Center for Advanced Studies School of Social Work in Child Welfare

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a comprehensiveCW look at a360 prevalent child welfare issue

Safety Permanency Well-Being Secondary Trauma and the Child Welfare Workforce Spring 2012 From the Editors From theEditors 2 you canapplytheresearch, practiceand We hopethat,afterreading thisedition, firststepin makingthischange. important of workers’ experienceswithSTS isan level. Recognizing andencouragingdiscussion require systemicchangesattheorganizational the childwelfare workforce thatisgoingto is amuchmore issuethroughout pervasive throughout thispublicationsuggest,STS it onanindividualbasis.But, astheauthors individual level, thetendencyistodealwith traumatized children, youth andfamilies. workaccumulated impactofeveryday with the deathofachildby maltreatment) orthe can occurfrom onetraumaticinstance(e.g. andlargecaseloads.STStoo muchpaperwork is theresult ofadministrative stresses, suchas with traumatized individuals,whileburnout as aresult ofmaking empathicconnections burnout. The distinctionisthatSTS develops traumatic stress, orSTS, canbemistaken for tounderstandthatsecondary it isimportant trauma.However,the impactofsecondary instead onturnover andburnoutrather than related research ofthisnature tendstofocus the wakeoflargedisasters.Childwelfare- thoseworking in practitioners, particularly emergency responders andmentalhealth research conductedonthistopicoccurswith trauma isrelatively new. Considerable for manyyears, theconceptofsecondary been familiarwiththeconceptofburnout topic. While thefieldofchild welfare has had auniquecontributiontotheissue’s individuals whoemergedasleadersor Then, CASCWstaffandeditorsengage and explorationofbestpracticesinthefield. begins withanextensive literature review individual andorganizationallevels. strategiesatboththe a variety of intervention the symptomsinyourself andcolleagues, including how itdevelops, how torecognize stress inthechildwelfare workforce, traumatic dedicated toexploringsecondary Therefore, the2012issueofCW 360° is to vulnerablechildren andtheirfamilies. to daywork ofproviding safetyandstability welfare theday professionals, undertaking the dedicated,andoftenunrecognized, child focus ontheuniquechallengesfacedby you, the themeofthisyear’s editionofCW 360° to prepared forthislandmark year we wanted and future childwelfare workforce. Aswe the trainingandeducationofcurrent our missionandpurposehasbeentosupport largely through Title IV-E trainingfunds, Welfare AsaCenterfunded (CASCW). for theCenterAdvanced Studies inChild The year 2012marks the20thyear ofservice

Because STS isexperiencedonsuchan The preparation foreachissueofCW360° CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 practice improvements. suggestions andstrategiesforsystem system collaborationsandofferingpractical highlighting innovative examplesofcross- from avariety ofchild welfare stakeholders, and collaborations sectionpresents articles traumaticstress. of secondary The perspectives for preventing ininstances andintervening on evidence-informedandpromising practices policies. such asnegative mediaandreactionary tooutside influences, potential interventions, traumatic stress anditscauses,symptoms, welfare system, from research on secondary professionals andadvocates inthechild traumaimpactspractice on how secondary In focus section,articles theoverview practice, andperspectives andcollaborations. divided intothree sections:overview, worker andadministrative levels. agencydiscussionsatthe guide tohelpstart included, forthefirsttime,adiscussion weAs atooltohelpyou have getstarted perspectives toyour own work settings. Executive Editor, CW360 Center forAdvanced Studies inChild Welfare Traci PhD, Executive LaLiberte, Director http://z.umn.edu/stsreg questions throughout theprogram. are encouraged to email,Tweet, orFacebook group Web stream setting.Off-site participants computers, orataremote off-site location ata person, byindividualWeb stream from theirown Individuals mayview theprogram eitherin Registration available through Monday, April23,2012 DQ Room,TCF BankStadium, University ofMinnesota May 1,2012:1:00p.m.-4:30 and theChildWelfare Workforce Beyond Burnout:Secondary Trauma welfare conference Studies inChildWelfare’s thirteenth annualfree child Registration isnow openfor theCenter for Advanced As inprevious editions,CW360°is The practice section includes articles The practicesectionincludesarticles o

Managing Editor, CW360° Center forAdvanced Studies inChild Welfare Tracy MSW, Crudo, Director ofOutreach edu/2ndtraumacw. the event, visitourwebsite athttp://z.umn. information ortheweb stream archive of To accessweb streaming registration and availableaftertheconference. forviewing location. The conference willalsobearchived can beviewedviaweb stream from any and applicationoftheirwork. The conference our twonationalspeakersonlocalized impact (MN),willreactServices andinteractwith Director for Washington CountyCommunity andRichard(WI) Backman, Division Worker from Pierce CountyHuman Services Jennelle Wolf, LeadChildProtection Services child welfare workforce. Apanel,including traumaticstress inthe discussing secondary on May 1,2012at 1:00 pmdedicatedto Erika Tullberg forourhalfdayconference and CW360°contributorsBrian Bride and We invitereaders tojoinCASCWstaff

http://z.umn.edu/stsreg please follow thislink: person orviaWeb stream, to register to attend in For more information and Table of Contents

3 4 6 8 38 23 24 34 38 19 20 21 22 26 27 28 29 30 31 32 33 15 16 18 10 11 12 14 ...... Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW ......

Developing, Continuously Improving, and Disseminating Culturally-Appropriate Workplace Policies to Prevent and Mitigate and Mitigate Prevent to Policies Workplace Culturally-Appropriate and Disseminating Improving, Continuously Developing, James C. Caringi, PhD and Hal A. Lawson, PhD Workers, Welfare among Child Stress Traumatic Secondary Resource List Resource Agency Discussion Guide Agency Discussion Laurie Anne Pearlman, PhD ...... Laurie Anne Pearlman, Trauma?, Do about Vicarious Workers What Can Child Welfare ...... PhD Barbee, MSSW, Anita P. Trauma, and Secondary Social Support in the Workplace Staff, Among Child Protective Stress Traumatic Secondary Addressing Effectively Self Care: Going Beyond . . . . PhD ...... PhD and Claude M. Chemtob, MPH, Roni Avinadav, MPA, Erika Tullberg, Secondary from Staff Child Welfare Protect to Approach Systems A Multilevel Project: Prevention Trauma The Secondary Conrad, David LCSW Trauma, References & Resources & Resources References Bibliography Integrated Perspectives & Collaborations Perspectives Julie Krings, MSW, CSW Community, in a Rural Social Work A Supervisor’s Perspective on the Importance of Addressing Secondary Traumatic Stress in Child Welfare, in Child Stress Traumatic Secondary of Addressing on the Importance Perspective A Supervisor’s Julie Collins, LCSW Shannon, PhD, LP Patricia with Victims of Torture, of Working The Trauma Workplace, in the Stress Traumatic Secondary Reduce to Practices Anishinaabe Cultural Utilizing Traditional ...... Agency Ryan L. Champagne, Social a Tribal for Service Director Professor Esther Wattenberg, Panel, Review Child Mortality of the Minnesota and the Work Trauma Secondary ...... Judge Kathryn Quaintance in Child Welfare, Trauma on Secondary A Judicial Perspective Perspective, Parent A Foster and Child Welfare: Stress Traumatic Secondary MS, MSW, APSW, LISW Meyer, Amelia Franck by APSW; Edited MSSW, Phill Klamm, Jodie Klamm, and Crystal Peterson, Joan Riebel, LICSW Attention, Pay Need to We Occupational Hazards of Work in Child Welfare: Direct Trauma, Secondary Trauma and Burnout, Trauma Secondary Trauma, Direct Child Welfare: in of Work Hazards Occupational ...... PhD, LCSW K. Shackelford, Kimberly MSW, PhD Crystal Victims, Collins-Camargo, The Forgotten and Supervisors: Stress Traumatic Secondary Ronald Rooney, PhD Ronald Rooney, in Child Welfare, Practicing Students for MSW Preparing Best Practices Best Nancy S. Dickinson, MSSW, PhD Recruitment, Nancy S. Dickinson, MSSW, of Realistic The Role Stress: Traumatic Secondary Withstanding ...... Brian E. Bride, PhD, LCSW Workers, in Child Welfare Stress Traumatic Secondary for Screening Buckets, Stress Traumatic Secondary Dump Their to Practitioners Child Welfare Teaching Model for A Psychoeducation Josephine Pryce, PhD, MSW Overview PhD R. Figley, Reactions, Charles Stress Traumatic Secondary Hurts: Child Welfare Helping that Table of Contents Table David Chenot, PhD, MDiv, LCSW LCSW PhD, MDiv, Chenot, David Stress, Traumatic the Media, and Secondary Policy, The Vicious Cycle: Kate Richardson, Dip SW, BA Richardson, Kate Workers, Welfare Child in Stress Traumatic of Secondary on Development Media Influence Strategies, and Intervention Prevention Multi-Level in Child Welfare: Stress Traumatic Secondary ...... Alison Hendricks, LCSW and Intervention, Risk, Prevention, Organizations: in Child Welfare and Work Traumatization Vicarious PhD Osofsky, D. Joy 4 CW360 Secondary Trauma and the Child Welfare Workforce • Spring 2012 Helping that Hurts: Child Welfare Secondary Traumatic Stress Reactions Charles R. Figley, PhD

The foundations for the concept of secondary traumatic stress can be found in early examinations of the phenomenon of worker burnout. Freudenberger (1974) was the first to discuss work-related distress resulting in a bad outcome for the worker in his essay “Staff burn-out” in the Journal of Social Issues. What followed was a period of study regarding the concept resulting in several books (e.g., Cherniss, 1980 and Edelwich & Brodsky, 1980). Next, researcher attention shifted to the examination of worker stress associated with burnout; this condition of increased worker stress was associated with job dissatisfaction, often leading to higher workforce turnover. Maslach (1982) and others applied considerable scholarship to determine early on that when a worker, including but not limited to social workers, be susceptible to the negative consequences the immune system, this hidden stressor can experienced long-term exhaustion, it resulted of STS. In 2004, Brian Bride published the not only cause burnout but also many other in diminished interest in working. In the case first of several papers (Bride, 2004; Bride, unwanted consequences, including secondary of a child welfare worker, he or she might Robinson, Yegidis, & Figley, 2004) that traumatic stress reactions (Mikulincer, Victor gradually decide that work-related stress, framed STS using the symptoms of PTSD Florian, & Solomon, 1995). such as long hours, excessive paperwork, applied not to those in harm’s way but rather “system” issues, low pay, or lack of supervisor to those who assist them and are traumatized support, is too much. The toxic emotional by helping those in harm’s way. The most Vicarious Traumatization (VT) toll of working with traumatized children in studied traumatized caregivers were families Vicarious traumatization (VT) is defined child welfare may be part of the exhaustion (Figley, 1989), but the book Compassion as the negative transformation in the self of and diminished interest in the work (Figley, Fatigue (CF; Figley, 1995a) was the first to the helper that comes about as a result of 1995b). focus on professional caregivers’ experience empathic engagement with survivors’ trauma Now, nearly 37 years later, we understand of STS, utilizing the idea of CF as the worst material and a sense of responsibility or that burnout is inadequate in describing consequence of STS. commitment to help (Saakvitne, Gamble, the negative consequences of work-related stress generally and, more specifically, the emotional costs of caring. Most child welfare STS is a set of observable reactions to working with the traumatized and workers care deeply about their clients and mirrors the symptoms of post-traumatic stress disorder (PTSD). Rather their families, and many may suffer from the inability to balance their own needs with than the source of trauma emanating from an event directly, it comes to those of their vulnerable clients. Three terms us indirectly. are often used interchangeably to describe the same phenomenon that occurs when we absorb the stress of the suffering while we are Compassion Fatigue (CF) Pearlman, & Lev, 2000). VT is caused by trying to help them: Secondary Traumatic The book, Compassion Fatigue, published in regular exposure to the traumatized. However, Stress, Compassion Fatigue, and Vicarious 1995 called for a re-evaluation of the concept VT can be addressed, prevented to a certain Traumatization. of trauma and proposed “secondary traumatic extent, and transformed. In contrast to STS stress” as the real threat to those who care and CF, VT cannot be measured directly, Secondary Traumatic Stress (STS) for the traumatized. Caregivers’ own needs but rather indirectly, using a number of trait-based tendencies in responding to STS is a set of observable reactions to were overlooked not only by supervisors and trauma. Helping professionals’ awareness of working with the traumatized and mirrors the fellow caregivers but also by the caregivers these processes will inform their therapeutic symptoms of post-traumatic stress disorder themselves. interventions, enrich their work, and protect (PTSD). Rather than the source of trauma Child welfare workers and other human themselves and their clients. emanating from an event directly, it comes service providers absorb the pain they treat, to us indirectly. Our effort to manage that but not until the development of the concept type of stressor is a measure of how our life is of compassion fatigue in the 1990s did The Stress-Process Model going at the time: If friends and family who professional and volunteer caregivers realize Who experiences STS and how? One way love us and support us surround us, we are how much they had in common regarding to appreciate how STS can affect us is by more capable of managing any type of stress. the health consequences of their caring. understanding the “road map” of the journey But under certain conditions, anyone would Since stress can be measured and linked to Overview of stress and stress reactions. A Stress- Overview

5 app store Find QR Code Readers Find QR Code Readers in your mobile phone’s phone’s mobile in your Ultimately, it is up to each caregiver to it is up to each caregiver Ultimately, Charles R. Figley, PhD is Professor PhD is Professor R. Figley, Charles Henry and Paul Kurzweg Distinguished School of University’s Tulane Chair at the of Social He is also Director Work. He can Institute. Traumatology Tulane [email protected]. at be reached Conclusion COL Dave me to the storyThis brings of LT in co-investigators and I were Dave Cabrera. by the study funded of a 3-year year the final studying were We US Army (2009-2012). of STS and finding signs combat medics began experiencing when we among them working Like practitioners in ourselves. STS of fear, and hearing stories in child welfare hopelessness, Dave confusion, and sometimes and dreams beginning to have and I were intrusive our interviewees. thoughts about We both struggled understand our to completely over and over the videos reviewing by “guys” reviewing workers again, like child protection again to somehow and over over records find peace by so doing and find the answer combat PhD, Cabrera, of mind. Dave was killed October clinical social worker, deploying 29th of 2011 while voluntarily to Afghanistan to serve soldiers as a combat social worker. themselves to protect measures take proper to notice those and their colleagues. Begin exhibiting signs of colleagues who are them a copy secondary Give traumatic stress. their careers may save of this publication. It find When you their lives. and maybe even – being so fixed too hard working yourself not in you, on going the extra mile when it’s no are saying, “You Cabrera think about Dave rest proper have don’t good to others if you and focus.” Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Finally, there is some evidence that there Finally, In addition to exposure to highly addition to exposure In personality or trait tendencies that include positively emotional competencies are to related to empathy and negatively related example, emotional compassion fatigue. For to adaptive related intelligence is positively such as job satisfaction and burnout variables, 2000; Ricca, & Zeidner, (e.g., Matthews 2003). distressed children, child welfare workers workers child welfare children, distressed with a history to trauma of firsthand exposure developing likelihood of an increased have 1995b; Nelson- compassion fatigue (Figley, the positive 2003). On & Harris, Gardell is associated side, secondary resilience stress with deliberate and strategic coping that with and the effectiveness includes self-care can attract and maintain social which workers the articles Alison Hendricks support. by See later in this issue for a more and Anita Barbee detailed discussion of coping and self-care strategies, including the use of social support. believed factors are these protective Together or at least moderate the influence of to reduce (Pearlin, secondary wellbeing on worker stress 1989; Thoits, 1995). 1989). We would speculate, based on based would speculate, We 1989). that highly of reports, a preponderance group a disadvantaged are vulnerable children and thus distress, display more who would would worker welfare for the child distress to other children compared likely be higher 2005; Baker, 2010; Xu, (Lee, and workers 2006). 2007; Radey, & Saluhuddin, O’Brien, an empirical this is currently However, the given to address, question that is critical those and to both children STS risks posed by for them. who care The varied and changing needs of children and families served by the child welfare by the child welfare served and families and changing needs of children The varied about a informed become to professionals welfare child today’s requires system policies, and populations. strategies, multitude of practice the present designed to modules, a series of online learning has developed CASCW at the University researchers top from research child welfare practice-relevant latest busy child today’s for to use efficient and easy that is timely, in a format of Minnesota professionals. welfare may get and learners free for accessible are modules All learning online Twenty-nine if desired. completion, of a non-CEH certificate month. every coming with more available already are modules visit: modules, online learning on CASCW’s information more For this scan smart phone to or use your http://z.umn.edu/cwmodules tag:

