• Korean Journal of Culture and Social Issue
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• v.13 no.1
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• pp.63-89
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• 2007

This study introduces major models of psychological debriefing that has been utilized as an early psychological intervention after traumatic incidents and examines the controversy on the effects of psychological debriefing. It is difficult to make consistent conclusions regarding its effects based on the previous research data. Therefore, this study examines the major issues related to psychological debriefing and suggests the important points for best practice in crisis situations.

• Anxiety and mood
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• v.5 no.2
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• pp.75-79
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• 2009

In this article, we review the efficacy of early interventions after traumatic incidents and during acute stress disorder (ASD). There are some evidences that psychopharmacological medications such as propronolol, morphine, and hydrocortisone are effective in the prevention of posttraumatic stress disorder (PTSD). Considering the role of selective serotonin reuptake inhibitors in hippocampal neurogenesis and an animal model of PTSD, early administration of selective serotonin reuptake inhibitors is also fairly promising. Other pharmacological treatments including benzodiazepines did not treat ASD nor prevent PTSD. There are good evidences that cognitive behavioral therapy including cognitive therapy and prolonged exposure is a valuable intervention for ASD and the most effective prevention for PTSD. No contolled researches on eye movement desensitization&reprocessing, psychodynamic psychotherapy and hypnotherapy have performed. Recent randomized controlled studies using psychological debriefing did not prove as a useful intervention for the prevention of PTSD until now, although the efficacy of debriefing has been at the centre of controversy.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.44-55
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• 2020

The degree of mutual understanding between nursing students and instructors regarding simulation-based education remains unknown. The purpose of this study was to identify the subjectivity of nursing students and instructors about simulation-based learning, and was intended to expand the mutual understand by employing the co-orientation model. Q-methodology was used to identify the perspectives of 46 nursing students and 38 instructors. Perception types found among students in relation to simulation-based learning were developmental training seekers, instructor-dependent seekers, and learning achievement seekers. The instructors estimated the student perception types as passive and dependent, positive commitment, demanding role as facilitators, and psychological burden. Perception types found among instructors included nursing capacity enhancement seekers, self-reflection seekers, and reality seekers. The students classified the instructors' perception types as nursing competency seekers, learning reinforcement seekers, and debriefing-oriented seekers. As a result of the analysis of these relations in the co-orientation model, instructors identified psychological burden and passive and dependent cognitive frameworks among students; however, these were not reported in the students' perspectives. Likewise, the reality seekers type found among the perception types of instructors was not identified by the students. These findings can help develop and implement simulation-based curricula aimed at maximizing the learning effect of nursing students.

• Child Health Nursing Research
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• v.24 no.3
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• pp.319-328
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• 2018

Purpose: The purpose of this study was to examine the effects of a neonatal nursing practice program for nursing students on students' stress, self-efficacy, and confidence. Methods: A 1-group pre- and post- study design was used. The participants consisted of 64 nursing students who were in a pediatric nursing clinical practicum at a nursing college in Seoul from September 2015 to May 2016. The program consisted of 3 stages-orientation, practice, and debriefing-and was conducted for 3 hours during a 2-week period of the pediatric nursing clinical practicum. The dependent variables were neonatal nursing practice stress, self-efficacy, and confidence. Data were analyzed using the paired t-test, the Pearson correlation coefficient, the $x^2$ test, and descriptive statistics with SPSS for Windows version 22.0. Results: The neonatal nursing practice program was effective at decreasing clinical practice-related stress and increasing confidence and self-efficacy regarding neonatal nursing practice. Conclusion: The neonatal nursing practice program may effectively promote the integration of theoretical knowledge and practice. In the future, we propose to develop various educational programs that reinforce basic nursing skills for neonates as part of an effective pediatric nursing clinical practicum.

• Journal of Korean Academy of Nursing
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• v.40 no.4
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• pp.482-492
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• 2010

Purpose: This study was a qualitative research study in which focus group interviews were used to collect data on the meaning of respite for family caregivers who are taking care of elders with dementia. Methods: The focus group interviews and participants consisted of 2 family caregiver groups, for a total of 8 people taking care of their elders and 5 professional caregivers working in a geriatrics hospital or social welfare institutions. Content analysis was used and debriefing notes were referred in order to analyze the data. Results: The meaning of respite in this research was measured using 4 main categories: 'Temporary break from routine', 'direct help', 'psychological comfort', 'valuables which cannot be taken easily' and 9 subcategories: 'Temporary diversion of attention', 'temporarily free from my duty', 'taking care of oneself', 'receiving economic help', 'empathize with others', 'comfort based on trust', 'resting together with the elder', 'no time to rest', 'cannot get out of one's obligatory duty'. Conclusion: The findings of the study show that rest means not only a temporary relief from caretaking, but also a real respite based on the patients' stable state and comfort. These results indicate a new meaning for respite, that the first step of respite program has to begin even when the caregivers do not recognize the need for respite.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.4
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• pp.278-305
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• 2016

Objective: The aim of this systematic literature review is to analyze the psychosocial interventions for children and adolescents after disasters. Methods: We conducted a review of the extant research literature from 1991 to 2015 via a comprehensive search of the MEDLINE, EMBASE, Cochrane CENTRAL, PubMed and PsyclNFO databases. The keywords employed in this research included: 'child', 'adolescent', 'youth', 'disaster', 'posttraumatic', 'psychosocial', 'therapy' and 'intervention'. The researchers followed the PRISMA guidelines. A total of 850 articles were screened for their eligibility and fifty-nine were found to meet the study criteria. The final data analysis was performed based on the disaster type, study design, type of intervention, sample size, age, school grade, number of sessions, setting of intervention delivery, providers, approach and parent involvement. Results: Countries worldwide have experienced various kinds of disasters, including earthquakes, hurricanes, vessel accidents, tornados, tsunamis, volcanic eruptions, war, fire, terrorism, and traffic accidents. The types of psychosocial intervention that were conducted after these disasters included: psychological first aid, psychological debriefing, psychoeducation, trauma focused cognitive behavior therapy, eye movement desensitization reprocessing, prolonged exposure therapy, group play therapy and arts therapy, project interventions, school-based interventions and web-based interventions. Conclusion: The findings of the systematic literature review suggest that an appropriate psychosocial intervention could be utilized as evidence-based mental health treatment for children and adolescents after disasters.

• Korean Journal of Social Welfare
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• v.60 no.1
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• pp.53-76
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• 2008

The aim of this study is to understand the ethical struggles of Child Protective Service(CPS) social workers and to indicate some implications for future studies by conducting research focusing on their ethical dilemmas and decision-making. This study used qualitative methods, in particular the phenomenological approach and 14 in-depth semi-structured interviews with CPS social workers, and were conducted and analyzed using the procedures of Colaizzi(1978). This study looks at the following research questions: 1) What kind of ethical dilemmas do CPS social workers encounter? This means what ethical dilemmas do they directly or indirectly encounter because of policy or system inadequacies and huge caseloads. 2) How do the CPS social workers make decisions when they are faced with ethical dilemmas? Making the best decisions with all of their responsibilities and burdens is the focus of this question. This study suggests the following discussions: First, efforts to emphasize 'ethics' at CPS are needed. Second, proper policies and systems based on the Korean situation are needed so that CPS social workers won't have to face 'needless' ethical dilemmas. Third, an index of ethical problems or ethical codes is necessary because principles are important to those social workers who face ethical dilemmas. Fourth, an ethical committee that protects the CPS social workers by supporting their decisions and being responsible for them is needed. Last, a debriefing system that reduces a CPS social worker's psychological trauma caused by ethical dilemmas should be available.