Implementation of an experimental program for the moral injury prevention among future teachers during martial state
DOI:
https://doi.org/10.29038/2227-1376-2022-40-kozKeywords:
civilian, professional activity, special course program, spiritually-oriented cognitive-processual therapy, primary school teachersAbstract
Purpose. The article examines the study of the concept of moral injury (MI) in scientific literature. The purpose of our research is to highlight and substantiate the experimental program of a special course for future teachers.
Methods. In the article, we used the method of theoretical analysis and generalization and the method of a natural experiment for the implementation of the special course program for future teachers "Moral injury: diagnosis and prevention in future teachers during martial law". Students of the 3rd year of the educational degree "Bachelor" of specialty 013 Primary Education of the Communal Institution of Higher Education "Lutsk Pedagogical College of the Volyn Regional Council" took part in the research. The program is designed for one semester of 2022/2023. and includes 11 lectures and 5 practical classes.
Results. The results of the analysis of scientific sources make it possible to state that MI at the current stage can occur not only in military personnel, but also in civilians, most often in medical workers and teachers. In Ukraine, there are no studies specifically related to MI among teachers, although this is a very relevant topic during the period of a large-scale war in the country. As part of the study of MI manifestations during the military conflict, we developed an experimental program for future teachers. Our special course is based on spiritually oriented cognitive process therapy. With MI, shame, anger, guilt, loss of faith can arise, and such moral concepts as mercy, forgiveness, prayer, repentance, justice can prevent this. For our work, we have chosen topics that are considered the most effective in this therapy: the concept of MI, events, the meaning of the event in a person's life, spiritual resources, the concept of guilt and recognition of guilt, self-forgiveness, respect, spiritual partnership during the experience of MI, post-traumatic growth. During practical classes, students consider practical exercises to help students calm down and survive a traumatic situation. For daily use, we suggest using exercises to control your own emotions, communicate with others, resolve conflict situations; self-help techniques in extreme situations.
Conclusions. The knowledge gained from the special course "Moral injury: diagnosis and prevention of future teachers during martial law" is useful, practical skills can be used in professional activities.
References
Hordovska, T. І. (2021). Konstrukt moralnoi travmy ta yoho kontseptualnyi zmist [The construct of moral trauma and its conceptual content]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu. Seriia «Psykholohichni nauky» – Scientific bulletin of Kherson stste university. Series “Psychological sciences”, 4, 7–16 [in Ukrainian].
Neseniuk, N, Chudaieva, N., Murashkevych, О. (2020). Travmatychni podii: psykholohichna pidtrymka ta samodopomoha [Traumatic events: psychological support and self-help]. Rada Yevropy, 42–47 [in Ukrainian].
Fedii, О. А. (2016). Dukhovno-estetychni ta psykhoterapevtychni kontsepty formuvannia tvorchoho potentsialu subiektiv suchasnoho pedahohichnoho protsesu [Spiritual-aesthetic and psychotherapeutic concepts of forming the creative potential of subjects of the modern pedagogical process]. Innovatsiinyi potentsial profesiinoi pidhotovky maibutnikh fakhivtsiv pochatkovoi i doshkilnoi osvity – Innovative potential of professional training of future specialists in primary and preschool education, (3), 4–15 [in Ukrainian].
Currier, J. M., Holland, J. M., Rojas-Flores, L., Herrera, S., & Foy, D. (2015). Morally injurious experiences and meaning in Salvadorian teachers exposed to violence. Psychological trauma: theory, research, practice, and policy, 7(1), 24. DOI: https://doi.org/10.1037/a0034092
Drescher, K. D., Foy, D. W., Kelly, C., Leshner, A., Schutz, K., Litz, B. (2011). An exploration of the viability and usefulness of the construct of moral injury in war veterans. Traumatology, 17(1), 8–13. DOI: https://doi.org/10.1177/1534765610395615
Epstein, E. G., Whitehead, P. B., Prompahakul, C., Thacker, L. R., & Hamric, A. B. (2019). Enhancing understanding of moral distress: the measure of moral distress for health care professionals. AJOB empirical Bioethics, 10(2), 113–124. DOI: https://doi.org/10.1080/23294515.2019.1586008
Fischer-Grönlund, C., Brännström, M. (2021). The Swedish translation and cultural adaptation of the Measure of Moral Distress for Healthcare Professionals (MMD-HP). BMC Med Ethics, 22, 151. DOI: https://doi.org/10.1186/s12910-021-00722-3
Hancock, J., Witter, T., Comber, S., Daley, P., Thompson, K., Candow, S., ... & Kits, O. (2020). Understanding burnout and moral distress to build resilience: a qualitative study of an interprofessional intensive care unit team. Canadian Journal of Anesthesia/Journal canadien d'anesthésie, 67(11), 1541–1548. DOI: https://doi.org/10.1007/s12630-020-01789-z
Jansen, T. L., Hem, M. H., Dambolt, L. J., & Hanssen, I. (2020). Moral distress in acute psychiatric nursing: Multifaceted dilemmas and demands. Nursing ethics, 27(5), 1315–1326. DOI: https://doi.org/10.1177/0969733019877526
Jones, E. (2020). Moral injury in a context of trauma. The British Journal of Psychiatry, 216(3), 127–128. DOI: https://doi.org/10.1192/bjp.2020.46
Keefe-Perry, L. C. (2018). Called into crucible: Vocation and moral injury in US public school teachers. Religious Education, 113(5), 489–500. DOI: https://doi.org/10.1080/00344087.2017.1403789
Koenig, H. G., Boucher, N. A., Oliver, R. J. P., Youssef, N., Mooney, S. R., Currier, J. M., & Pearce, M. (2017). Rationale for spiritually oriented cognitive processing therapy for moral injury in active duty military and veterans with posttraumatic stress disorder. The Journal of Nervous and Mental Disease, 205(2), 147–153. DOI: https://doi.org/10.1097/NMD.0000000000000554
Levinson, M. (2015). Moral injury and the ethics of educational injustice. Harvard Educational Review, 85(2), 203–228. DOI: https://doi.org/10.17763/0017-8055.85.2.203
Litz, B. T., Stein, N., Delaney, E., Lebowitz, L., Nash, W. P., Silva, C., & Maguen, S. (2009). Moral injury and moral repair in war veterans: A preliminary model and intervention strategy. Clinical psychology review, 29(8), 695–706. DOI: https://doi.org/10.1016/j.cpr.2009.07.003
Shay, J., Munroe, J. (1998). Group and milieu therapy for veterans with complex posttraumatic stress disorder. In: Saigh PA, Bremner JD, editors. Posttraumatic stress disorder: comprehensive text. Boston: Allyn & Bacon, 391–413.
Sugrue, E. P. (2020). Moral injury among professionals in K–12 education. American Educational Research Journal, 57(1), 43–68. DOI: https://doi.org/10.3102/0002831219848690
Zasiekina, L., & Zasiekin, S. (2020). Verbal Emotional Disclosure of Moral Injury in Holodomor Survivors. Psycholinguistics, 28(1), 41–58. DOI: https://doi.org/10.31470/2309-1797-2020-28-1-41-58
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Mariia Kozihora
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
