Adherence to Psychological First Aid after Exposure to a Traumatic Event at Work among EMS Workers: A Qualitative Study

Managing post-traumatic stress reactions in the first few days after exposure to a potentially traumatic event in the course of one’s work remains a challenge for first responder organizations such as Emergency Medical Services (EMS). Psychological First Aid (PFA) is an evidence-informed approach to reducing initial distress and promoting short- and long-term coping strategies among staff in the aftermath of exposure. PFA provided by peer helpers is considered a promising solution for first responder organizations. Unfortunately, first responders may encounter stigma and barriers to mental health care. Therefore, a deeper investigation is needed regarding adherence over time to implemented PFA intervention. The purpose of this study is to qualitatively explore factors that influence adherence to PFA intervention of recipients and peer helpers. EMS workers (n = 11), working as PFA peer helpers for one year, participated in semi-structured interviews. Data were analyzed using thematic analysis; intercoder reliability (κ = 0.91) was also used. Researchers identified four themes and 11 subthemes influencing adherence to PFA intervention: (1) individual perceptions and attitudes of peer helpers and recipients about pfa intervention; (2) perceived impacts on peer helpers and recipients; (3) organizational support to pfa intervention; and (4) congruence with the occupational culture. Study findings herein suggest that it is conceivable to act on various factors to improve adherence to PFA intervention among peer helpers and recipients within EMS organization. This could lead to enhanced understanding of the challenges involved in sustaining a peer led PFA program for first responders.

Voices of Experienced Physical Educators of English Language Learners

The purpose of this chapter was to explore the factors that impact the teaching behaviors and goals of physical education teachers of English language learners (ELLs). Guided by the tenets of the theory of planned behavior, field notes and interviews of four PE teachers were conducted. Using qualitative methods through an interpretivist paradigm, the researcher found that these teachers 1) used an array of strategies to teach ELLs (peer helpers, demonstrations, Spanish infusion, and classroom routines) and 2) aspire to create inclusive and comprehensive learning environments for ELLs irrespective of administrative and parental engagement. The findings from this study indicate that the participants exhibit a commitment to diverse pedagogical approaches when teaching ELLs. Their limited background knowledge on teaching ELLs has forced these educators to develop unconventional practices and implement a variety of pedagogical approaches to ensure that all students learn, including ELLs.

Sources of Help for Dating Violence Victims: A Qualitative Inquiry Into the Perceptions of African American Teens

Although teen dating violence victims’ reticence in seeking help from adults is well documented, little is known about youths’ comparative perceptions of the types of help offered by and effectiveness of various sources. This qualitative study solicited teens’ perceptions of sources of help for victims using in-depth interviews with African American youth (ages 13-18) in two public high schools in New Orleans ( N = 38). Participants were recruited purposively by researchers during lunchtime and via referral by school personnel. Interviews were transcribed verbatim and coded independently by two study team members. Thematic content analyses were conducted. Teens reported that victims were most likely to seek help from friends, who were largely expected to provide advice and comfort. Nearly half reported that teens would be likely to seek help from family, who would provide more active responses to dating violence (i.e., reporting to authorities, confronting the abuser). Fewer respondents believed teens would seek help from other adults, such as school personnel, who were also perceived as likely to enlist outside authorities. Fears about lack of confidentiality and over-reaction were the main perceived barriers to accessing help from adults. Furthermore, although respondents believed teens would be less likely to seek help from adults, adults were perceived as more effective at stopping abuse compared with peers. Interventions that train peer helpers, explain confidentiality to teens, increase school personnel’s ability to provide confidential counseling, and promote use of health services may improve access to help for teen dating violence victims.

The Content of Peer Helping Program

With the study, which is a collection of the overall literature, the aim is to explain the concept of peer helping and its content. It is also our aim to enlighten people who are interested in the topic about where and how peer helping programs might be used. Peer helping concept consists of the idea that peers advise each other spontenaously and while doing this, active listening, problem solving skills, mental health and human development knowledge are naturally used. Peer helping is a system of counseling in which peers who are at the same age and status might help each other (Birol, 2005). The study aims to provide sufficient knowledge for the ones who are in the arena about what and how to establish a qualified peer helping program and of its principles. Additionally, how to choose peer helpers and the methods are partly discussed. It is known that the election of peer helpers has various applications. One way is applying for it voluntarily (Baginsky, 2004), second is being a nominee by others (Cartwright 2005), third is choosing a selective course (Myrick ve Folk:1991), fourth is interviews (Birol;2005) or applying some tests. The interview method has its own standards and also in the study the characteristics of peer helpers are examined as they have to be qualified and able to conduct the counseling sessions in an appropriate way. The study also mentions about the aim of peer helping. It presents us a brief information about the relation between peer helping and preventional guidance. Peer helping is a useful method for it is used in various fields and it facilitates people who work in the arena to reach many individuals at schools or other educational institutions.