Longitudinal Change of Psychological Distress among Healthcare Professionals with and without Psychological First Aid Training Experience during the COVID-19 Pandemic

This study aimed to compare longitudinal change of the psychological distress of a group with psychological first aid (PFA) experience and a group without PFA experience among physicians and other healthcare professionals from before the novel coronavirus disease (COVID-19) pandemic to during the pandemic. The baseline survey was conducted in January 2020 (T1). The respondents in T1 were invited to participate in March (T2) and November 2020 (T3). Psychological distress was assessed by the Kessler 6 Scale. Participants were divided into two categories: a group with and a group without PFA experience. Participants were further divided between physicians and healthcare professionals other than physicians, because physicians are more likely to experience morally injurious events. A mixed-model repeated-measures ANOVA was conducted as an indicator of the group differences. In T1, 398 healthcare professionals participated. The longitudinal analysis of healthcare professionals other than physicians showed that psychological distress was significantly greater in the group without PFA experience than in the group with PFA experience (T1 vs. T3). This study showed psychological distress among healthcare professionals other than physicians was significantly greater in the group without PFA experience than in the group with PFA experience during the COVID-19 pandemic, but the results were not consistent among physicians.

Disaster Healthcare Workers’ Experience of Using the Psychological First Aid Mobile App During Disaster Simulation Training

Objective: The study aimed to examine the experience of disaster healthcare workers with simulation training using the Psychological First Aid (PFA) mobile app. Methods: This study was designed using qualitative research methodology with focus group interviews. The participants were 19 disaster healthcare workers from community mental health service centers who attended disaster simulation training in flood, fire, or leakage of hazardous chemicals. Before the simulation, participants were provided the PFA mobile app and allowed to practice the PFA techniques to apply them during the simulation. Data were collected through focus group interviews and qualitatively analyzed using the content analysis method. Results: The findings were divided into 6 categories: experience in realistic disaster situations, satisfaction with education methods using a mobile app, effectiveness of the PFA app in disaster relief, confidence in disaster relief by integrating experience and knowledge of the PFA app, self-reflection as a disaster healthcare worker, and identifying limitations and making developmental suggestions. Conclusions: Based on the participants’ developmental proposals in this study, the disaster simulation training, incorporating improvements in the disaster simulation training and the PFA app features, will serve as a new framework for disaster support education and systematic mental health services to survivors by disaster healthcare workers.

Adherence to Psychological First Aid after Exposure to a Traumatic Event at Work among EMS Workers: A Qualitative Study

Managing post-traumatic stress reactions in the first few days after exposure to a potentially traumatic event in the course of one’s work remains a challenge for first responder organizations such as Emergency Medical Services (EMS). Psychological First Aid (PFA) is an evidence-informed approach to reducing initial distress and promoting short- and long-term coping strategies among staff in the aftermath of exposure. PFA provided by peer helpers is considered a promising solution for first responder organizations. Unfortunately, first responders may encounter stigma and barriers to mental health care. Therefore, a deeper investigation is needed regarding adherence over time to implemented PFA intervention. The purpose of this study is to qualitatively explore factors that influence adherence to PFA intervention of recipients and peer helpers. EMS workers (n = 11), working as PFA peer helpers for one year, participated in semi-structured interviews. Data were analyzed using thematic analysis; intercoder reliability (κ = 0.91) was also used. Researchers identified four themes and 11 subthemes influencing adherence to PFA intervention: (1) individual perceptions and attitudes of peer helpers and recipients about pfa intervention; (2) perceived impacts on peer helpers and recipients; (3) organizational support to pfa intervention; and (4) congruence with the occupational culture. Study findings herein suggest that it is conceivable to act on various factors to improve adherence to PFA intervention among peer helpers and recipients within EMS organization. This could lead to enhanced understanding of the challenges involved in sustaining a peer led PFA program for first responders.

