scholarly journals Messages to first responders from a bereaved parent

2021 ◽  
Vol 33 (2) ◽  
Author(s):  
Richard Brown
Keyword(s):  
Personal Narratives ◽  
First Responders ◽  
Traumatic Shock ◽  
Active Listening ◽  
Listening Skills ◽  
Traumatic Loss ◽  
Emergency Responders ◽  
Rich Description ◽  
Child Narratives ◽  
Short And Long Term

INTRODUCTION: This article describes the use of autoethnography to explore my experience as a bereaved parent in relation to the traumatic loss of my 12-year-old child in 2009.METHODS: Employing an autoethnographic approach, this research articulates and investigates personal narratives associated with experiences of the death of my young child. Narratives offer a rich description of the event and allow data analysis where emerging themes stream from a personal experience.FINDINGS: Professionals taking control and the caring role of the community are main themes identified and analysed from these personal narratives. The findings advocate for an understanding of the needs of grieving parents at a time of extreme confusion. This article concentrates on professional first responders taking control and guiding traumatised parents when their child has a fatal event. Bereaved parents experience disorientation and traumatic confusion at the sudden death of their child. Emergency responders need to offer active listening skills and guidance.IMPLICATIONS: Professional first responders need to take control of the bereaved parent’s early journey of grief as they are likely to be in a state of deep traumatic shock, where disorientation leaves them vulnerable to lowered cognitive ability. The use of active listening skills and sensitivity can direct traumatised parents, thereby assisting the short- and long-term welfare of the family by addressing their initial needs at a time of crisis.

First Responders’ and Librarians’ Intention to Use Web-Based Resources for Response Information During Biological, Chemical, and Radiological Terrorism Events

2020 ◽  
Vol 17 (3) ◽  
Author(s):  
James Turner ◽  
Terri Rebmann ◽  
Travis Loux ◽  
Donghua Tao ◽  
Alexander Garza
Keyword(s):  
Disaster Response ◽  
First Responders ◽  
Internet Access ◽  
Intention To Use ◽  
National Library ◽  
Post Intervention ◽  
Web Based ◽  
Emergency Responders ◽  
Internet Connection ◽  
Response Information

AbstractEmergency planners and first responders often access web-based information resources during disasters; however, these tools require an active Internet connection, which may be unavailable during a disaster. The National Library of Medicine (NLM) provides several free non-web-based disaster response tools. This study assessed intention to use web-based and non-web-based informational and response tools during disasters among emergency responders and librarians. Educational workshops were held in four Missouri cities in spring, 2016. The NLM tools were presented and attendees practiced using the tools during disaster scenarios. Pre- and post-intervention data about NLM tool awareness and intention to use these tools versus other web-based resources was collected. McNemar tests assessed a pre/post change in intention to use each resource. Four workshops were held, with a total of 74 attendees. Intention to use the NLM tools was low prior to the workshops (range: 20.3–39.2%), but increased significantly immediately afterwards (p < .001 for all pre/post comparisons). The workshops resulted in increased NLM tool awareness and increased intention to use the tools during future disasters. This provides evidence of attendees’ perceptions of the usefulness of the non-web-based NLM tools in place of other web-based tools in situations without Internet access.

An evaluation of REACTMH mental health training for UK healthcare supervisors

2021 ◽  
Author(s):  
R Akhanemhe ◽  
S Wallbank ◽  
N Greenberg
Keyword(s):  
Mental Health ◽  
Training Session ◽  
Skills Training ◽  
Perceived Usefulness ◽  
Active Listening ◽  
Mental Health Training ◽  
Listening Skills ◽  
Occupational Outcomes ◽  
Training Package ◽  
Remote Training

