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Research papers, University of Canterbury Library

For 150,000 Christchurch school students, the 12.51 pm earthquake of 22 February 2011 shattered their normal lunch time activities and thrust their teachers into the role of emergency first responders. Whether helping students (children) escape immediate danger, or identifying and managing the best strategies for keeping children safe, including provision of extended caregiving when parents were unable to return to school to retrieve their children, teachers had to manage their own fears and trauma reactions in order to appear calm and prevent further distress for the children in their care. Only then did teachers return to their families. Eighteen months later, twenty teachers from across Christchurch, were interviewed. At 12.51pm, the teachers were essentially first responders. Using their usual methods for presenting a calm and professional image, the teachers’ emotion regulation (ER) strategies for managing their immediate fears were similar to those of professional first responders, with similar potential for subsequent burnout and negative emotional effects. Teachers’ higher emotional exhaustion and burnout 18 months later, were associated with school relocation. Lower burnout was associated with more emotional awareness, ER and perceived support. Consistent with international research, teachers’ use of cognitive reappraisal (re-thinking a situation) was an effective ER strategy, but this may not prevent teachers’ emotional resources from eventually becoming depleted. Teachers fulfill an important role in supporting children’s psychosocial adjustment following a natural disaster. However, as also acknowledged in international research, we need to also focus on supporting the teachers themselves.

Research papers, University of Canterbury Library

Five years on from the 2010-2011 Canterbury earthquakes, research has shown an increase in hyperarousal symptoms in school children. While Cognitive Behaviour Therapy is currently the gold standard for treating Post-Traumatic Stress, there are insufficient clinicians to treat the high numbers of children in post-disaster communities. Alternative non-verbal interventions in school based settings that target the physiological basis of hyperarousal may be more effective for long term stress reduction in some young children. Neuroscience research suggests that drawing activates brain areas connected with the autonomic nervous system, resulting in relaxation and self-regulation. The aim of the current study was to determine whether a 20-minute drawing lesson during the afternoon of the school day would reduce stress in children with hyperarousal symptoms. The study had a single subject ABA design. Four children participated, two of the children exhibited hyperarousal symptoms, and the other two did not, as determined by teacher and parent responses on the Behaviour Problem Index (BPI). The children’s selfreported stress (measured by the Subjective Unit of Distress (SUD) thermometer) and physiological stress (measured by finger temperature) were recorded at the start and end of each session during baseline, drawing lessons, and return to baseline phases. The results of the study showed a general reduction in physiological stress during the drawing lessons for the children with hyperarousal symptoms. However, the results indicated some discrepancies between the children’s physiological stress and perception of stress, which may suggest that the self-report measure was inappropriate for the children in this study. Overall, the study suggests that drawing lessons show promise as a school-based intervention for reducing stress in children with hyperarousal. More research is required to address the limitations of the present study, and before the study can be applied to the whole classroom as a positive strategy for managing stress at school.

Audio, Radio New Zealand

In the hours after the February 2011 Canterbury earthquake, Chessie Henry's father Chris Henry, a Kaikoura-based doctor, crawled into makeshift tunnels in the collapsed CTV building to rescue the living and look for the dead. Six years later, Chessie interviewed Chris in an attempt to understand the trauma that lead her father to burnout. In her book just published, We Can Make A Life: A memoir of family, earthquakes and courage, Chessie Henry considers the psychological cost of heroism and unravels stories and memories from her family history.

Audio, Radio New Zealand

The families of those who died in the CTV building's collapse during the Christchurch Earthquake in February of 2011 are vowing to continue their Fight For Justice after The Independent Police Conduct Authority rejected their complaint about the Police Investigation . The Police decided 3 years ago not to lay charges against the building's designer. Yesterday the families announced that the IPCA, the body that advised the Police, had told them that it had no jurisdiction over Crown Law. Families spokesperson, Maan Alkaisi, told reporter Conan Young that they will continue to push for somebody to be held to account. He wants a retired judge to take another look at the decision not to prosecute.

Other, National Library of New Zealand

A blog about the Family-owned and run bar in Poplar Lanes, Christchurch - home of live entertainment with bands and DJs, every Thursday to Saturday. Archived instances cover the Canterbury Earthquake when the bar had to close down due to damage.

Images, UC QuakeStudies

Photograph captioned by Fairfax, "Teddy time: A Whanganui man has sent dozens of teddy bears to Rangiora to be distributed to children affected by the Canterbury earthquake. Ted Cheriton sent the teddies to National MP Kate Wilkinson's office to be distributed. Ms Wilkinson said it was a fantastic gesture. 'I am sure they will be welcome in Kaiapoi and beach settlements where damage from the earthquake has severely affected many families', she said. 'Hopefully these teddies will bring a smile to some young children and cheer them up in what has been a very trying and traumatic time'".