Columbia University Digital Knowledge Ventures
Helping Students Cope with Trauma and Loss: Online Training for School Personnel with Helene Jackson, Ph.D.
Registered users | Interested in registering?

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.

CUSSW Logo
Bank Street Logo

Posttest


Your E-mail Address: (required field)

Now , we'd like to find out how much you've learned fom how much you've learned from part 2. Your answers will not be graded. They will be used for course evaluation only.

2Q-1. The different ways in which school personnel will be affected by a traumatic event will depend on (please check all that apply)
 a. prior experiences with trauma
 b. responsibilities during and after the event
 c. how long they've been in the school system

2Q-2. School personnel are most likely to experience vicarious traumatization when (please check all that apply)
 a. students are not performing well academically
 b. they are involved with students whose symptoms are intense and prolonged
 c. they have a trauma history

2Q-3. Signs that school personnel are experiencing vicarious traumatization can include (please check all that apply)
 a. posttraumatic stress symptoms such as intrusive thoughts, avoidance, and numbing of feelings
 b. a negative, defeatist attitude
 c. emotional states of helplessness and hopelessness

2Q-4. Strategies that can help school personnel take care of themselves include (please check all that apply)
 a. positive self-talk
 b. avoiding thoughts and feelings related to the traumatic event
 c. reaching out to friends and families
 d. relaxation and stress management

2Q-5. Providing a safe and nurturing environment for students requires (please check all that apply)
 a. that you treat every student the same
 b. consistency in the classroom
 c. nonjudgmental attitude
 d. setting limits

2Q-6. Encouraging school-age children to talk about an upcoming traumatic reminder, such as anniversaries or birthdays, makes things worse.
 a. true
 b. false

2Q-7. Avoiding your own feelings about trauma, death, and dying, makes it easier for you to provide a safe environment for your students.
 a. true
 b. false

2Q-8. Reminding students of other times when they have successfully coped with scary situations will (please check one)
 a. increase their anxiety
 b. make them feel more insecure
 c. reassure them that they have the resources to do so again

2Q-9. Group discussions are helpful because they (please check all that apply)
 a. allow teachers to observe symptomatic behavior
 b. force students to talk about their concerns and feelings
 c. help normalize students' reactions to a traumatic event
 d. provide a source of nurturance and support

2Q-10. Following a traumatic event, the school counselor's first task is to (please check one)
 a. ask the administrator what s/he should do
 b. make sure students are completing their schoolwork
 c. tend to the needs of the students and other school personnel

2Q-11. Following a traumatic event, school counselors should use their expertise to (please check one)
 a. educate teachers, students, parents, and administrators about trauma and its impact
 b. set rules and regulations for the principal and senior administration

2Q-12. Helping students deal with their immediate reactions to an extreme stressor will likely (please check one)
 a. prolong the duration of trauma-related symptoms
 b. shorten the duration of trauma-related symptoms
 c. make no difference

2Q-13. When assessing students for trauma-related problems, you should determine whether (please check all that apply)
 a. the student was exposed to a traumatic event
 b. the student is maintaining his/her academic standing
 c. the student's symptoms are consistent with what is known about trauma and its impact
 d. the student's symptoms are interfering with his/her functioning
 e. the student has expressed suicidal thoughts, threats, or behavior

2Q-14. Some indications that a student may be in need of psychotherapy include (please check all that apply)
 a. intense symptoms within the first four weeks
 b. impaired functioning socially, in school, and at home
 c. problems such as depression and substance use

2Q-15. A medication consult is indicated when (please check all that apply)
 a. the student is unreponsive to therapy
 b. the counselor has ruled out substance abuse and other comorbid disorders
 c. the counselor feels frustrated

2Q-16. Helping students cope with traumatic reminders includes (please check all that apply)
 a. telling them not to think about them
 b. enabling them to talk about them
 c. encouraging them to participate in school and social activities

2Q-17. The goals of cognitive therapy are to help students (please check all that apply)
 a. recognize the connection between thoughts, feelings, and behavior
 b. accept their way of thinking
 c. adopt new ways of thinking

2Q-18. Following a trauma, your tasks as an administrator are to (please check one)
 a. keep calm and restore safety for school personnel and students
 b. respond to media requests for interviews

2Q-19. Providing the infrastructure to support school personnel is the responsibility of (please check one)
 a. teachers
 b. school counselors
 c. administrators

2Q-20. In anticipating a crisis, which of the following protocols are important to put in place (please check all that apply)?
 a. communication systems
 b. evacuation plans
 c. instructions for how to handle the media

2Q-21. It is important to include families when planning for and anticipating disasters because (please check all that apply)
 a. it reinforces the need for families to be involved
 b. the school needs their cooperation and participation
 c. it keeps them from getting in the way

Now , we'd like to get your feedback about the content and structureof the Course (Parts 1 and 2. Your answers will provide us with valuable information with which to make future modifications to the course.

2F-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

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

2F-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

2F-4. Course Content: What about the content particularly appealed to you? What could have been stronger?

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

2F-6. What would you like to see more or less of?

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

2F-8. If yes, please describe.

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

2F-10. Why or why not?

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

2F-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

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

2F-14. Why or why not?

2F-15. Would you be interested in taking the online course on family and community violence?
1. yes
2. no

2F-16. Why or why not?

2F-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