Why do responses to terrorist attacks often perpetuate cycles of deadly violence? Using the violence in Northern Ireland and Rwanda as case studies throughout, Part 1, The Context of Terrorism, looks at the psychological and social influences behind extremism, terrorism and conflict. Part 2, Reponses to a Terrorist Attack, examines the responses that can feed a cycle of violence and assesses a range of approaches for their success in ending violence.

Traumatic stress leads to functional reorganization in the brain and may trigger an alarm response. However, when the traumatic event produces severe helplessness, the predominant peri-traumatic response may instead be marked by a dissociative shutdown reaction. The neural correlates of this dissociative shutdown were investigated by presenting rapidly presented affective pictures to female participants with posttraumatic stress disorder (PTSD), and comparing responses to a Non-PTSD control group

This study examined the role of schools' psychosocial safety climate (PSC) in teachers' psychological outcomes. We proposed that PSC would moderate the effects of teachers' daily job demands on their fatigue and work engagement, and also the effects of teachers' daily recovery on fatigue and engagement. Sixty-one Australian school teachers completed a diary that was repeated three times over the course of approximately 8 months.

In this study, we investigated the prevalence, severity, and organisational factors of risk for psychological injury in a national sample of Australian school teachers, using the Psychological Injury Risk Indicator. We predicted that teachers would report higher levels of risk for psychological injury if working in schools located in rural areas, with a low socioeconomic index, and low psychosocial safety climate. Teachers from across Australia (N = 960) completed an online survey that measured risk for psychological injury and relevant organisational factors.