A preliminary evaluation of the training effects of a didactic and simulation-based psychological first aid program in students and school counselors in South Korea

The present study aimed to examine the training effects of a didactic and simulation-based psychological first aid (PFA) program. Based on the competency-based model, the study sought to examine whether the PFA training would enhance knowledge, skills, and attitudes. Study 1 examined the training effects of the PFA program in a sample of undergraduate and graduate students in psychology. Study 2 was conducted with school counselors. In both studies, all participants completed a one-day PFA workshop with a 3-hour didactic lecture and a 3-hour simulation-based practice. Assessments were conducted prior to the didactic lecture and upon completion of the simulation-based practice. In study 1, an examination of pre- and posttest comparisons indicated that the training significantly improved students’ PFA knowledge and perceived competence in PFA skill. In study 2, the same PFA training significantly improved school counselors’ PFA knowledge, perceived competence in PFA skill, perceived preparedness and confidence to provide psychological assistance for future disasters, but their perceived willingness to participate in psychological assistance did not significantly change after the training. This study provides preliminary evidence supporting the effectiveness of the PFA training program using a combined method of didactic and simulation-based practice for disaster mental health providers in Korea.本研究旨在探究讲授式结合模拟演练的心理急救（psychological first aid）培训项目的训练效果。本研究基于胜任力模型，旨在考察该PFA培训能否提升受训者的相关知识、技能与态度。研究1以心理学专业本科生与研究生为样本，对该PFA培训项目的训练效果进行了考察；研究2则以学校心理咨询师为受试对象开展。两项研究中，所有参与者均参与了为期一天的PFA工作坊，其中包含3小时的讲授式授课与3小时的模拟演练实操。评估分别在讲授式授课开始前与模拟演练实操结束后进行。在研究1中，对前后测结果的对比分析显示，该培训显著提升了心理学专业学生的PFA知识水平与PFA技能感知胜任力。在研究2中，相同的PFA培训显著提升了学校心理咨询师的PFA知识水平、PFA技能感知胜任力，以及为未来灾害提供心理援助的筹备感知与信心，但受训者参与心理援助的感知意愿在培训后并未发生显著变化。本研究为韩国针对灾害心理健康服务从业者采用讲授式与模拟演练相结合的PFA培训项目的有效性提供了初步实证依据。