Total Credits: 4 Supervision CEs
In this discussion-oriented workshop, Dr. Knight introduces participants to the trauma-informed (TI) perspective and its core principles. Carolyn explains the application of the model to clinical supervision, identifying skills that reflect its principles and assist supervisees in adopting a TI lens in their practice. This includes skills needed to assist supervisees in managing manifestations of indirect trauma, which is their affective reactions that stem from their work with trauma survivors. Dr. Knight will integrate current theory and research into the discussion and provide case material to illustrate the application of the TI formulation to practice and supervision. Participants will be encouraged to share their questions, concerns, and examples from their practice as supervisors.
This workshop meets the Maryland Board of Social Work Examiners’ requirements for Supervision CEs.
Dr. Carolyn Knight is a social worker with more than forty years of experience working individually and in groups with adult survivors of childhood trauma and teaching social work practice in the BSW and MSW curricula. Dr. Knight has written about and presented workshops on the trauma-informed (TI) conceptualization and its application to clinical practice and supervision. She is co-author, with Professors Alex Gitterman and Carel Germain (deceased), of the 2021 social work practice text, The Life Model of Social Work Practice, 4th ed., which includes an extensive discussion of the TI formulation and its implications for social work practice.
Carolyn also is the author of Introduction to Working with Adult Survivors of Childhood Trauma: Strategies and Skills (2009) and Group Therapy for Adult Survivors of Child Sexual Abuse (1996) as well as numerous articles and book chapters on working with adult survivors. Dr. Knight is the co-editor of three additional books, Handbook of Contemporary Group Work Practice: Promoting Resilience and Empowerment in a Complex World (2024), Group Work with Populations at Risk, 4th ed, (2016) (both with G. Greif) and Trauma-informed Supervision in a Global Context (2019) (with L.D. Borders).
AGENDA:
8:50 am - 9:00 am Log On/Registration
9:00 am - 11:00 am
Definition: What is the trauma-informed (TI) formulation
Rationale
Core principles
Safety, trust and transparency, choice and voice, collaboration and mutuality, empowerment, sensitivity to historical, gender and culturally-based sources of trauma
Application to clinical practice
Models of supervision that promote a TI orientation
Discrimination
Relational
Interactional
Solution-focused
Impact that working with survivors of trauma has on clinicians: Indirect trauma
Secondary traumatic stress
Vicarious trauma
Compassion fatigue
11:00 am – 11:15 am BREAK
11:15 am - 1:15 pm
Intersection of a TI orientation in supervision and MDBSWE requirements/regulations for supervision
Skills that promote trust, safety, and cultural sensitivity in supervision
Clarify expectations
Encourage open, honest discussion
Reach for supervisees’ feelings and reactions
Engage in “targeted reflective supervision”
Attend to the supervisory relationship
Skills that promote choice, collaboration, and empowerment
Respond to and tailor supervision to supervisees’ unique learning needs
Encourage independent thought and action through use of “targeted questioning”
Identify and build upon supervisees’ strengths
Regularly assess supervisee’s strengths and areas for growth
Regularly ask for feedback about supervision and supervisory relationship
Directly assist supervisees with their practice
Mediate between agency demands/requirements and clients’ and supervisees’ needs
1:15 pm Questions and adjournment
LEARNING OBJECTIVES:
Upon the completion of this workshop, participants will be able to:
Describe the principles of the trauma-informed formulation and their application to clinical practice and supervision.
Identify conceptual models of clinical supervision that reflect and promote a trauma-informed approach in supervision.
Understand indirect trauma and the role supervisors play in assisting supervisees in managing their reactions to their work.
Distinguish core supervisory skills that promote a trauma-informed orientation in supervision and assist supervisees in adopting the orientation in practice.
BIBLIOGRAPHY & REFERENCES
Banerjee, P., & Srivastava, M. (2019). A review of emotional contagion. Journal of Management Research, 19, 250-266.
Boals, A. (2018). Trauma in the eye of the beholder: Objective and subjective definitions of trauma. Journal of Psychotherapy Integration, 28, 77- 89.
Bonanno, G. A., Romero, S. A., & Klein, S. I. (2015). The temporal elements of psychological resilience: An integrative framework for the study of individuals, families, and communities. Psychological Inquiry, 26, 139–169.
Brooks, S. K., Weston, D., Wessely, S., & Greenberg, N. (2021). Effectiveness and acceptability of brief psychoeducational interventions after potentially traumatic events: A systematic review. European Journal of Psychotraumatology, 12, 1923110.
