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ProfessionalismBasic Standards & Expectations
Macheo Payne
Lincoln Child Center
2011
Training Goals
1.Discuss beliefs & professional expectations
2. Strengthen effective relationship building approaches
3. Address professional roles from a cultural lens
ACTIVITY (there is no wrong answer. This is what YOU believe personally)
In pairs, write down 2 basic assumptions and 2 beliefs about who our clients are.Then write down 2 or three things that you feel they need (from us at Lincoln) as a result of the above assumptions & beliefs.
What do we believe?
GROUNDING BELIEFS
Professional FrameLincoln Child Center operates from a
formal mental health/behavioral health treatment model.
1. Intake clients based on their level of need and qualifying status (educational status, eligibility status)
2. Develop a treatment plan with treatment goals
3. Formulate interventions with treatment team to support client in meeting treatment goals.
4. Ongoing assessment of effectiveness of interventions AND appropriateness of goals.
THE TREATMENT MODEL
What is the best way to meet the goals?
Supporting clients in meeting the goals requires building strong relationships.
How do these relationships support clients meeting goals?
MEETING THE GOALS
Basic Standards & Expectations
Accountability (always hold yourself as well as clients accountable) But what does that look like?
Communication (professional, authentic, therapeutic for the client) But what does that sound like?
Presentation (Model appropriate attitude, dress, manners & demeanor) But what does that feel like?
Job Function (Remain focused and engaged according to your role & duties) But what does that look like?
Teamwork (you are a part of a team of people who all contribute to the treatment)
WHAT IS EXPECTED
Building RelationshipsRelationships have cycles.Time cycles & Behavior cycles.
Oftentimes, the clients relationships with you reflect them replaying cycles with previous adults with you.
HOW RELATIONSHIPS WORK
Short-term strategies include:
• Make deals and bargains • Providing rewards or protection• Relate to them on their level• Focus on the image they are attempting to project (not the
underlying issue they are attempting to hide or express in an acceptable way)
• Establish informal “understanding” about their involvement• Promote dual identity (block busta vs. student)• Staff splitting (I know that staff is crazy or out to get you but just
be cool)
RELIEF STRATEGIES
These work because ANYTHING you do will establish a relationship but whether it lasts or not depends on how it is focused on treatment or situational relief.
There are strategies that can build strong short term relationships but will decline after a short time because of inconsistency in roles, messages, level of support, shift in level of trust, etc. These don’t last because they provide the student with an unsustainable sense of support, doesn’t move them toward their treatment goals, undermine the schools stated mission, & your authority as a staff person.
WHY THIS DOESN’T WORK
Sustainable relationships are built through: •Clear sense that you authentically care about them•Relevant meaningful communication•Listening and validating•Clear and consistent boundaries•Dependable source of support and guidance•Emotional safety and security•Shared learning experiences
THERAPEUTIC APPROACH
Long-term strategies include:•Holding high academic expectations “WE Believe!”•High level of engagement•Academic support on a consistent basis•Classroom integration and participation support •Consistent feedback on improvements & challenges
SUSTAINABLE RELATIONSHIPS
CULTURAL1. Adaptations of oppression2. casual register vs. formal register3. Code switching4. Modeling vs. mimicking or mirroring5. Transference & counter transference6. Cultural model: Treat them like my son vs. treat them like their parent would like us to treat them (even if they are not willing or able)7. Self-esteem in connection with client rapport8. Culture of class: college degree, wage earner, professional career, middle class capital, successful navigation of social & political institutions9. Meeting client’s needs vs. meeting our needs
BEING CULTURALLY RESPONSIVE
Boundaries
CULTURALWhat are some challenges with not being able to relate to the clients?What are some challenges with over identifying with the clients?
How does it affect treatment?
Boundaries
CULTURALWhen someone says “you think you white!” or “you hella fake!” what does that mean?
What is the meaning behind them saying it?
What does it indicate about you or the client?
PurposeRefine our role… contextualize our function. How does that look?What does that NOT look like? Coping (strategies for effective functioning)
Coping for what? To be more comfortable with racism?
Why are they here? Is race a factor? How?
Purpose
Camara Phyllis Jones, MD, MPH, PhD- Allegory of the Rose garden
1. Divine determinism- proven false
2. Biological determinism- proven false
3. Cultural determinism- still debated
4. Self-imposed- determinism- rarely questioned
Nutrient deficiency
Undiscussables
What are we afraid to talk about?
