Teaching vicarious trauma in the journalism classroom: an examination of educational provision in UK Universities

Specht, D. and Tsilman, J. 2018. Teaching vicarious trauma in the journalism classroom: an examination of educational provision in UK Universities. Journal of Applied Journalism & Media Studies . 7 (2), pp. 407-427. https://doi.org/10.1386/ajms.7.2.407_1

TitleTeaching vicarious trauma in the journalism classroom: an examination of educational provision in UK Universities
TypeJournal article
AuthorsSpecht, D. and Tsilman, J.
Abstract

The connections between vicarious trauma and the viewing of violent User-Generated Content are becoming an increasingly important topic in journalism. As more journalist work begins to rely, or at least incorporate UGC, the risks to journalists have been shown to increase. This can lead to short, unpleasant careers, and in some cases, serious, long lasting mental health risks. Yet while this discussion is beginning to unfold in the newsroom, universities are lagging behind in their understanding of the topic. This paper, through content analysis of undergraduate course materials, and through interviews with lecturers and journalists, found that almost no course in the UK is teaching the risks of vicarious trauma or UGC. It was found that while some educators wish to make more of the topic, a number of institutional factors, such as lack of training and time, worries over duty of care, and available resources make this a difficult, if not impossible task. The paper recommends a new emphasis is placed on vicarious trauma, coupled with training and interdepartmental support.

KeywordsPTSD, Journalism, Social Media, Education, Training, User Generated Content
JournalJournal of Applied Journalism & Media Studies
Journal citation7 (2), pp. 407-427
ISSN2001-0818
Year2018
PublisherIntellect
Accepted author manuscript
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1386/ajms.7.2.407_1
Publication dates
Published01 Jul 2018

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