Studies of stress suggest that individuals suggest of stress Studies Process Model best captures the relationship relationship the captures best Model Process secondary and job-related between stress 2010; Adams, & Figley burnout (Boscarino, to 1995). Applied Thoits, 1989; Pearlin, the caused by the stress the traumatized, cognitive through be processed trauma must in new meanings resulting behavioral work distressing. less are about the trauma that person in harm’s Thus, the focus is on the while psychosocially way who was injured to This person is referred way. being in harm’s person.” or the “traumatized as the “victim” the degree diagnosed to determine They are an completing damage by of psychological inventory associated with PTSD of symptoms a stress is currently or something less that 2007). Applied & Nash, (Figley “injury” the Stress-Process workers, to child welfare respond contends that workers Model changes in the neuro- physiologically through endocrine and hormonal systems (Boscarino, through usually 1997) and psychologically, functions (Thoits,changes in cognitive 1995). professional can detract from These responses affecting judgment and functioning by impairing clinical assessment and services. Suffering the Suffering Suffering suggests that other aspects of research STS can influence the environment the caregiver’s compassion fatigue, likelihood of developing exposed to similar meaning that professionals not equally vulnerable to the are stressors & Figley consequences (Adams, negative Boscarino, 2008). more are groups disadvantaged from (Pearlin, exposures vulnerable to stress Overview Kimberly K.Shackelford, PhD,LCSW Secondary Trauma andBurnout Occupational Hazards ofWork inChildWelfare: Direct Trauma, 6 posttraumatic stress (Table 1)(Figley, 1995a). of direct traumastress reactions, or traumatic stress symptomsmimicthose absorb thetraumaofothers.Secondary al., 2007).In doingthiswork, theworkers (Bride, 2007;Cunningham, 2003,Pryce et lives ofpersonswhohave beentraumatized traumatic situationsofchildwelfare. exhibit normalreactions totheabnormal quickly, inthebeginningoftheircareers, damage. attacks, andproperty Workers may name-calling, cursing,shouting,assaults,dog on thelives ofworkers andfamilymembers, trauma towards workers have includedthreats often directed toward theworker. Direct accusation isusuallyoneofanger, anditis children. The reaction ofcaregivers tothis who have been accusedofharmingtheir Child welfare professionals work withpersons before sheorhe is facedwithdirect trauma. prior toenteringthefield,itwillnotbelong professional hasnotbeenexposedtotrauma our loved ones,ourclientsandourselves. that we, as helpingprofessionals, owe thisto Saakvitne andPearlman (1996)alsostated that theydo(Saakvitne &Pearlman, 1996). professionals canbedamagedby thework to notignore the factthatchildwelfare from theiragencies.Itof support is imperative year ofwork, whichappearstobeduelack numbersduringthesecond disproportionate reported thatchildwelfare workers leave by effects” (p. 57).Dickinson andPainter (2009) to identify, prevent, and/orminimize their associated withthesephenomenainorder “understand theriskfactorsandsymptoms MacNeil (2010)claimthere isaneedto et al.,2007;Samantrai, 1992).Newell and practice asanimpaired professional (Pryce the personleavingfieldorcontinuingto with achildwelfare professional canleadto Mislabeling whatis psychologically happening provide appropriate prevention andtreatment. torecognizeis important thedifferences to 2010; Pryce, Shackelford, Pryce, 2007).It burnout (Bride, 2007; Newell &MacNeil, are traumaand direct trauma,secondary hazards ofworking inthefield of child welfare Three ofthepsychological occupational

Child welfare work isrestoration ofthe Trauma ofourlives. Even ispart ifthe CW 360 Secondary Trauma andtheChildWelfare Workforce •Spring2012 (Adapted from Pryce, Shackelford, &Pryce, 2007) Workers: Secondary Traumatic Stress Table 2.Symptoms ofIndirect Trauma Exposure found inChildWelfare Table 1.Symptoms ofDirect Trauma Exposure: Posttraumatic Stress workers in thestudy. traumaticstress wasrequiredlist, thesymptomofsecondary tobefoundinover halfofthe responded toastudy thatspannedtenyears (Pryce etal.,2007).In order tobeincludedinthe Feeling trapped inwork Feeling estranged from others preoccupied withmore thanoneclient Less concerned aboutclient’s well-being, memory ofevent Intrusive thoughts,suddeninvoluntary Gaps inmemory Avoidance ofactivitiesorsituations Avoidance ofthoughtsorfeelings events cause anxiety/physical reactions Recollection, dreams, reminders ofthe disorders. (4thed.,text revision). Adapted from theAmerican Psychiatric Association. (2000).Diagnostic andstatistical manualofmental C. B. A. Table 2isarepresentation ofthesymptoms666childwelfare workers infive stateswho Increased arousal (notpresent before thetrauma): Avoidance ofstimuli andnumbingofgeneral response: The traumatic event isre-experienced: 5. 4. 3. 2. 1. 7. 6. 5. 4. 3. 2. 1. 5. 4. 3. 2. 1. Exaggerated startle response Hypervigilance Difficulty concentrating Irritability oroutbursts ofanger Difficulty falling asleep or staying asleep Sense offoreshortened future Restricted range ofaffect (e.g.,unable to have loving feelings) Feeling ofdetachment orestrangement from others Markedly diminishedinterest orparticipationinsignificant activities Inability to recall animportant aspectofthetrauma Efforts to avoid places orpeople thatarouse memoriesofthetrauma Efforts to avoid thoughts,feelings, orconversations abouttrauma Physiological reactivity to internal orexternal cues Intense psychological distress atexposure to internal orexternal cues hallucinations, flashbacks,etc. Acting orfeeling asifreliving thetraumatic event (e.g.,illusions, Recurrent distressing dreams oftheevent images, thoughts,orperceptions Recurrent andintrusive distressing recollections oftheevent, including perpetrator Having thoughtsofviolence against response andstartle easily Hypervigilance, exaggerated startle Difficulty concentrating Outburst ofangerorirritability Trouble sleeping or staying asleep Persistent arousal Hopeless Feeling flat,emotionalnumbness Overview

7 Child welfare workers have claimed claimed have workers welfare Child and burnout Secondary stress traumatic of secondary and treatment Recognition the symptoms of posttraumatic stress and and of posttraumatic stress the symptoms secondary as burnout. well as traumatic stress has conducted numerous This author and found States the United across workshops burnout is list of symptoms of that when the of these symptoms prevalence the displayed, a consistent on is pronounced in workers (2007) and Pryce Shackelford, basis. Pryce, burnout among also found symptoms of with associated is strongly Burnout workers. human services in agencies and is anchored & MacNeil, (Newell environment the work et al., 2007). 2010; Pryce and feelings and thoughts different invoke both be but can sources, different come from disruptive to the child welfare and harmful and the trauma comes from One professional. an unsupportive and demanding other from 2010; & MacNeil, (Newell environment work 2006). Some et al., 2007; Shackelford, Pryce of the symptoms may look the same, but often still feels on worker the traumatized & not burned out (Newell the work for fire Burnout et al., 2007). 2010; Pryce MacNeil, erosion a slow is portrayed by is insidious. It One to do the job. of energy and motivation way it may be possible to determine whether burnout or the person is suffering from secondary trauma is to ask, “When did you is “I do start the answer feeling this way?” If always felt this it feels like I have not know; the than likely burnout. If it is more way,” “I startedperson answers, having symptoms a particularafter I worked case,” then the stemming likelihood that the symptoms are secondary from takes trauma is high. Burnout secondarytime to manifest, whereas traumatic work can occur on the first day of direct stress et al., 2007). clients (Pryce with child welfare to continue enables workers traumatic stress 1995a; (Figley, welfare in the field of child et al., 2007; 2010; Pryce & MacNeil, Newell that has reached 2006). Burnout Shackelford, the worker the apathetic stage may require to at least change the type of job they are change to a or even doing in child welfare 2006). (Shackelford, field of work different in the difference is important to recognize It on the job and able to keep workers order serve and to continue to effectively children families. Kimberly K. Shackelford, PhD, LCSW PhD, LCSW K. Shackelford, Kimberly with the Professor is Associate the Department Social at of Work be She can University Mississippi. of [email protected]. at reached Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW

(Adapted from Barak, Nissly, & Levin; Maslach & Leiter, 1997; Shackelford, 2006) 1997; Shackelford, Maslach & Leiter, & Levin; Nissly, Barak, from (Adapted Demanding and overbearing boss, low peer and supervisory support peer and low boss, Demanding and overbearing and discipline structure in organization Unfairness agency and on-the-job training Poor work Amount of paperwork/computer Non-specific job descriptions many clients, high caseloads Too skills of the person the coping beyond Dilemmas in the policies and influence lack of control and procedures, Unbending rules problems Communication Long workdays Burnout fatigue chronic depletion, Physical and hopelessness of helplessness Feelings Disillusionment self-concept Negative itself life people, work, attitudes toward Negative hampered is severely with the environment cope The ability to Emotional exhaustion Depersonalization accomplishment sense of personal Reduction in one’s tardiness chronic absenteeism, Frequent of poor client care Evidence duties and administrative of clinical rates completion Low Burnout takes time to manifest, whereas secondary traumatic stress can can stress traumatic secondary whereas manifest, time to Burnout takes clients. welfare work with child day of direct on the first occur Table 4. Sources of Burnout 4. Sources Table (Adapted from Barak, Nissly, & Levin; Maslach & Leiter, 1997; Shackelford, 2006) 1997; Shackelford, Maslach & Leiter, & Levin; Nissly, Barak, from (Adapted Table 3. Symptoms of Burnout in Child Welfare Workers Child Welfare of Burnout in 3. Symptoms Table Overview decisions andbureaucracy, andtheinability to working withclients,to organizational 1993). Angercanbeanaturalresponse (Norvell, Walden, Gettelman, &Murrin, symptoms, regardless ofmanagerialstyle dissatisfaction withco-workers, andphysical feelingswasrelated toincreasedangry stress, agency. In onestudy, atendencytosuppress the familyhadpriorinvolvement withthe if the investigation andtheinternalinquiry is likelyasinvolved astheworker inboth such asthedeathofachild,supervisor supervisor. When traumaticevents occur, the doortovicarioustraumatizationof workers. process alsoopens This important empathyand‘tunepreparatory in’ to mustdevelop argued thatsupervisors making withtheirworkers. Shulman (1993) and share theresponsibility forcasedecision- traumatized clients,conducthomevisits, administrators. with They oftenintervene areChild welfare notjust supervisors Them Especially Vulnerable The SupervisoryRole Makes puts theentire system atrisk. to thestressful and oftenpainfulwork theydo Brittain, 2009).Ignoring supervisors’ response comprehensive resourceotherwise (Potter & Supervisors, Managers andOrganizations, an Welfare Supervision: APractical Guide for There isnochapter onthetopicinChild specifically devoted toSTS in supervisors. (Pryce etal.,2007),twoparagraphsare Stress andtheChild Welfare Professional is oftenoverlooked. In Secondary Traumatic are themselves susceptible these supervisors Guenther, 2006). & MacMaster, 2007;Conrad&Kellar- (Bride,workers Jones andsupervisors levels ofSTS inmixed samplesoffrontline Shatila, 2003). Two studiesfoundmoderate of thisfactor(Bride, Jones, MacMaster & in workers asanoutcomemeasure because welfare, onestatechosetostudylevels ofSTS inchild four-state studyofclinicalsupervision isoftenseenasamediator.supervisor In a 2007). The relationship between worker and on workers (e.g.Pryce, Shackelford &Pryce, seen asaresource forreducing theimpact are are discussedinchildwelfare, supervisors traumaticstress (STS)fatigue, andsecondary When vicarioustraumatization,compassion Collins-Camargo,Crystal MSW,PhD Secondary Traumatic Stress andSupervisors: TheForgotten Victims 8 they doputstheentire system atrisk. Ignoring supervisors’ response to thestressful andoften painfulwork

While unintentional,theextenttowhich CW 360 Secondary Trauma andtheChildWelfare Workforce •Spring2012 job responsibilities deemedmost important identifiedthose from across thecountry National Resource Centers,supervisors In aninitiative ledby twofederally-funded caneasilyfallprey toSTS.that supervisors role, itisnowonder multifaceted supervisory Leslie &Howe, 2002). for post-traumaticsymptoms(Regehr, Chau, nearly 49%were inthehighorsevere range events andhighlevels ofaccountability, and found tohave highratesofexposure tocritical andmanagerswerechild welfare supervisors paid totheirown reactions. In onestudy, add additionalpressure ifattentionisnot tomeetingworker needs,thismay important and providing visible,ongoingsupport. While approach, offeringtohelpaddress problems usedamore action-oriented supervisors with lower levels ofSTS reported their (2006) foundthatchildwelfare workers on thefrontline supervisor. Bride andJones proceduresimplementing new largelyfalls state ofreform, and theresponsibility for levels ofSTS. These agenciesare inaconstant 40 hoursaweek were associatedwith higher longer tenure in the fieldandworking beyond vulnerable toSTS asworkers. arestands toreason atleastas that supervisors feelings whentheyinteractwithworkers. It can succeed.Supervisors maysuppress these to create anenvironment where theirworkers When oneconsidersthecomplex and Cornille andMeyers (1999)foundthat Kanak, &Atkins, 2009). the sametasksassociatedwithworkers (Hess, and95%included burnout forsupervisors, preventing/addressing stress, STS, and identified percent of thoseinterviewed generating 31separateitems.One hundred undergo aparallel process with workers. manager, their peers,orbothbefore theycan toprocess thesetopics withtheir opportunity events.supportive Supervisors needthe and offeringobjective waysoflookingat insights, correcting perceptions, distorted skills,including clarifying supportiveness in whatFigley (1989) referred toassocial role canplayanimportant of supervisors trauma issues.Middle managersupervision groups todiscuss and monthlysupport Dane (2000)recommended self-care training number ofresources accessibletosupervisors. exacerbates theproblem. place responsibility solelyontheindividual seek resources toaddress them.However, to their own stress levels andsignsofSTS, and tomonitor Atkins (2009)urgedsupervisors contributed toretention. Hess, Kanak,& systems,andstrong copingskills support found thatpossessionofapersonalcalling, work and their susceptibilitytoSTS, and on thejob, despitethestressful nature ofthe remainstudied whychildwelfare supervisors address thisphenomenon. Ausbrooks (2011) Many couldhelpprevent supports and Concerns inSupervisors Addressing STSandRelated Strategies for Preventing and Child welfare agenciesshouldmakea Overview

9 Moving child welfare services child welfare to Moving of nature the bureaucratic However, Are Private Agencies Agencies Private Are Susceptible? Less in partnership happens Child welfare agencies. In and private public between agencies predated private many states, all states, In public agency involvement. services such agencies provide private the child to care as counseling or foster population, but some states welfare case management to also moved have Quality The National sector. the private Center on the Privatization Improvement Services (QICPCW) Welfare of Child studies this partnership (see this Interviews Page). Resources publication’s in 2008 with public administrators 23% of states that approximately revealed case management, had some privatized initiatives. broad-scale and 13% have case does contracting child welfare So, agencies reduce management to private in staff? the risk of STS agencies does not change the private Intervening with of the work. nature families still brings multi-problem susceptibility to vicarious traumatization, The families compassion fatigue, and STS. served experience the same trauma. Staff agency an issue. Private remains turnover administrators and supervisors have this in their interactions with emphasized is the work.’ work the QICPCW—‘the agencies can make public child welfare the establishment of flexible supports, STS to address and initiatives incentives, agencies private Smaller slower. and harder in establishing creative may be more the perceived and can minimize programs management and the distance between may be easier to implement It frontline. techniques, provide practice innovative staff with data demonstrating outcome and employees, reward achievement, supportestablish peer and professional the impact of initiatives mechanisms. If could be demonstrated, the public sector what is learned in could benefit from in which This is an area agencies. private collaboration could prove public/private sharing through especially productive strategies or joint support and assistance is The susceptibility to STS programs. but solutions may in the work, inherent partnership. be implemented through Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o www.cehd.umn.edu/ssw

