Abstract
Journalists are not immune from the emotional impact of their work as they report on mass shootings, terror attacks, and natural disasters. Adding to an established body of research on the interrelationship between journalism and trauma, this syndicate focused on how journalism schools should prepare students to deal with traumatic news content and events that would undoubtedly form part of their future day-to-day activities.
Introduction
On any given day around the world, journalists are reporting on mass shootings, terror attacks, and natural disasters. An established body of research shows that journalists are not immune from the emotional impact of their work (e.g., Buchanan & Keats, 2011; Newman et al., 2003; Simpson & Boggs, 1999). A range of studies has found that almost every journalist will cover stories considered to be traumatic, including murder, assault, and deadly accidents during their careers (e.g., Newman et al., 2003). More recent research has moved beyond a focus on reporters and photographers to other news workers such as video editors and producers, finding that repeated exposure to traumatic imagery can have a negative emotional impact, such as anxiety and depression (Feinstein et al., 2014).
These concerns drew together two dozen educators worldwide, many former journalists and news workers, with a common goal of offering solutions for journalism and trauma gaps in university-level curricula. The overarching question guiding the discussion is as follows: How should journalism schools prepare students to deal with traumatic news content and events?
The intersection of journalism and trauma is an important topic of study. Firsthand or even secondhand witnessing of horrific scenes of violence, human suffering, and/or death can cause posttraumatic reactions that can last an entire lifetime. Journalists who experience trauma at work can suffer from mental health problems, including primary and secondary traumatic stress (STS), posttraumatic stress disorder (PTSD), and burnout. Such problems can include symptoms such as negativity, sleeplessness, and/or an inability to stop thinking about an event witnessed. Journalists left untreated can experience a loss of productivity, higher absenteeism, and greater turnover in their careers.
Research points to training gaps as a contributing factor for some of the most debilitating emotional damage, including PTSD. Even the youngest journalists who work for campus news organizations may be exposed to trauma before they graduate. Several studies address the interrelationship between journalism education and the future traumas awaiting new graduates. The studies reveal concerns ranging from the number of courses offered to content that does not address the real-world experiences journalists will face.
Studies from around the world address the limited number of courses that focus on trauma training for journalists. Only 12% of U.S. universities offered classes on trauma and journalism work (Weiss, 2013), whereas a study of 61 universities in the United Kingdom found that “neither UK universities, nor newsrooms, are adequately preparing their students or staff for these potential risks” (Spect, 2018, para. 3). An international study that surveyed 208 journalists and humanitarians found that none received any training or preparation at the university level for the possibility of experiencing trauma (Dubberley et al., 2015). A study of first-year journalists suggests that university training on trauma in the United States ranges from “none” to spotty. Respondents in this study described the only type of discussion on the university level as “war stories” from professors or from courses mostly focused on how to cover victims of trauma (Hill, in press). Many studies of journalism work conclude with recommendations for training to begin at the university level, but lack detailed steps that educators could take.
Events resulting in the greatest loss of life often get the most attention in conversations about trauma and journalism work. But it is the day-to-day stories that can create the longest-lasting trauma memories for entry-level journalists. In addition, journalists can often recount in detail the first traumatic story they covered: “Car struck by train. I can still see the two victims dead in the front seat, even though this happened in 1967” (Simpson & Boggs, 1999, p. 15). Hill’s (in press) study of first-year journalists echoes these findings: “The first traumatic experience happened when I visited a two-vehicle car crash the first week I worked. I thought I was going to be prepared for what I was about to see, but I wasn’t,” and “A house fire killed four people in a six-person family in a small town of about 80-100. Later that day I covered a car crash where the person died. Five deaths in one day.” Another first-year journalist described covering a fatal car crash only to discover the victim was a member of the newsroom.
This syndicate was tasked with exploring possible ways in which journalism instructors might better prepare students to cover traumatic events. Many of the participants were former journalists who have experienced trauma in their work, including events such as the Oklahoma City bombing (1995) and Hurricane Katrina (2005). The participants also represented diverse backgrounds from a diverse range of institutions. For example, one syndicate member had a background in neuroscience, whereas another in philosophy. And several participants have conducted research in areas related to trauma and journalism, such as research related to PTSD, mass shootings, and suicide. Syndicate members concluded their discussions with the recommendations listed below.
