Postvention as Prevention: Coping with Loss at School

Autor/inn/en	Khalid, Nikita; Zapparrata, Nicole; Loughlin, Kevin; Albright, Glenn
Titel	Postvention as Prevention: Coping with Loss at School
Quelle	19 (2022), Artikel 11795 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khalid, Nikita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Education; Elementary Secondary Education; Trauma; Death; Grief; Coping; Interpersonal Relationship; Family Violence; Anxiety; Psychological Patterns; Depression (Psychology); Substance Abuse; Posttraumatic Stress Disorder; Suicide; Role Playing; Computer Simulation; Professional Development; Social Support Groups; Crisis Management; Planning; Program Effectiveness; Competence; Self Efficacy; Intervention; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Sterbefall; Tod; Todesfall; Trauer; Bewältigung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Angst; Drug use; Drug consomption; Drogenkonsum; Selbstmord; Rollenspiel; Computergrafik; Computersimulation; Social support; Soziale Unterstützung; Krisenmanagement; Ablaufplanung; Planungsprozess; Kompetenz; Self-efficacy; Selbstwirksamkeit
Abstract	Many Pre-K through grade 12 (PK-12) students have experienced traumatic events throughout the pandemic in a myriad of ways including the death of family members and peers, loss of social interaction and increased violence at home. The consequences can be traumatic and manifest themselves in fear, anxiety, anger, isolation, and loneliness. Too often this leads to depression, anxiety, grief, substance use disorders, post-traumatic stress disorder, suicidal ideation and even suicides. This study assesses the impact of an innovative virtual human role-play simulation that prepares PK-12 educators, administrators, and school staff to respond to a student death in the school community by creating communities of support to help manage traumatic loss. The simulation addresses crisis response planning, postvention plans, and provides learners with role-play practice in using evidence-based motivational interviewing communication strategies in conversations with students and colleagues after the occurrence of a death. The sample consisted of educators and staff who were recruited from geographically dispersed areas across the US between January 2021 through December 2021. Matched sample t-tests and ANOVAs were used to assess quantitative data, and a qualitative analysis software, MAXQDA, was used to assess open-ended response data. Results show statistically significant increases in school personnel's preparedness and self-efficacy to recognize signs of trauma in their students and colleagues, and to approach them to talk about concerns and, if necessary, make a referral to support services. Simulations such as this hold tremendous potential in teaching educators how address trauma due to a student death. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01