Bioterrorism Preparedness: What School Counselors Need to Know.
Bibliographic record
Abstract
Bioterrorism within United States is a continuing threat. Because children and adolescents are among most vulnerable populations during a bioterrorist attack, school counselors must be prepared with knowledge and skills. This article provides pertinent information including (a) a description of bioterrorism and biological agents, (b) psychological impact of bioterrorism, (c) school counselors' role a school-related incident, and (d) disaster mental health principles and procedures. Implications for school counselors are discussed context of ASCA National Model[R]. ********** Bioterrorism United States is a continuing threat and immediate preparation is needed, as indicated Homeland Security Act of 2002 (H.R. 5005-2) and Public Health Security and Bioterrorism Preparedness and Response Act of 2002 (P.L. 107-188). National leaders have stated that we must confront real threat of bioterrorism and prepare for future emergencies (Department of Homeland Security, 2004). Recent anthrax threats are evidence that all citizens United States are vulnerable to bioterrorism (Jernigan et al., 2002). The National Advisory Committee on Children and Terrorism (NACCT, 2003) has warned that in event of a terrorist attack, children would be among most vulnerable populations our society (p. i). To ensure safety of school-aged children and adolescents, school counselors must not ignore or deny public health threat of bioterrorism (Henderson, 1998). Rather, school counselors must be prepared with knowledge about bioterrorism and intervention skills. The purpose of this article is to increase school counselors' bioterrorism preparedness by providing information as follows: (a) a description of bioterrorism and biological agents, (b) psychological impact of bioterrorism, (c) school counselors' role a school-related incident, (d) disaster mental health principles and procedures, and (e) implications for school counselors context of American School Counselor Association (ASCA) National Model. BIOTERRORISM DESCRIPTION What is bioterrorism? The Federal Emergency Management Agency (FEMA, n.d.) has defined terrorism as the use of force or violence against people or property to create fear and to get publicity for political causes ([paragraph] 3). Bioterrorism is terrorism that uses biological weapons, which are organisms (bacteria or viruses) or toxins that can kill or injure people, livestock, or crops. According to Centers for Disease Control and Prevention (CDC, 2001), four categories of bioweapons are as follows: (a) bacteria such as plague, anthrax, and tularemia; (b) viruses such as smallpox and viral hemorrhagic fevers; (c) rickettsias such as Q fever; and (d) toxins such as botulinum, ricin, and mycotoxins. The CDC also has identified an list of biological agents of highest concern, which includes (a) variola major (smallpox), (b) Bacillus anthracis (anthrax), (c) Yersinia pestis (plague), (d) Francisella tularensis (tularemia), (e) botulinum toxin (botulism), and (f) filoviruses and arenaviruses (viral hemorrhagic fevers). A description of these biological agents can be found at CDC Web site, listed Appendix of this article. Knowing history of bioterrorism provides a helpful perspective. Biological weapons are oldest of triad of nuclear, biological, and chemical forms of terrorism and have been used for more than 2,500 years. The first recorded incident of bioterrorism was 1340 when soldiers catapulted dead horses at a castle Northern France (Public Broadcasting System, 2003). Closely following, 1346, Tartars threw corpses infected with plague over a city wall Italy. In 1760s, British soldiers spread smallpox Boston and Quebec by giving Native Americans blankets with smallpox scabs. In World War II, Japanese soldiers used anthrax and plague against Chinese people, killing 10,000 (Public Broadcasting System). …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.005 | 0.009 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.007 | 0.008 |
| Insufficient payload (model declined to judge) | 0.015 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".