Emergency response readiness for primary school children

2016 ◽  
Vol 40 (4) ◽  
pp. 357 ◽  
Author(s):  
Jeff Wilks ◽  
Harry Kanasa ◽  
Donna Pendergast ◽  
Ken Clark
Keyword(s):  
Primary School ◽  
Training Program ◽  
Emergency Response ◽  
School Children ◽  
Training Programs ◽  
Emergency Situation ◽  
First Aid ◽  
Primary School Children ◽  
Severe Bleeding ◽  
Response Readiness

Objective The aim of the present study was to determine whether a 1-day basic life support (BLS) training program can significantly increase emergency response readiness for primary school children. Methods One hundred and seven children aged 11–12 years completed a program led by surf lifesaving instructors. A 50-item quiz was administered 1 week before and 1 and 8 weeks after training. Results Significant improvements were gained in knowledge of cardiopulmonary resuscitation (CPR; P < 0.001), the response sequence for emergency situations (DRSABCD action plan) and various emergency scenarios, including choking (P < 0.001) and severe bleeding (P < 0.001). Knowledge and understanding were retained at the 8-week follow-up. Students reported increased confidence in assisting others after training, consistent with previous studies. Conclusions A 1-day training program can significantly increase BLS knowledge and confidence to provide assistance in an emergency situation. Findings reinforce the value of school-based training that provides a general foundation for emergency response readiness. What is known about this topic? The importance and value of teaching BLS to school children is well established in the US, UK and Europe. However, in the past 20 years there has been little or no published Australian evaluation research in this area, despite thousands of training programs running each year around the country for children in first aid, CPR and water safety. What does this paper add? This paper confirms that Australian primary school children can benefit significantly from short, targeted BLS training programs that provide the basic skills and confidence for them to respond in an emergency situation. What are the implications for practitioners? The paper provides a training and evaluation framework that can be used by health educators for age-appropriate BLS programs. The study shows that making training real-world and relevant, especially having hands-on CPR practice with manikins, can address common barriers to performing first aid and CPR reported by young people.

Are primary school children able to perform basic first aid skills? A 3-day first aid program for 9- to 10-year-old children

Resuscitation ◽  
2016 ◽  
Vol 106 ◽  
pp. e14
Author(s):  
Balint Banfai ◽  
Attila Pandur ◽  
Henrietta Csonka ◽  
Emese Pek ◽  
Balazs Radnai ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
First Aid ◽  
Primary School Children

scholarly journals OVERCOMING OF AGGRESSIVE BEHAVIOR OF PRIMARY SCHOOL CHILDREN THROUGH FAIRY TALE THERAPY

2021 ◽  
Vol 20 (2) ◽  
pp. 19-29
Author(s):  
Miopap Samvel Asatryan
Keyword(s):  
Primary School ◽  
Aggressive Behavior ◽  
Training Program ◽  
School Children ◽  
Fairy Tales ◽  
Aggressive Behaviour ◽  
Fairy Tale ◽  
Primary School Children ◽  
Primary Schoolchildren ◽  
Aggressive Reactions

The article provides definitions of aggression, the causes of its occurrence, as well as fairy tale therapy as a means of overcoming aggressive manifestations. A research was conducted to study the psychological characteristics of the aggressive behaviour of younger schoolchildren. The formative linear experiment was used. The method for diagnosing aggression Bass-Darky and Rosenzweig's test of measuring the aggressiveness were carried out. In the aggressive behavior of primary school children is dominated by negative and indirect aggression; verbal and physical aggression are moderately manifested; auto-aggression, insult and suspicion are weakly expressed. More than half of primary schoolchildren have a high level of aggressiveness. In the vast majority of pupils, aggressive reactions are directed to the environment, that is, the orientation of aggression is extrapunitive. In about a quarter of pupils, the orientation of aggression is impunitive, for what happened they attribute the blame to the situation. The weakest expression has the intrapunitive orientation of aggression, when the child considers himself responsible for the event. To overcome the aggressive manifestations of primary schoolchildren, a training program was used, in which therapeutic tales and training exercises were included. If before applying a training program for overcoming agressiveness, aggressive reactions of most younger schoolchildren were directed at others, and they considered others to be responsible for solving the problem, then after implementing the training program the results of the retest show that there has been a sharp increase in the rate of intrapunitive aggression. That is, children began to count, that the solution of the problem depends more on the person, and in case of failure, the person should blame not the other, but own identity. Therapeutic fairy tales are an effective way to overcome the aggressive behaviour of children in educational institutions.

