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Thesis (M.Psych.Clin.) - University of Queensland, 2005. / Includes bibliography.

Trauma debriefing is a session or meeting that includes the affected individuals and the trained debriefer who facilitates the session. Debriefing is thus, a process whereby the victims of any traumatic events ventilate their experiences in a safe environment with a view to striving towards a normal state of equilibrium. In the milieu of the South African Police Service, the trauma debriefing process is used as a support mechanism to all its members as they are constantly exposed to traumatic events. The ultimate goal of debriefing is to assist the victimised to unblock their feelings. The researcher has to a large extent become motivated to undertake the study as a result of her practical and professional experience in the field of trauma debriefing. Since working as a trauma debriefer for five years in the Police Services, the researcher has been triggered by the fact that trauma debriefing is concentrated on the victims of trauma only, whereas the help providers are never afforded an opportunity to be supported. Much of the researcher’s daily work is to attend to members of the service who have been exposed to traumatic situations. This exposition has made the researcher to be primarily interested in interpersonal relationships that have become more and more of secondary traumatisation and burnout in professionals working with other individuals’ trauma. In her undertaking of the study, the researcher followed a qualitative approach to enhance her to execute the task of collecting data. The basis of the qualitative approach was to assist the researcher to accumulate the experiences of the respondents from their own perspectives. To achieve this objective, the researcher used a semi-structured interview schedule as a tool to encourage nine respondents to offer their reflections about the impact trauma work has on them. In the context of the undertaken study, applied research was pursued with a view to put into perspective the respondents’ experiences from their own account. The researcher had chosen applied research with a view that the findings thereof would contribute in addressing the immediate challenges facing the debriefers in their own work environments. The goal pursued in this exploratory-descriptive study was an exploration of a relatively unknown area. This study was geared towards gaining new insight into what the impact of trauma debriefing was on debriefers. Therefore, the main idea of this study was to explore and describe only. Realising that not much has been written on the impact of trauma debriefing on debriefers, the researcher modified the approach so that emphasis is placed on exploration and description of the debriefers’ experiences. Hence, a combination of exploratory and descriptive research designs was employed. An extensive literature review on the process of trauma debriefing and the impact of trauma debriefing was done. Extracts from the in-depth interviews revealed that the ripple effect of trauma debriefing on debriefers is three fold, namely: · Psychological impact - where it was discovered that trauma workers tend to experience flashbacks, loss of identity which can be attributed to trauma workers identifying themselves with the survivors they debrief, susceptibility to Post Traumatic Stress Disorder (PTSD) as a result of overexposure to secondary trauma and forgetfulness. · Emotional impact - where it was found that elements such as losing touch with oneself, emptiness and hopelessness, typical stress, disconnection from significant others, strong negative feelings and agitation are obvious characteristics of what trauma debriefing can do to trauma workers. · Physical impact - which it has been found, characterises the tiredness, headaches, and post traumatic stress experienced more often by trauma debriefers. On the contrary, some debriefers valued the experiences from their work exposure as energising pleasure and tolerance, and something that gave them a sense of control and fulfilment. The eventual outcomes of the study revealed that trauma has far reaching impact on debriefers, and thus has to be seen as caring cost to organisations such as the South African Police Service. / Dissertation (MSD (EAP))--University of Pretoria, 2005. / Social Work / unrestricted