Abstract Background Healthcare workers (HCWs) are vulnerable to developing mental ill-health. Prior research has shown those in managerial or supervisory positions have pivotal roles in creating a healthy work environment, as well as recognizing and supporting HCWs with mental health symptoms to improve occupational outcomes and reduce sickness absence. Aims To evaluate the effectiveness of active listening skills training (REACTMH) for UK healthcare managers. Methods Managers of HCWs were voluntarily enrolled on a REACTMH active listening skills training package. Attendees anonymously completed questionnaires before and immediately after attending the 1-h remote training session and again 1 month later. The questionnaire asked about confidence in recognizing, conversing with and supporting distressed colleagues as well as perceived usefulness and importance of the training and how often they had used the taught active listening skills. Results Fifty-eight healthcare managers enrolled onto the REACTMH programme in July 2020 and 32 (55%) completed the 1-month follow-up. Just less than half reported feeling confident in being able to identify, speak to and support potentially distressed staff before the training; significantly more (&gt;80%) reported feeling confident 1 month afterwards (P &lt; 0.001). Around three-quarters of attendees reported the REACTMH programme as highly useful, highly important and said they had frequently used the learned skills. Conclusions A brief active listening skills training package was associated with significant improvements healthcare manager’s confidence in recognizing, speaking with and supporting HCWs with suspected mental health conditions. Further research is needed to investigate the longer term effectiveness and acceptability of REACTMH training.

scholarly journals Self-reported altruism as predictor for active-empathic listening skills

2020 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Gabriela Mariana Marcu
Keyword(s):  
Decision Making ◽  
Linear Regression ◽  
Prosocial Behavior ◽  
Career Decision ◽  
Specific Aspect ◽  
Active Listening ◽  
Listening Skills ◽  
Career Decision Making ◽  
Listening Skill ◽  
Empathic Listening

While there are many consistent results regarding the altruism – empathy relationship, starting with the empathy-altruism hypothesis (Batson, 2008) and its confirmations or criticism, there is one specific aspect of empathy that has not often been associated with generosity: active listening. Our research hypothesizes that sharing one’s attention in an empathic way (active-empathic listening) might be a skill linked to a person’s generosity. A linear regression established that self-reported altruism (SRA) could statistically significantly predict someone’s active-empathic listening skill (AELS), F(1, 96) = 28,965, p = .0001 and that SRA accounted for 22,4% of the explained variability in AELS. The results confirmed the initial claim and may have an impact in counseling practice, in career decision-making or in other studies on prosocial behavior.

Training of future labor teachers and technologies to formulate key competencies among their students

2021 ◽  
Vol 7 (3A) ◽  
pp. 385-393
Author(s):  
Oleksii Debre ◽  
Nadiia Vakulenko ◽  
Anastasiia Savchenko ◽  
Larysa Lysenko ◽  
Marianna Kondor ◽  
...  
Keyword(s):  
Technology Development ◽  
The State ◽  
Professional Competencies ◽  
Practical Significance ◽  
Active Listening ◽  
Listening Skills ◽  
Engineering And Technology ◽  
Labor Training ◽  
Key Competencies ◽  
Definition Of

The relevance of the study of the relationship between professional competencies of the future teacher of technology and the formation of students' key subject competencies. The study aims to determine the system of preparation of future teachers of labor education and technology. A sociological survey among 700 students of specialty 014.10 Secondary education (Labor training and technology) based on Poltava V.G. Korolenko National Pedagogical University (Ukraine). The correlation of the subject competencies defined in the standard with the professional competencies of a teacher was determined: fluency in the state language - generalization of previously learned material, ability to communicate in the native (with a difference from the state) and foreign languages - consolidation of learned material, mathematical competence - development of the ability to self-learn, competence in natural sciences, engineering, and technology - development of active listening skills, innovation - storage of large amounts of information. The practical significance of the study was the provision of recommendations on the model of formation of subject student competence through the definition of its basic principles.

Service Recovery Encounters in the Classroom

2013 ◽  
pp. 219-239
Author(s):  
Sneha Chandra ◽  
Thorsten Gruber ◽  
Anthony Lowrie
Keyword(s):  
Service Recovery ◽  
Female Students ◽  
Male Students ◽  
Active Listening ◽  
Problem Solution ◽  
Listening Skills ◽  
Student Expectations ◽  
Male And Female ◽  
Laddering Interviews ◽  
Stock Of Knowledge

This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach.

