An entry from Deb Robertson's blog for 2 November 2015 entitled, "thoughts on life after marriage".The entry was downloaded on 3 November 2016.
An example of a SCIRT safety alert. Safety alerts were sent out to Delivery Team Health and Safety representatives after an incident who then sent or delivered them to subcontractors.
A photograph of street art on a wall along Oxford Street in Lyttelton. The street art depicts buildings that were lost in Lyttelton after the 2010 and 2011 Canterbury earthquakes.
A photograph of street art on a wall along Oxford Street in Lyttelton. The street art depicts buildings that were lost in Lyttelton after the 2010 and 2011 Canterbury earthquakes.
A photograph of street art on a wall along Oxford Street in Lyttelton. The street art depicts buildings that were lost in Lyttelton after the 2010 and 2011 Canterbury earthquakes.
A photograph of street art on a wall along Oxford Street in Lyttelton. The street art depicts buildings that were lost in Lyttelton after the 2010 and 2011 Canterbury earthquakes.
A photograph of street art on a wall along Oxford Street in Lyttelton. The street art depicts buildings that were lost in Lyttelton after the 2010 and 2011 Canterbury earthquakes.
A photograph of street art on a wall along Oxford Street in Lyttelton. The street art depicts buildings that were lost in Lyttelton after the 2010 and 2011 Canterbury earthquakes.
A photograph of Humpty Dumpty painted on a climbing wall at Central New Brighton School. The school was closed in 2014 after being merged with South New Brighton school.
A photograph of street art on a water tank at Central New Brighton School. The school was closed in 2014 after being merged with South New Brighton school.
A photograph of street art on a water tank at Central New Brighton School. The school was closed in 2014 after being merged with South New Brighton school.
This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within teacher-student relationships which result in an increase in the emotional stability of our students. These aspects include prior knowledge of students and their development, psycho-social interventions and incorporation of the disaster into the curriculum. Teacher-student relationships are highlighted as vital to a child’s healing and resilience after experiencing disaster trauma.