A maioria das metodologias educacionais utilizadas em sala de aula é limitada em relação às experiências de aprendizado relativas ao mundo real. As pesquisas evidenciam que os Jogos de Simulação de Empresa (JSEs), que oferecem experiências reais, têm mostrado potencial para contribuir com o aprendizado e motivação do aprendiz. Consonante com esse potencial, observa-se crescimento na produção e na utilização de jogos de simulação na última década. Apesar do crescimento, há preocupação com a qualidade desse tipo de aprendizagem, fator crítico de sucesso. Estudos indicam que a avaliação formativa e o ensino personalizado podem ajudar na melhoria da qualidade do aprendizado de todos os aprendizes. Apesar de existirem pesquisas acerca do debriefing em JSEs, não foram encontradas pesquisas, acerca do impacto do debriefing formativo e personalizado em JSEs no ensino superior, no Brasil. Assim, neste trabalho objetivou-se implementar e avaliar um modelo de debriefing formativo e personalizado para JSEs no ensino superior que incremente as oportunidades de aprendizagem. O modelo de debriefing plus é dividido em quatro etapas e contempla desde o treinamento até à avaliação. Foi realizado um experimento, com duração de dois meses. A amostra da pesquisa compreendeu 20 alunos, distribuídos nos cursos de Graduação em Administração de Empresas, Ciências Contábeis, Economia e Relações Internacionais de um renomado Centro Universitário, localizado em São Paulo. O debriefing plus foi avaliado em três dimensões: desempenho financeiro dos alunos no ambiente simulado, eficiência do facilitador usando o DASH e indícios motivacionais do aluno, por meio da entrevista. Os resultados indicam que o debriefing plus teve impacto direto na avaliação do facilitador e no desempenho financeiro. No experimento, 100% dos que concluíram o curso tiveram melhora no seu desempenho financeiro, e em média, mais de 95% dos respondentes considerarem como bom, muito bom, ou excelente a avaliação do facilitador. Esse modelo proposto pode melhorar a experiência de aprendizagem de todos os alunos, se comparado com o modelo tradicional de debriefing, cujo maior foco está nos resultados financeiros da equipe e não no aprendizado individual. O modelo de debriefing plus demonstrou potencial de incrementar o processo de aprendizagem mais personalizado por meio da melhoria do desempenho financeiro de todos os alunos. Ressalta-se que o treinamento do facilitador é fundamental para o sucesso desse modelo. / Most educational methodologies used in classrooms are limited concerning learning experiences related to the real world. Researchers have shown that business gaming simulations (BSG) which offer real experiments can potentially contribute to the learning process as well as learners´ motivation. An increase in the production and use of BSG has been observed over the last decade. Despite this growth, there has been concern about the quality of this type of learning, which is a critical success factor. Studies have shown that formative assessment and personalized learning can help to improve the learning quality of all learners. Although research on debriefing has been conducted, we have not found any study that focuses on the impact of formative and personalized debriefing on the higher education in Brazil. This research deals with the implement of a debriefing formative and personalized model for BSG in higher education that enhances the learning opportunities. The Debriefing Plus model is divided into four stages and covers from training to evaluation. One experiment was conducted in a two-month period and the study sample comprised 20 undergraduates of Business Administration, Accountancy, Economy and International Relationship of a well known university in São Paulo city. The debriefing Plus has three dimensions: financial performance of the team, efficiency of the facilitator, and evidence of student motivation, which were measured by the DASH model, the simulated environment, and interview respectively. The results show that Debriefing Plus exerted a direct impact on the evaluation of the facilitator and financial performance. In the experiment, 100% of those who finished the course had improved their financial performance, and on average over 95% of the respondents considered the facilitator´s evaluation good, very good, or excellent. The debriefing model proposed can improve the learning experience of all students, in comparison with the traditional model of debriefing, whose major focus is on the financial results of the team and not on individual learning. The model can potentially enhance the more personalized learning process by improving the financial performance of all students. It should be highlighted that the facilitators training is the key to the success of this model.

