The effect of the psychological first aid training program developed for teachers on crisis intervention skills

The aim of this study was to examine the effect of the Psychological First Aid Training Program for Teachers (PFATT) prepared to improve teachers' crisis intervention skills on teachers' self-efficacy in applying psychological first aid. A multi-stage design from mixed research methods was used in the study. In the first stage of the study, qualitative and quantitative data were collected to determine the needs and situation of teachers regarding crisis and crisis intervention in schools. The training program was developed based on the findings obtained, relevant approaches in the literature and research findings. In the second phase, a quasi-experimental design with a control group and pre-test, post-test, and follow-up measurements was used to examine the effect of the training program on teachers' self-efficacy in implementing psychological first aid.. This stage was carried out with a total of 32 teachers, 15 in the experimental group and 17 in the control group. In the analysis of the data collected with the Psychological First Aid Application Self-Efficacy Scale (PFAASES), Friedman test, Wilcoxon Signed Ranks test and Mann Whitney U test from non-parametric tests were used; it was determined that the applied training was effective in increasing the levels of self-efficacy in applying psychological first aid and that this effect continued in the follow-up period. In the third stage, focus group interviews were conducted with 12 participants from the experimental group using qualitative research methods in order to determine the long-term effects of the training program on teachers and the opinions and suggestions of the participants. Content analysis was used in the analysis of the data, and four themes were determined as "gains", "strengths", "future use" and "suggestions". At the end of the training, it was determined that the participants gained self-sufficiency, knowledge, skills, awareness and self-confidence; the method, function, content, efficiency and effectiveness of the trainer were expressed as the strengths of the training; the gains obtained were used in different environments in and outside the school. Most of the participants made suggestions on the method of the training for the new trainings to be planned. Keywords: Crisis intervention in schools, psychological first aid, teacher training, self-efficacy, mixed methods