@BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Special Safety Concerns of the School Bus Industry", abstract = "TRB\u2019s Commercial Truck and Bus Safety Synthesis Program (CTBSSP) Synthesis 17: Special Safety Concerns of the School Bus Industry explores various safety issues faced by school bus operators, including how the issues are currently addressed, barriers to improvements, and suggestions for making improvements in the future.", url = "https://nap.nationalacademies.org/catalog/14351/special-safety-concerns-of-the-school-bus-industry", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council and Institute of Medicine", editor = "Joan McCord and Cathy Spatz Widom and Melissa I. Bamba and Nancy A. Crowell", title = "Education and Delinquency: Summary of a Workshop", isbn = "978-0-309-07193-2", abstract = "The Panel on Juvenile Crime: Prevention, Treatment, and Control convened a workshop on October 2, 1998, to explore issues related to educational performance, school climate, school practices, learning, student motivation and commitment to school, and their relationship to delinquency. The workshop was designed to bring together researchers and practitioners with a broad range of perspectives on the relationship between such specific issues as school safety and academic achievement and the development of delinquent behavior.\nEducation and Delinquency reviews recent research findings, identifies gaps in knowledge and promising areas of future research, and discusses the need for program evaluation and the integration of empirical research findings into program design.", url = "https://nap.nationalacademies.org/catalog/9972/education-and-delinquency-summary-of-a-workshop", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board", title = "The Relative Risks of School Travel: A National Perspective and Guidance for Local Community Risk Assessment -- Special Report 269", abstract = "TRB Special Report 269 - The Relative Risks of School Travel: A National Perspective and Guidance for Local Community Risk Assessment presents a method to estimate, on a per-mile and per-trip basis, the relative risks that students face in traveling to and from school by walking, bicycling, riding in passenger vehicles with adult drivers, riding in passenger vehicles with teenage drivers, or taking a bus.\u00a0 These estimated risk measures can assist localities in developing policies to improve the safety of students traveling to school and in evaluating policies that affect mode choices by students and their parents.\u00a0 The report also includes checklists of actions to reduce the risks associated with each mode of school travel.\n\nChildren in the United States travel to and from school and school-related activities by a variety of modes. Because parents and their school-age children have a limited understanding of the risks associated with each mode, it is unlikely that these risks greatly influence their school travel choices. Public perceptions of school transportation safety are heavily influenced by school bus (i.e., \"yellow bus\") services. \nWhen children are killed or injured in crashes involving school buses, the link to school transportation appears obvious; when children are killed or injured in crashes that occur when they are traveling to or from school or school-related activities by other modes, however, the purpose of the trip is often not known or recorded, and the risks are not coded in a school-related category. Despite such limitations and the fact that estimates of the risks across school travel modes are confounded by inconsistent and incomplete data, sufficient information is available to make gross comparisons of the relative risks among modes used for school travel and to provide guidance for risk management. \n\nEach year approximately 800 school-aged children are killed in motor vehicle crashes during normal school travel hours. This figure represents about 14 percent of the 5,600 child deaths that occur annually on U.S. roadways and 2 percent of the nation\u2019s yearly total of 40,000 motor vehicle deaths. Of these 800 deaths, about 20 (2 percent)\u20145 school bus passengers and 15 pedestrians\u2014are school bus\u2013related. The other 98 percent of school-aged deaths occur in passenger vehicles or to pedestrians, bicyclists, or motorcyclists. A disproportionate share of these passenger vehicle\u2013related deaths (approximately 450 of the 800 deaths, or 55 percent) occur when a teenager is driving. \n\nAt the same time, approximately 152,000 school-age children are nonfatally injured during normal school travel hours each year. More than 80 percent (about 130,000) of these nonfatal injuries occur in passenger vehicles; only 4 percent (about 6,000) are school bus\u2013related (about 5,500 school bus passengers and 500 school bus pedestrians), 11 percent (about 16,500) occur to pedestrians and bicyclists, and fewer than 1 percent (500) are to passengers in other buses. \n\nWhen school travel modes are compared, the distribution of injuries and fatalities is found to be quite different from that of trips and miles traveled. Three modes (school buses, other