Table 1

LIVES for Families PFA training programme

Training session (length)Intended learning outcomesPedagogical strategiesSupporting resources
Core training (3 hours)
  • Understand what psychological first aid (PFA) is, its distinction from other crisis-based interventions (eg, critical incident debriefing), and other psychotherapeutic interventions.2

  • Describe the scope of COVID-19-related psychological stressors identified in the literature.1

  • Describe the core elements of the LIVES for Families PFA framework.1

  • Determine when it is appropriate to use the LIVES for Families PFA framework versus acute crisis support.3

  • Apply the core elements of LIVES for Families PFA to a common case scenario.4

  • Video

  • Blank page exercise

  • Guided reflection

  • Case-based learning

  • Facilitators guide

  • LIVES clinical pathway handout

  • COVID-19 resources handbook and resource card

  • Active listening ‘Do’s and Don’ts’ handout

  • Practice log

Practice session 1
(1.5 hours)
  • Recall and explain the LIVES for Families PFA framework.1 2

  • Demonstrate application fluency of the ‘L’, ‘I’ and ‘V’ elements of the LIVES for Families PFA framework to common case scenarios.3 4

  • Illustrate self-efficacy in the ‘V’ of the LIVES for Families framework via selection of validation domains and generating of validation scripts.5 6

  • Case-based learning

  • Role-play

  • Practice log review and case consultation

  • Facilitators guide

  • LIVES clinical pathway handout

  • COVID-19 resources handbook and resource card

  • Practice log

  • Validation scaffolder

Practice session 2
(1.5 hours)
  • Recall and explain the LIVES for Families PFA framework.1 2

  • Describe the possible COVID-19-related safety vulnerabilities depicted in common case scenarios.1

  • Appropriately evaluate whether using LIVES for Families PFA or initiating acute crisis intervention would be more appropriate for meeting the needs of a client in distress.5

  • Compose a safety plan collaboratively with clients with the purpose of reducing the spread/transmission of the COVID-19 virus.6

  • Case-based learning

  • Role-play

  • Practice log review and case consultation

  • Facilitators guide

  • LIVES clinical pathway handout

  • COVID-19 resources handbook and resource card

  • Each of the LIVES for Families PFA intended learning outcomes has been mapped to one of the six levels of Bloom’s taxonomy of learning,133 134 which provides a hierarchical framework for understanding the cognitive processes needed to foster optimal learning related to a complex construct or phenomenon. The assigned level of taxonomy for each intended learning outcome is given by one or more of the following notations: 1=remembering; 2=understanding; 3=applying; 4=analysing; 5=evaluating; 6=creating.