Upload
christina-stathis
View
35
Download
4
Embed Size (px)
DESCRIPTION
Supporting Trauma Recovery:. A Short-term Psycho-educational Role for the Job Corps Center Mental Health Consultant Linda Sharpe-Taylor, Ph.D. Psychological Network 58 Portwest Court St. Charles, Missouri 63303 Phone (636) 916-5800. Learning Objectives. Participants will be able to: - PowerPoint PPT Presentation
Citation preview
SUPPORTING TRAUMA
RECOVERY:A Short-term Psycho-educational Role for the
Job Corps Center Mental Health Consultant
Linda Sharpe-Taylor, Ph.D.
Psychological Network
58 Portwest Court
St. Charles, Missouri 63303
Phone (636) 916-5800
LEARNING OBJECTIVESParticipants will be able to:
1- Recognize and identify at least 3 trauma symptoms exhibited by students and staff.
2-Articulate the connection between trauma and employability
3- List the components necessary for a psychoeducational support group for young women who have been the victim of abuse/assault.
YOUTH, TRAUMA, AND EMPLOYABILITY
Employment plays a vital role in the general well-being of all people, but especially for those with stress related health conditions.
YOUTH, TRAUMA, AND EMPLOYABILITY The structure of a work schedule,
connection to community, and self-efficacy from gainful employment all contribute to recovery, improvement in self-esteem, and life satisfaction.
YOUTH, TRAUMA, AND EMPLOYABILITY The research literature well establishes
the relationship between gainful employment, stress, depression, anxiety disorders, and well-being for those in the workplace.
YOUTH, TRAUMA, AND EMPLOYABILITY
Winefield andTiggemann (1990) found gainful employment produces an improvement in psychological well-being in school leavers
YOUTH, TRAUMA, AND EMPLOYABILITY O’Brian and Feather (2011) suggest
school-leavers who obtained good quality employment had lower depressive affect, higher life-satisfaction, higher internal control and higher personal competence.
YOUTH, TRAUMA, AND EMPLOYABILITY Matsuba, et. al (2008) showed
significant psychological improvement among vocational program participants on measures of well-being.
The results suggest the need for employment training programs to be more holistic by working with youth to improve their psychological health, and thus helping them to overcome a barrier to employment.
JOB CORPS MISSION TO SERVE
The Disadvantaged
Those Impacted by Violence
Those Impacted by Poverty
Those Impacted by Abuse and Neglect
JOB CORPS MISSION TO SERVE
Research supports the conclusion that many of the youth served by Job Corps are susceptible to stress related health conditions such as Post Traumatic Stress Disorder and Depression and Anxiety.
These conditions can be barriers to employability
(see Fowler, Tompsett, Braciszewski,Jacques-Tiura, and Baltes , 2009, for review).
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY
Within the local region of St. Louis, it has been estimated that more than two-thirds of public school students may be suffering from symptoms of trauma (see Tindall, 2009, for discussion)
Many of these youth will attend Job Corps
JOB CORPS MISSION TO SERVE
Psychological Distress is helped by gainful employment
Psychological Distress and symptoms are also barriers to employment
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITYCommon experiences of trauma Abuse, including sexual, physical,
emotional,
Exposure to domestic violence
Severe natural disaster, such as a flood, fire, earthquake or tornado
Abandonment
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY Witness to violence in the neighborhood or
school setting, including fights, drive-by shootings, and law enforcement actions
Personal attack by another person or an animal
Kidnapping
Severe bullying
Medical procedure, surgery, accident or serious illness.
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY
Before we continue, take one minute and write three examples of recent referrals for CMHC services you have received.
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITYVan der Kolk, et al., (1996), described the following long term effects of trauma:
Generalized hyper-arousal and difficulty in modulating arousal
Aggression against self and others
Inability to modulate sexual impulses
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY
Problems with social attachments – excessive dependence or isolation
Alterations in neurobiological processes involved in stimulus discrimination
Problems with attention and concentration
Dissociation
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY Somatization
Conditioned fear responses to trauma related stimuli
Loss of trust, hope, and a sense of personal agency
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY
Social avoidance
Loss of meaningful attachments
Lack of participation in preparing for the future
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY
Of the referrals you wrote earlier, how many could be conceptualized under a trauma related concern?
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY ...by looking through a trauma
lens and conceptualizing problems as possibly related to current or past trauma,
SYMPTOMS OF TRAUMA: BARRIERS TO EMPLOYABILITY
it becomes possible to better
understand that trauma victims, young and old, organize much of their lives around repetitive patterns of reliving and warding off traumatic memories, reminders, and affects.