Brown, L. A., Belli, G. M., Asnaani, A., & Foa, E. B. (2019). A review of the role of negative cognitions about oneself, others, and the world in the treatment of PTSD. Cognitive Therapy and Research, 43, 143-173.
Bryant-Davis, T. (2019). The cultural context of trauma recovery: Considering the posttraumatic stress disorder practice guideline and intersectionality. Psychotherapy, 56, 400.
Dillon, K. H., Elbogen, E. B., & Beckham, J. C. (2020). Commentary on associations between trauma exposure, PTSD, and aggression perpetrated by women. A meta‐analysis. Clinical Psychology: Science and Practice, 27, 1-3.
Dombo, E. A., & Blome, W., 2016. Vicarious trauma in child welfare workers: A study of organizational responses. Journal of Public Child Welfare, 10(5), 505-523.
Dye, H. (2018). The impact and long-term effects of childhood trauma. Journal of Human Behavior in the Social Environment, 28, 381–392.
Figley, C. (1995). Compassion fatigue: Toward a new understanding of the costs of caring. In B. Stamm (Ed.), Secondary trauma stress: Self-care issues for clinicians, researchers, and educators (pp. 3-28). Sidran Press.
Frey, L. L., Beesley, D., Abbott, D., & Kendrick, E. (2017). Vicarious resilience in sexual assault and domestic violence advocates. Psychological Trauma: Theory, Research, Practice, and Policy, 9, 44-51.
Gitterman, A., Knight, C. & Germain, C. (2021). The life model of social work practice, 4th ed. New York NY: Columbia University Press.
Harris, M., & Fallot, R. (2001). Using trauma theory to design service systems: New directions for mental health services. Jossey Bass.
Hébert, M., Daspe, M. È., Lapierre, A., Godbout, N., Blais, M., Fernet, M., & Lavoie, F. (2019). A meta-analysis of risk and protective factors for dating violence victimization: The role of family and peer interpersonal context. Trauma, Violence, & Abuse, 20, 574-590.
Knight, C. (2022). Trauma-informed supervision. In K. O'Donoghue & L. Engelbrecht (Eds.) International Handbook of Social Work Supervision. Abingdon UK: Routledge/Taylor & Francis.
Lee, J. J., Gottfried, R., & Bride, B. E. (2018). Exposure to client trauma, secondary traumatic stress, and the health of clinical social workers: A mediation analysis. Clinical Social Work Journal, 46, 228–235.
Mahoney, A., Karatzias, T., & Hutton, P. (2019). A systematic review and meta-analysis of group treatments for adults with symptoms associated with complex post-traumatic stress disorder. Journal of Affective Disorders, 243, 305-321.
Maryland Board of Social Workers Examiners (2024). Chapter 08. Supervision. Retrieved on July 9, 2024 from https://health.maryland.gov/bswe/Documents/Regs/10.42.08Supervision.pdf
McCann, I., & Pearlman, L. (1990). Psychological trauma and the adult survivor. New York, NY: Brunner/Mazel.
Pearlman, L. and Saakvitne, K. (1995). Trauma and the therapist: Countertransference and vicarious traumatization in psychotherapy with incest survivors. New York NY: Norton
Rahman, A., Khan, M. N., Hamdani, S. U., Chiumento, A., Akhtar, P., Nazir, H., ... & van Ommeren, M. (2019). Effectiveness of a brief group psychological intervention for women in a post-conflict setting in Pakistan: a single-blind, cluster, randomised controlled trial. The Lancet, 393(10182), 1733-1744.
Sadaghiyani, S., Belgrade, A., Kira, M., & Lee, F. (2022). Finding strength in adversity: Exploring the process of posttraumatic growth among multicultural individuals. Cultural Diversity and Ethnic Minority Psychology.https://doi.org/10.1037/cdp0000517
Spidel, A., Lecomte, T., Kealy, D., & Daigneault, I. (2018). Acceptance and commitment therapy for psychosis and trauma: Improvement in psychiatric symptoms, emotion regulation, and treatment compliance following a brief group intervention. Psychology and Psychotherapy: Theory, Research and Practice, 91, 248-261.
Substance Abuse and Mental Health Service Administration (SAMSHA) (2014). Retrieved from https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf
Category I Maryland BSWE Requirement
The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 4 Category I Continuing Education Units for supervision. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.
Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.
Social Workers, LCPCs, and Psychologists
We welcome anyone interested in the topic!
The base price is $85, which includes CE credit.
Late Fee: On October 1, 2024, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.
Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.** Cancellations must be received 24 hours in advance prior to the workshop to receive a refund or an account credit.
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