Fostering Trauma Literacy: From the Classroom to the Newsroom. (March 2020)

• Record Type: Journal Article
• Authors: Seely, Natalee
• Other Names: Steyn Elanie guest-editor.; Goodman Robyn S. guest-editor.; Geertsema-Sligh Margaretha guest-editor.
• Is Part Of: Journalism & mass communication educator. Volume 75:Number 1(2020)
• Page Start: 116
• Page End: 130
• Publication Date: 2020-03
• Subjects: journalism -- trauma -- undergraduate education -- classrooms -- reporting; Communication -- Study and teaching (Higher) -- United States -- Periodicals; Journalism -- Study and teaching (Higher) -- United States -- Periodicals; Mass media -- Study and teaching (Higher) -- United States -- Periodicals; 070.07
• DOI: 10.1177/1077695819859966
• Languages: English
• ISSNs: 1077-6958

Abstract

Covering traumatic story assignments is often central to a journalist's job. Violent crimes, natural disasters, and tragic personal struggles—these are newsworthy events. Studies have associated trauma coverage with higher rates of posttraumatic stress disorder, burnout, and other traumatic stress symptoms in reporters. This study uses a survey of print journalists ( N = 254) and qualitative interview data to examine the extent that higher education journalism programs helped prepare reporters for covering trauma. Respondents who reported receiving some type of education about trauma journalism reported higher levels of trauma literacy, defined as an awareness of the potential effects of trauma and adaptive coping mechanisms. Results indicate the power of education to produce more prepared journalists. More than half (53%) of respondents reported never having received any type of education related to crisis reporting or covering trauma. A subset of respondents ( n = 24) from the sample were interviewed about the extent of their journalism education, their experiences covering traumatic assignments, and their feelings of preparedness on the job.