Please include 4 to 5 references for both the disscussion and assignment Could n
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Please include 4 to 5 references for both the disscussion and assignment
Could not believe it. I was standing in the emergency room watching doctors work tirelessly to save the life of a young boy; a boy I brought in after responding to an emergency call at his home. He went into cardiac arrest and the reason is unclear. He had no medical history of heart problems and no allergies. When I arrived at his home, he was lying on the floor and his lips were blue. His mother was begging him to wake up and telling him how much she loved him while his father was providing mouth to mouth resuscitation. I took over the resuscitation and we transported the boy and his parents to the hospital. Once I was there, I found myself unable to leave. I needed to find out if they boy survived. As I continued to watch the doctors, I saw one of them turn to his parents and shake his head “no.” The mother collapsed on the floor and the father burst into tears. How does a child die from a cardiac arrest? For the last week, I have been having nightmares. When I close my eyes I cannot stop seeing the boys face. I find myself crying alone and I do not want to go to work. Maybe I am not supposed to be an emergency medical technician.
Example scenario
What preventative measures could the emergency medical technician in this scenario have taken so he was less affected by the boy’s death? What kinds of training could his employer have facilitated to reduce the risk of vicarious trauma and to help this professional through the trauma?
This week you explore debriefing models used in the aftermath of a traumatic situation as well as in the prevention of vicarious trauma. In addition, you explore prevention training for trauma-response helping professionals.
Learning jectives
By the end of this week, you should be able to:
Analyze and apply training methods for trauma-response helping professionals
Compare debriefing models
Analyze the process of debriefing sessions
Justify training for debriefing sessions in the prevention of vicarious trauma
Training Methods
Since the working conditions of most trauma-response helping professionals are intense and contribute to burnout, stress, and vicarious trauma, it is paramount to prepare and train trauma-response helping professionals on the possible consequences associated with their work (McCammon & Allison, 1995). Trauma-response helping professionals need to develop strong coping skills and utilize support systems in order to handle trauma work. For this Discussion, select an interview from the media carousel. Please select a different interview from one you have selected in previous weeks. Once again, reflect on the occupational stressors which can contribute to vicarious trauma for that particular trauma-response helping professional. Also, think of how you would train this individual to prepare them to engage in trauma work and to increase awareness of the risks of vicarious trauma.
With these thoughts in mind:
CES Students
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
By Day 3
Post your thoughts on the importance of training trauma-response helping professionals prior to their engagement in trauma work. Then describe the trauma-response helping professional you selected in the media carousel. As a counselor educator, explain how you would train the trauma-response helping professional to prevent vicarious trauma prior to his or her exposure to trauma and why. Be specific and use examples. Use the Learning Resources and current literature to support your response.
Be sure to support your postings and responses with specific references to the Learning Resources.
Read your colleagues’ postings.
By Day 5
Peer responses should be posted by Day 5. Please respond in the following way:
Ask a probing question.
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague’s posting.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.
Master’s Students
By Day 3
Post your thoughts on the importance of training trauma-response helping professionals prior to their engagement in trauma work. Then describe the trauma-response helping professional you selected in the media carousel. As a counselor, explain how you could help this individual prevent vicarious trauma prior to his or her exposure to trauma and why.
Be specific and use examples. Use the learning resources and current literature to support your response. Identify yourself as a master’s student at the beginning of your post.
By Day 5
Peer responses should be posted by Day 5. Please respond in the following way:
Ask a probing question.
Share an insight from having read your colleague’s posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague’s posting.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.
Debriefing
Debriefing is the opportunity to process thoughts and feelings related to trauma work and traumatic events. There are a number of debriefing models and selecting the type of model is dependant upon the type of trauma work being implemented. For example, many health care organizations adopt the critical incident stress debriefing model (originated from the military) because it has been the most effective method for large organizations (Morrissette, 2004). Think of what type of debriefing model might be effective in your organization or practice.
For this Assignment, you select two types of debriefing models and examine the effective elements of the models which aid to mitigate vicarious trauma.
The assignment: (2–3 pages)
Describe two types of debriefing models.
Compare the similarities and differences of each model. Be specific.
Explain how each debriefing model reviews the traumatic event, provides for emotional ventilation, and meets the intended outcome of the debriefing session.
Select a training element you would add to a debriefing session to maximize the potential to prevent vicarious trauma. Justify your selection by using the Learning Resources and current literature. Be specific.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list only for those resources not included in the Learning Resources for this course.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
By Day 7
Submit your assignment.
Submission information
Before submitting your final assignment, you can check your publish for authenticity. To check your publish, access the Turnitin publishs from the Start Here area.
To submit your completed assignment, save your Assignment as WK9Assgn_LastName_Firstinitial
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.
Figley, C. (Ed). (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. New York, NY: Brunner/Mazel.
Chapter 6, “Debriefing and Treating Emergency Workers”
Stamm, B. (Ed.). (1999). Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators (2nd Ed.). Baltimore, MD: Sidran Press.
Chapter 10, “Kelengakutelleghpat: An Arctic Community-Based Approach to Trauma”
Chapter 13, “Self-care and The Vulnerable Therapist”
Quitangon, G. & Evces, M. (2015). Vicarious Trauma and Disaster Mental Health: Understanding Risks and Promoting Resilience. New York: Routlege
Chapter 7 & 11
Adler, A. B., Castro, C., & McGurk, D. (2009). Time-driven battle mind psychological debriefing: A group-level early intervention in combat. Military Medicine, 174(1), 21–28.
Juhnke, G. (1997). After school violence: An adapted critical incident stress debriefing model for student survivors. Elementary School Guidance & Counseling, 31(3), 163–171.
Note: Retrieved from the Walden Library databases.
Miller, J. (2003). Critical incident debriefing and social work: Expanding the frame. Journal of Social Service Research, 30(2), 7–25.
Required Media
Media Carousel: Trauma-Response Helping Professionals
Transcript: Trauma-Response Helping Professionals (PDF)
Video: Walden University, LLC. (Executive Producer). (2010). Vicarious trauma: Self-care and treatment interview with Laura Simpson, PhD.
Transcript
Note: The approximate length of this media piece is 21 minutes.
Launch External Tool
Optional Resources
Armstrong, K., Lund, P., McWright, L., & Tichenor, V. (1995). Multiple stressor debriefing and the American Red Cross: The East Bay Hills fire experience. Social Work, 40(1), 83–90.
Substance Abuse and Mental Health Services Administration. (n.d.). Psychological first aid for first responders: Tips for emergency and disaster response workers. Retrieved May 17, 2010, from http://store.samhsa.gov/shin/content//NMH05-0210/NMH05-0210.pdf
McCammon, S., & Allison, E. (1995). Debriefing and treating emergency workers. In C. R. Figley (Ed.). Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those who Treat the Traumatized. Levittown, PA: Brunner/Mazel.
Morrissette, P. (2004). The Pain of Helping: Psychological Injury of Helping Professionals. New York, NY: Brunner-Routledge.
