Factors Influencing Preparedness for Bioterrorism among Koreans

Bioterrorism is destructive enough to cause a societal collapse, and preparation for bioterrorism is imperative. This study aims to identify the factors influencing preparedness for bioterrorism among Koreans. A total of 1,050 subjects were included in the study, which were allocated according to region and age in proportion to population. An online survey was used to examine the following factors: participants’ general characteristics; cognitive factors including perceived probability, perceived seriousness, perceived personal impact, perceived coping efficacy, and perceived resilience; social–contextual factors including perceived governmental preparedness and perceived front-line preparedness; affective responses including affective response to terrorism and anxiety; and bioterrorism preparedness. The factors influencing the level of preparedness for bioterrorism included age, marital status, experience of bioterrorism education, perceived personal impact, perceived coping efficacy, perceived resilience, and perceived front-line preparedness. The factors that most significantly affected the level of preparedness for bioterrorism were perceived coping efficacy and perceived front-line preparedness, with an R2 of 41.4%. Relevant education and public relations programs should be strengthened to help citizens minimize their exposure and known to inform relevant institutions in the event of suspected bioterrorism, and front-line responders should cultivate their ability to respond to bioterrorism quickly and accurately.

Evaluating a universal emotional-centred intervention to improve children's emotional well-being over primary-secondary school transition

The transition from primary to secondary school is a critical period for children, which, for most children involves stress and anxiety (Jindal-Snape et al., 2020). If negotiated poorly, this transition can have a significant negative impact on children’s short- and long-term well-being and mental health (White, 2020). Despite this, efforts to improve children’s emotional experiences of primary-secondary school transition are minimal in research and face challenges in practice. Very few interventions focus on supporting children’s emotional well-being and these are limited in number, sustainability, and reach. Talking about School Transition (TaST) is a universal, emotional-centred teacher-led support intervention, which was developed to fill this gap in the literature. The evaluation of TaST consisted of a longitudinal questionnaire-based design investigating the efficacy of TaST in improving 143 Year 6 (aged 10 and 11 year old) children’s coping efficacy and adjustment. It was assessed using the outcome variables: Emotional Symptoms, Peer Problems, Coping Efficacy and Transition Worries, in addition to a qualitative process evaluation. Results suggest that TaST had immediate positive implications for participating children who showed a significantly greater reduction in Transition Worries once at secondary school, compared to control group children. TaST has implications for educational practice and policy in elucidating the importance of supporting children’s emotional well-being over this period and demonstrating the viability and success of implementing emotional-centred support intervention in practice.