360 and CW

A comprehensive approach is necessary. is necessary. approach A comprehensive This issue is receiving national attention. national attention. receiving This issue is Although supervisors critically important are STS and mediating for preventing resources of take care to fail to workers, in frontline In compounds the problem. these caregivers 2006, 36 states participated in the Summit collected Data Supervision. Welfare on Child those states indicated that few from supports to supervisors offered training were beyond The at that time (Collins-Camargo, 2006b). demonstrates agencies must not literature but encourage supervisors to only provide designed to assist of resources take advantage do less than this not only neglects To them. assets and impedes supportthese valuable impacts but, ultimately, workers to frontline and families so outcomes for the children desperately in need of quality services. In 2011, the Social Work Policy Institute Institute Policy Work 2011, the Social In on a national symposium sponsored supervision. of the child welfare One and challenges observed was trauma, safety, and community. vulnerability in the agency included for action Recommendations programs, of peer consultation development support and debriefing processes, for middle manager supervision supervisors. of frontline possible to make a difference in the lives lives in the a difference to make possible at this way of looking of clients. Another compassion satisfaction would be promoting and 2006) Kellar-Guenther, (Conrad & 2007). Figley, (Radley & fulfillment Crystal Collins-Camargo, MSW, PhD Crystal Collins-Camargo, the University at Professor is Assistant School Kent Social of Louisville of crystal. at be reached She can Work. [email protected]. for a for just caring caring society

leaders leaders

School of Social Work to be to Preparing Preparing professionals

In the aforementioned four-state four-state the aforementioned In an must promote Organizations is needed. Providing approach A proactive study of clinical supervision,study of clinical states used a skills, but model to develop learning circle an important strategy was outcome of this of a peer supportestablishment for process the supervisors do not have who typically they community to whom peers in their These 2006a). can turn (Collins-Camargo, supervisory helped to normalize groups peer consultation. challenges and promoted decisions agency administrative However, (Collins-Camargo often impeded the process state that the one In in press). & Millar, be it was found to STS, worker measured support with peer (Bride correlated negatively et al., 2007). overtly and valuing organizational culture demonstrating support for supervisors, them in the communication chain, involve and address good work, and reward recognize supervisory et al., and burnout (Hess STS 2003). & Dalton, Kulkarni, 2009; Bell, Choi (2011) found that those with access to strategic organizational information had lower positions Agencies can develop levels. STS two positions across that split responsibilities practitioner), rotate (such as an advanced supervisors positions to other high stress from peer supportassignments, and develop teams debriefings to conduct critical incident stress assistance programs 2007). Employee (Dill, as a way for supervisorsshould be marketed to vicarious trauma and STS. address the tools for evidence-informed practice impact staff can demonstrate the positive with families and may promote making are belief that it is expectancy valance—the Overview Leos-Urbal, Green, &Markowitz, 2001). (Lachman &Bernard, 2006;Malm, Bess, to improved outcomesinCWS agencies and families,seemunlikelyto lead and adecrease indirect practicewithchildren administrative functions(i.e.,paperwork) These policychangescreate anincrease in social workers inthewakeofgrievous events. that addmandatestothework ofCWS or “unwritten” policiesmayalsobecreated requirements.the new Internally, written funding isprovided tohelptheagencyfulfill in reaction totheseevents, yet noadditional procedures inCWSagenciesare oftenpassed (2009) foundthatlawswhichmandatenew child maltreatment incidents,Gainsborough analysis ofstatelegislatures following severe policy changes.For instance,inapolicy One waythisfunctionsisthrough reactionary stress amongsocialworkers intheseagencies. traumatic to thedevelopment ofsecondary cycle hasaprofound impactand contributes answer to this questionisthatthevicious organizations andtheirworkers? The short impact doesthiscycle have on CWS a spikeinthecycle. a trough until thenextgrievous event triggers political attentionrecede, thecycle settles into In time,afterthefuror inthe mediaand local governing bodyorproduced internally. that maybeforced upontheagencyby the Longer termresults includepolicychanges socialworkersfew are fired orplacedonleave. agency. The immediateresult isoftenthata are launchedby theadministrationin investigation ofthecaseandinternalprobes local governing bodyinitiatesanexternal the publicishorrified by thedetails. The incidents (seeRichardson inthisissue),and aseriesofstoriesaboutthe The mediaruns recently been,orare currently, CWSclients. and familiesinvolved intheseevents have maltreatment occurrences. The children gruesome such aschilddeathsorparticularly neglect incidentsthatgainwideexposure that triggerthecycle are heinouschildabuse/ organizations (Chenot,2011). The events involving (CWS) childwelfare services vicious cycle recurs throughout thecountry The authorhassuggestedelsewhere thata David Chenot, PhD,MDiv,LCSW The ViciousCycle: Policy, theMedia,andSecondary Traumatic Stress 10 employees. through improved outcomes andencourage jobsatisfaction among workers’ duties,are likely to enhance thelong-term healthoftheagency and families, rather thansimply addingaccountability measures to social Well thought-outpolicies thatfocus onimproving services to children

The question in this inquiry is: What The questioninthisinquiry CW 360 Secondary Trauma andtheChildWelfare Workforce •Spring2012 2004). Regehr, Hemsworth, Leslie,Howe, &Chau, among CWSsocialworkers (Figley, 1995a; vicious cycle seemtocontributeSTS findings asthecontext,factors inthe (Lewandowski, 2003). With allofthese to blamethemselves foragencydifficulties agency-wide, andatendencyforworkers personalization ofproblems experienced Ellett, Ellis, Westbrook, &Dews,2007), their agenciesandwork (Ellet, 1995; of pejorative communityperceptions of CWS socialworkers includesinternalization 2009). of socialworkers (Chenot,Benton, &Kim, which have negative effectsontheretention defensive typesoforganizationalcultures, The cycle alsoappearstoencouragepassive Hemmelgarn, 1998;Glisson &James, 2002). families (Glisson &Green, 2011;Glisson, & CWS socialworkers offertochildren and stress, whichnegatively impactstheservices less obvious waysaswell. The cycle increases them. clients andthesocialworkers thatserve panic, cannothelpbuthave animpacton reactions topolicy changes,likefostercare (McClarin, 1995).Policy changesandvisceral over thefourmonthsfollowing theseevents 20% increase in children placedinfostercare removed from theirfamilies,andthere wasa approach. Within amonth,100children were toa‘safety services preservation-oriented first’ by thegovernor andashiftfrom family eight-day periodprompted direct intervention child abusedeathsthatfollowed withinan 1995). This horribleevent andtwoother mother’s boyfriend (Lang,1996;McClarin, a nine-montholdwasmurdered by her a grievous event in Connecticut: In 1995, 2003). This istypified by the reaction to (Crary, 2006;Kaufman,&Poitras, follows grievous childmaltreatment incidents phenomenon called“foster care panic” often and, therefore, onclients.For instance,a offered by theseworkerson theservices social workers, theyalsohave animpact have aneffectontheworking lives ofCWS The impactofthecycle onindividual The effectsofthecycle mayberealized in Not policychanges onlydoreactionary Policy at [email protected]. Fullerton.University, Hecan bereached Workof Social at California State Assistant Professor intheDepartment David Chenot, PhD,MDiv, LCSW is The Media surrounding aspikeinthecycle occurs. they cancreate abufferwhenthestorm things are relatively stable.Collectively, a grievous childmaltreatment event, when during thetrough phaseofthecycle, priorto greatest impactwhentheyare implemented (Chenot, 2011)— to mitigatetheeffectsofviciouscycle and stafftotakeaproactive stanceinorder • • • • • • among employees. outcomes andencouragejobsatisfaction health oftheagencythrough improved duties, are likely toenhancethelong-term accountability measures tosocialworkers’ and families,ratherthansimplyadding focus onimproving tochildren services swells. Well thought-outpoliciesthat driven” policieswhenpublicscrutiny Avoid theinternalcreation of“crisis- events. in thewakeofheinouschildmaltreatment when policiesare beingcreated externally forinput likely toopenopportunities The relationships mentionedabove are workers duringdifficulttimes. al., 2007)fortheagencyandCWSsocial can be“strategic champions” (Ellett et a spikeinthecycle. These potentialallies other stakeholdersare whenthere crucial is Positive relationships withpoliticiansand prior tocrises. how totalkwithmembersofthemedia should betrainedinpublicspeakingand Selected administratorsandsocialworkers public scrutiny. the agencyanditsemployees inthefaceof topresent of opportunity anunbiasedview relationships may offeradministratorsthe professional relationships withthem. These (or leastnegative light)andcultivate theagencyinapositive light to portray those inthemediathatare mostlikely Agency administratorsshouldidentify child maltreatment events occur. in themediaisvaluable whengrievous through building relationships withthose An emphasisonpositive publicrelations Finally, thestepsoutlinedabove have the It ispossibleforCWSadministrators Overview

11 Child welfare workers manage distressing manage distressing workers Child welfare Kate Richardson, Dip SW, BA is Richardson, Kate the Lumos for Programmes of Director NGO an international Foundation, from children remove working safely to She can institutional care. large-scale Kate.Richardson@lumos. at be reached org.uk. vulnerable children. Twenty-seven children in children Twenty-seven vulnerable children. the US (BBC, 2011) and one to two children as a die each week Wales and in England of child abuse and neglect (Coleman, result 2008); criticism of & Reed, Kaiza, Jannson, the focus behavior distracts from professional on When debate does not rely on this reality. is likely to the result blaming professionals, public and media understanding be increased which could strengthen of risks to children, at risk and public ability to identify children of the difficult public recognition increase support The resulting task of child protection. the factor in reducing could be a protective of secondaryrisk of development trauma. issues in a climate of distrust and anxiety that critical media. overly can be perpetuated by and is a need for acknowledgement There better understanding of the issues so that can be built in to existing responses effective individual and supervisory practices and organizational supports. Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Negative reporting leading to a public reporting Negative Reporting ensures that child abuse cases ensures Reporting perception of incompetence of child welfare of incompetence of child welfare perception to is less motivation means there workers safety children’s look for other ways to ensure resolution Without despite their vulnerability. remains of these dilemmas the profession potentially ignorant of issues that could the most assist in identifying and protecting supervisors the emotions generated share and this can result the abuse of children, by conflict. in some internal and professional rationalize is possible to professionally It some of the issues that contribute to less but this may also be social work, effective a sense of shame, frustration by compromised fails to protect. or futility when social care secondary affected by are trauma Workers no direct they have where issues even the media; in cases portrayed by involvement demands the ability good quality social work on practice and learn lessons, to reflect are children particularly in cases where affected. severely remain in the public consciousness, and remain of with the constant threat live workers and significant consequences if they severe and workers make mistakes. Child welfare personal values and professional competence. competence. and professional personal values at risk and puts workers coverage Such the can increase impacts their anxiety; this The risk of suffering secondary trauma. newspaper on in 2009 The Sun by reporting Connolly included Peter of baby the murder the child to fire a campaign and petition half a million over involved; workers welfare in the biggest ever people signed the petition The to a UK newspaper campaign. response same newspaper advertised for people to tell their stories if they knew any of the child in the case. Such involved workers welfare likely to satisfy some need is more reporting and public humiliation rather for retribution for understanding why a child was than allow advances Technological abused or neglected. and of websites led to the development have pages that invite dissatisfied service Facebook users to post personal details of child welfare and of recognition making the reality workers a day-to-day concern. retribution

What motivates people to commit acts What motivates child to high profile responses Media The subject of child abuse is emotive is emotive The subject of child abuse When debate does not rely on blaming professionals, the result is likely is likely the result on blaming professionals, does not rely When debate children, of risks to public and media understanding be increased to at risk and children identify public ability to strengthen which could task of child protection. of the difficult public recognition increase of child abuse is not well understood, and of child abuse is not well will be a that means it is unlikely that there society to punishment deemed adequate by of This contributes to a level fit the crime. in the need frustration that in turn results has there Where to find someone to ‘blame.’ intervention, and it fails, been child welfare can become the worker the child welfare focus for some of the anger and seeking of workers The call for child welfare retribution. and to lose their jobs and the media ‘name cases, is not unusual in high profile shame’ particularly when a child dies. been overwhelmingly abuse cases have and hostile in their condemnation negative other members of where even to multidisciplinary considered teams are missed opportunitieshave to intervene. personal details, The media often releases and including photographs of staff involved, been made on individuals’ judgments have There is a lack of understanding around how how understanding around is a lack of There of the development the media may influence secondary workers; in child welfare trauma abuse cases have in UK, a number of child reporting, media in high profile resulted directly risk factors for those are and there of The emergence involved. and indirectly an impact new to have media is also likely workers and child welfare stress, on worker and knowledge and their supervisors require support effective understanding to develop mechanisms. the is designed to reflect and media coverage with which society views violence abhorrence The UK media view is highly against children. have workers child welfare critical where to have considered and are been involved safe; the failed in the task of keeping children is workers of these child welfare perception incompetent, uncaring, lacking that they are and, in responsibility, in taking appropriate of complicity with some cases, suggestive of incompetence abusers. A similar perception is applied when child welfare and lack of care removed to have considered are workers inappropriately. parents from children Kate Richardson, Dip SW, BA Dip Richardson, Kate Media Influence on Development of Secondary of Secondary on Development Influence Media Workers Child Welfare in Stress Traumatic Overview educational level can serve asaprotective serve can level educational (Pryce, Shackelford, &Pryce, 2007). As prepare professionals enterthefield asthey social work programs tohelp training level intoBachelor’sincorporated andMaster’s planning. steps: Psychoeducation, preparedness, and Catherall (1995)proposed thesethree lessen theimpactonCWprofessionals. are somepreventive strategiesthatmayhelp “occupational hazard” ofCWwork, there Although STS isconsidered tobean Prevention Strategies statements — madethefollowingworkers and supervisors how theywere beingimpactedby STS, CW asked duringCTISP-sponsored focusgroups you” (personalcommunication,2011). When ctisp.org) focusgroup, “Some casesjustgetto Informed Systems Project (CTISP, www. worker pointed outinaChadwick Trauma- families intheirdailywork. Asonefront-line related reactions andsufferingofchildren and and are facedwiththeongoingtrauma- documented incasefilesandcourt reports are exposedtothesedetailsas supervisors abuse andneglect.Ongoing caseworkersand explicit andsometimeshorrificdetailsofchild which meanselicitinganddocumenting investigate allegationsofchildmaltreatment, rights. Part ofthejobaCWworker isto separating siblings,orterminatingparental as removing achildfrom his/herparents, inhighlydistressingparticipate events such to theirpersonalsafetyandroutinely have to for STS. Front-line workers oftenfacethreats exposed tosituationsthatputthematrisk Child welfare professionals are chronically Alison Hendricks,LCSW Multi-Level Prevention andIntervention Strategies Secondary Traumatic Stress inChildWelfare: 12 • • • • • •

as much.” “You develop thickskinandyou don’t feel processing.” cold andcallousduetolimitedtimefor “Indifference, detaching,becoming you’re aware ofitornot.” “You bringtraumaintoyour work whether imprinted onyou.” doing your job, buttraumabecomes “You don’t realize itbecauseyou’re just day. It playsonyour psyche.” “You gettired of reading aboutabuseall exhausted.” with your own familywhenyou are so stop thinkingaboutwork. It’s hard todeal “It affectsyour family–you can’t just Psychoeduc aboutSTSshouldbe ation CW 360 Secondary Trauma andtheChildWelfare Workforce •Spring2012 STS include— trauma exposure. to address thecumulative effectsofchronic times ofcrisisbutalsoonanongoingbasis areto ensure inplacenotonly services proactive systems planningtodevelop support exposure. Organizations shouldengagein reduce thenegative effectsoffuture trauma ems earlyontohelppreparesyst forand self-careplansandsupport develop can individual workers andagencies. Workers used intimesofstress orcrisis. laterbe can sothattheseskills proactively New staffshouldbetaughtcopingskills (Pearlmanresiliency &Saakvitne, 1995b). nature of ofthework andassesstheirlevel create more realistic expectations aboutthe hires ofnew inorderand training tohelp ofapplicants worktrauma inthehiring of information aboutthepotentialrisks Work degree. thosewithaMaster’spreferably ofSocial socialworkers, trained hire professionally 2005), and CWagenciesshouldrecruit Association [APHSA], Human Services Public factor againstSTS(American • • • • • • • • • work onadaily basis. field, being exposed to trauma anddoingpsychologically challenging keep theirmost valuable asset: Thededicated workers whoare inthe Organizations would bewiseto invest timeandresources to protect and all staff(Bell, Kulkarni, &Dalton, 2003). making counselingresources available to and ensuring effective supervision, offering group support, staff, providing traumaandSTS educationto ensuring asafe,private work environment, community outreach, insocialchangeand participate creating forstaffto opportunities allowing fordiversified workloads, Intervention Strategies below), NASW, 2009,listedunderOrganizational staffself-caresupport (seeexamplesfrom adopting policiesthatpromote and trauma survivors, normalizes theeffectsofworking with creating aculture thatacknowledges and Some organizationalstrategiestoprevent shouldbeinitiatedby Planning Preparedness including involves impact ofSTS, asdescribedin Table 1. types ofself-care toreduce thenegative connection toone’s spirituality. skills andbuildcompetence,maintaining for debriefing,seekingtrainingtolearnnew systemsandopportunities developing support feedback from friendsandcolleagues, isolation, seekingoutandlisteningto avoiding negative copingskills. leisureout new activities,andrecognizing and practicing timemanagementskills,seeking work and personal life,settingrealistic goals, and maintaininghealthyboundariesbetween fully experienceemotionalreactions, creating work isimpactingone’s lifeandperspective. “trauma map” andtriggers,how trauma balance, andconnectioninaddressing STS. ofawareness,(1996) promote theimportance care ofthemselves. Saakvitne andPearlman trauma exposure toensure thatthey are taking an active approach to addressing theeffectsof workers, professionals inthefieldshouldtake Although theonusshouldnotfallsolelyon Personal andProfessional Intervention Strategies strategies formitigatingSTS — recommend thefollowing organizational the clients.Osofsky andcolleagues(2008) their workers, organizationalstability, and for addressing STS instaff, forthesakeof Organizations alsomusttakeresponsibility Organizational • • • • • • Program, coverage andanEmployee Assistance ensuring high-quality mentalhealth providing adequatesupervision, reducing orbalancingcaseloads, STS amongstaffandadministration, encouraging ongoing/opendiscussion of dealing withSTS), staffin safe environment forsupporting facilitating aculturalshift(creating a and occupationalhazard, explicitly acknowledging STS asareality Workers canpracticeseveral different Connection meansavoiding professional Balance refers toallowing one’s selfto Awareness involves knowing one’s own Overview

