Caught Between Expectations and the Practice Field

Crisis ◽  
2019 ◽  
Vol 40 (5) ◽  
pp. 340-346 ◽  
Author(s):  
Ingvild Engh Vattø ◽  
Lars Lien ◽  
Valerie DeMarinis ◽  
Sigrid Helene Kjørven Haug ◽  
Lars Johan Danbolt
Keyword(s):  
Suicide Prevention ◽  
Support Function ◽  
Training Programs ◽  
Sensitive Information ◽  
Volunteer Training ◽  
Group Design ◽  
Explorative Study ◽  
Crisis Line ◽  
Ongoing Support ◽  
Intervention Function

Abstract. Background: Volunteer crisis line responders are a valuable resource for suicide prevention crisis lines worldwide. Aim: The aim of this study was to gain a deeper understanding of how volunteers operating a diaconal crisis line in Norway experienced challenges and how these challenges were met. Method: A qualitative, explorative study was conducted. A total of 27 volunteers were interviewed through four focus groups. The material was analyzed using systematic text condensation. Results: The greatest challenge to the volunteers was the perception of a gap between their expectations and the practice field. The experience of many volunteers was that the crisis line primarily served a broad ongoing support function for loneliness or mental illness concerns, rather than a suicide prevention crisis intervention function. Limitations: The focus group design may have made the participants more reluctant to share experiences representing alternative perspectives or personally sensitive information. Conclusion: The findings of this study suggest that a uniform response to callers using crisis lines as a source of ongoing support is warranted and should be implemented in volunteer training programs.

scholarly journals An Integrative Review on the Feasibility and Acceptability of Delivering an Online Training and Mentoring Module to Volunteers Working in Community Organizations

2021 ◽  
Vol 3 ◽  
Author(s):  
Taylor G. Hill ◽  
Jodi E. Langley ◽  
Emily K. Kervin ◽  
Barbara Pesut ◽  
Wendy Duggleby ◽  
...  
Keyword(s):  
Training Programs ◽  
Online Training ◽  
Research Literature ◽  
Integrative Review ◽  
Future Research ◽  
Online Search ◽  
Community Based ◽  
Volunteer Training ◽  
Effective Manner ◽  
Training Format

Background: Volunteer programs that support older persons can assist them in accessing healthcare in an efficient and effective manner. Community-based initiatives that train volunteers to support patients with advancing illness is an important advance for public health. As part of implementing an effective community-based volunteer-based program, volunteers need to be sufficiently trained. Online training could be an effective and safe way to provide education for volunteers in both initial training and/or continuing education throughout their involvement as a volunteer.Method: We conducted an integrative review that synthesized literature on online training programs for volunteers who support older adults. The review included both a search of existing research literature in six databases, and an online search of online training programs currently being delivered in Canada. The purpose of this review was to examine the feasibility and acceptability of community-based organizations adopting an online training format for their volunteers.Results: The database search identified 13,626 records, these went through abstract and full text screen resulting in a final 15 records. This was supplemented by 2 records identified from hand searching the references, for a total of 17 articles. In addition to identifying Volunteers Roles and Responsibilities; Elements of Training; and Evaluation of Feasibility and Acceptability; a thematic analysis of the 17 records identified the categories: (1) Feasibility Promoting Factors; (2) Barriers to Feasibility; (3) Acceptability Promoting Factors; and (4) Barriers to Acceptability. Six programs were also identified in the online search of online training programs. These programs informed our understanding of delivery of existing online volunteer training programs.Discussion: Findings suggested that feasibility and acceptability of online training were promoted by (a) topic relevant training for volunteers; (b) high engagement of volunteers to prevent attrition; (c) mentorship or leadership component. Challenges to online training included a high workload; time elapsed between training and its application; and client attitude toward volunteers. Future research on online volunteer training should consider how online delivery can be most effectively paced to support volunteers in completing training and the technical skills needed to complete the training and whether teaching these skills can be integrated into programs.