A maioria das metodologias educacionais utilizadas em sala de aula é limitada em relação às experiências de aprendizado relativas ao mundo real. As pesquisas evidenciam que os Jogos de Simulação de Empresa (JSEs), que oferecem experiências reais, têm mostrado potencial para contribuir com o aprendizado e motivação do aprendiz. Consonante com esse potencial, observa-se crescimento na produção e na utilização de jogos de simulação na última década. Apesar do crescimento, há preocupação com a qualidade desse tipo de aprendizagem, fator crítico de sucesso. Estudos indicam que a avaliação formativa e o ensino personalizado podem ajudar na melhoria da qualidade do aprendizado de todos os aprendizes. Apesar de existirem pesquisas acerca do debriefing em JSEs, não foram encontradas pesquisas, acerca do impacto do debriefing formativo e personalizado em JSEs no ensino superior, no Brasil. Assim, neste trabalho objetivou-se implementar e avaliar um modelo de debriefing formativo e personalizado para JSEs no ensino superior que incremente as oportunidades de aprendizagem. O modelo de debriefing plus é dividido em quatro etapas e contempla desde o treinamento até à avaliação. Foi realizado um experimento, com duração de dois meses. A amostra da pesquisa compreendeu 20 alunos, distribuídos nos cursos de Graduação em Administração de Empresas, Ciências Contábeis, Economia e Relações Internacionais de um renomado Centro Universitário, localizado em São Paulo. O debriefing plus foi avaliado em três dimensões: desempenho financeiro dos alunos no ambiente simulado, eficiência do facilitador usando o DASH e indícios motivacionais do aluno, por meio da entrevista. Os resultados indicam que o debriefing plus teve impacto direto na avaliação do facilitador e no desempenho financeiro. No experimento, 100% dos que concluíram o curso tiveram melhora no seu desempenho financeiro, e em média, mais de 95% dos respondentes considerarem como bom, muito bom, ou excelente a avaliação do facilitador. Esse modelo proposto pode melhorar a experiência de aprendizagem de todos os alunos, se comparado com o modelo tradicional de debriefing, cujo maior foco está nos resultados financeiros da equipe e não no aprendizado individual. O modelo de debriefing plus demonstrou potencial de incrementar o processo de aprendizagem mais personalizado por meio da melhoria do desempenho financeiro de todos os alunos. Ressalta-se que o treinamento do facilitador é fundamental para o sucesso desse modelo. / Most educational methodologies used in classrooms are limited concerning learning experiences related to the real world. Researchers have shown that business gaming simulations (BSG) which offer real experiments can potentially contribute to the learning process as well as learners´ motivation. An increase in the production and use of BSG has been observed over the last decade. Despite this growth, there has been concern about the quality of this type of learning, which is a critical success factor. Studies have shown that formative assessment and personalized learning can help to improve the learning quality of all learners. Although research on debriefing has been conducted, we have not found any study that focuses on the impact of formative and personalized debriefing on the higher education in Brazil. This research deals with the implement of a debriefing formative and personalized model for BSG in higher education that enhances the learning opportunities. The Debriefing Plus model is divided into four stages and covers from training to evaluation. One experiment was conducted in a two-month period and the study sample comprised 20 undergraduates of Business Administration, Accountancy, Economy and International Relationship of a well known university in São Paulo city. The debriefing Plus has three dimensions: financial performance of the team, efficiency of the facilitator, and evidence of student motivation, which were measured by the DASH model, the simulated environment, and interview respectively. The results show that Debriefing Plus exerted a direct impact on the evaluation of the facilitator and financial performance. In the experiment, 100% of those who finished the course had improved their financial performance, and on average over 95% of the respondents considered the facilitator´s evaluation good, very good, or excellent. The debriefing model proposed can improve the learning experience of all students, in comparison with the traditional model of debriefing, whose major focus is on the financial results of the team and not on individual learning. The model can potentially enhance the more personalized learning process by improving the financial performance of all students. It should be highlighted that the facilitators training is the key to the success of this model.

Approved for public release; distribution is unlimited / The objective of this thesis is to suggest a daily routine debriefing process for the maintenance sections of the Israeli Air Force fighter squadrons. It is argued that the debriefing process may serve as vehicle for higher level of personal and organizational effectiveness. Ongoing debriefing process in one squadron, has been assessed, opinion data have been collected, and relevant literature has been reviewed. The questions addressed in this study, are: (1) what is the role of debriefing process in the maintenance sections: (2) what is the debriefing structure, forums, frequency, and discussion subjects; (3) what are the attitudes of targeted sectors toward the suggested procedure, and (4) what are the organizational changes and concerns to be considered when implementing this change. Results have indicated strong positive attitudes, cost-beneficial appearance, and practicality of the proposed debriefing process. Guidelines for implementation are provided. / http://archive.org/details/debriefingproces00lapi / Lieutenant Colonel, Israeli Air Force

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Introduktion: Ambulanssjukvården har sedan 1800-talet förändrats, från att vara ett rent transportmedel är i dagsläget ambulanserna utrustade med högteknologisk utrustning och sjuksköterskeutbildad personal. Ambulanssjuksköterskor utsätts ofta för situationer som kan upplevas psykiskt påfrestande. Dessa situationer kan, om de inte bearbetas, leda till sämre mental hälsa med risk för sjukskrivningar och förtidspensionering. Syfte: Syftet med denna studie var att beskriva ambulanssjuksköterskors upplevelser av stöd på arbetsplatsen efter psykiskt påfrestande situationer i arbetet. Metod: Denna studie har en kvalitativ ansats med en beskrivande design. Resultat: Ambulanssjuksköterskor upplever olika situationer som psykiskt påfrestande. Upplevelsen relateras ofta till den egna livssituationen och tidigare erfarenheter. Stödåtgärder finns tillgängliga från arbetsplatsen efter psykiskt påfrestande situationer, men ambulanssjuksköterskorna upplever att ansvaret ofta ligger på individen att söka stöd. Brister upplevs även i stödhanteringen och önskemål finns om förbättringar. Slutsats: Stöd finns på arbetsplatsen men upplevs både vara tillräckligt samtidigt som det upplevs vara i behov av utveckling.

Thesis (MCur. (Faculty of Health Sciences))--University of Pretoria, 2005. / Summary in English. Includes bibliographical references.