buses, and passenger vehicles with adult drivers) have injury estimates and fatality counts below those expected on the basis of the exposure to risk implied by the number of trips taken or student-miles traveled. For example, school buses represent 25 percent of the miles traveled by students but account for less than 4 percent of the injuries and 2 percent of the fatalities. Conversely, the other three modal classifications (passenger vehicles with teen drivers, bicycling, and walking) have estimated injury rates and fatality counts disproportionately greater than expected on the basis of exposure data. For example, passenger vehicles with teen drivers account for more than half of the injuries and fatalities, a much greater proportion than the 14\u201316 percent that would be expected on the basis of student-miles and trips.\n\nSpecial Report 269 Summary\n", url = "https://nap.nationalacademies.org/catalog/10409/the-relative-risks-of-school-travel-a-national-perspective-and", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "School Fires: An Approach to Life Safety", url = "https://nap.nationalacademies.org/catalog/20730/school-fires-an-approach-to-life-safety", year = 1960, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Improving School Bus Safety: Special Report 222", abstract = "TRB Special Report 222 - Improving School Bus Safety examines the causes of school bus accidents and evaluates the effectiveness of safety measures, including seat belts, that might better protect children while they are boarding, riding, and leaving school buses.", url = "https://nap.nationalacademies.org/catalog/11352/improving-school-bus-safety-special-report-222", year = 1989, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Erin Hammers Forstag", title = "Addressing the Drivers of Criminal Justice Involvement to Advance Racial Equity: Proceedings of a Workshop—in Brief", abstract = "The Committee on Reducing Racial Inequalities in the Criminal Justice System of the National Academies of Sciences, Engineering, and Medicine convened a workshop in March 2021 as part of its exploration of ways to reduce racial inequalities in criminal justice outcomes in the United States. This workshop, the second in a series of three, enabled the committee to gather information from a diverse set of stakeholders and experts to inform the consensus study process. Speakers discussed the numerous interrelated factors that shape racial inequalities in the criminal justice system. Presentations focused on issues and promising solutions in health and well-being, in both neighborhood and opportunity contexts, as well as in youth-serving systems, as they relate to reducing racial inequality. This publication highlights the presentations of the workshop.", url = "https://nap.nationalacademies.org/catalog/26151/addressing-the-drivers-of-criminal-justice-involvement-to-advance-racial-equity", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Steve Olson", title = "Building Capacity to Reduce Bullying: Workshop in Brief", abstract = "On April 9-10, 2014, the Board on Children, Youth, and Families of the Institute of Medicine and the National Research Council held a 2-day workshop titled \"Building Capacity to Reduce Bullying and Its Impact on Youth Across the Lifecourse.\" The purpose of this workshop was to bring together representatives of key sectors involved in bullying prevention to identify the conceptual models and interventions that have proved effective in decreasing bullying, to examine models that could increase protective factors and mitigate the negative effects of bullying, and to explore the appropriate roles of different groups in preventing bullying. This report summarizes the presentations and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/21682/building-capacity-to-reduce-bullying-workshop-in-brief", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Patti Simon and Steve Olson", title = "Building Capacity to Reduce Bullying: Workshop Summary", isbn = "978-0-309-30398-9", abstract = "Bullying - long tolerated as just a part of growing up - finally has been recognized as a substantial and preventable health problem. Bullying is associated with anxiety, depression, poor school performance, and future delinquent behavior among its targets, and reports regularly surface of youth who have committed suicide at least in part because of intolerable bullying. Bullying also can have harmful effects on children who bully, on bystanders, on school climates, and on society at large. Bullying can occur at all ages, from before elementary school to after high school. It can take the form of physical violence, verbal attacks, social isolation, spreading rumors, or cyberbullying. Increased concern about bullying has led 49 states and the District of Columbia to enact anti-bullying legislation since 1999. In addition, research on the causes, consequences, and prevention of bullying has expanded greatly in recent decades. However, major gaps still exist in the understanding of bullying and of interventions that can prevent or mitigate the effects of bullying.