Date of Award

12-2018

Embargo Period

12-9-2018

Degree Type

Thesis

Degree Name

Bachelor of Arts/Bachelor of Teaching (Honours) BA/BTch (Hons)

Faculty

Education, Business & Science

School

Education

First Advisor

Phil Fitzsimmons

Second Advisor

Beverly Christian

ANZSRC / FoR Code

130105 Primary Education (excl. Maori), 130313 Teacher Education and Professional Development of Educators, 139999 Education not elsewhere classified, 170103 Educational Psychology

Abstract

This study investigated the experience of four senior high school students at one faith based school during and after the February 22, 2011, Christchurch New Zealand earthquake. The literature revealed that children and adolescents are impacted socially, psychologically and academically by natural disasters, and also that supportive social networks can lead to increased resilience and post-traumatic growth. Using a qualitative case study and narrative inquiry approach, participants were interviewed. Responses were analysed, coded and an earthquake impact profile (EIP) created for each participant. These profiles revealed that larger support networks mitigated severe psychological and academic impacts. Two areas barely evident in the literature that impacted the participants were participation in service activities, and comparing themselves to others. The study concludes that adolescents in their senior years of schools require a large support network, which includes service to others to help alleviate adverse psychological reactions and thus lessen academic impacts in the months and years after an earthquake.

Comments

Used by permission: the author.

A print copy of this thesis is held in the Avondale College Library (SC Theses 363.34950993 P88).

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