Responding to Traumatic Events on College Campuses: A Case Study and Assessment of Student Postdisaster Anxiety

McCarthy, Maureen A.; Butler, LuAnnette

doi:10.1002/j.2161-1882.2003.tb00230.x

Cited by 9 publications

(7 citation statements)

References 12 publications

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“…Mental health issues are of concern, however. Students might be more distressed than is readily apparent (McCarthy and Butler 2003;Krane, Dicarlo, and Kahn 2007;Phillips and Phillips 2008;Davis, Grills-Taquechel, and Ollendick 2010;Watson, Loffredo, and McKee 2011;Carter et al 2014;Trip et al 2018), and faculty mental health could also be affected (Bell et al 2016). Graduation might be delayed, and students are at higher risk of dropping out (Di Pietro 2018).…”

Section: What We Previously Knew About the Impacts Of Course Disruptionsmentioning

confidence: 99%

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Day

Chang

Chung

et al. 2020

The Professional Geographer

186

167

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and colleges worldwide have quickly moved campus-based classes to virtual spaces due to the COVID-19 pandemic. This article explores the impact of this sudden transition of learning and teaching based on experiences and evidence from six institutions across three countries. Our findings suggest that although online and remote learning was a satisfactory experience for some students, various inequities were involved. Many students lacked appropriate devices for practical work and encountered difficulties in securing suitable housing and workspace. Students were stressed, and faculty were, too, especially those in precarious employment. The lack of fieldwork and access to laboratories created special challenges. We are concerned that the lack of hands-on experience could cause a decline in enrollments and the number of majors in geography over the next few years. This issue must be addressed by making introductory courses as engaging as possible. It is too early to determine the extent to which online and remote learning can replace campus-based, face-toface geography education once the pandemic ends, but the new academic year of 2020-2021 will be revealing. Nevertheless, the COVID-19 crisis has revealed preexisting problems and inequalities that will need our collective effort to address, regardless of the pandemic's trajectory.

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Section: What We Previously Knew About the Impacts Of Course Disruptionsmentioning

confidence: 99%

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Day

Chang

Chung

et al. 2020

The Professional Geographer

186

167

View full text Add to dashboard Cite

show abstract

“…Each factor affected the ability to focus on academic work. Certainly, the severity of the event effects the degree of stress and anxiety (McCarthy and Butler 2003 ) and the effects of PTSD can linger long after the event occurred (Sparks 2017 ). That said, the response of the college following a traumatic event matters.…”

Section: Literature Reviewmentioning

confidence: 99%

Community College Student Perceptions of Remote Learning Shifts Due to COVID-19

Prokes

Housel

2021

TechTrends

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COVID-19 challenged higher education to rapidly shift to remote course delivery. This study surveyed community college students ( N = 356) about their confidence in completing learning related tasks before and after the shift, access to technologies used in in remote learning, and disruptions that impacted their learning. Results indicated notable declines in confidence across all demographics with significant changes in those age 18-21and for those without prior online course experience. Technology use for remote courses was primarily laptops and smartphones. Students reported the most significant changes to work-life balance came through employment changes and mental health issues. Instructional changes were both positive and negative in workload organization, course delivery, communication and technology. Institutions can use this study’s findings to enact contingency planning, expand online and blended course options, refine academic and social support, and allocate resources to mental health.

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“…Posttraumatic stress disorder develops after a petrifying event that involves physical harm or the threat of physical harm (McCarthy & Butler, 2003). PTSD is defined by the presence of symptoms that include avoidance of reminders of the traumatic stress, intrusive trauma-related thoughts and images, hyper arousal of the nervous system and disruption of cognitive, affective, and somatic processes.…”

Section: Posttraumatic Stress Disordermentioning

confidence: 99%

“…Some events that may elicit a PTSD-response include personal assaults, natural or manmade disasters, accidents, or war (McCarthy & Butler, 2003). Symptoms of PTSD usually begin within three months after the event, but may emerge up to years afterwards, with any initial symptoms seen after six months being referred to as -late onset.‖ Late onset PTSD often has a poorer prognosis than earlier onset (WebMD, nd.).…”

Section: Posttraumatic Stress Disordermentioning

confidence: 99%

Federal Disaster Mental Health Response and Compliance with Best Practices

McIntyre¹,

Goff

2011

Community Ment Health J

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The purpose of this study was to review state disaster mental health response plans and actual disaster mental health responses to examine not only adherence to identified disaster mental health best practices, but also to highlight procedures being performed during deployment of disaster mental health response teams. This research study was developed to gain a thorough understanding of disaster mental health response in both the planning and implementation phases. Interviews with three state disaster mental health officials were completed and a review of each state's disaster mental health state plan was completed. The study investigated the A phenomenological approach was used to identify themes in disaster mental health response that should be considered for future disaster mental health planning. Each state's disaster mental health plan varied in compliance to identified best practices; however, it was noted that all states were more compliant to best practices in their response than in the written state disaster mental health state plan.Several themes for disaster mental health responses were identified that were not previously fully addressed in the published best practices. Such themes addressed issues in disaster mental health teams and training, local disaster mental health response, communication, research and data collection, relationships with external organizations, and long-term recovery. A phenomenological approach was used to identify themes in disaster mental health response that should be considered for future disaster mental health planning. Each state's disaster mental health plan varied in compliance to identified best practices; however, it was noted that all states were more compliant to best practices in their response than in the written state disaster mental health state plan.Several themes for disaster mental health responses were identified that were not previously fully addressed in the published best practices. Such themes addressed issues in disaster mental health teams and training, local disaster mental health response, communication, research and data collection, relationships with external organizations, and long-term recovery.This research may serve as a guide for those developing disaster mental health plans and encourage further considerations in disaster mental health response.vi

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Responding to Traumatic Events on College Campuses: A Case Study and Assessment of Student Postdisaster Anxiety

Cited by 9 publications

References 12 publications

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

The Immediate Impact of COVID-19 on Postsecondary Teaching and Learning

Community College Student Perceptions of Remote Learning Shifts Due to COVID-19

Federal Disaster Mental Health Response and Compliance with Best Practices

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