The johns hopkins model of psychological first aid (RAPID - PFA): Curriculum development and content validation

Research output: Contribution to journalArticle

Abstract

There appears to be virtual universal endorsement of the need for and value of acute "psychological first aid" (PFA) in the wake of trauma and disasters. In this paper, we describe the development of the curriculum for The Johns Hopkins RAPID - PFA model of psychological first aid. We employed an adaptation of the basic framework for the development of a clinical science as recommended by Millon which entailed: historical review, theoretical development, and content validation. The process of content validation of the RAPID - PFA curriculum entailed the assessment of attitudes (confidence in the application of PFA interventions, preparedness in the application of PFA); knowledge related to the application of immediate mental health interventions; and behavior (the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise). Results of the content validation phase suggest the six-hour RAPID-PFA curriculum, initially based upon structural modeling analysis, can improve confidence in the application of PFA interventions, preparedness in the application of PFA, knowledge related to the application of immediate mental health interventions, and the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise.

Original languageEnglish (US)
Pages (from-to)95-103
Number of pages9
JournalInternational Journal of Emergency Mental Health
Volume14
Issue number2
StatePublished - 2012

Fingerprint

Psychological Models
First Aid
Curriculum
Psychology
Videotape Recording
Aptitude
Mental Health
Biomarkers
Disasters

Keywords

  • Crisis intervention
  • Disaster mental health
  • PFA
  • Psychological first aid

ASJC Scopus subject areas

  • Psychiatry and Mental health

Cite this

@article{0d4d0ab52f9c4921a4305b4b4865b248,
title = "The johns hopkins model of psychological first aid (RAPID - PFA): Curriculum development and content validation",
abstract = "There appears to be virtual universal endorsement of the need for and value of acute {"}psychological first aid{"} (PFA) in the wake of trauma and disasters. In this paper, we describe the development of the curriculum for The Johns Hopkins RAPID - PFA model of psychological first aid. We employed an adaptation of the basic framework for the development of a clinical science as recommended by Millon which entailed: historical review, theoretical development, and content validation. The process of content validation of the RAPID - PFA curriculum entailed the assessment of attitudes (confidence in the application of PFA interventions, preparedness in the application of PFA); knowledge related to the application of immediate mental health interventions; and behavior (the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise). Results of the content validation phase suggest the six-hour RAPID-PFA curriculum, initially based upon structural modeling analysis, can improve confidence in the application of PFA interventions, preparedness in the application of PFA, knowledge related to the application of immediate mental health interventions, and the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise.",
keywords = "Crisis intervention, Disaster mental health, PFA, Psychological first aid",
author = "George Everly and Barnett, {Daniel J} and Links, {Jonathan M}",
year = "2012",
language = "English (US)",
volume = "14",
pages = "95--103",
journal = "International Journal of Emergency Mental Health",
issn = "1522-4821",
publisher = "Chevron Publishing Corporation",
number = "2",

}

TY - JOUR

T1 - The johns hopkins model of psychological first aid (RAPID - PFA)

T2 - Curriculum development and content validation

AU - Everly, George

AU - Barnett, Daniel J

AU - Links, Jonathan M

PY - 2012

Y1 - 2012

N2 - There appears to be virtual universal endorsement of the need for and value of acute "psychological first aid" (PFA) in the wake of trauma and disasters. In this paper, we describe the development of the curriculum for The Johns Hopkins RAPID - PFA model of psychological first aid. We employed an adaptation of the basic framework for the development of a clinical science as recommended by Millon which entailed: historical review, theoretical development, and content validation. The process of content validation of the RAPID - PFA curriculum entailed the assessment of attitudes (confidence in the application of PFA interventions, preparedness in the application of PFA); knowledge related to the application of immediate mental health interventions; and behavior (the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise). Results of the content validation phase suggest the six-hour RAPID-PFA curriculum, initially based upon structural modeling analysis, can improve confidence in the application of PFA interventions, preparedness in the application of PFA, knowledge related to the application of immediate mental health interventions, and the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise.

AB - There appears to be virtual universal endorsement of the need for and value of acute "psychological first aid" (PFA) in the wake of trauma and disasters. In this paper, we describe the development of the curriculum for The Johns Hopkins RAPID - PFA model of psychological first aid. We employed an adaptation of the basic framework for the development of a clinical science as recommended by Millon which entailed: historical review, theoretical development, and content validation. The process of content validation of the RAPID - PFA curriculum entailed the assessment of attitudes (confidence in the application of PFA interventions, preparedness in the application of PFA); knowledge related to the application of immediate mental health interventions; and behavior (the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise). Results of the content validation phase suggest the six-hour RAPID-PFA curriculum, initially based upon structural modeling analysis, can improve confidence in the application of PFA interventions, preparedness in the application of PFA, knowledge related to the application of immediate mental health interventions, and the ability to recognize clinical markers in the field as assessed via a videotape recognition exercise.

KW - Crisis intervention

KW - Disaster mental health

KW - PFA

KW - Psychological first aid

UR - http://www.scopus.com/inward/record.url?scp=84871388238&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84871388238&partnerID=8YFLogxK

M3 - Article

C2 - 23350225

AN - SCOPUS:84871388238

VL - 14

SP - 95

EP - 103

JO - International Journal of Emergency Mental Health

JF - International Journal of Emergency Mental Health

SN - 1522-4821

IS - 2

ER -