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The great turmoil that the Yom Kippur War brought about, the extended State of Emergency that had followed, the hostile terrorist and the uncertainty that had accompanied the steps of peace, brought the educational system onto confronting new challenges. Emotional pressures that related to the state of security, were no more the sole domain of the friction-zone residents. What I mean is the inevitable pressures our children were exposed to via the media's description of the events, public mobilization exercises, Civil Defense exercises in the school, lethal terrorist activities, security checks at the entrances of amusement parks, the father's departure for reserve service, conversations of adults in their vicinity, etc. Besides the threat in the form of physical strength in a period as such, the child experiences a threat, although less noticeable on the surface, but significant regarding his mental development: the dimness of the situation and the need to act in states of uncertainty.
The effects of national stress situations on children were, mainly, diagnosed by Anna Freud and Dorothy Birlingham (1942), at the time of the Blitz in England, by Kleiman (1968) and Kleiman (1975) regarding the murder of President Kennedy in the United States of America. In Israel it was executed by Ziv et al (Ziv, Krogalensky and Shulman, 1972; Ziv and Israeli 1973), who examined the level of stress with children of bombarded settlements. Freud and Birlingham found that children who were disconnected from their families and had been evacuated to safe places out of London developed a higher level of anxiety than the children whom had stayed in town with their parents and had experienced and observed the bombardments and the devastation. Ziv et al found differences in the level of anxiety of children in bombarded townships and children, whose towns were not bombarded, but they did not find such a difference between children of bombarded kibbutz and non-bombarded kibbutz, and in a catharsis of stress situations that is enabled by discussions on the subject between the adults and the kids.
From here stems the need for enforcing the level of the school's level of organization, in improving the readiness of the educational staff in dealing with the predicted difficulties. As well as in insuring the readiness of the team itself in dealing with stress situations. The latter would all help in strengthening the system and assisting the teacher in being a source of support for his students. We must regard the preparation of the system with utmost importance. The students' mental solidity depends on this preparation, as well as the success of the staff and students in effectively dealing with the actual state of emergency.
More than a decade has passed since the appearance of the first prevention programs for states of emergency. Back then we were compelled to overcome the 'Taboo'; barrier, which had denied, for a long time, treatment in states of emergency and loss. In their effect on the children, family and the community, these programs were a breakthrough in the preventive conception and had enabled to cooperate it in the educational processes for the health and security of the whole population. The immunization programs that had been adopted by the educational system, placed in the hands of the counselors, psychologists and educators, efficient and creative tools for development of confrontation resourcefulness. Preventive preparation enables the outlet of positive and negative feelings that accumulate as a response to pressures, helps to strengthen self-image, which might get hurt in stress situations, and intensifies the unity of the social supportive system. Participating in such preventive programs decreases the risk of mental impact due to stress, both in the short and long run.
This approach does not settle with only bandaging the 'stress wounds'; . It deviates from the boundaries of the treatment of the results of states of emergency and wars, and is aimed at primary prevention of the pressures themselves, by canceling them or reducing them as much as possible. The program aims, among other things, to bestow social skills of resolving conflict nonviolently, and to develop peace orientated positions & # 8211; not as futuristic intentions, but as an executable possibility. BIBLIOGRAPHY Eilon, A. , Lahad, M. (1991). Life on the Border, Nord Pub. , Haifa.
Eilon, A. , Lahad, M. (1990). Children in the Shelter, The Remainder & # 8211; Citizen Defense Journal, and Hag Ma'; r 5, the Ministry of Defense, pp. 50 - 52. Binyamin i, K. (1975). Emergency Psychological Help for School, Opinion 5, pp. 5 - 13. Grant, C. , Brander, M. (1987). Community Services in a state of Emergency, the Matnasim Society, Jerusalem.
Lahad, M. (1981). Program for Preparation of teachers and Students for States of Emergency: Multifaceted Program, Kiryat Shemona Municipality. Lahad, M. (1986). Protected Kindergarten, the regional Center for States of Emergency, Educational Psychological Service, Kiryat Shemona. Nir, A. , Eshkoli, Y. (Editors) (1989).
States of Emergency, - You Can Save A life, The Head of Citizen's Defense Command, the Ministry of Defense. Radio, A. , Klingman, A. , Horwitz, M. (198). Children in States of Stress and crisis, Other Humor, Tel-Aviv.
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