| Popis: |
When disaster strikes, journalists are often among the first on scene. They are also there in the aftermath, speaking to survivors as they come to terms with what has happened to them. How journalists interact with and interview trauma survivors without causing further harm has increasingly become a focus of newsrooms and, by extension, the journalism programs whose mission it is to train students to enter the industry. Yet despite research on the impacts journalists can suffer as a result of covering traumatic events, training on trauma-informed approaches to interviews is limited. Drawing on the use of clinical simulations in higher education classroom environments, this article outlines how an interview simulation exercise was conceived and conducted as part of a specialized course on trauma-informed reporting at a university in Ottawa, Ontario, Canada. Included are insights from students who participated in the simulation exercise and considerations of where simulation exercises might elsewhere be used in a journalism-training context. The widespread adoption of video conferencing tools as part of the shift to online learning during the COVID-19 pandemic, which imposed changes to long-established pedagogies, facilitated the use of such tools to conduct the outlined interview simulation exercise in an accessible, innovative, and practical manner. |
