Reducing primary and secondary traumatic stress symptoms among educators by training them to deliver a resiliency program (Erase-Stress) following the Christchurch earthquake in New Zealand
Bibliographic Data
| ID | 9050787 |
|---|---|
| Authors | Rony Berger (Ben-Gurion University of the Negev), Hisham Abu-Raiya (0000-0002-5790-1139, Tel Aviv University), Joy Benatov (0000-0001-5618-1443, Reichman University) |
| Year | 2016 |
| Volume | 86 |
| Issue | 2 |
| Pages | 236-251 |
| Publication date | 2016-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Orthopsychiatry (JOURNAL) |
| Journal identifiers | ISSN: 0002-9432 • E-ISSN: 1939-0025 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/ort0000153 |
| PMID | 26963188 |
| OpenAlex | W2399398113 |
| Language | EN |
| Citations received | 19 |
| References cited | 19 |
The current investigation evaluated the impact of a universal school-based resiliency intervention (ERASE-Stress) on educators who were working with elementary schoolchildren exposed to the Canterbury earthquake in New Zealand. In the context of major disasters, educators may suffer from "dual trauma"; they can experience symptoms of both primary trauma (as a result of the disaster itself) and secondary trauma (as a result of working with traumatized students). Sixty-three educators were randomly assigned to either the ERASE-Stress intervention or an alternative Managing Emergencies and Traumatic Incidents (METI) program which served as a control group. Efficacy of the program was evaluated at the end of the training as well as at 8 months follow-up. Compared with educators in the control group, those in the ERASE-Stress intervention significantly reduced their posttraumatic distress and secondary traumatization symptoms, improved their perceived level of professional self-efficacy as a helper of earthquake survivors, developed an optimistic outlook regarding their personal future and enhanced their sense of hope, and honed some of their positive coping strategies and reduced the utilization of some maladaptive coping methods. These beneficial consequences of the ERASE-Stress training make it a potentially useful tool for educators working with traumatized students in the context of major disasters. (PsycINFO Database Record
Burnout · Compassion fatigue · Context (archaeology) · Coping (psychology) · Distress · Injury prevention · Intervention (counseling) · Medical emergency · MEDLINE · Occupational safety and health · Poison control · Psychiatry · PsycINFO · Stress management · Suicide prevention · Traumatic stress · Clinical Psychology · Disaster Response and Management · Human Factors and Ergonomics · Medicine · Posttraumatic Stress Disorder Research · Psychology · Resilience and Mental Health
Del canis dormitans al perro rabioso
Multi-tiered Approaches to Trauma-Informed Care in Schools
An Investigation of Secondary Traumatic Stress and Trauma-informed Care Utilization in School Personnel
The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma
Predictors of educators’ professional uncertainty
Teaching on the Frontlines
Synchronous teaching and asynchronous trauma
Protective Factors of Resilience and Well-Being Among Natural Hazard Event Helpers
Youth Development Staff Experiences During the Covid-19 Pandemic
A phenomenological analysis of the role and well-being challenges experienced by professional International School Counsellors
Secondary School Teachers' Perceptions of Teacher‐Student Relationships in Trauma‐Informed Care
Ghosts and Contagion
Cumulative exposure to citizens’ trauma and secondary traumatic stress among police officers
Experiences and support needs of teachers implementing trauma-informed practice for students with intellectual disability
Trauma-informed initial teacher training
A qualitative analysis of the experiences, training, and support needs of school mental health workers regarding student trauma
A Scoping Review of Vicarious Trauma Interventions for Service Providers Working With People Who Have Experienced Traumatic Events
Reflecting on cultural meanings of spirituality/wairuatanga in post-traumatic growth using the Māori wellbeing model of Te Whare Tapa Whā
Controversies behind Covid learning loss
Teacher Stress
Mindfulness for Teachers
Disaster Victims Speak
Vicarious traumatization
Exposure to Terrorism, Stress-Related Mental Health Symptoms, and Coping Behaviors Among a Nationally Representative Sample in Israel
The Epidemiology of Post-Traumatic Stress Disorder after Disasters
Faith after an Earthquake
Mindfulness training and reductions in teacher stress and burnout
Weighing the Costs of Disaster
Teachers' perspectives on providing support to children after trauma
Psychometric properties of the PTSD checklist (PCL)
You want to measure coping but your protocol’ too long
Building Resilience in Schools in the Wake of Hurricane Katrina
Regarding uncertainty in teachers and teaching
Prevalence of Secondary Traumatic Stress among Social Workers
Compassion fatigue and psychological distress among social workers
A critique of seven assumptions behind psychological trauma programmes in war-affected areas
Usefulness of the Construct of Social Network to Explain Mental Health Service Utilization by the Maori Population in New Zealand
| Citations per year | 2.71 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |