ABSTRACT

Supporting school communities following a critical incident (CI) is a stressful, yet established, part of an educational psychologist’s (EP's) role. The authors aim to explore whether emotional intelligence (EI), the number of CIs worked, and coping strategies predict EPs’ CI self-efficacy, and to gather EPs’ views on CI training. Ninety-five EPs working for UK local authorities completed an online survey that measured their self-efficacy towards CIs, their EI, and coping strategies. Information about how CIs are allocated, supervision, training received, and suggestions for future training were obtained. EI, approach coping strategies, and avoidant coping strategies were all predictors of CI self-efficacy. Results showed that 76.5% of EPs considered they needed more CI training and expressed they would benefit from knowledge- and experiential-based training. Implications are discussed, using a training framework informed by sources of self-efficacy, emphasising the need to be consciously aware of the EI and coping strategies that EPs already possess.

摘要

在发生重大事件 (CI) 后支持学校社区是教育心理学家 (EP) 角色的一项压力，但已确立。作者旨在探讨情商 (EI)、CI 的数量和应对策略是否能预测 EP 的 CI 自我效能，并收集 EP 对 CI 培训的看法。为英国地方当局工作的 95 名 EP 完成了一项在线调查，该调查衡量了他们对 CI、EI 和应对策略的自我效能感。获得了有关如何分配 CI 的信息、监督、接受的培训以及对未来培训的建议。EI、方法应对策略和回避应对策略都是 CI 自我效能的预测因子。结果显示，76。5% 的 EP 认为他们需要更多的 CI 培训，并表示他们将从基于知识和经验的培训中受益。使用由自我效能来源提供信息的培训框架讨论了影响，强调需要有意识地意识到 EP 已经拥有的 EI 和应对策略。