trauma informed clinical supervision in the field- social worker
TRANSCRIPT
Trauma-informed Clinical Supervision in the FieldSupporting Student Development
Through Self-Care StrategiesAugust 18 and 19 2015
Aisha Coulson-Walters, MSS, MLSP, LSWAdjunct Faculty-WCUPA- Philadelphia Campus
Child and Family Support CoordinatorThe Stephen and Sandra Sheller 11th Street Family Health Services of Drexel University
ObjectivesDiscuss social work supervision models with
a focus on trauma-informed social work supervision.
Effectively discuss sources of social work student occupational hazards in the field environment
Explore techniques for addressing student compassion fatigue through trauma-informed supervision and the development care plans
Key ConceptsParallel ProcessTrauma-informed careVicarious traumaSecondary trauma stressCompassion fatigueSelf Care
Statement of the ProblemThere is a growing body of research stating in order to address the professional and developmental needs of student social work in the field, the curriculum and the field placement environment should be in tuned to providing students with…Develop trauma informed practices through
effective supervisionDraw an awareness to signs and symptoms of
compassion fatigueDevelop effective coping strategies Encourage self-care practices that reduce the
development of premature burnout.
Radey, M And Figley, C.R. (2007). The Social Psychology of Compassion. Clinical Social Work Journal 35. 207-214
Questions to ConsiderWho here receives
weekly/monthly supervision as a practitioner?
Who here has ever received supervisory or leadership development training prior to supervision staff or students?
Who has ever received reflective supervision training?
Who here has ever experienced compassion fatigue?
Who here has a self-care plan?
What is SupervisionDefinition of supervision as established by the NASW and ASWB taskforce
Supervision protects clients, supports practitioners and ensures professional standards. Within this relationship the supervisor is responsible for providing direction to the supervisee…. both parties are responsible for meeting goals, carrying out defined roles. This relationship is collaborative in nature. The supervisor provides the supervisee with mirroring through the parallel process.
National Association of Social Workers Association of Social Work Boards (2013) Best Practices
Typical Model of Student Supervision in the Field
AdministrativeOverview of policy and procedures
Monitoring and data collection
Evaluation
Education
Teaching about relevant population
Models of care
Challenges typical of the field environment
Support
Assessing supports needed for adjusting to field environment
Developing coping strategies Processing opportunities
Berge & Quiros, L. (inpress) Supervision for trauma informed practice. Traumatology
Parallel Process- Field Educator/Student Stressors
Students are trying to manage lack of free time, school, work, personal responsibilities and field placements
Field Educators are dealing with lack of time to complete the necessary tasks of their jobs, heavy workloads, personal responsibilities (work-family), completing day-to-day work tasks and supporting trauma-exposed clients who present with challenging behaviors
Radey, M. & Figley, C. R. (2007). The social psychology of compassion. Clinical SocialWork Journal, 35,207-214.
Reflective SupervisionEvidence-based model
originating in the field of early childhood Regularity of
supervisionSupervisee/student
guides the process through their agenda development
Collaboration and Reflection
Modeling occurs through the a parallel process
The field instructor may ask student needs and expectations
Encourage exploration of emotional thoughts/feelings
Listen to the experiences of student
Discussions surround potential adverse reactions/responses to clients being served
Remain open
Impart from Michigan Association for Mental Health http://www.mi-aimh.org/reflective-supervision
What Reflective Supervision Looks like in the field….
Case #1/Role PlayReflective Supervision
Impact of Trauma
Trauma- Informed Care
Yassen, J (1995). Preventing secondary traumatic stress disorder. In Figley, C.R. (Ed). Compassion fatigue coping with secondary traumatic stree (1st ed. 178-208). New York: Brunner/Mazel
There’s an effort to improve services to traumatized individuals
Changing organizational policies and procedures that unintentionally re-traumatize individuals.
Provide a consistent environment rooted in trust , emotional and physical safety and choice
Student Trauma ExposureSocial work students are most commonly placed in trauma exposed environments for their field placements. For some this is may their first exposure to traumatic events or for others their field settings may create triggering experiences from past trauma histories. Therefore, Field instructors/educators need to be prepared to discuss the potential risk in the field. For example: • Interacting with communities plagued with the chronic
stressors of lack economic security• Routine exposure to hospice setting were aging,
diseases and end of life care .