\nBuilding Capacity to Reduce Bullying is the summary of a workshop convened by the Board on Children, Youth, and Families of the Institute of Medicine and National Research Council in April 2014 to identify the conceptual models and interventions that have proven effective in decreasing bullying, examine models that could increase protective factors and mitigate the negative effects of bullying, and explore the appropriate roles of different groups in preventing bullying. This report reviews research on bullying prevention and intervention efforts as well as efforts in related areas of research and practice, implemented in a range of contexts and settings, including schools, peers, families, communities, laws and public policies, and technology. Building Capacity to Reduce Bullying considers how involvement or lack of involvement by these sectors influences opportunities for bullying, and appropriate roles for these sectors in preventing bullying. This report highlights current research on bullying prevention, considers what works and what does not work, and derives lessons learned.", url = "https://nap.nationalacademies.org/catalog/18762/building-capacity-to-reduce-bullying-workshop-summary", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Erin Hammers Forstag", title = "Community Safety and Policing: Proceedings of a Workshop–in Brief", abstract = "The Committee on Reducing Racial Inequalities in the Criminal Justice System of the National Academies of Sciences, Engineering, and Medicine convened a workshop in January 2021 as part of its exploration of ways to reduce racial inequalities in criminal justice outcomes in the United States. In this workshop, speakers described the historical underpinnings that have linked policing with systemic racism and explored how policing in specific communities has shaped disparities in rates of crime and victimization across racial and ethnic groups. Speakers from both the criminal justice system and several communities spoke about how they are working to address racial inequalities today and about the problems of over-policing and under-protection in certain communities. This workshop, the first in a series of three, enabled the committee to gather information from a diverse set of stakeholders and experts to inform the consensus study process. This publication highlights the presentations of the workshop.", url = "https://nap.nationalacademies.org/catalog/26099/community-safety-and-policing-proceedings-of-a-workshop-in-brief", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Deepali M. Patel and Melissa A. Simon and Rachel M. Taylor", title = "Contagion of Violence: Workshop Summary", isbn = "978-0-309-26364-1", abstract = "The past 25 years have seen a major paradigm shift in the field of violence prevention, from the assumption that violence is inevitable to the recognition that violence is preventable. Part of this shift has occurred in thinking about why violence occurs, and where intervention points might lie. In exploring the occurrence of violence, researchers have recognized the tendency for violent acts to cluster, to spread from place to place, and to mutate from one type to another. Furthermore, violent acts are often preceded or followed by other violent acts.\n\nIn the field of public health, such a process has also been seen in the infectious disease model, in which an agent or vector initiates a specific biological pathway leading to symptoms of disease and infectivity. The agent transmits from individual to individual, and levels of the disease in the population above the baseline constitute an epidemic. Although violence does not have a readily observable biological agent as an initiator, it can follow similar epidemiological pathways.\n\nOn April 30-May 1, 2012, the Institute of Medicine (IOM) Forum on Global Violence Prevention convened a workshop to explore the contagious nature of violence. Part of the Forum's mandate is to engage in multisectoral, multidirectional dialogue that explores crosscutting, evidence-based approaches to violence prevention, and the Forum has convened four workshops to this point exploring various elements of violence prevention. The workshops are designed to examine such approaches from multiple perspectives and at multiple levels of society. In particular, the workshop on the contagion of violence focused on exploring the epidemiology of the contagion, describing possible processes and mechanisms by which violence is transmitted, examining how contextual factors mitigate or exacerbate the issue. Contagion of Violence: Workshop Summary covers the major topics that arose during the 2-day workshop. It is organized by important elements of the infectious disease model so as to present the contagion of violence in a larger context and in a more compelling and comprehensive way.", url = "https://nap.nationalacademies.org/catalog/13489/contagion-of-violence-workshop-summary", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Mark H. Moore and Carol V. Petrie and Anthony A. Braga and Brenda L. McLaughlin", title = "Deadly Lessons: Understanding Lethal School Violence", isbn = "978-0-309-08412-3", abstract = "The shooting at Columbine High School riveted national attention on violence in the nation's schools. This dramatic example signaled an implicit and growing fear that these events would continue to occur\u2014and even escalate in scale and severity.