Strategies for Preventing amp Mitigating Secondary Trauma J Bart Klika amp Jim Caringi Montana Public Health Association Conference October 2015 Bozeman Montana Fear Shame Incompetence Isolation ID: 761457
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Strategies for Preventing & Mitigating Secondary Trauma J. Bart Klika & Jim Caringi Montana Public Health Association Conference October 2015 Bozeman, Montana
Fear Shame Incompetence Isolation
Hopeless Anxious Isolated
Participants will be able to describe strategies for secondary trauma mitigation at the personal, professional, and organizational levels. Participants will be able to explain the concepts of reflective practice and will be able to name 2 ways in which they can use reflective practice in their work. Participants will develop a personal plan for the prevention and mitigation of secondary trauma. Objectives for today…
Promoting safe, stable, and nurturing relationships and environments for kids and families. Goal of our work?
Secondary Trauma
Our work is emotionally taxingIt is nearly impossible to “leave work at work”Clients will continue to have crises Caseloads will remain high Time and funding are always an issue We need to give and receive support What we know…
An instance of thoughtful practice (Scaife , 2010) Exploring different dimensions of ourselves When critical reflection shapes future actionReflective Practice
ReflectionStepping backMultiple perspectives Observe, feel, think StrengthsCollaborationMutual exchangeShared attention & powerRegularityPredictable Reflective Supervision
“Do unto others as you would have others do unto others” (Pawl, 1995)
“If you sow corn you reap corn. If you sow beans, you reap beans.” Tich Nhat Hanh, 2007 Parallel Process Supervision Interaction with colleagues Work with a family Parent interaction with a child
What do you see? © Copyright. Devereux Early Childhood Initiative. All Rights Reserved .
What did you observe? What did you choose to see? (be specific) What meaning did you attach to what you chose to see?What assumptions did you make based upon the meaning you attached?What conclusions did you draw? What beliefs did you adopt? How might this process influence your work with this family? Questions…
Mental short-cuts or simplifications to process the worldWe often work to “defend” our mental models “Skilled incompetence” Seek and attend to information that supports our mental models Levels of mental models:IndividualGroupOrganization Mental Models
Ladder of Inference What we observe What we choose to see Adding meaning Making assumptions Drawing conclusions Adopting beliefs Acting on beliefs Advocacy: Walk up the ladder slowly Be explicit, explain Ask others to explore &refrain from defensiveness Ask for other’s point of view Dialogue Inquiry: Walk down the ladder Ask to understand data they are using Use non-defensive questions Ask about reasoning Explain why asking Test out, check understanding Watch & sense
What do you see now? © Copyright. Devereux Early Childhood Initiative. All Rights Reserved .
ListeningEmpathyDialogue Skills of reflective practice
Developing an inner silenceQuiet the inner-clamoring Preparing to talk vs. preparing to listen Check your speed Light= 186,000 miles per secondSound= 1,100 feet per second Our reactions often come from memories Net of thoughts reactions, & emotions Listening
Perceiving, understanding, experiencing, and responding to the emotional state and ideas of another person. Empathy vs. Sympathy Tuning-in to another Feelings inventory—activity Empathy
Inviting dialogueQuestions--openAvoid “why” Don’t assume shared understanding Approaching RS
Whether intentional or unintentional - verbal, nonverbal, behavioral, or environmental indignities that communicate hostile, derogatory, or negative connotations about a particular culture. Often subtle We ALL commit microaggressionsMicroaggressions
MicroassaultOften intentional Overt discrimination (racism, sexism, homophobia) Microinvalidation Communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality “I don’t see color.”Microinsult Communications that convey rudeness and insensitivity and demean a person’s heritage or identity “How did you get this job?” Microaggressions
Key leaderPlanning committeeImplementation plan Who, what, when, where, how Reflective supervisor? Integrating RS into Organizations
Secondary Traumatic Stress-Informed Organization Assessment (STSI-OA ) ProQuol & STS ScaleMore information: Go to http://www.uky.edu/CTAC/STSI- OA or contact Ginny Sprang at sprang@ uky.edu. Formal Assessment of STS
J. Bart Klika, MSW, PhD Assistant Professor School of Social Work University of Montana 32 Campus Drive Rankin Hall 113 Missoula, MT 59812 406-243-6815 bart.klika@mso.umt.edu