Recommendations
Implement Classroom Training that Incorporates Theory and Practice
Classroom training and education should be grounded in the most recent theory and research about trauma and its outcomes. For example, a number of studies detail the impact on both large-scale disasters and singular fatal events on journalists (e.g., Simpson & Boggs, 1999). Journalism educators could use experiential simulations, role play, reflections, prebriefings, and debriefings that connect back to established research. Students and teachers could carry out simulations of traumatic events, perhaps using theater and drama students to play various roles. The training should also stress the safety, security, and well-being of journalists, in both digital and physical worlds. In addition, mental health professionals could visit classrooms to help students understand the mental health consequences of covering traumatic stories.
Provide Essential Literature, Contacts, Networks, and Resources to Students
Journalism educators could provide substantive solutions and resources related to news coverage of trauma to students. Soon-to-be journalists need to understand the most basic definitions of trauma and its consequences. Students should be empowered to understand normal responses to trauma, as well as maladaptive reactions. Professors should invite recent graduates who have encountered traumatic events as journalists to talk to students. Professors and students should also establish peer support networks for student journalists to help those who are emotionally and/or physically struggling after covering trauma. In addition, campus counseling resources should be made available to journalism students. Students should also be provided with information to help them build resilience to tragedy and workplace stressors. They also should be made aware of, and given access to, journalism organizations focused on offering such help, such as the Dart Center for Journalism & Trauma.
Promote Normalization of Reactions to Trauma in Journalism Work
The culture of journalism has been one in which journalists have been expected to be immune to emotional pain and have avoided showing signs of emotional suffering for fear of being seen as weak (e.g., Beam & Spratt, 2009). Both journalism educators and newsroom managers should strive to destigmatize trauma reactions. For example, creating open discussions on trauma reactions in student newsrooms will lead to similar discussions as students enter the workplace. Reinforcing that it is normal to seek psychological support post-trauma will lead to greater emotional health among future journalists. It is also critical for journalism educators to teach students the importance of being sensitive to those impacted by traumatic events.
In addition to these recommendations, syndicate members argued the need for an urgent structural and cultural shift in how the news industry views and deals with trauma among journalists. Academia needs to work with the news industry to be a more influential partner in such endeavors by sharing related research and classroom-based best practices. Students who learn such best practices can then model this behavior in their first jobs, which could help stimulate much needed change, and support for mental health needs, in the field.
Conclusion
The distressing and potentially traumatic events that await future journalists cannot be predicted or controlled. However, journalism faculty have the ability to help students realistically prepare for the struggles they will experience. Young media professionals should emerge from the university setting educated not only in news gathering, writing, ethics, and other journalism skill sets, but also in managing the most traumatic circumstances of their work. With solutions come rewards: journalists who are more mentally prepared for the important tasks of covering war, terror attacks, and natural disasters, as well as the day-to-day tragedies that occur throughout the world and in their own communities.
Footnotes
Authors’ Note
Preparing Future Journalists for Trauma on the Job syndicate participants: Ralph Akinfeleye, University of Lagos, Nigeria; Gifty Appiah-Adjei, University of Education, Winneba, Ghana; Lily Canter, Sheffield Hallam University, UK; Alfred Cotton III, University of Cincinnati, USA; Surbhi Dahiya, Indian Institute of Mass Communication, India; Sallyanne Duncan, University of Strathclyde, UK; Bellarmine Ezumah, Murray State University, USA; Barbara S. Gainey, Kennesaw State University, USA; Glynn Greensmith, Curtin University, Australia; Elfi Heinke, University of Passau, Germany; Kennedy Jawoko, Seneca College, Canada; Ann Luce, Bournemouth University, UK; Fiona Martin, University of Sydney, Australia; Michael Mawa, Nkumba University, Uganda; Holger Mueller, University of Bamberg, Germany; Karen Neill, New Zealand Broadcasting School, New Zealand; Ola Ogunyemi, University of Lincoln, UK; Timon Ramaker, University of Amsterdam, The Netherlands; Talulla Torthe, Alfred University, USA; Emma Wilkinson, Sheffield Hallam University, UK; and Rachel Younger, Edinburgh Napier University, UK.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.