Boundaries
“You Are Loved”
Boundaries
“Get the most points possible”
Boundaries
Dominant paradigm:
Lose – Lose = Lose - Lose
Win – Lose = Lose – Lose
Lose – Win = Lose – Lose
The only solution:
Win – Win = Win – Win
Boundaries
Basic Feedback Triggers Basic Instincts
It is not received as support but as a threat or attack
- We take it personally
- We feel attacked
- We defend our actions
- We attack
Professional Tone
Your attitude reflects your
ValuesYour tone reflects your
EmotionsYour level of patience reflects your
CapacityYour approach reflects your
Ability
Taking Responsibility vs. Blaming
Addressing vs. Deflecting
Trust vs. Suspicion
Integrity vs. Deception
High Standards vs. Situational Performance
Professional Tone
Receiving & Giving Feedback
“I” Statements vs. You, they, them, etc.
Right now or there Right now, there vs. Always, never, have been times when… everytime, only, etc.
Balanced vs. Onesided
Solution focused vs. Fatalistic, problem rooted
Objective listening vs. Selective hearing
Professional Disposition
FUNDAMENTAL ATTRIBUTION ERROR (also known as correspondence bias or attribution effect) describes the tendency to over-value dispositional or personality-based explanations for the observed behaviors of others while under-valuing situational explanations for those behaviors. The fundamental attribution error is most visible when people explain the behavior of others. It does not explain interpretations of one's own behavior—where situational factors are often taken into consideration. This discrepancy is called the actor–observer bias.
Boundaries
Personal Boundaries
(Personal comfort zone)
•Personal business
•Privacy (TMI)
•Personal beliefs
Professional Boundaries(Conduct as an
employee)
•Attitude
•Gossip
•Outside affiliation with staff & families
•Harassment
•Appropriate discussion
•Solicitation
Client Boundaries(conduct with
clients)
•Physical space
•Outside contact
•Social networking
•Favoritism
•Giving money
•Over identify
•Too casual or informal
Boundaries
Personal BoundariesKeeping your personal life separate from your work
environment is important.
Examples:•Keeping personal information to yourself•Not allowing personal issues & challenges infringe on your ability to perform at work•Not using your time at work to deal with personal issues not related to the job
Boundaries
Professional Boundaries
Finding the balance between being personable and remaining professional is critical. Always default to a professional
demeanor and establish rapport after boundaries are clearly defined and
established. Examples:•Maintaining professional demeanor, dress, language, communication & conduct at all times while at work•Responding appropriately to challenges on the job despite personal feelings or inclination to respond differently•Developing relationships with other staff, contractors risky and blur the line
Boundaries
Client BoundariesClients cross boundaries often. It is the
responsibility of the staff person to establish and reinforce appropriate boundaries at all times.
Examples:•Keeping appropriate physical boundaries with clients; no touching, hugging or physical playfulness with clients•Keeping emotional boundaries in all interactions;
–be aware of favoritism –clients liking you or you
•Keeping appropriate social boundaries–Not over identifying with clients–Not interacting too casually with clients–Not allowing clients to interact to familiarly or casually with you or in your presence (always acknowledge inappropriate behavior or language)
Boundaries
Group Activity1. What are the staff boundary issues at Lincoln?
(How do staff exhibit problematic behavior regarding persona, professional or client
boundaries?)
2. Why are these issues present? What are the conditions that facilitate these issues?
2. How can they be effectively addressed?
Agency Values
Principles of Care(delivery)
•Strength-Based
•Family Centered
•Best Practices
•Team-Based and Integrated Care
•Early Intervention and Prevention
Lincoln Values
(spirit of delivery)
•Excellence
•Diversity
•Compassion
•Integrity
•Respect
•Courage
Mission (guiding approach)
To enable vulnerable and emotionally
troubled children and their families to lead
independent and fulfilling lives.
AlignmentWhich principles or values
do you hold personally? How do you carry them?
Purpose
Why are you here? (in this line of work)
What has led you to this work?
What about this work speaks to you and who you are?
What do you bring to this work?
What do you gain from this work?
Burnout and Self Care
• What Sustains You?
• Where do these fall?– Mentally– Emotionally– Physically– Spiritually
• What Drains You?
• Where do these fall?– Outside of your control– Within your influence– Completely in your
control1. Write out 10 things that sustain you
2. Label them according to the categories
3. Then label them according to level of control
Burnout and Self Care
• Personal Strategies
• Spirituality• Supportive relationships• Personal practices• Plan your self care• What are your practices?
• Agency Support• Benefits package• EAP• Breaks & Lunch• Training & development• HR
Thank You
•Questions?•Comments?•Reflections?•Feedback?