied the steps of peace, brought the educational system onto confronting new challenges. Emotional pressures that related to the state of security, were no more the sole domain of the friction-zone residents. What I mean is the inevitable pressures our children were exposed to via the media's description of the events, public mobilization exercises, Civil Defense exercises in the school, lethal terrorist activities, security checks at the entrances of amusement parks, the father's departure for reserve service, conversations of adults in their vicinity, etc. Besides the threat in the form of physical strength in a period as such, the child experiences a threat, although less noticeable on the surface, but significant regarding his mental development: the dimness of the situation and the need to act in states of uncertainty.The effects of national stress situations on children were, mainly, diagnosed by Anna Freud and Dorothy Birlingham (1942), at the time of the Blitz in England, by Kleiman (1968) and Kleiman (1975) regarding the murder of President Kennedy in the U
Eilon, A., Lahad, M. (1990). Children in the Shelter, The Remainder - Citizen Defense Journal, and HagMa"r 5, the Ministry of Defense, pp. 50-52. More than a decade has passed since the appearance of the first prevention programs for states of emergency. Back then we were compelled to overcome the "Taboo" barrier, which had denied, for a long time, treatment in states of emergency and loss. In their effect on the children, family and the community, these programs were a breakthrough in the preventive conception and had enabled to cooperate it in the educational processes for the health and security of the whole population. The immunization programs that had been adopted by the educational system, placed in the hands of the counselors, psychologists and educators, efficient and creative tools for development of confrontation resourcefulness. We must regard the preparation of the system with utmost importance. The students' mental solidity depends on this preparation, as well as the success of the staff and students in effectively dealing with the actual state of emergency. Lahad, M. (1981). Program for Preparation of teachers and Students for States of Emergency: Multifaceted Program, Kiryat Shemona Municipality. Raviv, A
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Approximate Word count = 832
Approximate Pages = 3 (250 words per page double spaced)
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