The significance ascribed to contacting a diaconal suicide-prevention crisis line in Norway: a qualitative study

2020 ◽  
Vol 23 (2) ◽  
pp. 113-126
Author(s):  
Ingvild E. Vattø ◽  
Sigrid H. K. Haug ◽  
Valerie DeMarinis ◽  
Lars Lien ◽  
Lars J. Danbolt
Keyword(s):  
Qualitative Study ◽  
Suicide Prevention ◽  
Crisis Line

The Effects of Situational Obstacles and Social Support on Suicide- Prevention Gatekeeper Behaviors

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 264-271 ◽  
Author(s):  
J. Taylor Moore ◽  
Konstantin P. Cigularov ◽  
Peter Y. Chen ◽  
Jeremy M. Martinez ◽  
Jarrod Hindman
Keyword(s):  
Social Support ◽  
Suicide Prevention ◽  
Online Survey ◽  
Training Programs ◽  
Gatekeeper Training ◽  
Cross Sectional ◽  
Referral Practices ◽  
Prevention Behavior ◽  
The Relationship

Background: Although the effectiveness of suicide-prevention gatekeeper-training programs in improving knowledge, attitudes, and referral practices has been documented, their effects do not seem to be lasting. Aims: This study investigated situational obstacles at work that prevent suicide-prevention gatekeepers from engaging in suicide-prevention behavior and the role of social support in modifying the relationship between situational obstacles and suicide-prevention behaviors. Methods: 193 gatekeepers completed an online survey to rate the obstacles they had experienced at work since completing a gatekeeper-training program and the support received from coworkers, supervisors, and the organization. Participants also reported the frequency of suicide-prevention behaviors performed. Results: The results indicated that both situational obstacles and social support predicted the number of suicide-prevention behaviors performed, as expected. There was also a trend that support from supervisors and the organization may alleviate the adverse effect of situational obstacles on suicide-prevention behavior. Limitations: The cross-sectional nature of the study does not allow for directional, causal conclusions to be drawn. Conclusions: By understanding the roles of situational obstacles faced by trained gatekeepers at their work and the support they receive from supervisors and organizations, appropriate strategies can be identified and applied to facilitate gatekeeper performance.

A Survey of Hospice Volunteer Coordinators: Training Methods and Objectives of Current Hospice Volunteer Training Programs

2016 ◽  
Vol 34 (5) ◽  
pp. 412-416 ◽  
Author(s):  
Cara M. Brock ◽  
Christopher M. Herndon
Keyword(s):  
Response Rate ◽  
Training Programs ◽  
The United States ◽  
Training Methods ◽  
Delivery Methods ◽  
Volunteer Training ◽  
Hospice Volunteers ◽  
Starting Point ◽  
Level Of Importance ◽  
E Mail

Introduction: Currently more than 5800 hospice organizations operate in the United States.1 Hospice organizations are required by the Centers for Medicare and Medicaid Services (CMS) to use volunteers for services provided to patients.2 Although CMS regulates the amount of hours hospice volunteers should provide, there are currently no national requirements for objectives of training.3 The purpose of this study was to gather information from a sample of hospices regarding volunteer coordinator background, current training for volunteers, importance of training objectives, and any comments regarding additional objectives. Methods: Representative state hospice organizations were contacted by e-mail requesting their participation and distribution of the survey throughout their member hospices. The survey asked demographical questions, along with ratings of training components based on perceived level of importance and time spent on each objective. Results: A total of 90 surveys were received, and the response rate was undeterminable. Results showed the majority of hospices were nonprofit, had less than 100 currently trained volunteers, and maintained an average daily patient census of less than 50. Questions regarding training programs indicated that most use live lecture methods of approximately 19 hours or less in duration. Overall, responding hospice organizations agreed that all objectives surveyed were important in training volunteers. Conclusion: The small number of respondents to this survey makes generalization nationwide difficult, however it is a strong starting point for the development of further surveys on hospice volunteer training and achieving a standardized set of training objectives and delivery methods.

