{'fraction_non_alphanumeric': 0.016494845360824743, 'fraction_numerical': 0.012371134020618556, 'mean_word_length': 5.3304347826086955, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Editors' Conclusion: Child, Youth, and Parent Responses to the Terrorism of September 11, 2001: Implications for Applied Developmental Science and Practice

The editorial discusses child, youth, and parent responses to the terrorism of September 11, 2001 and its implications for applied developmental science and practice. We have learned that the events of September 11th have affected a range of outcomes; not just posttraumatic stress disorder (PTSD) but other mental health outcomes. There are also several indications of stage-specific developmental responses to the events of September 11th. Adolescents and adults found different types of coping strategies helpful. Effective mental health interventions will need to target developmentally appropriate programs at different ages of children and youths. In light of this reality, it is valuable for science policy agencies to continue to improve their capacity to identify and support the expansion of studies already in the field in areas of disaster as well as to contract with research centers that can prepare in advance to rapidly field new studies. Just as it is helpful to turn to the broader disaster literature to provide context for understanding the empirical findings on the effects of the events of September 11th on children, youths, and parents, so too is the broader literature helpful in thinking through the implications of these studies for mounting program and policy responses.