13 ork  tw  s Ne  es tional Child tic Str to download materials download to uma NCTSN Learning Center for a The Na Tr Assessment of a Child’s Trauma Experiences (PDF) Experiences Trauma a Child’s of Assessment Summary (PDF)   California Social Work Education Center (CalSWEC) Center Education Work Social California (CIMH) Health Mental for Institute California Rady Children’s Hospital, Chadwick Center for Children and Families and Children for Center Chadwick Hospital, Rady Children’s (CFPIC) California of Institute Policy Child and Family    

 support children’s safety, permanency, and well-being through case through well-being and permanency, safety, support children’s their and them for tailored interventions corresponding and analysis biological and resource families. Additional multimedia resources on this toolkit are available in the . Child and Adolescent Trauma The toolkit was developed by the National Child Traumatic Stress organizations: following with the in collaboration Network,  w w The The Child Welfare Trauma Training Toolkit is basic knowledge, designed skills, to and teach values about working who with are in children the child welfare system traumatic and stress. who have It experienced also teaches how to use this knowledge to w w 4. (PDF) and Caregivers Support Child, Family, the to 5.Providing Managing Professional and Personal Stress (PDF) Stress Personal and 6.Managing Professional 7.  Healthy diet sleep Adequate activity Physical Health care Vacations Self-monitoring aspects of work on positive Focusing Journaling person with a trusted Talking stressors personal Decreasing emotions and regulating Monitoring Laughing and crying and thoughts, feelings, of trauma-related Purging reactions Affirmations ones Spending time with loved activities Seeking out pleasurable activities, social action, in prevention Participating outreach/education and/or community optimism, and hope inspiration, Striving for Spending time in nature or community Finding spiritual connection literature Reading inspirational importance of personal social causes Contributing to during the day breaks Taking activity in physical engage ways to creative Practicing with colleagues connect time to Taking Engaging in mutual peer support Setting boundaries with clients and coworkers of professional or areas projects Seeking out new interest supervision/consultation Getting regular caseload/workload Balancing daily and home work rituals between transition Implementing • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Examples Visit www.nctsn.org/products/child-welfare-trauma-training-toolkit-2008 

 Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o The Impact of Trauma on Children’s Behavior, Development, Development, Behavior, Children’s on Trauma of Impact The (PDF) and Relationships Creating Trauma-Informed Child Welfare Practice: Introduction Practice: Introduction Child Welfare Trauma-Informed Creating (PDF) Elements Essential the to What is Child Traumatic Stress? (PDF) Stress? What is Child Traumatic 360    Available Now! Available Modules: 1. 2. 3. CW Physical Psychological Emotional Spiritual Workplace Self-Care Domain Self-Care Table 1: Domains of Self-Care 1: Domains Table

The National Association of Social Association of Social The National supervisors the CTISP focus groups, In providing educational workshops for staff workshops educational providing and enhance of STS to raise awareness coping skills, development, professional encouraging and and back-up coverage ensuring adequate positions. for staff in stressful participatory decision-making, safety, workplace by support of self-care and modeling management and administration, plans, self-care of individual development on continuing education programs and self-care, professional support services (e.g., retreats, innovative online support groups). • • • • • • • • • Workers (2009) supports organizational Workers social among self-care policies that promote including — workers, assessment tools to help them STS requested doing, training on are workers gauge how and to support staff in dealing with STS, how understanding among CW leadership more and its impact on about trauma exposure and supervisors.workers supervisor One a door to close.” would help to have stated, “It front-line their CTISP focus groups, In empathy and support more proposed workers supervisors,from monthly support groups, and clinical supervision an outside from expertise (personal consultant with STS communication, 2011). Alison Hendricks, LCSW is Operations Alison Hendricks, LCSW Chadwick Center at Manager/Consultant Hospital, San Diego, Rady Children’s of for provide that which offers programs treatment identification, the prevention, and neglected of and rehabilitation at be reached She can abused children. [email protected]. Conclusion poses a tangible and serious threat STS and functioning of CW to the well-being and the agencies in which they professionals that CW organizations is imperative It work. about well-informed are and staff at all levels to prevent its impact. Strategies and STS need to be and mitigate the effects of STS to be in order implemented at multiple levels would be wise Organizations most effective. and to protect time and resources to invest The dedicated asset: keep their most valuable in the field, being exposed to who are workers challenging trauma and doing psychologically on a daily basis. work Overview of professional challenges, low salaries, administration,lack with anunsupportive contribute toburnout. Anorganization can eitherpromote jobsatisfactionor the working environment. Organizations by organizationalissues,policies,and increases intraumaticstress isinfluenced that fororganizations,employees’ riskfor in anorganization.Research indicates undermining theworking environment by decreasing theirfunctioningand environment, itcanaffectthemindividually traumatization inanon-supportive If employees experiencesecondary Ways to Respond Organizations andHelpful Impact onAgenciesand families inthechildwelfare system. in working withyoung children and their and familylifeare tobeingsuccessful crucial “time-outs,” andabalancebetween work about thetraumaticexperiences.Self-care, maladaptive. toavoid Somethinking try some reactions being adaptive andothers of copingwiththesedifficultfeelings professional life.People finddifferent ways situations canimpactone’s personaland traumatized individualsanddisturbing 2011). young children andtheirfamilies(Osofsky, lives andtaking actionstohelpvulnerable roles while makingdecisionsaboutchildren’s must maintainboundariesandprofessional mental healthprofessionals, judgesorlawyers, line workers, socialworkers, homevisitors, with thechildwelfare system,betheyfront tohelp.they are Professionals trying working hardship andsufferingexperiencedby those welfare workers whocontinuallywitnessthe abused andneglectedcantakeitstollonchild young traumatized children whohave been Saakvitne, 1995b). workeveryday (Figley, 1995b;Pearlman and of oftraumaorperpetratorsaspart survivors refer tothecumulative effectofworking with compassion fatigue(CF). VT, STS, andCF traumaticstress (STS), secondary or (VT), experiencing vicarioustraumatization in thechildwelfare systemare atriskfor All individualswhowork withchildren Joy D.Osofsky, PhD Risk, Prevention, andIntervention Vicarious Traumatization andWork inChildWelfare Organizations: 14 will bemost effective ifthey are trauma-informed. Organizations thatrespond to maltreated young children andfamilies

Being exposed onadailybasistoboth Working withandhelpingtosupport CW 360 Secondary Trauma andtheChildWelfare Workforce •Spring2012 traumatized children andfamilies. oftheexperience ofworking with as part staff whomaybecomestressed ordiscouraged They willalso“normalize” theresponses of training,education anddevelopment. support butalsoencourageand ongoing supervision Such anorganizationwillincludenotonly rather thanseeingitasindividualweakness. of occupationalexposure topainandtrauma work environment, andrecognize theimpact work aslegitimate,provide anon-punitive organization willrecognize stressors ofthe & Putnam, 2009).Atrauma-informed trauma(Howardadditional secondary and familieswork toavoid inflicting physical difficultiesinthelives ofchildren emotional, behavioral,educational,and and respond totherole oftraumainthe Trauma-informed systemsacknowledge effective if theyare trauma-informed. young children andfamilieswillbemost Organizations thatrespond tomaltreated traumatizationandnegative effects. secondary have much togainby reducing orpreventing factors andtheknowledge thatorganizations recommendations designedtoredress these with highratesofvicarioustraumatization— protection, police,andmentalhealthagencies organizational effectsdocumentedacross child of staff. The listbelow summarizes negative traumatization increase riskforsecondary experience organizationalproblems that staff. Such overwhelmed systemsfrequently too manycasesispredictive ofburnoutin difficulties inproviding and clientservices, • • • • • • • • High staffturnover Greater stafffriction following guidelines) requirements (e.g.,completingpaperwork, Decreased compliancewithorganizational work Lower productivity andpoorqualityof Low motivation assume responsibility Unwillingness toacceptextrawork or Impaired judgment Increased absenteeism Awareness oftheseissueshasledto effective andhelpful. andtreatments aredecisions, interventions, traumatization inorder toensure thattheir ways toreduce theriskofongoingvicarious traumatized children needtofindindividual VT, allprofessionals working withyoung toaddressto agencyand/orsystemefforts methods towork mosteffectively. In addition self-care, team,orsomeother asupportive through to findawaygainsupport that accompanythiswork. Andeachneeds ways todealwiththeoverwhelming emotions and childwelfare workers mustfind their own rapidly. Clinicians,therapists,judges,lawyers, andtheirsymptomsmayremitbe short-lived, well. In fact,thetraumaticexperiences may recognized thatmanyoftheseindividualsdo oftraumaticexperiences,itmustbe survivors in thispublication. Alison Hendricks discussesthis inherarticle recognize theneedtoimplementchanges; risk of VT, thatorganizations itis important recognize theproblem. In order toreduce the with traumatized staff, theyare oftenslow to or organizationare inday-to-daycontact administrators andmanagersinanagency is possibleandmaybeoccurring.Unless traumatization is torecognize thatsecondary Osofsky, 2010).Afirststepfororganizations (Weatherston isimportant supervision & workers. Supervision, especiallyreflective traumatization (andburnout)intheir and agenciescandotominimize secondary recommendations focusonwhatinstitutions traumaticstress. Organizational secondary treatment in suggestedby experts recommendations forprevention and There are bothpersonalandprofessional Children andFamilies Working withTraumatized Young Prevention andTreatment when Recommendations for Support, reached at [email protected]. Pediatric Mental Health. Shecan be She isalsoHeadof theDivision of Health SciencesCenter inNew Orleans. Psychiatry at Louisiana State University ofthe Departments Pediatrics and Lemannand Barbara Professor in and developmental psychologist Joy D.Osofsky, PhDisaclinical For allwhowork witheitherchildoradult Practice

15 Ronald H. Rooney, PhD is Professor PhD is Professor Ronald H. Rooney, in the School the Social at of Work be University He can Minnesota. of [email protected]. at reached Summary Secondary trauma occurs in both practice and Child welfare organizational environments. can best be supportedworkers to address secondary organizational trauma through that supportenvironments good practice, and generally for stress, outlets provide for service the environment address delivery. fashion engaged in a respectful are families If that focuses on common goals of child safety, less hostility is likely to be generated, and the form of secondary from trauma that comes Such client engagement is reduced. stressful likely to occur more practices are respectful embedded in an organization when they are that models the practice in a parallel fashion in its supervision among and management; modeling and organizational goals, pro-social supports must include worker parallel process for dealing with secondary trauma. Fostering Parallel Process Process Parallel Fostering Modeling and Pro-Social Child made effortsI have in the Advanced course to expose students Practice Welfare example, For models. pro-social to effective of the program four MSW graduates recently this course about spoke with students in practices in carrying out assessments and service as developing as well agreements videotaped through coached those students and plays depicting assessment role also spoke about They contracting practice. cope with the to strategies they had employed the At of the position. emotional pressures videos related students watched next level, supervision (Jud to effective in child welfare students watched 2009). Finally, & Bibus, managerial videos describing effective practices consistent with the themes of pro- Sawyer Rob by social modeling developed & Kaka, 2011; (Rooney Bicha and Reggie These 2008). & Aisenberg, Briggs, McBeath, latter videos put into an organizational context the kind of supports child welfare that emphasizes need in a structure workers other support as addressing worker as well organizational goals. Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Pro-Social Modeling Pro-Social in child on effectiveness Trotter by Research practice found that clients did better welfare that their social workers if they reported (Trotter, their phone calls promptly returned to this phenomenon refers Trotter 2006). to parallel modeling. Similar as pro-social if had better results clients have process, been served who they have social workers by models, and child welfare role effective are cope likely to appropriately more are workers with secondary trauma if their supervisor models such coping. Parallel Process Parallel expected to are workers welfare child If coping with secondarymodel appropriate trauma, they need to experience a model of supervision that (either individual or group) encourages sharing of emotional responses supportto trauma and solicits appropriate and supervisors. co-workers from the If supervisor dealing can model appropriate with secondary trauma individually or though then superviseesgroups, likely to cope are The concept of parallel process better with it. assumes that the dynamics that occur between clients and practitioners will be reproduced supervisor between in the relationship and 2001). Tribe, & supervisee (Morrissey Consortium, 2007; Figley, 1995a, 2002; Bell, 1995a, 2002; Bell, Consortium, 2007; Figley, learn to expect Students 2003). 1995; Bell, They also seek supervision. and to such stress in practice settings learn to examine norms that can facilitate support and for workers an indication not as their response normalize malperformanceof work or burnout, but a normal secondary to predictable, response likely to more additionally They are trauma. with secondarybe successful in coping trauma supervision appropriate in if they receive and pro-social is used which parallel process modeling.

[Students] learn to examine norms in practice settings that can facilitate facilitate settings that can norms in practice examine to [Students] learn of not as an indication and normalize their response workers support for normal secondary or burnout, but a predictable, malperformance work trauma. to response They then learn to practice and evaluate They then learn to practice and evaluate to their practice modalities according current The concept of evidence-based evidence base. is challenging as the practice in child welfare randomized of evidence require highest levels feasible in child assignment, which is rarely & Stieb, 2008; Blome practice (Barth, welfare students at the University Therefore, 2004b). learn Work School of Social of Minnesota’s to the to assess those modalities according to guide practice knowledge best available this best available even that regard, (ibid.). In may not be transferable to new knowledge not if those practices are environments with similar clientele, caseload delivered and other supportssizes existing in the this those practices. In models producing context, secondary as trauma is introduced among child welfare occurrence a frequent to trauma their proximity given workers and families (CATS children experienced by Through courses such as Advanced Child courses such as Advanced Through and the Law, Welfare Child Practice, Welfare Welfare Child and Family and Advanced students at the University work social Policy, about become knowledgeable of Minnesota shaped laws and policies that have the history, system. of child welfare the past and present Learning Promising Individual Learning Promising Practice and Family Ronald Rooney, PhD Ronald Rooney, to become who aspire students work Social to be prepared need workers child welfare as secondary pressures for such predictable or they will work, schools of social trauma by & in the field (Blome be unlikely to last long 2006; 2004a; Anderson, 2000; Perry, Stieb, article, this I In 2006). Whitaker & Clark, kind of assistance will put into context the School of Social of Minnesota’s the University child in educating future can provide Work secondary trauma regarding workers welfare I will discuss how, Specifically, prevention. Child Advanced within the context of the prepared course, students are Practice Welfare family and in terms of learning individual, of practices; the relevance systems level modeling and pro-social parallel process I have to such practices; and finally how modeling with attempted to foster pro-social students. child welfare Preparing MSW Students for Practicing in Child Welfare in Child Practicing for Students MSW Preparing Practice realistic recruitment works — Wanous (1992)describesfourwaysinwhich informationwithoutdistortion. all pertinent realistic recruitment presents outsiderswith Painter, 2011). employed inchildwelfare (Dickinson & hired underthoseconditionstendtoremain reasons (Dickinson &Painter, 2009).Staff nature ofthejob andapplyforalltheright understandthe of applicantswhotruly work, on the otherhand,produce apool information aboutthenature ofchildwelfare recruitment activitiesthatpresent accurate being hired (Faller, etal.,2009).Realistic the work often leave theirjobssoonafter Staff hired withmisconceptionsabout over thedifficultiesofchild welfare work. applicants through informationthatglosses practices “sell” theagencyandjobto applicants. Sometimes traditionalrecruitment positions inwaysthatattractalargepoolof information aboutopenchildwelfare Recruitment practicesdescribeandtarget Realistic Recruitment traumaticstress. withstand secondary for buildingaresilient workforce that can recruitment isanover-looked approach development ofSTS amongworkers? Realistic But whatstrategiescanhelptoprevent the themselves (e.g.,Dane, 2000;Horwitz,2010). others’ sufferingwithouttakingonthepain STS inwaysthatenable workers toease decades tohelpchildwelfare staffdealwith have beendeveloped duringthepasttwo rates. Increasing numbersofresources traumatic stress (STS) andsoaringturnover one marked bylevels pervasive ofsecondary stableworkforcea highperforming and how staffreact denotesthedifference between the storiesofthesetraumaexperiences,and 2010). Childwelfare staffare with entrusted exposure totraumaticevents (Kolko, etal., changing conditions,frequently marked by child welfare systemfacecomplexandlife- Children, inthe youth andfamiliesserved Nancy S.Dickinson,MSSW, PhD The Role ofRealistic Recruitment Withstanding Secondary Traumatic Stress: 16 •

encounter clients’ traumaticexperiences. failure—and likelySTS—when they up forfeelingsofdisillusionment and if notrealistically confronted, setsthem families andchildren, afantasywhich, imagine onlytherewards ofhelping without experienceinchildwelfare often disappointment. Potential applicants expectations reduces on-the-job Vaccination againstunrealistic Rather thansellingtheorganization, CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 that theagencyseeks. For childwelfare staff knowledge, skills,abilitiesandcompetencies identify minimumqualifications and the job expectations,review jobrequirements, and HRpersonnelshouldclarifycurrent managers description. Agencysupervisors, a jobthatissignificantlydifferent from the wrong personwillberecruited andhired for outdated leadingtothepossibilitythat Childwelfare jobdescriptionsare often Conducting JobAnalyses Realistic RecruitmentStrategies workforce that can withstand secondary traumatic stress. Realistic recruitment isanover-looked approach for buildingaresilient • • • and seetheagencyastrustworthy. they are more committedtothedecision without coercion ormisrepresentation, believe that theyhave madeachoice Personal commitment.Whenindividuals their application. can choosewhetherornottocontinue exposure totrauma isariskofthejob, they choice. When applicantsunderstandthat job candidatesmakeamore informed Self-selection. Realistic recruitment helps job.they willnotfailinthenew including thosethatweaken STS, sothat applicants todevelop copingstrategies, Coping. Realistic recruitment allows of trauma-informedpractice. job descriptionsshouldincludespecifictasks persistence, andteamwork. Finally, updated such asmotivation, selfawareness, confidence, bolster aworker’s abilitytowithstandSTS, competencies shouldincludethosethatmay who willencountertraumaticsituations,the are “hardy,” ableto“rebound andpersistin using descriptors ofdesired applicants who traumaticstress by can withstandsecondary develop acampaigntorecruit peoplewho can tailoritsrecruitment practicesand websites andslidepresentations. Anagency concise andeye-catching brochures, flyers, itsmessagein marketing materialstoportray focal point,theagencyshouldre-design its more specifically. Using itsmissionasthe to trauma-informedchildwelfare work in generaland delivery approach toservice values, vision,andmissionthatdefineits the organizationtoidentifyspecific step intherecruitment process requires to thatmission(Keefe, 2003).Anearly mission, andfeelvalued ascontributors have values thatare withthe congruent jobs understandtheagency’s mission, Child welfare workers whoremain intheir Plan Developing theAgency Marketing Practice