\nHow do we make sense of the tragedy of a school shooting or even draw objective conclusions from these incidents? Deadly Lessons is the outcome of the National Research Council's unique effort to glean lessons from six case studies of lethal student violence. These are powerful stories of parents and teachers and troubled youths, presenting the tragic complexity of the young shooter's social and personal circumstances in rich detail. \nThe cases point to possible causes of violence and suggest where interventions may be most effective. Readers will come away with a better understanding of the potential threat, how violence might be prevented, and how healing might be promoted in affected communities. \nFor each case study, Deadly Lessons relates events leading up to the violence, provides quotes from personal interviews about the incident, and explores the impact on the community. The case studies center on: \n\n Two separate incidents in East New York in which three students were killed and a teacher was seriously wounded.\n A shooting on the south side of Chicago in which one youth was killed and two wounded.\n A shooting into a prayer group at a Kentucky high school in which three students were killed.\n The killing of four students and a teacher and the wounding of 10 others at an Arkansas middle school.\n The shooting of a popular science teacher by a teenager in Edinboro, Pennsylvania.\n A suspected copycat of Columbine in which six students were wounded in Georgia.\n\nFor everyone who puzzles over these terrible incidents, Deadly Lessons offers a fresh perspective on the most fundamental of questions: Why?", url = "https://nap.nationalacademies.org/catalog/10370/deadly-lessons-understanding-lethal-school-violence", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Operational Differences and Similarities Among the Motorcoach, School Bus, and Trucking Industries", abstract = "TRB\u2019s Commercial Truck and Bus Safety Synthesis Program (CTBSSP) Synthesis 6: Operational Differences and Similarities Among the Motorcoach, School Bus, and Trucking Industries is designed as a single resource for information on profiles, safety statistics, and general business operations for these three commercial vehicle industries.", url = "https://nap.nationalacademies.org/catalog/13809/operational-differences-and-similarities-among-the-motorcoach-school-bus-and-trucking-industries", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Erin Hammers Forstag", title = "Reducing Inequalities Between Lesbian, Gay, Bisexual, Transgender, and Queer Adolescents and Cisgender, Heterosexual Adolescents: Proceedings of a Workshop", isbn = "978-0-309-27298-8", abstract = "To better understand the inequalities facing lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and the promising interventions being used to address these inequalities, the National Academies of Sciences,\nEngineering, and Medicine's Board on Children, Youth, and Families hosted a virtual public workshop titled Reducing Inequalities Between LGBTQ Adolescents and Cisgender, Heterosexual Adolescents, which convened on August 25\u201327, 2021. The workshop was developed by a planning committee\ncomposed of experts from the fields of sociology, medicine, public health, psychology, social work, policy, and direct-service provision. This Proceedings of a Workshop summarizes the presentations and discussions from that workshop.", url = "https://nap.nationalacademies.org/catalog/26383/reducing-inequalities-between-lesbian-gay-bisexual-transgender-and-queer-adolescents-and-cisgender-heterosexual-adolescents", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Jennifer Lalitha Flaubert and Ruth Cooper and Megan Snair", title = "Lessons Learned from the COVID-19 Pandemic to Improve Diagnosis: Proceedings of a Workshop–in Brief", abstract = "On January 14, 2022, the Board on Health Care Services of the National Academies of Sciences, Engineering, and Medicine hosted a virtual workshop focused on examining changes to diagnostic paradigms in response to the COVID-19 pandemic and considering the lessons learned and opportunities for improving diagnosis within the U.S. health care system. The workshop highlighted the pandemic's impact on diagnostic pathways, the exacerbation of inequities, diagnostic responsibilities for public health, and the novel diagnostic strategies and tools that have been developed since COVID-19 emerged. This workshop was the fourth in a series on diagnostic excellence funded by the Gordon and Betty Moore Foundation. This Proceedings of a Workshop-in Brief highlights the presentations and discussions that occurred at the workshop.", url = "https://nap.nationalacademies.org/catalog/26567/lessons-learned-from-the-covid-19-pandemic-to-improve-diagnosis", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Frederick Rivara and Suzanne Le Menestrel", title = "Preventing Bullying Through Science, Policy, and Practice", isbn = "978-0-309-44067-7", abstract = "Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have \"asked for\" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life.