.gif)
Effectiveness of Psychological First Aid School (PFA-S) synchronous learning on teacher self-efficacy
- Abstract Views: 389
- December 26, 2021
Keywords:
Psychological first aid; Teacher; Synchronous Learning; Self-efficacy.Abstract
The education related to the ability in providing social support through PFA is still rarely applied and limited. PFA can provide social support that is needed by the individuals while dealing with the initial stressful situations so they will not experience psychological disorders. In its development, PFA can be applied to a wider context such as in school. Teachers are important figures in providing assistance and giving services to students who have experienced traumatic events. This study is aimed to see the effectiveness of PFA training through synchronous learning on teacher self-efficacy and knowledge. The research method used is one group pre-post design experiment and performed online using Zoom Video Conference. The subjects in this study were middle and high school teachers totaling 37 people (N=37). The data analysis method used is the Wilcoxon matched-paired signed test. The result of this study shows that the subjects experience an increase in self-efficacy after attending PFA training at school. Meanwhile, the level of PFA knowledge in schools for teachers do not increase. PFA online training offers easy access for many people and learning flexibility.
References
Babad, D., (2010). Routine and feelings of safety, confidence, and well-being. British Journal of Psychology. No.102. 223-244.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Basheti I.A, Mhaidat Q. N, Mhaidat H. N. (2021) Prevalence of anxiety and depression during COVID-19 pandemic among healthcare students in Jordan and its effect on their learning process: A national survey. PLoS ONE 16(4): e0249716. https://doi.org/10.1371/journal.pone.0249716
Basith, A., Syahputra, A. & Ichwanto, M. (2020). Academic self-efficacy as predictor of academic achievement. Jurnal Pendidikan Indonesia (JPI). Vol. 09, No. 1. DOI: 10.23887/jpi-undiksha.v9i1.24403.
Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L.,
Pynoos R., & Vogel J. Psychological first aid for schools: Field operations guide, 2nd Edition. (2012). Los Angeles: National Child Traumatic Stress Network.
Chandra, A., Kim, J., Pieters, H. C., Tang, J., McCreary, M., Schreiber, M., & Wells, K. (2014). Implementing psychological first-aid training for medical reserve corps volunteers. Disaster Medicine and Public Health Preparedness, 8(1), 95–100. https://doi.org/10.1017/dmp.2013.112
Dhawan, S. (2020). Online learning: a panacea ia the time of Covid-19 Crisis. Journal of Educational Technology Systems. Vol. 49. No. 01 5-22.
Doménech, B., Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo (2017). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs. Frontiers in Psychology, 8(1), 1193–. doi:10.3389/fpsyg.2017.01193.
Everly, G. S., McCabe, O. L., Semon, N. L., Thompson, C. B., & Links, J. M. (2014). The development of a model of psychological first aid for non-mental health trained public health personnel: The Johns Hopkins RAPID-PFA. Journal of Public Health Management and Practice, 20(SUPPL. 5), 24–29. https://doi.org/10.1097/PHH.0000000000000065
Fox, J. H., Burkle, F. M., Bass, J., Pia, F. A., Epstein, J. L., & Markenson, D. (2012). The Effectiveness of Psychological First Aid as a Disaster Intervention Tool. Disaster Medicine and Public Health Preparedness, 6(3), 247–252.
Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner and R. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Macmillan.
Hastjarjo, D., (2019). Rancangan ekspreimen kuasi. Buletin Psikolog, Vol. 27, No. 2, 187-203. DOI: 10.22146/buletinpsikologi.38619.
Hobfoll, S. E., Watson, P., Bell, C. C., Bryant, R. A., Brymer, M. J., Friedman, M. J., Friedman, M., Gersons, B. P. R., De Jong, J. T. V. M., Layne, C. M., Maguen, S., Neria, Y., Norwood, A. E., Pynoos, R. S., Reissman, D., Ruzek, J. I., Shalev, A. Y., Solomon, Z., Steinberg, A. M., & Ursano, R. J. (2007). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence. Psychiatry, 70(4), 283–315. https://doi.org/10.1521/psyc.2007.70.4.283
Nakanishi M, Yamasaki S, Endo K, Ando, S, Morimoto Y, Fujikawa S, et al. (2019). The association between role model presence and selfregulation in early adolescence: A cross-sectional study. PLoS ONE 14(9): e0222752. https://doi.org/10.1371/journal.pone.0222752.