EXPLAINING THE CONTINUED IMPACT OF THE PAST
Real Time
Psychological Time
JUMPING OUT OF PLANE
JUMPING OUT OF PLANE
JUMPING OUT OF PLANE
JUMPING OUT OF PLANE Real Time of a Jump is an average of 8 to
10 Minutes
Psychological Time is potentially for a life time
ROLE OF MEMORY Psychological Time is a function of
memory
Human survival is benefitted by holding images of danger in memory (the role of the amygdala, Wehrenberg, 2007)
Recovery from traumatic experiences involve the processing of memories and making sense of what has happened so that the memory can be put away
AROUSAL
Traumatic events flood the body system with stress hormones
The flood of norepinephrine and cortisone makes the system more responsive to everyday stress
AROUSAL Examples of Arousal
NumbingFlashbacksHypersexual BehaviorBlanking OutAngerTensionDefensivenessDepressionPoor ConcentrationPanic
AROUSAL
Flipping off the switch of arousal is related to processing the memory to end the psychological time of the traumatic event
R.I.S.E.REACHING INSIDE FOR STRENGTH AND
EMPOWERMENT
RISE is all about education on trauma, and how to begin turning off arousal symptoms
The group is an eight week educational format
R.I.S.E.REACHING INSIDE FOR STRENGTH AND
EMPOWERMENT
The basic components of RISE are:
Limiting inappropriate self-blame (sessions 1 through 8)
Understanding of Abuse and Identifying the Impact in their lives (sessions 1 through 4)
Recognizing the healing from breaking the silence that you are not alone (sessions 5 through 6)
Recovery and Healing is possible (sessions 7 through 8)
SELF-BLAME
THE IMPACT OF ABUSE
BREAKING THE SILENCE
HEALING AND RECOVERY
THE IMPACT OF RISE Comparing the completion rate of those
student employees who participate with nonparticipants with similar experiences
Impact of report of active symptoms. The PTSD Symptom Checklist is used pre and post. The expectation is not to treat PTSD but to discern if participation can have an impact. Those students who are positive for PTSD are referred for treatment but are allowed to participate in R.I.S.E.
Participant satisfaction
RESULTS--COMPLETION Comparisons regarding completion were
made between those who regularly attended and those who opted out or dropped out before attending three sessions (n=49)
Consistent attendees in R.I.S.E. had less AWOL (17% versus 58%); less negative incident reports (average of 9.42 v. 15.6); and 83% of consistent attendees were in Good Standing compared to 42% of inconsistent attendees
RESULTS--SYMPTOMS 16% agreed, 34% were not sure, and 50%
disagreed that they have fewer worries about the past
16% agreed, 34% were not sure, and 50% disagreed/strongly disagreed that they only think about the trauma when they decide to
34% were not sure and 66% strongly disagree that they blamed themselves for what happened
RESULTS--SATISFACTION 100% of those responding either strongly agreed
or agreed that they were satisfied with the group
100% of those responding either strongly agreed or agreed the group is important because it helps me stay motivated to complete Job Corps
67% of respondents indicated that they know how to get additional help if needed
All but one student indicated that confidentiality was respected
PREPARING YOUR CENTER FOR A RISE GROUP Educate the Wellness Manager
Educate the Center Director
Educate the Counselors
Market to the Center Director, Wellness Manager, Counselors
ISSUES TO ADDRESS
CONFIDENTIALITY
Time and Commitment
Coordination with SART on-campus and off
R.I.S.E. MANUAL A manual for the R.I.S.E. group is
available via http://www.psynetinc.com/downloads
The access is Password Protected. Username: psynetincPassword: RISE
It is an Adobe PDF file, so you will need to have Adobe reader or compatible software
REFERENCES Gee, G. & Walsemann, K. (2009). Does
health predict the reporting of racial discrimination or do reports of
discrimination predict health? Findings from the National Longitudinal Study of Youth. Social Science and Medicine, 68 (9), 1676–1684. Retrieved from Science
Direct. Retrieved from http://www.sciencedirect.com/science/journal/02779536/68/9
REFERENCES Matsuba,M.K., Gavin J. Elder, G.J., Franca
Petrucci, F., & Tammy Marleau, T. (2008). Employment Training for At-risk Youth: A Program Evaluation Focusing on Changes in Psychological Well-being. Child & Youth Care
Forum, 37 (1), 15-26. Retrieved from Springer US. Retrieved from http://link.springer.com/journal/10566
O’Brian, G.E. & Feather, N.T. (2011). The relative effects of unemployment and quality of employment on the affect, work values and personal control of adolescents. Journal of Occupational Psychology, 63 (2), 151–165. doi: 10.1111/j.2044- 8325.1990.tb00517.x
REFERENCES Tindall, J.A. (2009). Workbook: Applying
Peer Helper Skills. (3rd ed.). New York, NY: Routledge.
Van der Kolk, Pelcovitz, Roth, Mandel, McFarlane & Herman (1996). Dissociation, Affect Dysregulation & Somatization: the complex nature of adaptation to trauma. American Journal of Psychiatry, 153(7),83-93.
REFERENCES Wehrenberg, M. & Prinz, S. M. (2007).
The Anxious Brain. New York, NY: W.W. Norton & Company.
Winefield, A.H.& Tiggemann, M. (1990). Employment status and
psychological well-being: A longitudinal study. Journal of Applied Psychology, 75(4), 455-459. doi: 10.1037/0021-9010.75.4.455
SPECIAL THANKS Any successful effort requires contribution and
support from a variety of sources. Special thanks to Tara Triplett, TEAP Specialist for her support and leadership in implementation of R.I.S.E.
Special thanks to the St. Louis Job Corps staff led by the Center Director, Reginald Young. Also thanks to the Wellness staff lead by Marsha Smith, Manager. Everyday the St. Louis team pushes for the best for their student/employees
Special thanks to Judith Tindall, Ph.D. for her support and feedback regarding R.I.S.E.