|
The wide-eyed reporter arrives at the scene of a raging apartment
fire.
The blaze, which broke out more than one hour ago, has decimated
the entire building while killing at least one resident and injuring
several others.
Victims, scared and shocked, stand outside. An editor wants the
story now; the reporter approaches.
This is a common scenario for many young journalists. It's also
a core experience in "Covering Traumatic Incidents: A Curriculum
for Training Student Reporters." The three-part program, included
in the Advanced Reporting course in the University of Washington
Department of Communication, is designed to prepare student journalists
to interview trauma victims and write helpful, emotionally conscious
stories, according to Migael Scherer, a teacher and consultant for
the UW Dart Center's Journalism & Trauma Program. The curriculum
draws upon Covering
Violence: A Guide to Ethical Reporting About Victims and Trauma
by William Cote and Roger Simpson.
Many rookie reporters are thrust into covering violence without
any exposure to trauma education, but Scherer, who oversees the
training, sees that change with every session. The top priority,
she said, is to teach students that a victim's emotional response
to trauma is as certain as a knife drawing blood.
Students attend three two-hour sessions that build in intensity.
Session I, known as Knowledge and Understanding, introduces students
to trauma, explains the importance of trauma reporting and the need
for appropriate trauma reporting skills, and highlights secondary
trauma and self-care for journalists. Students learn how to approach
a victim for an interview and watch a Michigan State University
video in which reporters interview traumatized survivors.
In Session II, called Application and Analysis, students enter
a simulated trauma-reporting situation like the fire scene. They
divide up into groups of four or five and, aided by an instructor,
or "coach," interview "victims." Each student
interviews one "victim" for five minutes, immediately
followed by a three-minute discussion. The "coach" asks
which techniques were helpful and which were harmful. After all
of the groups have rotated through, the actors are introduced and
students are debriefed. The actors share what worked and what could
be improved.
"If all we did was talk about (trauma reporting), we wouldn't
get to a deeper level of learning," Scherer said of the importance
of the experiential reporting.
Students complete the session by writing down thoughts and questions
triggered by the simulation.
Finally, in Session III students consider how they will translate
the learning into their own writing and photography, paying careful
attention to accuracy and respect for victims. "They're actually
able to draw some conclusions on their own," Scherer said.
Recently, professors have introduced new ideas. In some cases
students are required to turn in an actual news article on deadline.
Another assignment asks students to compose an editorial, complete
with relevant sources and an examination of the student's emotional
reactions.
"We are an ever-evolving (program)," Scherer said. "It
gets better all the time."
Simpson, associate professor at the University of Washington Department
of Communication and UW Dart Center director, introduced the trauma-reporting
unit in 1994. Back then the program was built into every print and
broadcast journalism course. "It spread us pretty thin,"
Simpson said.
Students were also at different levels of education and ability,
Simpson said, making it difficult to prepare each session. The unit
has since been incorporated into the Advanced Reporting course so
all journalism majors will go through the session.
The actors, who originally were graduate student volunteers from
the Communications Department, posed another problem. The disaster
scene simulation triggered actual traumatic memories for some, Simpson
said.
Many were unable to "shut down" their roles. Actors
from the interactive drama company, EffectiveArts, have since taken
over, providing more believable performances and an ability to safely
transition out of character, Simpson said.
The program succeeds partly because students receive instant feedback
and support about their interviewing approach. "You did it
that way," Simpson said, explaining the post-interview learning
process. "How else could it be done?"
"They identify better ways of reporting," Scherer said.
Journalism departments at the University of Central Oklahoma,
Western Washington University, Indiana University at Indianapolis
and Pacific Lutheran University have incorporated similar units
into their journalism courses. However, Simpson hopes the idea will
spread farther: "It's been slow."
Before adopting a similar program, instructors must prepare well
to ensure students get the most from the program, Simpson said.
First, sessions should be spaced out so students can absorb and
reflect upon the intense subject matter. Written responses are also
vital for venting stress. "[The trauma reporting education]
goes down hard," Simpson said. "We've had to build in
some breathing room."
In addition, instructors must always adequately prepare students
for the simulated interview experience, primarily to avoid hurting
individuals with a traumatic history. Just as important, teachers
should be ready to support emotional reactions.
Overall, students eventually relax and learn from the session,
Simpson said. "My sense is that any feeling of dread
works its way out. Nearly all of [the students] feel good coming
out of the experience. I think it works, generally."
The intense simulation is valuable, he added. "That's a constructive
state to be in. We know the students aren't going to be falling
asleep. They'll be paying attention."
"(The students) are so positive about it," Scherer said.
"After the first day they're kind of in shock. But after the
second one they say, 'I wish we had this all the time.'"
For more on UW's program, see:
Training Steps
A Guide to Teaching Students About Trauma Coverage
My Mind Froze
Journalism Student Reflects on Training Experience
Clouds of High Emotion
Trauma Training Presents Challenge to Young Reporter
|