Trauma Informed SupervisionTenets of TIS Why
Regular meeting timeStudent prepares an agenda
addressing needs, learning goals, triggers impacting work and what they are doing for self-care
Field Instructor helps identify trauma response (client/student/field instructor
Used as a supportive holding environment
Discuss current or potential triggers rather than behavior approach
Students bring their own beliefs and experiences into the field environment
Field experiences impact student social support both positively and negatively. Students have their own trauma histories
–Their families and close others–Their economic situationWork/Family/School balance
creates both internal and external stress
University of Nevada, Reno. Compassion Fatigue- Workshop 1. http://www.unr.edu/Documents/dhs/social-work/field-education/Forms/compassion-fatigue-workshop-1.pdf
Trauma Informed SupervisionOverall TIS is an approach to administrative, educational and supportive supervision that combines field instructor/educators expertise with the understanding that there is an interrelationship between past trauma experience/and or exposure by the student, processing their emotional responses, developing coping strategies that mirror the interaction between the student, field instructor, and developing a self care plan to reduce vicarious traumatization, premature burnout and compassion fatigue.
Why is TIS Important for StudentsFor most social work students, the field
environment is rooted with ambiguity and stress(Kamya, 2000).
Often clarity is clarified through interactions with field instructors and other supportive staff.
In a study conducted by Litvack, Bogo and Mishna (2009), among social work students, the Student-Field Instructor Relationship served as both a protective factor against Compassion Fatigue.
Draw awareness to the working signs of burnout
Kamya, H(2000). Hardiness and spiritual well-being among social work students: Implications for social work education. Journal of Social Work Education, 36, 231-241Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional reactions of students in field education: An exploratory study. Journal of Social Work Education, 46(2), 227-243Badali, M.A. &Habra, M.E (2003). Self-care for psychology Students: Strategies for staying healthy and avoiding burnout. Canada’s Psynopsis Newspaper, 25 (4), 14.
Trauma Informed Supervision Case #2/ Role Play
Preventing Compassion Fatigue:The Role of Self Care for Students
Vicarious trauma- is the emotional residue of exposure from constant rehearing of their trauma stories and witnessing pain, fear, and terror expressed by trauma survivors. (McCann &Pearlman, 1990)
Secondary Trauma- symptoms that mirror chronic symptoms of PSTD (sleep disturbance, irritability, relational challenges) (American Psychiatric Association, 2000)
Compassion Fatigue- as a result of the emotional demands of the work, CF develops when the consequences of frequent exposure to trauma stories, organizational stress, limited work resources culminate and create physiological, emotional and spiritual fatigue impacting empathetic responses and the inability to find pleasure in working(Figley,1995)
McCann, I.L. & Pearlman, L.A. (1990b). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of Traumatic Stress, 3, 131-149Figley, C.R. (1995). Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder In those who treat Traumatized( Routledge Psychsocial Stress Series) 1st Ed.
What is Self-care Self-care is defined as self-
nurturing methods that affirm and protect social workers as they undertake the care of others (Saakvitne & Pearlman, 1996).
Self-care is called, “an essential underpinning to best practice in the profession of social work” by the National Association of Social Workers (Page 270, 2009
Saakvitne, K. A., & Pearlman, L. A. (1996). Transforming the pain: A workbook onvicarious traumatization. New York, NY: W. W. Norton Co.
National Association of Social Workers (2009). Professional self-care policy. In S.Lowman & L. M. O’Hearn (Eds.), Social Work Speaks: National Association of Social Workers Policy Statements 2009–2012 (8th ed., pp.268–272). Washington, DC: National Association of Social Workers Press.
Developing a Self Care PlanStudent Responsibilities Field Instructors
Conduct a self-care assessment with the student and create a plan/modify each semester
Consistently engage in meaningful TIS with students and other staff
Model appropriate boundaries Model self-care techniquesUtilize professional resources to
develop student self-care and coping strategies.
At the end of year conduct students level of compassion fatigue
Thank youFor additional information or Resources Aisha Coulson-Walters, MSS, MLSP, LSW
562-713-470 (cell)[email protected]