The Efficacy of Psychological First Aid Training Program on Academic Faculties’ Knowledge and Competency to Deal with Students Experiencing Traumatic Events: A Quasi-Experimental Study

Abstract

Background: Academicians, nowadays, are assuming multiple roles, including psychological support. The need to enhance academicians’ knowledge and skills related to psychological first-aid is increasing due to the significant and timely intervention that academicians might assume when their students experience traumatic events. Objective: To assess the efficacy of the psychological first-aid training program on faculty members’ knowledge and competencies dealing with undergraduate students experiencing traumatic events. Methods: One group pretest-posttest quasi-experimental design was used. Participated faculty members received a PFA training program which was preceded and followed by an assessment of their knowledge and competencies using the PFA knowledge and competency questionnaire. Results: A total of 43 faculty members participated in the study. Faculty members’ knowledge and competency were improved after receiving the PFA training program (knowledge means = 7.7 to 11.0, t= -15.7, df= 42, p= 0.00); Competency means = 17.2 to 33.0, t= -14.6, df=42, p=0.00). No variation in the changes in knowledge and competency across study phases between demographic variables. Conclusion: Sustainable and up-to-date training on topics related to the psychological needs of students is a cornerstone to enhance the role of faculty members in academic settings.