17 Conclusion workforce child welfare in the STS Preventing mitigating its devastating is impossible; writes in his Conte As Jon impact is not. (Lipsky, Stewardship Trauma to Foreword way that oils splatter the same 2009), “In shirt or dirt the gets under on the painter’s has an impact” nails, trauma work gardener’s is process recruitment The realistic xii). (p. that there the message a tool to broadcast is importantbe done with trauma to work in the and families youth exposed children, who recruits are There system. child welfare and battle the stress would willingly apply to to order in in the work setbacks inherent people. of in the lives make a difference PhD is MSSW, Nancy S. Dickinson, the School at of Professor Clinical Social University Maryland, of Work, and Child the National of Director Project be She can Institute. Workforce Welfare [email protected]. at reached edu. practice from the earliest possible stages. practice from coursework and field placements Through settings, in public and tribal child welfare and with the support of field staff and the students have IV-E faculty, university reduction opportunity STS to develop with supervisionapproaches and support. Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 The goal of including a RJP in the CW One note of caution is that the focus on One MSW IV-E application process is to application process MSW IV-E newlyintroduce admitted MSW students practice. of child welfare to the realities within the rates of turnover Knowing the hope is workforce, the child welfare the opportunitythat students will have with a realistic program to select the IV-E to which they expectation of the career potential The RJP allows committing. are struggles students to hear about the IV-E that can contribute workers by confronted to burnout or secondary traumatic an understanding of the With stress. students understand of the job, realities the importance of learning strategies into their and incorporating self- care are then asked three questions in which asked three then are respond to the RJP: on and they reflect are work What aspects of child welfare Which parts of to you? most attractive the job would be the most difficult for think would be the What do you you? as a child welfare to you most rewarding worker? STS in child welfare is relatively new and is relatively in child welfare STS may not only on inside recruiters relying been tap into pools of applicants who have trained in trauma-informed practices and self- resilience management skills that would create to secondary traumatic stress. Using Inside Recruitment Sources Using Inside Recruitment inside by recruited workers child welfare New have and former employees) (current sources the benefits expectations about realistic more and the agency while and challenges of the job outside sources from it is likely that recruits (job fairs, advertisements, employment considerable have etc.) may agencies, websites, and inflated amounts of misinformation & Bruininks, expectations (Larson, Lakin, 1992). 1998; Wanous, welfare work. The visual impact of showing of showing impact The visual work. welfare child abuse injuries, threatening examples of removal home visits, and clients, nighttime environments—even unsafe from of children when performedbe a realistic actors—can by who are applicants to recruit way and effective STS. likely to withstand more Elizabeth Snyder, MSW Elizabeth School of of Minnesota’s University the At Studies the Center for Advanced Social, (CASCW) began Welfare in Child Carolina’s North of using the University as a recruitment RJP in child welfare IV-E Title and selection tool for MSW Scholars in 2009. MSW Welfare Child Title in receiving students interested asked to watch funds, they are IV-E of North job preview Realistic UNC’s as part of Work Welfare Child Carolina (see Resources the application process The 34-minute video in this issue). Page social workers child protection features ranging from of roles, in a variety to on-going intake and investigations case management and in-home service a in the video give featured Staff provision. candid explanation of their jobs, including They candidly the challenges and rewards. seeing children, stories of removing share difficult living situations, being confronted with conflict and the impact it has on applicants MSW IV-E them as workers.

Traditionally written newspaper Traditionally Realistic Job Previews (RJP) in Child Welfare MSW in Child Welfare (RJP) Job Previews Realistic Student Recruitment [CW Agency] is a fast-paced yet yet [CW Agency] is a fast-paced looking are We supportive place to work. who want workers for child welfare is challenging and meaningful that work in but who can persist often stressful youth for families, making a difference been have many of whom and children, exposed to traumatic events. Developing Realistic Job Realistic Developing (RJPs) Previews forms: videos, come in many different RJPs job tours, and written presentations, verbal produced 20 states have Over brochures. scenes of the RJP videos, depicting realistic aspects of child well as the positive difficult as stressful situations,” and “want to make a to “want and situations,” stressful of others.” in the lives critical difference less appealing and effective advertisements are marketing its Using than once thought. about should write an ad plan, the agency the of the agency and the uniqueness most likely characteristics of the applicant ad sample The following to fit with the job. a views the applicant through the agency and — trauma-informed lens Practice aspect iscompassion satisfaction,defined aspects ofprofessional helping. The positive of lifeencompasses positive andnegative life. According toStamm, professional quality conceptualization ofprofessional qualityof The ProQOL reflects Stamm’s Professional Qualityof Life Scale edu. charge by sendingarequest tobbride@uga. traumatic stress. The STSS isavailable free of to estimatethecurrent level ofsecondary item toobtainatotalscore whichcanbeused approach istosimplysumthescores oneach STSS (Bride, 2007),themoststraightforward While there are several optionsforscoringthe own direct experienceoftraumaticevents. respondents willreport symptomsduetotheir traumas andminimize thepossibilitythat written tofocusonindirect exposure toclient past week. anditemsareThe instructions they have experienced eachsymptominthe the STSS, respondents ratehow frequently Psychiatric Association,1994). To complete Mental Disorders, Fourth Edition (American in theDiagnostic andStatistical Manual of with oneofthePTSD symptomsspecified of the17itemsSTSS iscongruent work with traumatized populations.Each exposure totraumatic events through clinical arousal symptoms associatedwithindirect the frequency avoidance, and of intrusion, (PTSD), theSTSS wasdesignedtoassess to thoseofposttraumaticstress disorder stress asasyndrome ofsymptomsidentical traumatic conceptualization ofsecondary Consistent withFigley’s (1995a) TraumaticSecondary Stress Scale Screening Tools are mostusefulfor screening purposes. Stamm, 2010)have emergedasthetwothat Professional Quality ofLifeScale(ProQOL; Robinson, Yegidis, &Figley, 2004)andthe Traumatic Stress Scale(STSS; Bride, in research onSTS; however, theSecondary of standardized have beenused instruments exacerbation ofSTS symptoms.Anumber regular monitoringoftheemergenceand/or however, of itunderlinestheimportance the work thisisnotasurprisingfinding; & MacMaster, 2007).Given thenature of pointintime(Bride,at aparticular Jones, experience significantsymptomsofSTS that one-third ofchildwelfare workers highest prevalence rates.One studyfound (STS), childwelfare workers have the traumaticstressare atriskforsecondary Of themanyprofessional groups that Brian E.Bride,PhD,LCSW Screening for Secondary Traumatic Stress inChildWelfare Workers 18

CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 at http://proqol.org. Manual available alongwith the instrument STSS andusersare referred totheProQOL ProQOL ismore complicatedthanforthe traumatic stress, andburnout.Scoringofthe subscales: compassionsatisfaction,secondary of life,the30-itemProQOL consistsofthree with Stamm’s modelofprofessional quality distinct from burnout.However, consistent traumaticstress and a synonymforsecondary Figley, whoconsidercompassionfatiguetobe differs from thatendorsedby myselfand this conceptualizationofcompassionfatigue traumatic stress. It tonotethat isimportant two components,burnoutandsecondary compassion fatiguewhichiscomprisedof do one’s work well. The negative aspectis as thepleasure derived from beingableto negatively impact the quality of services. negatively impactthequality ofservices. associated withturnover, highratesofwhich Stamm, &Stamm, 1997). Further, STS is than thosenotexperiencingSTS (Rudolph, poor treatment planning,orabuseofclients professional judgmentssuchasmisdiagnosis, believed tobeathigherriskmakepoor Child welfare workers experiencingSTS are (Figley,those requiring theirservices 1995a). of childwelfare workers toeffectively help the effectsofSTS mayimpairtheability the negative impactonworker well-being, levels isindicated.However, inadditionto reason alone,ongoingmonitoringofSTS with theirpersonalmentalhealth.For this for sometheexperienceofSTS mayinterfere normal reactions totraumawork. However, experience symptomsofSTS astheseare welfare work; mostworkers willattimes STS isanoccupationalhazard ofchild Discussion individual workers andtheorganization. [M]onitoring andattending to STSisanethical imperative shared by are screening ratherthandiagnostictools. underline thatboththeSTSS andProQOL to thatis used,itisimportant the instrument satisfaction inadditiontoSTS. Regardless of an assessmentofburnoutandcompassion score andinterpret, theProQOL allows While theSTSS andeasierto isshorter individual andorganizationalmonitoring. incorporated intoaregular program of traumaticstress thatcanbeeasily secondary are useful,briefscreening measures for working withtraumatized children. as provision on oftrainingandsupervision such appropriate organizationalintervention, or increasing levels ofSTS wouldsuggestan aggregate levels ofSTS. Identification ofhigh their workforce withthegoalofmonitoring can instituteaperiodicscreening protocol for organizational level, childwelfare agencies their STS withaclinicalsupervisor. At the anddiscussionof seeking peersupport, self-care activities suchasstress management, indicate thattheworker shouldattendto or acleartrend towards higherlevels would For example,consistenthighlevels ofSTS or amelioratethenegative effectsofSTS. determine ifactionshouldbetakentoprevent of theircareers, regular monitoringwillhelp will experiencesomeSTS duringthecourse it isexpectedthatmanychildwelfare workers regularly monitor theirlevels ofSTS. While workers and theorganization. is anethicalimperative shared by individual Therefore, monitoringandattending toSTS uga.edu. Georgia. Hecan bereached at bbride@ Work, of of Social University the School Professor andPhDProgram Director at Brian E.Bride,PhD,LCSW isAssociate In summary, theSTSS andProQOL At theindividual level, workers should Practice

19 It is strongly advised that trainers become advised is strongly It helps Model Psychoeducation The STS Josephine Pryce, PhD is Associate Josephine Pryce, PhD is Associate the Social at of Work Professor be University Alabama. She can of [email protected]. at reached large groups. It can also be a component of can It large groups. supervision.what Each agency can evaluate and duration of booster sessions frequency as that is yet best for their workers works unknown. and in literature familiar with the STS Stress particular the book Secondary Traumatic et (Pryce Professional Welfare and the Child This book has in-depth content al., 2007). The that supports the use of the manual. had ongoing input creation workshop’s practitioners. seasoned child welfare from found The book describes the challenges we we and how the workshop while providing The manual learned to cope with them. has information that can be included on The book also contains slides. PowerPoint individual workbooks. words practitioners to understand and have experiencing. to describe phenomena they are helps them learn to identify when they or It and know STS impacted by a colleague are providers also prepares what to do about it. It to engage in anticipatory that coping knowing is manageable, part is STS of the work. STS burnout is not without a major whereas is a moral It change in organizational culture. this information to to provide imperative practitioners who do this important work. Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Follow up booster sessions are up booster sessions are Follow The STS workshop manual has three manual has three workshop The STS The STS Psychoeducation Model helps practitioners to understand understand to Model helps practitioners The STS Psychoeducation It also experiencing. are describe phenomena they to words and have that STS is knowing coping engage in anticipatory to providers prepares part of the work. recommended in the months following in the months following recommended the original training. Booster sessions have to support people maintaining been shown The behavior changes (Whisman, 1990). been effects of booster sessions have positive of studies on a wide documented in a variety Booster sessions also range of problems. leadership demonstrate that the agencies’ is a concern for that STS acknowledges servicedirect A booster session can workers. or in take place within a unit of workers application exercises where participants are participants are where application exercises on opportunities collectively given to work what they an application and then share report Participants concluded in their group. of interaction the high degree that they enjoy metaphor and that it enhances learning. One like that they are use is to inform workers we a bucket that can get filled up with traumatic learning to do are and that what we stress in is to become effective in this workshop the bucket.” “dumping components or sessions. The goal in the first components or sessions. about STS, knowledge session is to increase burnout, and identify it from differentiate and interpersonal impacts. the psychological The next session identifies professional The last and individual coping skills. and individual professional session explores social support. All of the sessions have limited number limited number of male workers in child welfare, a male trainer may support the men in expressing in differences the way they experience STS the typical from majority of women providers. Also, in the event a participant decompensates due to a present or past traumatic experience, he or she can individual attention without stopping receive the workshop.

Secondary Traumatic the appendix of Secondary Traumatic In Welfare and Child The STS has limited lecture workshop The STS Secondary traumatic stress (STS) has (STS) Secondary traumatic stress that can been identified as a phenomenon professionals, impact helping negatively children, with especially those working affected by but that can be managed because is not preventable individuals. STS with clients is connecting empathically interventions. trauma critical to effective an ethical administrators have Consequently, providers system’s to see that the responsibility using and are about STS knowledgeable are coping strategies. and personal professional (Pryce, Professional Welfare and the Child Stress is a chapter there 2007) Pryce, & Shackelford dedicated to a comparison of compassion results The states. fatigue data collected in five of the analysis demonstrate that participants of of burnout and high levels levels had low item analysis demonstrates that 50 The STS. of the participants reported or more percent symptoms and that many having STS the participants. by shared symptoms were of consistency in the was a high degree There pattern. was developed Workshop Professional The goal model. as a psychoeducational and about STS knowledge is to increase comes burnout. STS it from differentiate with the empathic relationship from client(s); in contrast, burnout comes from and the organizational climate and culture the administrators of the by is controlled article see Shackelford agency (for more, employs The workshop in this issue). theorypsychoeducation for the foundation. (2006) notes that Christopher Griffiths interventions psychoeducation for mental and cognitive “therapeutic, health address education, sociability benefits through goal setting, skill teaching, challenging thinking patterns, and social interaction.” focuses on increasing Psychoeducation supportive and improving knowledge of This method behaviors among participants. of interaction a high degree education requires of the power among participants to increase learning. content and many application exercises to apply participants in groups work where content to questions and trauma the lecture cases with the identity real scenarios involving Trainer” the The “Train of clients changed. easy to manual format makes the workshop in a six-hour day with shortdeliver and lunch having two trainers, recommend We breaks. of the one male and the other female. Because Josephine Pryce,Josephine PhD, MSW A Psychoeducation Model for Teaching Child Welfare Practitioners Practitioners Welfare Child Teaching for Model A Psychoeducation Buckets Stress Traumatic Their Secondary Dump to Practice experience inour minds(asasensitizer might) to themornot?Are we intensifyingthe we visualizingthebadthingsthathappened (Batson, Fultz, &Schoenrade, 1987)?Are thinking aboutwhatitwaslikefor them these badthingshappenedtousor are we are we imaginingwhatitwouldbelikeif about whentheyreport theirexperiences— interact withthem? What are we thinking what ourclientssaytous?How dowe Saakvitne, inpress). How dowe experience ways tothinkaboutexposure (Pearlman & constitute.Butsurvivors there are other the percentage ofone’s caseloadthattrauma per week spentwithtraumatized clientsor in manyways,usuallyasthenumberofhours operationalized exposure totraumamaterial across studies,isexposure. Researchers have The onethatismostrobust, appearing examined manypossiblecontributingfactors. recovery. factors, signsandsymptoms,needsfor to linksamongeachindividuals’ contributing areas oftheselfthat bothaffect.It alsopoints indirect (orvicarious) traumaandguidesusto understand theparallelsbetween direct and 2001). baseallows usto This traumatheory (McCann &Pearlman, 1990b;Pearlman, selfdevelopment theory in constructivist there are differences. meaningful VT isbased even burnout have beenusedinterchangeably, trauma,compassionfatigue,and secondary are vulnerableto VT. when we are committedtohelpingthem,we clients withopenmindsandhearts, When we enter intotheexperienceofour spirituality,disrupted ormeaningandhope. feeling responsible tohelp. Its hallmark is empathically withtraumatized peopleand that comesaboutasaresult ofengaging is atransformationintheselfofhelper for andcaringabouttraumatized people.It 2000). press; Saakvitne, Gamble, Pearlman, &Lev, Saakvitne, 1995a;Pearlman &Saakvitne, in McCann &Pearlman, 1990a;Pearlman & (VT;identified asvicarioustraumatization of addressing aspecificsetofnegative effects about theeffectsoftraumawork andways like tousethisspaceshare whatI’ve learned value orhazards oftheirprofession. Iwould littlerecognitionwhile receiving ofthe very well-being, topromote thewelfare ofothers day, theyriskconnection,andoftentheir work inoursociety.most important Every individuals whodosomeofthehardest and People whodochildwelfare work are heroic Laurie AnnePearlman, PhD What CanChildWelfare Workers DoaboutVicarious Trauma? 20

