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.'"

Training Mission:

Organization Type: Journalism

Provides training for: Broadcast, Print, Online

Types of training provided: National Convention