Impacts of Wildfires on School Children: A Case Study of Slave Lake, Alberta, Canada
Bibliographic record
Abstract
Wildfires are becoming increasingly common, but there is limited understanding of their effects on children. This article reports on a study of wildfire impacts on children in a Canadian community. Self-reported measures of posttraumatic stress and coping and behavioral difficulties were obtained from a school-based survey of children in grades three to 12 carried out six months (T1) and 12 months (T2) after the fires. Students completed two screening instruments: the University of California at Los Angeles Post-traumatic Stress Disorder (PTSD) Reaction Index for Children and Adolescents – DSM-IV-TR, and the Strengths and Difficulties Questionnaire, and provided information about demographic details and loss of their home. Paired data (n = 140) revealed that a substantial number of children met certain PTSD criteria symptoms at T1 but the number declined by T2. Differences in symptoms by age, gender, and house loss were examined. Age and house loss were important differentiators of impact, but these waned through time, and house loss was not a defining trait of those most at risk of severe psychopathology. Future research examining children's responses to a variety of disasters would add to our knowledge about stress reactions while determining whether there are commonalities in responses across types of disasters.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".