The research onvicarioustraumahas While thetermsvicarioustrauma, Vicarious traumaisthecostofcaring CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 and neglect affect survivors (one ofitsfive and neglectaffect survivors Inwith survivors. outliningwaysabuse trauma-informed approach toworking provides atheoretical foundationfora curriculum (RC; Saakvitne etal.,2000) The RiskingConnectiontraumatraining is apotentialprotective factoragainst VT. and control mightcontributeto VT. trauma workers’ experienceoflackchoice of losscontrol. In parallel,itislikelythat experience traumatic? The victim’s experience central dynamicoftrauma. What makesan in myopinion,thelossofcontrol isthe VT andforburnoutisincreased. Second, the worker’s awareness, thepotentialfor survivors. When thesearesupport outside helping relationships andinagenciesthat trauma re-enactments are inevitableintrauma potentialcontributorsto important VT. First, imagine andtellthemselves astheyengage. can choosehow theyengage,andwhat not withintheworker’s control. But workers Managing caseloadsize isvaluable butoften requires thatwe attendtotraumaexposure. Preventingto survive? orminimizing VT about theamazingresources shehasused that thischild’s lifeisunbearableorthinking (Rothschild, 2006)?Are we tellingourselves affect, theirfacialexpressions, theirgestures Are we mimickingtheirbodypostures, their or are we dampeningit(asarepressor might)? people andfeeling responsible to help. comes aboutasaresult ofengagingempathically withtraumatized [Vicarious trauma] isatransformation intheselfofhelperthat Working foundation from atraumatheory I wanttomentiontwoadditional clients, ourfamilies,andourselves. and address ourown VT. We owe thistoour (Brown, Baker, & Wilcox, 2011). behaviors indicative oftrauma-informedcare trauma-informed care, andself-reported staff trainees’ knowledge, beliefsfavorable to found thatRC trainingsignificantlyincreased at theseagencies.Arecent empiricalstudy there are over 200credentialed RC trainers agencies intheUnited States and Canada,and mandated trainingprogram by more than30 their VT. understanding, copingwith,andtransforming VT aswell asworksheets forworkers’ usein The curriculumprovides information about on vicarioustrauma,anotherentire module. RC’s uniquecontributionsisitsemphasis have forcontrol.the needallparties One of humanity ofbothclientsandworkers and relational trauma framework,focusingonthe module towaysofmanagingcriseswithina victimized by thework. RC devotes another workers to beandtofeelmore effective, less of commontraumaadaptations. This allows modules), itenhancesworkers’ understanding comcast.net. She can be reached at lpearlmanphd@ an independent Trauma Consultant. Clinical Psychology andiscurrently Laurie AnnePearlman has aPhDin Each ofushasthepotentialtominimize As of2012,RC hasbeenadoptedasa Practice

21 Our Sensitive Interactive Systems Theory Systems Interactive Sensitive Our can also be true. the converse However, of interactive coping outlines the delicate of interactive of seekers and givers interplay between a multitude of variables support and how transmissions of supportcan derail positive particularly one person to another, from at home and at in close relationships Oldfield, Winstead, (e.g., Derlega, work example, one form 2003). For & Barbee, support-seeking is indirect of ineffective, While supervisorscomplaining. may be in their distress redirect to help workers a role solving, coworkers, problem into productive may avoid themselves, also stressed who are the complainer (escape) rather than give solving them the needed solace or problem they may Or, that will alleviate the distress. join in the complaining and send both into of negativity than when the levels greater time the cumulative began. Over conversation transactions effect of these types of negative undermines the very that are relationships necessary stress. to cope with tremendous When supervisors a sense of teamwork create feel better and can in their units, coworkers helping their needs by attend to one another’s colleagues complete tasks, coaching newer a particular best to approach on how workers type of client, and assuring someone in that this too shall pass. distress Anita P. Barbee, MSSW, PhD is Barbee, MSSW, Anita P. and Distinguished University Professor Scholar School Kent Social at of Work, be She can University Louisville. of [email protected]. at reached Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Our studies showed that mood affects studies showed Our the type of support in close that is given mood When those in a negative relationships. more for support, approached they are are forms of “support” negative likely to give (Barbee and escape’ entitled ‘dismiss which we Derlega, 1995; Barbee, & Cunningham, Barbee, Yankeelov, 1998; & Crimshaw, many 1995). If & Druen, Cunningham, experiencing high are people in the workplace and secondary of stress levels trauma, they of anxious and depressed high levels will have emotions and will not likely be very good of social support,givers which may be why by trauma is exacerbated rather than relieved peers. it was differential in stayers versus leavers, leavers, versus in stayers it was differential actually found study we and in the Barbee coworker between relationship a negative support and job satisfaction. Furthermore, and just completed a study on culture we office and climate in an urban child welfare and supervisorsfound that the rate of workers (as of PTSD experiencing clinical levels Trauma Secondary the Bride by measured based on his 2007 paper Scale and analyzed times larger than was three Work) in Social samples. Interestingly, other social worker supervisory more support was associated with support was coworker less trauma, but more could What we trauma. associated with more not tell was if those with trauma seek more support peers or if something else was from in child welfare. going on in peer relationships on support may research previous Our a clue. provide

In both studies we also examined the studies we both In The fact that attachment was key in When supervisors create a sense of teamwork in their units, coworkers their units, coworkers in of teamwork a sense create When supervisors needs. one another’s to attend and can better feel are engaged (e.g., Davidovitz, Mikulincer, Mikulincer, engaged (e.g., Davidovitz, are Thus, our 2007). & Popper, Izsak, Shaver, picked up on the degree attachment measure The who stayed. workers of security felt by implication was that the supervisor buffered of the job to the stresses the new from worker longer stayed such an extent that the worker also received These employees in the job. guidance in the form of advice and more their supervisorsinformation from and felt on them for tangible as if they could rely of These forms support when it was needed. support meant that the supervisor was helping the problems approach his or her employees on the job with a clear sense they encountered information and tangible aid, of direction, when necessary. In support on retention. effects of coworker did not find that we study, Yankeelov the Social support has long been known to buffer to buffer support has long been known Social 1985). Wills, & (Cohen stress people from colleagues has and that of research own Our of support types that different emphasized situations types of in different may work 2000; Cutrona & Barbee, (Cunningham one prospective 1987). In & Russell, found we study in child welfare, retention that supervisor support, especially in the closeness form of attachment (emotional guidance (advice and sense of security) and overall. retention and information) affected those in rural settings, attachment, For that one alliance (assurance guidance, reliable support), upon for emotional can be relied competent supervision and having a positive with the supervisorrelationship was higher retained among rural who were workers & Antle, Sullivan, Barbee, longer (Yankeelov, Child Public 2009). A study of Kentucky’s (PCWCP) Program Certification Welfare the findings of this study in that did replicate all of these types of supervisor support were et with intentions to stay (Barbee correlated al., 2009). by of work is reminiscent results all three has conducted and colleagues. He Mikulincer on the effects of supervisorresearch in high stress attachment style on employees Israeli soldiers). and jobs (such as firefighters that a supervisor shows who serves work His base buffers his or her employees as a secure in which they the trauma of the work from Anita P. Barbee, MSSW, PhD Barbee, MSSW, Anita P. Social Support in the Workplace and Secondary Trauma Secondary and Workplace in the Support Social Practice hope istoeventually extend theResilience of Manhattan andonearea ofBrooklyn. Our managers anddeputydirectors) inthree areas (child protective specialists,supervisors, at alllevels oftheorganizationalstructure andveteranboth new childprotective staff andsubsequentrounds with their supervisors, hirednewly childprotective specialistsand with fourgroups ofstaff:aninitialpilotwith conducted theResilience Allianceintervention regarding childremoval. child abuseandneglectmakingdecisions responsible forinvestigating allegationsof traumaticstress experiencedby staff secondary Resilience Alliance,focusesonaddressing One oftheInstitute’s firstprojects, the both theindividualclientandsystemlevels. the childwelfare systemmeetitsgoalson to improve childwelfare practiceandhelp Institute tousetrauma-related knowledge established theACS-NYU Children’s Trauma University LangoneMedical Center for Children’s andtheNew Services York pressured andreactive way. the negative, anddecisionsmaybemadeina the publicatlarge–isoverwhelmingly on agency andfrom outsidestakeholdersand wherescrutiny thefocus–bothwithin case attimesofheightenedstress andpublic traumatized person. the This isparticularly work area ororganizationtofunctionlikea the peoplearound themleadingtheentire pessimistic, itisboundtonegatively affect highly short-tempered, argumentative and clients. If several peopleinawork unitare quality oftheirwork andthesafetyoftheir their work accordingly, whichcanimpactthe to recognize emergenciesandprioritize true can alsomakeitdifficultforchild welfare staff Being ina constantstateof“survival mode” recognizing andmonitoringtheiremotions. a negativeandhave worldview; difficulty perspective andcriticalthinkingskills;adopt have reduced their colleaguesandsupervisors; to feelhelpless,avoidant andisolatedfrom Unaddressed STS canleadchildwelfare staff large concernforthechildwelfare field. traumaticstressSecondary (STS) isa Erika Tullberg, MPA, MPH,RoniAvinadav, PhDandClaudeM.Chemtob, PhD Traumatic Stress AmongChildProtective Staff Going Beyond SelfCare: Effectively Addressing Secondary 22 workplace skillsandpractices. and larger work area asthecontext for learning andapplying new communication andcollaboration, theintervention usesthework unit As STScauses people to isolate themselves andbreaks down

Between 2007and2012,we have The New York CityAdministration CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 and perceptions ofthemselves andtheir anddecreasingsupport negative emotions and perceived coworker andsupervisor significantly increasing self-reported resilience groups ofveteran staffwe were successfulin coping skillsto“undo,” buteven with perhaps becausetheyhadfewernegative the greatest hired impactwithnewly staff, trainingonSTS. had part Our intervention other work areas whoonlyreceived atwo- compared withchildprotective stafffrom intervention’s staff impact onparticipating workplace. the overall functioningandculture ofthe their own copingskillsandimproving staffboththrough improvingseeks tosupport trauma thatstaffexperience,theintervention source ofmuchthestress andsecondary approach toSTS. Since theworkplace isa the Resilience Alliancefrom a “self-care only” This isoneofthethingsthatdifferentiates workplaceapplying new skillsandpractices. work area asthecontextforlearningand usesthework unitandlarger intervention down communicationandcollaboration,the people toisolatethemselves andbreaks intentional;asSTSThis focusisvery causes while maintainingafocusontheteam. challenges andconcernswiththeirpeers withasafespacetodiscuss participants unit-based sessions. This variety provides to have both same-peersessionsandwork follows a4-week cycle thatallows participants experienced by theirclients. in recognizing and/or addressing trauma STS onthemselves willhave more difficulty staff whoare withtheimpactof struggling a trauma-informedchildwelfare systemas ofdeveloping part such skillsisanecessary related skills. We believe havingstafflearn teach andthenhelpstafftoapplyresilience- didactic andinteractive componentstofirst collaboration –andusesacombinationof three and core concepts–optimism, mastery and systemsaround thecountry. York Cityandtootherchildwelfare agencies Alliance toallchildprotective staffinNew We have collecteddatatomeasure the is24weeks longand The intervention The Resilience Alliance isfocusedon agency. adapted tomeettheneedsoftheirstaffand Resilience thatcanbe Allianceintervention working with themtoidentifyaspectsofthe their jurisdiction,andwe to lookforward issuefor system changeandanimportant STS asacriticalaspectoftrauma-informed are thatallteamshave identified heartened of trauma-informedpoliciesandpractices. We care placementstability through theadoption are working toimprovethe country foster this Collaborative, nineteamsfrom around Breakthrough Series of Collaborative. Aspart Trauma-Informed Child Welfare Practice totheNCTSN’sbringing ourintervention at theendofthispublication.) We are also this document,pleaseseetheresource list specific informationabouthow toaccess traumatic stress amongtheirstaff. (For more use thematerialstoaddress secondary and encouragechildwelfare agenciesto Child Traumatic Stress Network website Alliance trainingmanualontheNational other areas oftheagency. tocolleaguesin recommend theintervention staffsaidthattheywould of participating work. In ourlastround, over 80percent [email protected]. Institute andcan bereached at Claude. of theACS-NYU Children’s Trauma Claude Chemtob, PhDistheDirector reached at [email protected]. Children’s Trauma Institute andcan be Clinical Director of theACS-NYU Roni Avinadav, PhDistheAssistant [email protected]. Committee. Shecan bereached at Traumatic Stress ChildWelfare Network the Co-Chairof theNational Child NYU Children’s Trauma Institute and DirectorAdministrative of theACS- Erika Tullberg, MPA, MPHisthe We recently postedtheResilience Practice

23 Child welfare workers do this work do this work workers Child welfare David Conrad, LCSW is Coordinator is Coordinator Conrad,David LCSW Prevention the Secondaryof Trauma and Senior Instructor Clinical Project with Distinction in the Department of the University at Colorado of Pediatrics be reached School Medicine. He can of David.Conrad@childrenscolorado. at He or www.secondarytrauma.org. org his this article to dedicate to would like Currie Conrad,Grandmother, Helen the University of who graduated from in 1910. Minnesota Secondary Trauma Training Seminar Training Secondary Trauma new to all child protection is available is a This seminar caseworkers in Colorado. training that supportive, psycho-educational and therapeutic didactic, experiential utilizes interventions the impact of explore to for secondary Strategies on staff. trauma also provided. self are one’s protecting secondary training is Advanced trauma for supervisors. this one and a available In half day training, supervisors learn about the dynamics of secondary trauma and are to better with skills and strategies provided vignettes of Video their workers. protect talking about secondary workers real trauma as as well for skill development fodder provide to this training. add a poignant reality and deeply about children because they care is nothing that there They recognize families. safe. important than keeping children more and their passion for their work However, their compassion for their clients increases must therefore risk for secondaryWe trauma. strategies in place to protect put protective them. Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Training services provided include services provided Training Trauma and stress reduction sessions reduction and stress Trauma Provide acute care and preventative and preventative acute care Provide workers training to child protection with abused their work by traumatized their families. and and neglected children staff information child protection Offer and strategies so they can better understand and combat the negative effects of secondary trauma. safe and staff feel a forum where Provide comfortable discussing their emotional to the trauma they encounter in reactions their jobs. Project these goals, the to fulfill order In The purpose of the Secondary Trauma Prevention Project in Colorado in Colorado Project Prevention Trauma The purpose of the Secondary for training psycho-educational emotional support and provide is to by both impacted and supervisors workers child protection Colorado trauma. and long-term acute 1. 2. 3. both introductory seminars and advanced The Introductory on secondary trauma. are two hours in length and are offered to offered two hours in length and are are on professionals teams of child protection two primary are There a bi-monthly basis. The first is to with these sessions. objectives the staff an opportunitygive to “process” exposed to on the job in a trauma they are The second safe and supportive environment. participants with is to provide objective tools and insight so they can better protect of their the trauma and stress from themselves of training The facilitator uses a variety work. methods to accomplish this, including surveys, and films. questionnaires, acutely traumatized by the death or serious by acutely traumatized injury of a child on their caseload or by Additionally, another traumatizing event. for staff individual consultation is available about trauma- wishing to meet privately by or triggered issues encountered related at work. events Colorado: Secondary Trauma Trauma Secondary Colorado: Project Prevention Trauma The purpose of the Secondary Colorado is to provide in Project Prevention emotional support and psycho-educational protection training for Colorado child and supervisorsworkers both impacted by three are There acute and long-term trauma. — goals of the Project offers both training and consultation services are debriefings Stress staff. to child welfare of 2-10 caseworkers for groups available

In 2000, my family and I relocated my family and I relocated 2000, In In 2008-2009, the Child Welfare League Welfare 2008-2009, the Child In In 1996, following a dramatic surge in child 1996, following In the Secondary I created Texas, fatalities in the time, I was At Project. Prevention Trauma Child for the CIVITAS of Programs Director was founded by CIVITAS Program. Trauma my Initially Perry. Bruce trauma expert Dr. stress group was limited to providing work staff involved welfare debriefings for child in child fatalities or other serious events. I soon concluded that secondary However, trauma was inevitable for all child welfare and began offering trauma prevention workers training as well. I assumed my current to Colorado where position as a secondary trauma consultant Welfare. of Child for the Colorado Division to the in response the last 12 years, During caseworkers and based on by needs expressed of the best available the recommendations expanded the services I have literature, I I is a description of the program Below offer. in Colorado. created Secondary Trauma Prevention Prevention Trauma Secondary Project David Conrad, LCSW David significant at are workers Child welfare risk for secondary for a number of trauma exposure including empathy, reasons, different insufficient trauma, of their own to reminders working trauma exposure, time from recovery relentless and with vulnerable children, press. the public and criticism by Colorado conducted with 367 a study we In found that 49.9% we workers child welfare or “high high risk” “extremely from suffered of compassion fatigue or secondary risk” 2006). trauma (Conrad & Kellar-Guenther, and Meyers conducted by a similar study, In clinical levels Cornille (2002), they reported up to 37% of their by of emotional distress respondents. out to 32 states to of America reached assisting they were determine if and how their staff with their secondary trauma. offering that they were states reported Most only debriefings after major crisis events Assistance Employee or assistance through providing states reported Some Programs. one-time trainings on secondary trauma. “a a few providing Only states reported including numerous approach multileveled supervisory trainings, ongoing and worker support individual supports groups, and debriefings.” The Secondary Trauma Prevention Project: A Multilevel Systems Systems A Multilevel Project: Prevention Trauma Secondary The Trauma Secondary from Staff Welfare Child Protect to Approach Practice analysis isframedtoadvance thisagenda. disseminated tobenefitthefield. Theensuing improved viaevaluations, andthen they needtobeimplemented,continuously they needtobedesigned.Once designed, policies. Because thesepoliciesare new, This requires STS-related organizational more trauma-ready, responsive, andeffective. Child welfare organizationsneedtobecome they are developed, anotherneedisapparent: Shackelford, &Pryce, 2007). 2007; Pearlman &Caringi,2009;Pryce, developing (Bride, specialized interventions researchers andSTS specialistsare welfare, phenomenon.Fortunately, anew traumaticstressSecondary (STS) is,forchild 1980). workers’ culturalidentities andneeds(Lipsky, technologies”, which mayignore anddevalue systems) ratherthan “people-changing protocols, andrigidpersonnelevaluation mechanisms, scriptedandinflexible practice (such as“cookie cutter” supervision subjected to“people-processing technologies” arefront lineprofessionals andsupervisors related toworkers’ STS levels (p. 242).Also, the institution,andgroup dynamics” were of thebureaucracy, themissionstatementof nature oftheorganization,impersonalnature Catherall (1995)foundthatthe“hierarchical andpolicies.Forinterventions example, climate andculture andalsoSTS-related Hardiman, inpress). (Bride, 2007;Caringi,2008;Caringi& organizational climatetoworkforce STS STSnew policiesbecausestudieslink & Hemmelgarn, 1998).It isatargetfor feel abouttheirorganization(Glisson to describehow childwelfare professionals quickly. It isahere-and-now used construct Like theweather, climatecanchange influence culture. Even so,climateisunique. reciprocally, climatehasthepotentialto and itisdifficulttochange. often outlives individualswhocomeandgo, Because culture it isanhistoricalconstruct, meaningsystems,andtraditions. artifacts, operational routines, especiallyhistorical culture encompasses norms,values, and and organizationalclimate.Organizational two related Organizational culture constructs: STSThe designofnew policiesbeginswith and Structure asPriorities Organizational Culture, Climate, PhD James C.Caringi,PhDandHalA.Lawson, Traumatic Stress amongChildWelfare Workers Appropriate Workplace Policies to Prevent andMitigate Secondary Developing, Continuously Improving, andDisseminating Culturally- 24