Development of Psychological First Aid Guidelines for People Who Have Experienced Disasters

This study developed guidelines for psychological first aid. This guideline promotes core response and disaster capabilities for disaster mental-health professionals, such as mental-health nurses and counseling psychologists at disaster sites. A research team composed of a first-aid professor and counseling psychology professor developed this psychological first-aid guideline to promote the psychological response required at disaster sites. The team verified each question’s content adequacy at each guideline-development stage to determine the appropriateness of response to a disaster. The PFA performance stage and achievement objectives were moved to the next stage only when the research team fully agreed upon them. This guideline revised and supplemented the six steps suggested in the handbook to five steps through expert meetings. The modified part was made into one step, without separating the first rapport formation and safety check. The checklist for evaluation was developed after verification by a total of four people, including one emergency-rescue-department professor, one counseling psychology professor, one paramedic, and one health educator. Based on previous studies, the cutting point is 24 points. The final completed psychological first aid consists of five stages: rapport formation and safety verification, psychological stabilization, information collection, problem resolution, and recovery, with details to be carried out at each step. These guidelines contribute to the promotion of disaster-response capabilities of disaster psychologists. Continuous training and practical exercises based on the five stages will provide fundamental data for a disaster-simulation psychological-first-aid educational development.

Peran Orang Tua dalam Mengatasi Stres Sekolah Online Melalui Keterampilan Psychological First Aid (PFA)

<p>The situation of the Corona Virus Disease 2019 pandemic or Covid-19 which is endemic throughout the world, including Indonesia.These conditions have changed every field of human life, one of which is the field of education. The government then determined that the learning process was carried out at home through online or distance learning to provide a meaningful learning experience for students. Online learning has an impact on students, both positively and negatively. One of the negative impacts is psychological pressure. The written idea submitted is an idea related to efforts to deal with online school stress faced by students during the COVID-19 pandemic. The alleviation of the problem in question is through the Psychological First Aid skill approach. Ways to realize PFA activities include, preparing the PFA concept to deal with online school stress by students. Next, ideas are submitted to the education and culture office to be known and provide legality. Socialization of PFA ideas to schools at every level of education.</p><p><strong>Abtrak</strong></p><p>Situasi pandemi Corona Virus Disease 2019 atau dikenal Covid-19 yang mewabah seluruh dunia termasuk Indonesia. Kondisi tersebut telah merubah setiap bidang kehidupan manusia, salah satunya adalah bidang pendidikan. Pemerintah kemudian menetapkan proses belajar dilaksanakan di rumah melalui pembelajaran daring (online) atau jarak jauh dilaksanakan untuk memberikan pengalaman belajar yang bermakna bagi siswa. Pembelajaran daring memiliki dampak kepada peserta didik, baik secara positif maupun negatif. Salah satu dampak negatif adalah tekanan psikologis. Gagasan tertulis yang diajukan adalah gagasan terkait upaya penanganan stres sekolah online yang dihadapi peserta didik selama masa pandemi covid-19. Pengentasan permasalahan yang dimaksud melalui pendekatan keterampilan Psychological First Aid. Cara merealisasikan kegiatan PFA melputi, Penyusunan konsep PFA untuk mengatasi stres sekolah online oleh mahasiswa Selanjutnya, gagasan diajukan ke dinas pendidikan dan kebudayaan untuk diketahui serta memberikan legalitasSosialisasi gagasan PFA ke sekolah di setiap jenjang pendidikan.</p>

Analysis of disaster preparedness knowledge and skills for teachers of SMA Negeri 1 Palas, South Lampung

This study aims to determine the level of disaster preparedness among the teachers of SMA Negeri 1 Palas in South Lampung. Palas is located near the Anak Krakatau. This area has high disaster risks, either from Anak Krakatau eruption, earthquake, or tsunami. That is why a study of disaster preparedness is needed. This research uses quantitative research methods. Data collection techniques used a Psychological First Aid questionnaire (PFA questionnaire). Psychological First Aid is widely used for psychosocial support in disaster preparedness. The research subjects were 30 teachers. The data analyzed with descriptive statistical analysis. Based on the results of the research, it shows that the teachers at SMA Negeri 1 Palas understand about giving Psychological First Aid as a disaster preparedness support quite well, showed with the frequency of high category of 47%, the frequency of moderate category of 50%, and the frequency of low category of 3%. Meanwhile, it showed that there were the teachers’ understandings about 1) providing direct care of the Psychological First Aids, with the frequency of high category of 80%, the frequency of moderate category of 20%, and the frequency of low category of 0%; 2) high-risk people identification of the Psychological First Aids, with the frequency of high category of 63%, the frequency of moderate category of 37%, and the frequency of low category of 0%; and 3) design follow up of the Psychological First Aids, with the frequency of high category of 73%, the frequency of moderate category of 20%, and the frequency of low category of 7%.