\nAlthough bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication.\nComposition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.", url = "https://nap.nationalacademies.org/catalog/23482/preventing-bullying-through-science-policy-and-practice", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Christopher Edley, Jr. and Judith Koenig and Natalie Nielsen and Constance Citro", title = "Monitoring Educational Equity", isbn = "978-0-309-49016-0", abstract = "Disparities in educational attainment among population groups have characterized the United States throughout its history. Education is sometimes characterized as the \"great equalizer,\" but to date, the country has not found ways to successfully address the adverse effects of socioeconomic circumstances, prejudice, and discrimination that suppress performance for some groups.\nTo ensure that the pursuit of equity encompasses both the goals to which the nation aspires for its children and the mechanisms to attain those goals, a revised set of equity indicators is needed. Measures of educational equity often fail to account for the impact of the circumstances in which students live on their academic engagement, academic progress, and educational attainment. Some of the contextual factors that bear on learning include food and housing insecurity, exposure to violence, unsafe neighborhoods, adverse childhood experiences, and exposure to environmental toxins. Consequently, it is difficult to identify when intervention is necessary and how it should function. A revised set of equity indicators should highlight disparities, provide a way to explore potential causes, and point toward possible improvements.\nMonitoring Educational Equity proposes a system of indicators of educational equity and presents recommendations for implementation. This report also serves as a framework to help policy makers better understand and combat inequity in the United States' education system. Disparities in educational opportunities reinforce, and often amplify, disparities in outcomes throughout people's lives. Thus, it is critical to ensure that all students receive comprehensive supports that level the playing field in order to improve the well-being of underrepresented individuals and the nation.", url = "https://nap.nationalacademies.org/catalog/25389/monitoring-educational-equity", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Monique C. Hite", title = "The Emergency Manager of the Future: Summary of a Workshop", abstract = "From hurricanes to terrorism; natural, technological, and other disasters can have potentially life-threatening effects. Emergency managers of the future will need to have the necessary skills to be prepared for these and other events. The workshop discusses the role and responsibility of emergency managers of the future and the resources needed to meet forthcoming challenges. ", url = "https://nap.nationalacademies.org/catalog/10801/the-emergency-manager-of-the-future-summary-of-a-workshop", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence", isbn = "978-0-309-20936-6", abstract = "The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes. \n\nA Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data.\n\nA Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality.\n ", url = "https://nap.nationalacademies.org/catalog/13114/a-plan-for-evaluating-the-district-of-columbias-public-schools", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Adrienne Stith Butler and Allison M. Panzer and Lewis R. Goldfrank", title = "Preparing for the Psychological Consequences of Terrorism: A Public Health Strategy", isbn = "978-0-309-08953-1", abstract = "The Oklahoma City bombing, intentional crashing of airliners on September 11,\n2001, and anthrax attacks in the fall of 2001 have made Americans acutely aware\nof the impacts of terrorism. These events and continued threats of terrorism have\nraised questions about the impact on the psychological health of the nation and\nhow well the public health infrastructure is able to meet the psychological needs\nthat will likely result. Preparing for the Psychological Consequences of Terrorism highlights\nsome of the critical issues in responding to the psychological needs that result\nfrom terrorism and provides possible options for intervention. The committee offers\nan example for a public health strategy that may serve as a base from which plans\nto prevent and respond to the psychological consequences of a variety of terrorism\nevents can be formulated. The report includes recommendations for the training\nand education of service providers, ensuring appropriate guidelines for the protection\nof service providers, and developing public health surveillance for preevent,\nevent, and postevent factors related to psychological consequences.\n", url = "https://nap.nationalacademies.org/catalog/10717/preparing-for-the-psychological-consequences-of-terrorism-a-public-health", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" }