F24-2002 Adopting a Trauma-Informed Lens in Clinical Supervision

Instructor

Agenda & Learning Objectives

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

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 

Course Completion & CE Information

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.

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Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

Late Fees and Refunds

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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ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.