Service Recovery Encounters in the Classroom

2012 ◽  
Vol 2 (2) ◽  
pp. 1-19
Author(s):  
Sneha Chandra ◽  
Thorsten Gruber ◽  
Anthony Lowrie
Keyword(s):  
Service Recovery ◽  
Female Students ◽  
Male Students ◽  
Active Listening ◽  
Problem Solution ◽  
Listening Skills ◽  
Student Expectations ◽  
Male And Female ◽  
Laddering Interviews ◽  
Stock Of Knowledge

This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach.

scholarly journals Communicative and Social Skills among Medical Students in Spain: A Descriptive Analysis

2020 ◽  
Vol 17 (4) ◽  
pp. 1408 ◽  
Author(s):  
Sonia Ruiz de Azua ◽  
Naiara Ozamiz-Etxebarria ◽  
Miren Agurtzane Ortiz-Jauregui ◽  
Ana Gonzalez-Pinto
Keyword(s):  
Social Skills ◽  
Medical Students ◽  
Descriptive Analysis ◽  
Active Listening ◽  
Affective Empathy ◽  
Listening Skills ◽  
Clinical Specialty ◽  
Surgical Specialty ◽  
Empathy Scale ◽  
Better Than

Effective risk communication in public health requires the development of social skills such as active listening and empathy. Communicative and social skills were evaluated in third-year medical students (n = 917) using the Active Listening Test and the Test of Cognitive and Affective Empathy. The results obtained revealed that our participants had equal or better-than-norm communication skills. Women scored higher in active listening whereas men scored higher on the General Empathy Scale. The students who preferred a clinical specialty obtained higher scores in active listening and empathetic abilities, as compared to students who chose a surgical specialty. In conclusion, the medical students who participated in the study exhibited good communicative and social skills. An association was observed between gender and specialty preference, and empathy and active listening skills.

scholarly journals (P2-35) Loose Livestock in Disaster and Emergency Situations, Risks to the Public and Emergency Responders

2011 ◽  
Vol 26 (S1) ◽  
pp. s147-s147
Author(s):  
W.F. Herthel ◽  
J. Madigan ◽  
T.W. Graham
Keyword(s):  
Emergency Response ◽  
Professional Training ◽  
First Responders ◽  
Safety Issues ◽  
Incident Command ◽  
Emergency Responders ◽  
Emergency Situations ◽  
Local Agencies ◽  
Training Exercises ◽  
And Training

IntroductionThe general public's association with livestock (cattle, sheep and horses) raises a need for public safety. During emergency/disasters, animals are accidentally/intentionally released from containment structures. Loose livestock become agitated with unpredictable behavior which is a risk to both humans and animals. Specific training/protocols for responders are necessary for dealing with livestock.ProblemLivestock running loose in populated areas raises risks to people, especially during capture attempts. Untrained personnel subject themselves to undue danger when assisting with livestock capture. Capture plans should be in place in advance and training should be provided to first responders on safety issues regarding animals.MethodsA review of a loose livestock event brought forth the following considerations: (1) Evaluate the risks of a loose livestock/public event; (2) Inspect containment facility and identify secondary containment barriers, including fencing, buildings, rivers, etc.; (3) Develop plan for capture and containment within the immediate facility and surrounding area; (4) Provide training: training exercises, animal capture, basic animal behavior, and Incident Command System for first responders; (5) Arrange for emergency care or humane euthanasia for injured animals; (6) Coordinate capture and transport activities with local livestock experts.ResultsProduction of a comprehensive loose livestock plan can prevent injury and/or death to both people/animals. Agencies involved in safety and emergency response should have a well written plan that can be used by all appropriate local agencies involved in loose livestock response. The utilization of a loose livestock worksheet (template) with professional training is essential for emergency response agencies.ConclusionDisaster managers should develop a comprehensive plan and training program with other local agencies in advance of an event to respond effectively to capture loose livestock.

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