 An awareness session on Psychological First Aid (PFA) was conducted for faculty and staff with the overarching aim of promoting student welfare through staff empowerment. The session was facilitated by Ms.Shweta Patkar,College Counselor. The session emphasized building the capacity of educators and institutional staff to respond effectively to students’ psychological and emotional needs, especially during times of distress.
The session commenced with an introduction to PFA, outlining its definition, key principles, and intended beneficiaries. It clarified who can deliver PFA and highlighted its role across primary, secondary, and tertiary levels of prevention. The core action principles of PFA were discussed in detail, providing participants with a foundational understanding of how to approach individuals in distress with sensitivity and structure. Further, the application of PFA was explored across individual and community levels, with particular emphasis on its relevance within educational institutions. Participants were encouraged to reflect on contextual factors such as college culture, developmental stages of students, and the practical feasibility of implementing PFA within their institutional setting. Ethical considerations for PFA providers were addressed, including maintaining appropriate boundaries, ensuring confidentiality, and practicing self-awareness. A structured framework was introduced, focusing on assessment and connection, boundaries and awareness, as well as action and linkage to appropriate support systems. To deepen understanding, a risk and protective factors chart was presented, categorizing influences at individual, relational, community, and societal levels. Additionally, a “Do’s and Don’t s” guideline was shared to reinforce appropriate PFA practices. The session also highlighted the effectiveness of PFA in group settings and emphasized why educational institutions serve as ideal environments for its implementation. An institution-specific PFA framework was proposed, built upon three core pillars: ecosystem stabilizers, historical context, institutional capacity, and campus trajectory. A set of guiding questions under each pillar was presented to support the development of tailored PFA strategies within the institution. The session also included a structured overview of college emergency management phases—prevention, preparedness, response, and recovery. Staff roles and responsibilities were mapped across these phases to ensure a coordinated and proactive approach. Several practical interventions were suggested for implementation within the college, including: ● Gatekeeper programs to identify and support at-risk students ● Integration of PFA into mentor-mentee systems ● Provision of PFA support for students with disabilities, addressing inclusivity challenges ● Dedicated PFA initiatives for staff mental health and well-being The final segment of the session addressed common concerns among faculty, such as lack of knowledge or self-efficacy, diffusion of responsibility (bystander effect), reluctance to overstep professional boundaries, and personal beliefs or attitudes that may hinder intervention. These concerns were discussed openly. The session concluded with an interactive Q&A segment, allowing participants to clarify doubts and reflect on practical applications of PFA within their roles. Overall, the session provided a comprehensive framework for understanding and implementing Psychological First Aid in an educational setting, reinforcing the importance of staff preparedness in fostering a supportive and resilient student community. Expected Outcome: Strategic development and implementation of PFA. |
