The Inconsistency of Trauma-Related Journalism Education Goals and Instruction

Autor/inn/en	Newman, Elana; Madrigal, Ilissa; Hight, Joe
Titel	The Inconsistency of Trauma-Related Journalism Education Goals and Instruction
Quelle	In: Journalism and Mass Communication Educator, 78 (2023) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Elana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/10776958231167304
Schlagwörter	Journalism Education; Educational Objectives; Trauma Informed Approach; Reliability; Educational Needs; Interviews; Best Practices; News Reporting; Accuracy; Sensitivity Training; Privacy; Civil Rights; Social Attitudes; Human Dignity; Prosocial Behavior; Ethics; Teachers; Daily Living Skills + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Reliabilität; Educational need; Bildungsbedarf; Interviewing; Interviewtechnik; News report; Reportage; Sensitivitätstraining; Privatsphäre; Bürgerrechte; Grundrechte; Zivilrecht; Social attidude; Soziale Einstellung; Menschenwürde; Ethik; Lehrer; Lehrerin; Lehrende; Alltagsfertigkeit
Abstract	Many journalism students cover stories about tragedy and violence (trauma). Yet few journalism schools offer trauma training despite growing agreement among educators that early journalists need to learn about the impact of reporting trauma on victims, the community, and the journalists' themselves. This contrast is puzzling. This study aimed to identify what trauma-related topics are valued and which are taught. First, 156 Association for Education in Journalism and Mass Communication (AEJMC) members completed a survey rating the importance and extent of course coverage of self-care, trauma-informed interviewing, trauma's impact on the community, and best trauma community reporting practices. The commonly deemed highly valued topics include ethics of accuracy, sensitivity, respect for survivors, and privacy rights. Self-care was deemed important but often not covered. Qualitative interviews provided context on pedagogical techniques, experiences, and barriers to teaching trauma. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01