scholarly journals Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View

2015 ◽  
Vol 50 (10) ◽  
pp. 1042-1053 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Stacy E. Walker ◽  
Ashley Brooke Thrasher
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Time Management ◽  
Training Programs ◽  
Graduate Degree ◽  
Transition To Practice ◽  
Graduate Degree Programs ◽  
Telephone Interviews ◽  
Orientation Session ◽  
Ongoing Support

Context  Some newly credentialed athletic trainers (ATs) pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. It is unknown how those postprofessional programs assist in their transition to practice. Objective  To gain an understanding of initiatives used by postprofessional athletic training programs to facilitate role transition from student to professional during their graduate degree programs. Design  Qualitative study. Setting  Semistructured telephone interviews. Patients or Other Participants  A total of 19 program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education-accredited and 6 unaccredited postprofessional athletic training programs. Data Collection and Analysis  Telephone interviews were recorded digitally and transcribed verbatim. For data analysis, we used the principles of general inductive approach. Credibility was maintained using peer review, member checks, and researcher triangulation. Results  Three facilitators of transition to practice emerged: orientation sessions, mentoring, and assistantship. Participants used orientation sessions ranging from a few hours to more than 1 week to provide and discuss program polices and expectations and to outline roles and responsibilities. Faculty, preceptors, and mentors were integrated into the orientation for the academic and clinical portions of the program. All participants described a mentoring process in which students were assigned by the program or informally developed. Mentors included the assigned preceptor, a staff AT, or peer students in the program. The clinical assistantship provided exposure to the daily aspects of being an AT. Barriers to transition to practice included previous educational experiences and time management. Participants reported that students with more diverse didactic and clinical education experiences had easier transitions. The ability to manage time also emerged as a challenge. Conclusions  Postprofessional athletic training programs used a formal orientation session as an initial means to help the newly credentialed AT transition into the role. Mentoring provided both more informal and ongoing support during the transition.

scholarly journals MENGINTEGRASIKAN LIFE SKILLS KE DALAM PROGRAM LATIHAN PENCAK SILAT UNTUK PENGEMBANGAN PEMUDA YANG POSITIF

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Yurin Rachmatika Cahyani
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Training Programs ◽  
The Other ◽  
Control Group ◽  
Sports Training ◽  
Control Group Design ◽  
Group Design ◽  
Better Than

The main purpose of this study was to investigate the effect of integrating life skills into pencak silat training for positive youth development. The method used in this study was the matching only-pretest-posttest control group design. The instrument used was the Life Skills Scale for Sport (LSSS). The results showed that there were significant differences among the group integrating life skills in pencak silat training programs,  the group not integrating life skills in pencak silat training programs, and groups that did not involve in sports training for positive youth development. The group integrating life skills in pencak silat training programs and the group that did not integrate life skills in pencak silat training programs were better than the group that did not practice pencak silat training programs. On the other hand, a better influence on positive youth development occurred in the group integrating life skills in pencak silat training programs compared to the group that did not integrate life skills in pencak silat training programs.

Universal Approaches to Youth Suicide Prevention

2017 ◽  
pp. 497-506
Author(s):  
Maggie G. Mortali
Keyword(s):  
Risk Factors ◽  
Suicide Prevention ◽  
Training Programs ◽  
Skills Training ◽  
Prevention Programs ◽  
Individual Risk ◽  
Whole School ◽  
School Based ◽  
Individual Risk Factors ◽  
Suicide Prevention Programs

This chapter focuses on suicide prevention programs that have taken a universal approach, targeting whole populations of adolescents regardless of individual risk factors. The aim of universal suicide prevention programs is to reduce risk factors or enhance protective factors across the entire population. One particularly widespread approach targets youth where they are most accessible—in the schools. Four types of universal prevention programs are especially common and continue to be the most widely used approach in schools: school-based screening programs, adult and peer gatekeeper training programs, skills training programs, and comprehensive or “whole school” programs. This chapter describes and critiques each type, gives examples, and discusses the assumptions under which these programs operate.

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