Most are person-centered. interventions As Organizational structure impactsboth Culture influencesclimate,and, CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 to cultural exchange andpractice inthe alternative interventions. frameworksand new for addressing thisquestionandproviding lies aheadisgettingtheconditions right culturally appropriate? Part ofthework that adaptable tothepointwhere theyare truly and whichonesmustbespecific,tailored, and areinterventions genericandgeneralizable, families: Whichworkplace andworkforce question forpracticewithchildren and development andorganizationalredesign. resourcesas important forSTS policy cultural diversity anduniquenessstand culturally appropriate; andthatworkforce policies; thatSTS-specific policiesmustbe be takenintoaccountinallorganizational that theworkforce’s culturaldiversity must STSnew policies beginswithduerecognition and anasset.More concretely, thedesignof cultural diversity oftheworkforce apriority developed withaneye toward makingthe offers mostlysilence.STS policiesmustbe diversity and policiesaddressing STS The literature on theintersectionofcultural Appropriate STS Policies Strategies for Culturally- Imperatives andImprovement organizational policies. the workforce’s cultural diversity must betaken into account inall [T]he designofnew STSpoliciesbeginswithduerecognition that For example, anorganizationthatisopen The mainSTS questionmirrors asister other involves organizationalredesign teams practice withchildren andfamilies. The are embeddedineveryday and intervention practice modelsinwhichSTS prevention organizational policies.One involves team child welfare teams,andbothentailnew be done(Claiborne&Lawson,2011). for thework needingto readying supervisors indicates thecontext-specificchallengesof prevent andmitigateSTS. Recent research promote workers’ useofculturalpracticesto to Supervision offersarealm forsupervisors totheorganization benefits accruing overall. for organizationalredesign—and with frontiersand strategiesare ofthenew part responsive protocols andeffective supervision Culturally appropriate, STS-sensitive, STSpriority fornew policiesandpractices. fits all” personnelandleadershipsystems. of“oneneeding tobemanagedinservice size protected and utilized insteadofaproblem diversity in theworkforce asa resource tobe policiesthatreflectnew andpromote cultural Top-level leadersandmanagerscandevelop prevent andmitigateSTS intheworkplace. use culturallyrelevant activitiesinorder to workplace mayofferameansforworkers to Two otherSTS prioritiesinvolve istop Closer tothefront line,supervision Practice

25

Hal A. Lawson, PhD is Professor of of Hal A. Lawson, PhD is Professor the State at Social and Education Work He can Albany. at University York New of [email protected]. at be reached Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary https://cb100.acf.hhs.gov o

360 CW James C. Caringi, PhD, MSW is and MSW Program Professor Assistant the University at Montana of Director School He is also Social of Work. Qualitative of Research Coordinator Native the National Children’s for Educational for Institute Center, Trauma and Service. be He can Research [email protected]. at reached edu. Children’s Bureau Children’s Administration for Children and Families Administration for Children Administration on Children, Youth and Families Youth Administration on Children, U.S. Department of Health and Human Services Learn more about our legacy of leadership over the past the century on the over leadership legacy about our of more Learn at website centennial Bureau Children’s After 100 years, it’s a question we still address in our work at the Children’s Bureau every day. Bureau Children’s the work address at our in still we a question it’s years, After 100 How can helpHow we promote permanency, safety, and well-being for our children, nation’s youth, and families? And we will continue to do so as we move into our centennial year, beginning on April 9, 2012. on April 9, beginning year, centennial our into move we do so as to continue And will we

Finally, work with Tribal Child Welfare Welfare Child Tribal with work Finally, (Caringi et al., 2007) in which the cultural the cultural in which et al., 2007) (Caringi is instrumental workforce of the diversity of new organizational in the development organizational climate reshape policies that a kinds of teams mark Both and culture. child welfare in how major transformation and and operate, structured are organizations system are of the at all levels workers also how organization. and feel about their treated consultants the needs for cultural emphasizes leaders, Indigenous and community guides. of teams, play independently and as members of STS- in the development special roles domains: related policies for three conducive and structures (1) Intra-organizational dynamics dynamics; (2) Inter-organizational justice) and juvenile (e.g., with mental health, families involving (3) Community dynamics agenda This expansive and tribal councils. child welfare that STS-ready is a reminder contributions organizations depend on others’ with the added benefit of cultural competence Culturally attributable to their leadership. polices offer promise workplace appropriate and mitigate the as an intervention to prevent impact of STS. Collaborations & Perspectives secondary trauma. secondary care contributed tomyriskof hascertainly only gosofar. concern,and The worrying, in mysocialwork practice,butcreativity can resources hascausedmetobequitecreative worries andmanysleeplessnights. The lack of health. Of course,thishascausedmegreat unmet needs,especiallyregarding theirmental numerous clientsover theyears gowithmany thatjustaren’tneed ofservices there. I’ve had with afamilyandtheyare inabsolutedire providerservice tofamilies. everything” and,insomecases,bethesole added pressure onmetohave to“know about workers whotendtospecialize. This puts of alltrades,”compared tourbansocial approach topracticeandbecomethe“jack worker, Ioftenneedtotakeageneralist social Asarural treatmentdrug services. mental healthprofessionals, andalcohol daycareas publictransportation, providers, limited inthecommunitywhere Iwork, such Many ofmyclientsneedresources thatare Lack ofResources Julie Krings,MSW,CSW Social Work inaRural Community 26 the community, anddualroles oftheworker. resources forclients,workers’ visibilitywithin that contributetothisriskincludethelackof childwelfarecharacteristics ofrural practice challenging aspectsofthework. Some unique traumaticstress ishigherduetothe secondary community meansmyriskofdeveloping was definitelygoingonwithme. he gavesomething me,Iimmediatelyknew abuse occurred withinahome. With thelook my husbandaboutwhetherornotsexual sexually abused?Ieven madeacommentto same question,hadanyone inthathousebeen and thehouseafterthat,Iaskedmyself abused. Then, aswe drove by thenexthouse anyone inthathousehadbeensexually at thelights,Ifoundmyselfwonderingif year,lights. One particular aswe were looking husband andadmiringpeople’s Christmas Christmas, Ienjoy driving around withmy trauma inmyself. Every year around years ago,Inoticedsomesignsofsecondary communityforoverrural fifteen years. Afew I have beenachildwelfare socialworker ina between myprofessional andpersonal life. the needto keep myguard up.Thisreduces thedegree ofseparation I just know itwillhappenfrequently. Because oftheseencounters, Ifeel I never know whenorwhere Iwillencounter aclientinthecommunity;

It breaks whenIamworking myheart Being achild welfare worker inarural CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 thinking aboutit. it ishard togetawayfrom work andtostop personal lifeandcreates additionalstress as separation between myprofessional and my guard up. This reduces thedegree of of theseencounters,Ifeeltheneed tokeep just know itwillhappenfrequently. Because I willencounteraclientinthecommunity; and gasstation.Inever know whenorwhere shopping,atthemedicalclinic, out grocery home. to useatreadmill intheprivacy ofmyown really disappointing,butitwaslessstressful a client,Istoppedgoingforwalks. This was reduce stress butbecauseIkeptencountering was awayformetogetawayfrom work and town, hewasstillabletofindme! Walking and where Iwalked. But, livingina small me around. Ieven changedmywalkingtimes about boundaries,buthecontinuedtofollow no harm,andIhadconversations withhim follow mearound onhisbike. He meant life. While Iwasoutwalking,hewouldoften boy whoexperiencedsignificanttraumainhis client. particular This clientwasaten-year-old go forwalksandwouldfrequently meeta community. Several years ago,Iwouldoften you willencounter clientswhileoutinthe community, there isahighprobability that When you work andlive within asmall Worker Visibility I alsofrequently encounterclientswhile routine. care activities,suchaswalking,intomydaily and professional lifeandtoincorporateself- to findagoodbalancebetween mypersonal traumainmylife. Itry to mitigatesecondary to have anawareness ofSTS andfindways challenges. It formetocontinue isimportant brings manyrewards butalso many the community. be overly cautiousaboutmyinteractions in hyper vigilantaboutmyfamily’s safetyandto of mycommunity. This hascausedmetobe of myneighbors’ lives andofothermembers of myjob, Iamaware ofmanythedetails to bevictimized inanyway. Due tothenature thought ofwasthatIdidn’t wantmydaughter victim ofsexualabuse,andthefirstthingI playing withmyclient. This clientwasa daughter wouldcomehomeandtalkabout one ofthechildren thatIworked with.My my daughterattendedthesamedaycare as years. Another exampleofadualrole isthat he happenedtobeourfamilymechanicfor a fatherforchildprotection referral, and dual role. For example,Ineededtointerview welfare setting,you willengageina inarural It isalmostagiven thatifyou practicechild [email protected]. in Wisconsin. Shecan bereached at County of Department HumanServices Program ManageratServices Pierce Julie Krings,MSW,CSWisYouth Dual Roles In socialwork certainly conclusion,rural Collaborations & Perspectives

27 While the nightmares subsided long ago, While the nightmares victims and families, this should give us much victims and families, this should give pause to consider what is happening in our agencies. own mention of that case to this day the mere and a lump in my brings tears to my eyes to and I strugglethroat, to find the words of emotion and speak, caught in the swell I failed the continued feeling that somehow responsible. a child for whom I was not even the prior reason suspect that the real I now unit staff ended up on long-term sick leave The death to the impact of STS. was related for the of the child has been a driving force to with the NCTSN I do: working work newdevelop tools, training, and materials to systems to become more help child welfare trauma-informed; and encouraging child the need for systems to recognize welfare agency wide and put in place the appropriate and to provide STS to address infrastructure staff with the protective their child welfare and do their work gear needed to effectively thrive. of is Director Julie Collins, LCSW the at Excellence Practice for Standards She America. of League Child Welfare [email protected]. at be reached can Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW When I first became aware of the research research of the When I first became aware on trauma, and more specifically STS, the specifically STS, on trauma, and more Child of the National brain, and the work I was (NCTSN), Network Stress Traumatic was some hope very I thought, here excited. for the system that everyone claimed was was some hope for those Here so broken. on in a system that itself had who soldiered such as events Tragic become traumatized. 9/11, hurricanes, floods and earthquakes have significantly highlighted the immediate and of these long-term impact the traumatic stress experience has on those who directly events them, those who witness them and those who research Emerging responders. the first are has further highlighted the risk of working with people who are in an environment that it can lead to Given experiencing STS. everyone in the same environment working when they even themselves, experiencing STS dealing with the not the ones directly are retrospect I really did not. The agency did not. I really retrospect to the crisis and put a support responded we I believe in place. But infrastructure missed a very critical aspect: the cumulative this one not just from impact of the STS the constant from case but rather resulting and families and to the children exposure traumas, past and their stories of various the whole and its impact across current, organization.

I thought I knew, on one level, the toll on one level, I thought I knew, The unit I supervised covered a The unit I supervised covered I thought I knew, on one level, the toll the stress of the case was taking was taking of the case the stress the toll on one level, I thought I knew, and supervisors the other workers in the unit, and on me, the workers did not. I really but in retrospect the agency, across workers being threatened and not enough being threatened workers number of people to take on the increasing about a cases. I had begun having nightmares abused that kept me up child being severely full of cases I could at nights. I had a drawer as all the workers not assign for follow-up than full load and very at more stressed. were my cry and other manager heard for help, My asked to help with the back log. units were Thursday, The last case was assigned on a would stop. and I thought the nightmares That night a child was was not to be. this But and found in a abused and murdered severely the murder dumpster the next morning. Until to be very the situation proved was solved, was concern for the siblings as there stressful assigned to our unit. that were of the case was taking on me, the the stress in the unit, and the other workers workers but in and supervisors the agency, across Former and current child welfare supervisors child welfare current and Former at least one spoken have I have with whom as with myself, case that still haunts them, Back passed. have though 20 years even no one was talking when I was a supervisor, with in their work about using a trauma lens and neglected, who had been abused children was talking about or and definitely no one that secondary recognized traumatic even existed for the child welfare (STS) stress good supervisor I thought I was a workforce. case of of the tragic during the year even his uncle by the child who was murdered This case was not even who was babysitting. in our unit, but the child was a sibling of a I The more worked. family with whom we on trauma, the am exposed to the research that I could have I realize brain and STS, as as well for the workers done much more and families. I wish I had known the children now. then what I know high risk not just community considered and families but often for for the children of the prior unit staff, Most the workers. including supervisors, ended up on long-term the period I was supervisor, During sick leave. the same, and it was remained the workers The to take sick time. a rarity for anyone death was period leading up to the child’s very due to some very stressful difficult cases, Julie Collins, LCSW Julie Collins, A Supervisor’s Perspective on the Importance of Addressing Addressing of Importance the on Perspective A Supervisor’s in Child Welfare Stress Traumatic Secondary Collaborations & Perspectives who are now being chargedwithchild are refugees with similarexperiencesand child clientsonyour caseloadwhoseparents their children. mothers Ilistenedtowhowere separatedfrom darkness, Icried.criedforherandthe put herchildtobedagain.Andthen, inthe I thoughtofthismotherwhowouldnever my childtobed,sittingquietlyinthedark, for upcomingvacations. At night,whenIput I really care abouttheplanswe were making conversations withfamilyandfriends,nordid home from work. Icouldn’t concentrateon of mychildwhenIwouldfinally return ended. Icouldn’t relate complaints toordinary these sessionsstuckwithmelongafterthey face herloss? The terror andthedetailsof could Idothatwheneven Ididnotwantto help herfacelifeandfindafuture. How if Ifacedasimilarloss. Yet, itwasmyjobto mother, hopethatIdidn’t know Icouldfind bear andIwondered how toofferhope tothis a helplesschildwouldbemore thanIcould war. Iimaginedthatthetorture andlossof home safeandtohave escapedthehorror of both guiltyandrelieved tohave my childat your child scream andbeunabletohelp. Ifelt about whatitmusthave beenliketohear feel ifIcouldnotprotect mychild.Ithought my own childandhow frightenedIwould begin toheal.AndasIlistened,thoughtof help herfacethepainfulreality ofherlossand rage anddespair. to Ilistenedtoherstory attunement toherfeelingsofhelplessness, to witnesshismurder. Ilistenedwithgreat to protect orsave herchild,shewasforced watched herchilddieduringawar. Helpless I willnever forgetoneofmyfirstclientswho Center for Victims of Torture inMinneapolis. andtheirfamiliesatthe torture survivors all andmore during mytenyears caringfor disconnected from yourself. remote toyour familyandfriends, you maybecomeunavailable toyour clients, by thepainofothers,sooverwhelmed that how you cansuccumbtofeelingoverwhelmed consumed by sadnessandrage. This isalso what itfeelsliketobehelpless,hopeless,and to others,how itcan beoverwhelming and you cometoknow whattraumafeelslike at times. This empathicconnectionishow that ultimatelybecomestoomuchtobear children andfamilieswhomyou hopetohelp connection between you andtheindividuals, deliberate listeningandcaring,theempathic social worker whocares forthem.It isthe onthe of working withtraumasurvivors traumarefersSecondary totheadverse impact Patricia Shannon,PhD,LP The Trauma ofWorking withVictimsofTorture 28

