Columbia University Digital Knowledge Ventures
Helping Students Cope with Trauma and Loss: Online Training for School Personnel with Helene Jackson, Ph.D.
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This course was edited by Sharon Kay. The project was developed by the Columbia University School of Social Work with support from the Bank Street College of Education.

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Posttest

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NOW THAT YOU'VE COMPLETED PART 1, WE'D LIKE TO FIND OUT WHAT YOU'VE LEARNED SO FAR. YOUR ANSWERS WILL NOT BE GRADED. THEY WILL BE USED FOR COURSE EVALUATION ONLY.

1Q-1. Which three factors must be present in order to define an event as trauma?
 a. it is a major disaster
 b. it is accompanied by feelings of helplessness and horror
 c. it leaves you feeling calm
 d. it interferes with functioning
 e. it challenges an individual's world view

1Q-2. When students' initial reactions to trauma include anxiety, depression, and preoccupation with the event, they should be considered
 a. pathological
 b. normal

1Q-3. School-age children's stress reactions to a traumatic event should become a matter of concern when they persist for more than
 a. one week
 b. one month
 c. three months
 d. one year

1Q-4. When a student's traumatic stress symptoms persist longer than three months post-trauma, you should (please check one)
 a. consider that the student may be at risk for developing PTSD
 b. consider it a normal response to trauma and wait to see what happens
 c. send the student to the principal because s/he is disrupting the classroom

1Q-5. Delayed trauma responses up to one year occur
 a. often
 b. rarely
 c. never

1Q-6. What is the difference between partial posttraumatic stress (PPTSD) and posttraumatic stress (PTSD)?
 a. students with PPTSD have many stress response symptoms, but they do not interfere with functioning
 b. students with PPTSD have many stress-response symptoms that interfere with functioning but do not meet the criteria for a diagnosis of PTSD

1Q-7. Of the school-age children who have stress-response symptoms within three months post-trauma, approximately how many would you expect to develop PTSD?
 a. the majority
 b. about half
 c. less than one quarter
 d. none

1Q-8. School-age children are more at risk for developing chronic PTSD symptoms when, prior to the trauma (please check all that apply)
 a. they have been exposed to other traumatic events
 b. they had consistent family support
 c. they had emotional problems

1Q-9. School-age children are more at risk for developing chronic PTSD symptoms when, during the trauma (please check all that apply)
 a. they remained calm throughout the event
 b. they had an intense reaction to the event
 c. someone close to them was injured or died

1Q-10. School-age children are more at risk for developing chronic PTSD symptoms when, after the trauma (please check all that apply)
 a. they have symptoms that persist for one month
 b. when they are exposed to traumatic events and/or secondary stresses
 c. they have symptoms that persist for more than three months

1Q-11. Some pre-trauma factors that minimize the chances that school-age children will be at risk for developing chronic PTSD symptoms are (please check all that apply)
 a. having achieved a stable sense of self
 b. having a negative view of the world
 c. having strong family and social support network
 d. having good health

1Q-12. When school-age children want to avoid their intense trauma-related feelings, they (please check all that apply)
 a. talk about them all the time
 b. try not to think about them
 c. stay away from situations that remind them of the event

1Q-13. Which of the following seem to be an initial trauma response in all age-groups of school-age children?
 a. fear and anxiety
 b. substance abuse
 c. sibling rivalry

1Q-14. Traumatic reminders are defined as (please check all that apply)
 a. incidents that remind people of a traumatic event(s)
 b. incidents that are related to happy times
 c. incidents that would affect everyone

1Q-15. Traumatic reminders can have particularly serious repercussions when they are
 a. anticipated
 b. unanticipated

1Q-16. When school-age children are involved in posttraumatic play, their play has a (please check all that apply)
 a. compulsive, repetitive quality
 b. calm and relaxed quality

1Q-17. When school-age children don't talk about a trauma, you can assume that they have forgotten it.
 a. true
 b. false

1Q-18. When a student expresses suicidal thoughts, threats, or action, it is important to (please check one)
 a. try to talk him/her out of it
 b. let him/her know that such talk will worry his/her parents
 c. refer him/her immediately to the school counselor for evaluation
 d. ignore it

PLEASE LET US KNOW HOW WE'RE DOING BY ANSWERING THE FOLLOWING QUESTIONS. YOUR FEEDBACK WILL PROVIDE US WITH VALUABLE INFORMATION FOR FUTURE MODIFICATIONS TO THE COURSE.
WE APPRECIATE YOUR BEING AS DETAILED AS POSSIBLE IN YOUR RESPONSES.

1F-1. Did you find the online course an improvement over traditional methods of learning?
 1. not at all an improvement
 2. somewhat of an improvement
 3. very much an improvement

1F-2. Did you find that the material was consistent with your professional values?
 1. not at all
 2. somewhat
 3. very much

1F-3. Do you think you will be able to apply what you've learned to your school setting?
 1. not sure
 2. somewhat sure
 3. very sure

1F-4. Course Content: What about the content particularly appealed to you? What could have been stronger?

1F-5. Media Presentation: Did you find that the use of various media (e.g., video, audio, images) enhanced your experience?
1. yes
2. no

1F-6. What would you like to see more or less of?

1F-7. Technical Presentation: Did you have any technical problems with this course?
1. yes
2. no

1F-8. If yes, please describe.

1F-9. Would you recommend this course to a friend?
1. yes
2. no

1F-10. Why or why not?

1F-11. Overall, how would you rate your experience with this course?
  1. unsatisfactory
  2. lacking
  3. decent
  4. good
  5. excellent

1F-12. Was the first part of this course easy to navigate?
  1. no, difficult
  2. kind of difficult
  3. somewhat easy
  4. kind of easy
  5. yes, easy

1F-13. Would you be interested in taking the online course on sudden and unexpected loss?
1. yes
2. no

1F-14. Why or why not?

1F-15. Would you be interested in taking the online course on family and community violence? Why or why not?
1. yes
2. no

1F-16. Would you be interested in taking the online course on family and community violence? Why or why not?

1F-17. How did your hear about this course?
 a. friend
 b. relative
 c. professor
 d. colleague
 e. press release
 f. Web site
 g. brochure or flyer
 h. advertisement
 i. event
 j. e-mail
 k. TV / radio