Exploratory Study of experiences of Using External Resources for Post-Disaster Campus Crisis Intervention – Taking Typhoon Morakot as an Example

• Main Authors: Chia-Yu Chang, 張家瑜
• Other Authors: Nien-Hwa Lai, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/e94y85

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 102 === The purpose of this study is to explore the experience of how the faculty and staff in school collaborated with external resources for post-disaster campus crisis intervention. The study recruited forty-three faculty and staff members from schools in Taitung, Pingtung, Kaohsiung and Chiayi, who have been involved in psychological rehabilitation after disasters. Data were collected by conducting nine semi-structured focus groups and two in-depth semi-structured individual interviews. Analysis was made by using the grounded theory method. The research results are categorized into four parts: (1) When a disaster occurred, external resources to intervene were divided into “non-counseling resources” and “counseling resources”. Non-counseling resources helped schools clean the environment, search for and rescue victims, and provide and distribute supplies. On the contrary, counseling resources provided psychological services to students, teachers, and parents after a disaster. (2) The difficulty that challenged schools when cooperating with external resources could be divided into “challenges of administrative coordination”, and “external personnel integrated into the school for professional psychological counseling”. (3) The schools’ expectations of external resources were classified according to the order of pre-disaster, in-disaster, post-disaster periods, and these three parts were discussed in the following text. (4) Eight common principles were needed in the course of cooperation between internal and external resources. These principles included “avoiding labeling teachers and students’ reactions to trauma”, “serving the needed with an ecological approach”, “having a complete picture of a campus disaster before intervention”, “avoiding imposing unwanted burden on the schools”, “providing flexible and diverse types of service”, “adequate communication with the affected campus”, “proactive and rapid intervention”, and “having multicultural awareness”. Finally, based on the research results and discussion, the researcher drew some suggestions for external resources that were to be introduced to schools after disasters, faculty and staff in a post-disaster campus environment, and future researches.