Psychological Debriefing Intervention: From The Lens Of Disaster Volunteers

Abstract

The experience of posttraumatic stress is a sign of discomfort feeling and miserable situation especially for flood survivors. Being a first responder to the victims, the disaster volunteers are not only support providers for moral and psychological services, but also agents to reduce disaster-related-stress. Thus, the purpose of this study was to identify the key experiences of volunteers as the first responder in using psychological debriefing intervention with disaster victims. There were 20 volunteers from different agencies involved in this study. The semi-structured interview sessions were utilized for data collection. Based on the thematic analysis process, the findings indicated that the volunteer's resilience skill, emotional stability, and social altruism have been found to be the major volunteers' attributes in conducting psychological debriefing intervention. Volunteers' suggestions on implementation the psychological debriefing intervention for Malaysian context was also provided 1.0

[Retracted] The Value of CBL‐Based Teaching Mode in Training Medical Students’ Achievement Rate, Practical Ability, and Psychological Quality

“…CBL group adopts clinical case-based learning for teaching, specifically includes: (1) set up a special teaching group with professional doctors as teaching teachers and the teachers of each group completed teaching guidance and operation training for medical students [ 20 ]; (2) typical cases with common clinical manifestations are selected for medical students to learn based on their major and teaching content, and the selected cases should have detailed diagnosis and treatment process and complete clinical data [ 21 ]; (3) the teacher should combine the questions with the materials and clinical practice, design representative teaching questions, and ask the medical students to look up relevant information within a specified time [ 22 ]. If necessary, the teacher should give some guidance and help the medical students to get familiar with the basic situation of the case; (4) during clinical ward rounds and diagnosis and treatment, medical students should be asked to watch and learn, and then the clinical data, general information, imaging data, laboratory examination results, and other indicators of patients are introduced in detail, and relevant questions are put forward for students to think and solve by themselves [ 23 , 24 ]; (5) carry out group discussion, summarize problems encountered in clinical events into PPT for report, and discuss with other medical students to solve [ 25 , 26 ]; and (6) during the group discussion of medical students' practice, the teacher shall be responsible for the analysis of important points, give reasonable guidance to the direction, depth and breadth of the discussion of medical students, and check and fill up the gaps. Finally, the medical students' individual summary is made to cultivate the ability of medical students to deal with problems alone, study independently and work in a team [ 27 ].…”

Study on the Characteristics of Gas Permeability of Coal under Loaded Stress

“…Factors such as coalbed pressure, coal rock patterns and cracks cause a large variation in the effects of axial pressure and confining pressure on the gas permeability of the coal sample (Kamsani et al 2017). Thus, we discuss the individual impact of four aspects in this work: axial pressure, confining pressure, effective stress and gas pressure.…”

“…Therefore, in order to fully understand the permeability of a coal seam, experiments must be conducted under different gas pressures, negative pressures for draining, and effective stresses (Kamsani et al 2017). The effective stress in this work refers to the average effective stress (Yi et al 2007), i.e.…”

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“…Following the aforementioned experimental design for the recording and processing of experimental data, we obtained the impact of axial pressure, confining pressure, and gas pressure on the gas permeability of coal sample. Factors such as coalbed pressure, coal rock patterns and cracks cause a large variation in the effects of axial pressure and confining pressure on the gas permeability of the coal sample (Kamsani et al 2017). Thus, we discuss the individual impact of four aspects in this work: axial pressure, confining pressure, effective stress and gas pressure.…”

“…Previous research unanimously indicates that there are many factors that can affect the gas permeability of coal seams, such as stress, gas pressure, negative pressure for draining, and temperature (Mavor & Gunter 2006;Peng et al 2008;Sun & Ling 2000). Therefore, in order to fully understand the permeability of a coal seam, experiments must be conducted under different gas pressures, negative pressures for draining, and effective stresses (Kamsani et al 2017). The effective stress in this work refers to the average effective stress (Yi et al 2007)…”