scholarly journals Cultural Competence for Hazards and Disaster Researchers: Framework and Training Module

2022 ◽  
Vol 23 (1) ◽  
Author(s):  
Haorui Wu ◽  
Lori Peek ◽  
Mason Clay Mathews ◽  
Nicole Mattson
Author(s):  
Tania Pearce ◽  
Lyndal Bugeja ◽  
Sarah Wayland ◽  
Myfanwy Maple

Despite high rates of critical incidents (CIs) in working class occupations, there is a significant gap in our understanding of responses to these events. In this study, we aimed to inform a response training module by synthesising the key elements of pre-, during- and post-incident responses to CIs and suicide in the workplace. A rapid review identified studies on responses to CIs or suicide deaths in the workplace published between January 2015 and June 2020. A systematic search of six databases (Medline, CINAHL, PsycINFO, Sociology Collection, Academic Search and Business Search Complete) and grey literature was performed. Studies were excluded if the focus was on non-colleagues. Two reviewers independently conducted record screening, a review of the full text and assessed study quality. The existing evidence was synthesised and interventions were categorised using Haddon’s Matrix. Five studies were included, reporting on CIs across a range of workplace settings, including railways, factories, police and military, along with external critical response units. Overall, study quality was assessed as being poor. Most of the evidence focused on the pre-incident and post-incident stage. There is little evidence on responses to CIs in the workplace. Evidence-based education and training is necessary to establish organisational responses to assist with supporting workers exposed to workplace CIs.


2019 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Gianni Pirelli ◽  
Liza Gold

Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.


2020 ◽  
Vol 7 (3) ◽  
pp. 49-63
Author(s):  
Heri Supriyana

AN EXPLANATIVE STUDY ON THE MODULE FOR SUPERVISING  AND ASSESSING EDUCATION  STAFF PERFORMANCE   AT PRINCIPAL EMPOWERMENT TRAINING      ABSTRACT     Heri Supriyana Institute for Development and Empowerment of  Principals and  Supervisors [email protected]     The result of  2015 principal   competency test   shows that most of  principals have not  sufficient principal competency  so that they have not been able to carry out their main tasks and functions properly. Likewise, the most of  principals who have been  appointed  as  principals do not yet have a Certificate  of principal training, so that the most  of principals do not  meet the requirements to become principals. Based on this problem the Ministry of Education and Culture conducts training for strengthening principals with certain modules. The Directorate General of Teachers and Educational  Personnel has written a training module for strengthening principals. These modules include the supervision module and the performance assessment  of the education staff written by the author. The module has not been tested for relevance, adequacy, consistency, and sequences. In order to obtain a module for supervision and  the performance assessment  of teaching staff that is ready to be used in education and training, this study was conducted. The purpose of this study was to determine the level of relevance, adequacy, consistency, and sequences of the supervision module and the assessment of the performance of the education staff in the training of strengthening principals. This research is an explanative research. The data collection method uses closed questionnaire and open questionnaire techniques. The results of this study are the relevance aspects of getting a score of 3.73 (good enough), the adequacy aspect of getting a score of 3.64 (good enough), the consistency aspect of getting a score of 3.74 (good enough), the aspect of sequencing getting a score of 3.86 (good enough). Besides that from the systematic aspect of writing the category of statement "quite systematic" has the largest percentage of 77.10%, the aspect of appearance / graphic design of the category of statement "quite good" has the largest percentage of 74.23%, on the aspect of content / content category of statement "enough complete and detailed "has the largest percentage of 78.58%. The conclusion of this research is that the supervision module and the performance assessment of the education staff in the sc principal strengthening training program are good enough to be used in the  principal strengthening training because they are relevant, sufficient content, consistent enough and inter-material enough sequences.   Keywords: explanatory study;  module; supervision; performance assessment; educational staff.


2020 ◽  
Vol 4 (4) ◽  
pp. 422
Author(s):  
Lina Komalasari ◽  
Suyitno Muslim ◽  
Murni Winarsih

Traffic safety training whose material needed a concrete visualization aspect. To accommodate this, teaching materials were needed to support the learning process. This study aims to describe the results of needs analysis which is the first step of the Research & Development process conducted with a qualitative approach. Data collection techniques are done by conducting research through documentation, observation, and interviews. The results of the needs analysis have been found several problems, that is the heterogeneous characteristics from training participants, limited experience of training participants, limited training time, lack of teaching materials, and training implementation locations throughout Indonesia. Hyper content-based printing modules are a great alternative because they can bring related factual aspects of traffic safety to training participants. In the next research, it is expected to develop a hyper content-based traffic safety training module.


Author(s):  
Yolanda Ortiz ◽  
Beth Blickensderfer ◽  
Jayde King

General aviation (GA) operations incur the majority of fatal weather-related accidents. Previous research highlights the lack of aviation weather knowledge and skills as a possible contributing factor to the stagnant GA weather-related accident rate. This is congruent with accident data indicating weather-related accidents mostly involved non-instrument rated pilots and/or pilots with low flight hour experience flying into inadvertent meteorological conditions, such as low ceiling/visibility. However, though weather has serious and potentially fatal implications toward flight safety, weather training is an underrepresented area of pilots’ education, training, and testing. As such, autonomous (i.e. self-study) learning and training may be a viable training tool to expose pilots to various weather scenarios and to develop the knowledge, skills, and abilities (KSAs) related to aviation weather. This paper will focus on evaluating complex cognitive weather tasks and providing recommendations for developing an effective autonomous learning and training module.


1996 ◽  
Vol 27 (4) ◽  
pp. 386-393 ◽  
Author(s):  
Kevin W. Allison ◽  
Ruben J. Echemendia ◽  
Isiaah Crawford ◽  
W. LaVome Robinson

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