scholarly journals 40 The long term effects of a 3-day first aid programme for 7–14 years old primary school children

2018 ◽  
Author(s):  
B Banfai ◽  
A Pandur ◽  
B Schiszler ◽  
B Radnai ◽  
H Banfai-Csonka ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
First Aid ◽  
Primary School Children ◽  
Long Term Effects

scholarly journals Emergency Response Training Program for Theme Parks: Experiences of Taiwan

2019 ◽  
Vol 34 (s1) ◽  
pp. s126-s127
Author(s):  
Yawen Hsiau ◽  
Yu-Han Liu ◽  
Chi-Chun Lin
Keyword(s):  
Training Program ◽  
Emergency Response ◽  
Disaster Response ◽  
Training Programs ◽  
First Aid ◽  
Middle Level ◽  
Theme Parks ◽  
Incident Command ◽  
Response Training ◽  
Emergency Response Training

Introduction:“Tailor-made” training programs have been started in two theme parks in North and East Taiwan after the dust explosion of Ba-xien theme park in 2015. The training programs emphasized several areas. They work to strengthen the incident command system (ICS) and the skills of first responders, especially evacuation, placement, triage, and first aid, as well as to assist the park’s cooperation with local disaster response units, such as the fire department and Health Bureau.Methods:The first step was to find out the practical problems of the two theme parks, and then make a one-year, tailor-made training program according to the needs of parks and different levels of staff: senior supervisors, middle-level district supervisors, and frontline colleagues. After the phased training, the training results are inspected in the non-scripted exercise mode.Results:It was found that the staff are relatively familiar with the evacuation process and placement of tourists. The initial emergency responses such as triage, first aid skills, and patient transport gradually improve after several drills. The ICS operation and communication also became more effective and efficient. The regional emergency response units could understand these theme parks capability and how to cooperate with them.Discussion:The experience of emergency response training and exercise in these two theme parks has shown that such a model is feasible and should be valued.

scholarly journals „verbAndskasten !MÜS!sen wir haben“. Zum argumentativen Potenzial von Prosodie am Beispiel von Einigungsdiskussionen bei Grundschulkindern

2017 ◽  
Vol 35 ◽  
pp. 99-118 ◽  
Author(s):  
Judith Kreuz ◽  
Vera Mundwiler
Keyword(s):  
Primary School ◽  
School Children ◽  
First Aid ◽  
Primary School Children ◽  
Collaborative Reasoning ◽  
Group Discussions ◽  
Implicit Arguments ◽  
Important Means

“we !MUST! have a first aid kit” – On the argumentative potential of prosody in consensual discussions among primary school childrenProsody has proved to be an important means of contextualising and marking statements as argumentatively meaningful – and therefore persuasively functional – for the process of reaching an agreement in group discussions. This paper shows how primary school children use prosodic devices to mark implicit arguments through accentuation, to compensate for missing reasoning, to enhance the persuasive strength of an argument or to mark collaborative reasoning. In contrast to explicit lexical markers, prosody is understood as an implicit resource, which allows younger children to engage in discussions and to successfully persuade others.

Primary school children are able to perform basic life-saving first aid measures

Resuscitation ◽  
2009 ◽  
Vol 80 (6) ◽  
pp. 689-692 ◽  
Author(s):  
Georg Bollig ◽  
Hans Alvin Wahl ◽  
Martin Veel Svendsen
Keyword(s):  
Primary School ◽  
School Children ◽  
First Aid ◽  
Primary School Children ◽  
Life Saving
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