Kaligis, F., Indraswari, M. T., & Ismail, R. I. (2020). Stress during COVID-19 pandemic : mental health condition in Indonesia. Medical Journal of Indonesia, 29(4), 436–441. https://doi.org/10.13181/mji.bc.204640
Kang, J.Y. & Choi, Y.J. (2021). Effects of a psychological first aid simulated training for pregnant flood victims on disaster relief worker's knowledge, competence, and self-efficacy. Applied Nursing Research. Vol 57. 151348 . doi: https://doi.org/10.1016/j.apnr.2020.151348
Kilic, N. & Simsek N. (2019). The effects of psychological first aid training on disaster preparedness perception and self-efficacy. Nurse Education Today, Vol 83. 104203. doi: https://doi.org/10.1016/j.nedt.2019.104203
Laboy, M. M., Severson, B., Perry A. & Vincent, G. (2014). Differential impact of types of social support in the mental health of formerly incarcerated latino men. American Journal of Men’s Health. Vol. 8 No.3 226-239.
Lent, W., Robert. Larkin, K.V., Brown, S. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology. Vol. 33, No.3, 265-269.
Martin, F., & Parker, M. (2014). Use of Synchronous Virtual Classrooms: Why, Who, and How? Journal of Online Learning and Teaching, 10(2), 192.
McMillan, I. (1995). Psychological first aid. Nursing Times, 91(18), 16. https://doi.org/10.17744/mehc.29.1.5racqxjueafabgwp
Minihan, E., & Gavin, B. (2020). COVID-19 , mental health and psychological first aid. 259–263. https://doi.org/10.1017/ipm.2020.41
Nguyen. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319.
Park. J.S. & Choi. Y.J. (2020). The Effect of a Simulated Fire Disaster Psychological First Aid Training Program on the Self-efficacy, Competence, and Knowledge of Mental Health Practitioners. Disaster Medicine and Public Health Preparedness. 1. 1-7. DOI: https://doi.org/10.1017/dmp.2020.184
Roberts, R. (2009). Video Conferencing in Distance Learning: A New Zealand Schools’ Perspective. Journal of Distance Learning. Vol. 13 No. 1 91-107.
Ruzek, J.I., Brymer, M.J., Jacobs, A.K., Layne, C.M., Vernberg, E.M., Watson, P.J. (2007). Psychological First Aid. J. Ment. Health Couns.Vol. 29, 17–49
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company.
Shukor, N., A., Tasir, Z., Meijden, V., (2015). An examination of online learning effectiveness using data mining. Social and Behavioral Sciences. Vol. 172 555-562.
Song, L., Singelton, E. S., Hill., J. & Koh, M. H., (2003). Improving online learning: student perceptions of useful and challenging characteristics. Journal Internet and Higher Education. Vol. 7. 59-70.
Usher, K., Durkin, J., & Bhullar, N. (2020). The COVID-19 pandemic and mental health impacts. International journal of mental health nursing, 29(3), 315–318. https://doi.org/10.1111/inm.12726
Weger, H. J., Castle, B., Elizabeth, M. M. & Robinson, M. (2014) The Relative Effectiveness of Active Listening in Initial Interactions. International Journal of Listening, 28:1, 13-31, DOI: 10.1080/10904018.2013.813234.
Wong, M. (2020). Psychological Frist Aid (PFA) for schools, teacher, and students during the world-wide pandemic. North American Center for Threat Assessment and Trauma Response.
Yang, J., Yu,H., & Chen, N. (2019). Using blended synchronous classroom approach to promote learning performance in rural area. computers & Education, Vol 141. 103619. doi: https://doi.org/10.1016/j.compedu.2019.103619.
Refbacks
- There are currently no refbacks.
