Postvention as Prevention

Coping with Loss at School

Dados Bibliográficos

ID15460600
AutoresNikita Khalid (0000-0001-6040-7134, The Graduate Center, CUNY, autor correspondente), Nicole M Zapparrata (0000-0002-0319-0431, The Graduate Center, CUNY), Nicole Zapparrata (The Graduate Center, City University of New York, New York, NY 10016, USA), Kevin R Loughlin (Institute for Learning Innovation), Kevin Loughlin (Innovative Learning Sciences, Ascend Learning, Leawood, KS 66211, USA), Glenn Albright (0000-0001-8160-2000, Baruch College)
Ano2022
Volume19
Fascículo18
Páginas11795-11795
Data de publicação2022-09-19
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores do periódicoISSN: 1661-7827 • E-ISSN: 1660-4601
EditoraMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph191811795
PMID36142093
OpenAlexW4296526598
IdiomaEN
Referências citadas31

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

Anger · Anxiety · Coping (psychology · Grief · Interview · Loneliness · Medical emergency · Poison control · Preparedness · Psychiatry · Referral · Suicidal ideation · Suicide prevention · Traumatic stress · Clinical Psychology · COVID-19 and Mental Health · Grief, Bereavement, and Mental Health · Medicine · Nursing · Psychology · Resilience and Mental Health