As childwelfare workers, you mayhave Iknow thesefeelingsasIfacedthem CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 make faultyjudgments thatleadtoserious trauma canstop caring forclientsandmay who are dangerously affectedby secondary the worldingeneral.Childwelfare workers other orbecomecynicalabouttheir casesand each overwhelmed togethercanfailtosupport with difficultclients.Coworkers whoare in anattempttocatchuporavoid dealing ask forhelp. They mightwork longerhours to isolatethemselves from othersratherthan are withtoomuchtraumatend struggling aware ofanytheseproblems. People who out duringmeetings.But we maynotbe easily, missappointments,ortendtospace lost oursenseofhumor, snap atothersmore notice thatwehave avoid ourpaperwork, affected withoutknowing it.Others may cumulative andinsidious. We are often profession we chose. be unabletopresent forourclientsorthe may sufferthesamepainfulsymptomsand as carefully aswe dothoseofourclients,we seriously andtakecare ofourown feelings are human.If we don’t takeourhumanity touched by theirstoriesnonethelessandwe them andourprofessional role. But we are don’t toattend share ourfeelingsaswe try tobestrong forourclients. often we try We are equallyaspainful astheoneI’ve told.So refugee clientson your caseloadwhosestories maltreatment. More thanlikelyyou have non- by theirstories nonetheless andwe are human. as we tryto attend to themandourprofessional role. Butwe are touched So often we tryto bestrong for ourclients.We don’tshare ourfeelings The effects of secondary traumaare The effectsofsecondary at [email protected]. Victims of Torture. Shecan bereached Research Associate withtheCenter for Work. of Social Sheisalso School Professor of atMinnesota theUniversity Patricia Shannon,PhD,LPisAssistant coping withtrauma. you andwhy, firststeptoward isanimportant as well aswhichstoriesare mostdifficultfor trauma andhow traumaticstoriesaffectyou, professional help. Knowing aboutsecondary orclientbehindyou, you needtoseek story If you don’t know whyyou can’t putthat traumareactions. them toadverse secondary exposure totraumatic lifeevents predisposes need tounderstandthattheirrepeated such aschildwelfare. Childwelfare workers work practice inlife-threatening situations that theyare ofanysocial an inevitable part reactions withtheawareness effectively starts consequences forfamiliesundertheircare. Learning to address secondary trauma Learning toaddress secondary Collaborations & Perspectives

29 Continued on page 34 to occur while promoting acceptance and to occur while promoting understanding of the community a greater and people they serve. workers Encouraging to incorporate their personal families for the will allow with community events community to view in a different the worker acceptance in the light and offer greater will develop the worker Further, community. less fear of being an outsider while still a healthy balance in their personal allowing to engage in workers life. Encouraging with their and cultural events ceremonial for personal family or client family will allow a sense of appreciation to have the worker and spiritual connection to the community. attended ceremonies who have workers Social in the community that they serve have sense of pride and hope. a greater reported Agencies serving Country Indian should seek to understand the community they serve. of this factor can be achievement Measurable Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW Some practices have been established in have practices Some The understanding In Indian Country, Country, Indian In Social workers who are connected socially and spiritually to the to and spiritually socially connected who are Social workers for that will allow support network a strong will develop community the and increase stress traumatic of secondary of the effects reduction their community. to of service years tribal agencies that address historical trauma tribal agencies that address among tribal families and secondary traumatic social Mandating among workers. stress to attend community functions with workers for bonding their client families will allow both academically and socially. Social workers workers Social both academically and socially. just the basic knowledge should not have of the community they serve but should be socially and spiritually connected to that communities have Native Many community. systems, outsiders, a distrust of governmental due to the historical and social workers that community. trauma experienced by in order This barrier needs to be overcome engage properly that social workers to ensure with their client families. that historical trauma in child welfare interrelated are and STS to is the core families with Native work to order possible solutions. In developing communities, it is in Native effectively work prepared well are essential that social workers past traumatizing events past traumatizing events perpetrated on our ancestors, grandparents, uncles, aunts, and parents, the community as a whole affecting generations are not experienced that have this trauma first hand the vibrant but through of our detailed oral accounts This in turn has relatives. caused generations to feel and paranoia, fear, anger, and that their depression, families and communities When apart.’ ‘falling are with tribal working often communities, workers experience symptoms of the burnout and/or STS; is that when these difference symptoms affect Native as communities it is known historical trauma.

State, tribal, and non-governmental social tribal, and non-governmental State, In the field of child welfare it is no surprise welfare the field of child In is employment length of that the average has been a There one year. approximately assess, and plethora of studies to diagnose, that is cast blame onto this phenomenon The and families. affecting our children play in our crucial workers that social roles affect a generational communities have which they serve.upon the community in epidemic has experienced an Minnesota for the last thirty concerning the years disproportionalof American Indian rates in the child welfare involved children This generational trauma that has system. been perpetrated against American Indian system the child welfare communities by has caused long term social dysfunction. For American Indian example, in Minnesota, as high as six and four times were children likely to be subjects of child protection more placed in were assessments and investigations, than in 2008 at a rate more out-of-home care 12 and were twice that of any other group, White child to spend likely than a times more Department of time in placement (Minnesota Services, 2010). Human service struggled agencies alike have with have While there turnover. social worker methods effective been studies that show few studies have turnover, for reducing truly looked upon the intricate relationship of secondary and turnover traumatic stress servingratio for workers Country. Indian Establishing policies to combat the tangible and secondary turnover aspects of worker will assist an agency (STS) traumatic stress but it will not effectively with retention, policies that I accomplish the goal. Some child welfare implemented in various have of turnover agencies to aide in the reduction been to cap the limit of families have and STS caseload to 12; incentivize on a worker’s and face-to-face contact with children weekly in-house monthly families; offer extensive to mentoring/grooming trainings; provide in management; interested who are workers events, appreciation retreats, plan employee provide programs; recognition and positive training and orientation 8-week an intensive flexible to all new allow social workers; and paid education leave scheduling; give partner and actively tuition reimbursement; BSW and to recruit with local universities that found While I have MSW students. was still the there morale rose, worker factor that was not being taken into ‘burnout’ account. Ryan L. Champagne, Social Service Director for a Tribal Agency Ryan Social L. Champagne, a Tribal for Service Director Utilizing Traditional Anishinaabe Cultural Practices to Reduce Reduce to Practices Cultural Anishinaabe Traditional Utilizing in the Workplace Stress Traumatic Secondary Collaborations & Perspectives Esther Wattenberg, Professor Child Mortality Review Panel Secondary Trauma andtheWork oftheMinnesota 30 what is at the heart of uncertainty intracing ofuncertainty what isat theheart failure topredict whatwillhappeninacaseis intensify symptoms ofSTS. However, the the solesource oferror, whichin turnmay thatheorsheis deal withtheassertion following atragedy, theworker mustthen of dealingwiththeconcernandanxiety lack ofknowledge andskill.In themidst focusing onthechildwelfare worker fora inquiries toslipintotheculture ofblame, imminent harm? fail tograspaclearandcompletepicture of irritable baby? In sum,didthecaseworker an uncontrollable ragewhilecaringforan willslipinto when aviolence-prone partner Can thischildprotection worker predict care crosses thelineintoimminentharm? and knowledgeable toknow whenmarginal worker: Is thiscaseworkersufficientlytrained into thepracticeskillsofchildprotection to thetragedy. To someextent,itisaninquiry are guidedby thepursuitoferrors thatled protection. ofchild injuries whileunderthesupervision the public’s outragethatachildhasdiedof public attention,andtheymustrespond to with theknowledge thatthetragedyhas ways, theMortality Review Panel operates “safety” obligation.In many istheprimary in anactive childprotection caseload,where the circumstances ofinfantandchilddeaths determined by reports from thecountieson system. The contentoftheagendais the protection ofthecountychildwelfare an infantorchildhasdiedwhileunder Searching forerror andfixingblamewhen Panel framework: works withinaparticular law enforcement, andthejudicialsystem. the medicalfield,publichealth,education, from childwelfare, earlychildhoodagencies, panel. panelisderived This multi-disciplinary have representationservices onthereview to abuseandneglect.Major sectorsofpublic system forreviewing fatalchildinjuriesdue Mortality Review Panel isoursurveillance of Human theMinnesota Services, Child direction oftheMinnesota Department Authorized by thelegislature andunderthe services for vulnerable children inhigh-riskfamilies. insights thatcan bedrawn from theirinquiriesinorder to improve child deaths,thepanelalsoasserts aleading role inproviding valuable Review Panel exists to fixblame for errors implicated inthetragedies of Whereas there isacommunity expectation thattheChild Mortality

It isagreat temptationforretrospective In reviewing thecountyreports, inquiries The Minnesota Child Mortality Review CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 a leading role inproviding valuable insights tragedies ofchild deaths,thepanelalsoasserts to fixblamefor errors implicated inthe that theChildMortality Review Panel exists routinely shown formothersofnewborns. on “safe sleeping” are recommended tobe films onsoothingirritablebabies. Films Hospitals are encouragedtoshow training assure pilots’ ortheirown wakefulness. controllers checkinonspecifiedtimesto drawn onthelimbtoberemoved; airtraffic surgeonshave an“X” counted; orthopedic alone: Heart surgeonsroutinely have sponges for reducing errors. Childprotection isnot systemsareMost onguard service-delivery that a“child review panel” mortality exists. to “imminentharm” (Munro, 2005). organizational behaviorthatlimitsresponses context ofthepracticeenvironment and workers without seeingtheerror inawider against thetemptationtoblamesocial disasters” (Munro, 1996).Munro warns “picking over thebonesofotherpeople’s welfare, thattheseinquiriesare like observes and advisortointernationalsystemsinchild error, Eileen Munro, anotedBritish expert directly addressed. baby? Questions ofavailable resources are not boyfriend isnotcaringforthedistressed care available, sothattheviolentandabusive under adverse conditions? Was qualitychild the panel’s investigation. Is thestaffworking welfare agencyare notroutinely centralto of organizationalbehaviorfoundinthechild environmental context related tothe responsibility. community orsystemic responsibility to from oneofindividual can reframe theissue larger inquiry, thepanel but onememberofa in whichtheworker is the scopeofinquiry outcome. By enlarging the pathwaytoatragic Whereas there isacommunityexpectation Perhaps itisreassuring tothecommunity In thesearch forthecontextof human Questions trauma. thus, alleviatethepotentialforsecondary protection worker whentragedyoccursand, burden ofguiltthatenvelops thechild should,tosomeextent,reduceefforts the and sharingresponsibilities inprevention circumstances — task ofassuringsafetyforachildinhigh-risk the childprotection worker intheawesome advocating forwaystostrengthen andsupport workers developing STS symptomsby help toreduce the riskforchildwelfare sense of“I’m alone” canbe alleviated. shoulder someresponsibility, theworker’s stabilize families. By havingthecommunity care, to mentalhealth treatment, andservices suchaschild forbasicsocialservices support toacknowledgeitself muststepforward its children inhigh-risk families. The community order toimprove forvulnerable services that canbedrawnfrom theirinquiriesin be reached at [email protected]. Shecan of Department Human Services. Review Committee of theMinnesota Wattenberg ontheMortality alsoserves of Minnesota.University Professor (CURA),allat the Regional Affairs Welfare at the Center for Urbanand Coordinator inFamily andChild (CASCW), andPolicy and Program Advanced StudiesinChildWelfare for SpecialProjects for theCenter for Work, of Social CoordinatorSchool Esther Wattenberg isProfessor inthe • • • helplines are indispensable resources. for thecommunity, crisisnurseriesand income families; providing qualitychildcare forlow- for policy, attentionmustbepaidto underline prevention efforts; and improvements inriskassessmentthat for practice,encouragegroup supervision In sum,enhancedcommunityawareness The ChildMortality Review Panel can Collaborations & Perspectives

31 I find that when I engage genuinely with such as through healthy connections such as through with supportive people and tangible completely accomplishments. Using parts and/or of ourselves different can be more changing our environment than a nap. refreshing especially shared Laughter, Humor: is There is hugely healing. laughter, the most difficult in even absurdity keeps situations and finding that absurdity the Sometimes funny. us sane. Kids are only way to connect with adolescents is to their sense of the absurd. appreciate Ask questions. Ask more Curiosity: and who these kids are out questions. Find what is most important to them. Make no decisions about them without them. What What do they want to see happen? What will assist them their dreams? are them need to give We in getting closer? permission to talk about these things and about These cases are to ask questions. on these strategies, see more them. (For in this publication.) Hendricks • • Judge Kathryn Quaintance is currently is currently Judge Kathryn Quaintance Judge in the Hennepin County Presiding Juvenile Court, of as well as a fellow University for Center the Georgetown be She can Reform. Juvenile Justice kathryn.quaintance@courts. at reached state.mn.us. the kids and families, I see a lot of strengths. the kids and families, I see a lot of strengths. can build on grows that we strengths Seeing hope. And hope is the antidote to burnout. Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW to experience success. For example, you example, you to experience success. For might set a goal of finding permanency for every child within the statutory time will likely not accomplish this You lines. goal on every can monitor case, but you out of compliance on cases are many how your to improve a monthly basis and work the course of a year. over percentages support: This is not something you Find can seek out at social gatherings or family may want to consider fact, you holidays. In to discuss your making it a rule NOT spouse or your children with your work and scarybecause it is toxic to people who to hear about it. Rather, not prepared are find a way of taking time with colleagues to talk about cases and strategies, but also and frustrations. responses own about your While food, wine, and stress: Relieve television may be comforting, they do need to find We us. nothing to renew our depleted batteries, ways to recharge Set reasonable goals (Skovholt, 2001): goals (Skovholt, reasonable Set child abuse is an to eliminate Trying enormous mission that no single person smaller attainable could accomplish. Find the opportunity you goals which give I find that when I engage genuinely with the kids and families, I see a lot families, I see a with the kids and I find that when I engage genuinely And hope hope. build on grows can that we strengths Seeing of strengths. burnout. to is the antidote • • • aspects of these cases. Many of us think we of us think we aspects of these cases. Many tough to need help with these issues. too are intelligent judges “lose seen extremely I have use for The tools we court. in juvenile it” not sufficient here. other kinds of cases are do not want to Some nightmares. have Some simply repulsed are Some work.” do “social this is very of it all. But “messiness” the by to it to ourselves owe important and we work How find a way to be healthy while doing it. do that? do we

What happens to the professionals who What happens to the professionals has been some significant While there is not difficult to see some symptoms of It the probably and judges are Lawyers Judge Kathryn Quaintance at the hospital arrives worker A child protection struggling baby for premature to find a severely the parents each day to find that life and checks not visited. have attorney sexual assault files a petition alleging An and the entire a father against his daughter by family turns the daughter. against a toddler will stay A judge has to decide whether since birth she has been in the foster home where part in another of or go to newly met relatives be with siblings and she will the country where extended family. that present the kinds of situations These are job to make is our Court. It daily in Juvenile of others. decisions that hugely affect the lives do our We That is a compelling responsibility. best to be compassionate and fair and clear. get back is anger or hurt what we or Often to the next case. move And then we despair. daily? face this kind of tragedy and stress to about how have What training do we We focus on absorb or deflect all this pain? services therapeutic for others, but providing what about ourselves? about secondaryresearch trauma experienced very health professionals, mental by little the or address has been done to research to trauma among toll of ongoing exposure in the criminal justice system. professionals Wisconsin of study done with a group One indicated substantially Defenders Public disorder higher rates of post-traumatic stress symptoms and secondary traumatic of group with a control compared stress the same office that staff from administrative (Levin exposure the same direct did not have the secondary et al., 2011). Additionally, based on the trauma indicators increased and week in a given number of hours worked the number of cases handled. How burnout among co-workers. and STS hear colleagues opining that a often do we with these people,” not work strategy “will many that a situation is “hopeless?” How because comfortof us gain weight foods are to make us feel better? constantly around many of us end up with injuries or How many of How related? stress illnesses that are needs in the constant us lose track of our own crises? of other people’s effort to take care at analytical training is directed worst. Our often lack good communication We solutions. skills and fall back on legalese that makes of us saying inaccessible. Some are what we the emotional intellect to avoid to our retreat A Judicial Perspective on Secondary Trauma in Child Welfare Child in Trauma on Secondary Perspective A Judicial Collaborations & Perspectives breakdown—often rightthere intheir own disclosure andevery flashback,every every traumareaction,there towitnessevery achildincrisis. Instead,support theyare foster parents can’t predict whentheymust with regularly scheduledappointments, moment. Unlikeat every working inaclinic trauma tobeshared withtheirfosterfamily ofexperiencesand them theirpasthistory are placedintofosterhomes,theybringwith trauma inahomesetting. When children frequency oftheexposure tosecondary in thefieldbecauseofintensityand parent isuniquefrom otherprofessionals intootherpeople’shearts trauma. ofotherswhiletheypourtheirownstruggles parents tolearnfrom thechallengesand traumaisforfoster impact ofsecondary families tornapart. The keytoreducing the daughter’s brother, andwitnessingtearsfrom and neglect,thesuicideoftheiradopted children’s andfostersiblings’ storiesofabuse For Phill andJodie, itincludestheirfoster exposure toSTS takesonmanyforms. is exhilarating. Treatment fosterparents’ tohelpothers experiences asopportunities individuals, likefosterparents, these toview eyes isapowerful experience.Helping witnessing traumathrough anotherperson’s traumaticstress (STS).secondary have given theKlammsvaried perspectives on international outreach theyhave performed foster siblings. These experiencesandother was 10years old,andPhill hashadover 60 Phill’s parents fostered from thetimePhill youth, andJodie isasocialworker andwriter. Klamm isahighschoolteacherforat-risk have twoyoung biological children. Phill adopted theirfosterdaughter. They also fostered 11fosterchildren andrecently parents. Collectively, theKlammshave experience andtrainingthanotherfoster therefore, theseparents generallyhave more intensive needsthanotherfosterchildren; care forchildren andyouth withmore since2003. Services Treatment fosterparents as treatment fosterparents withAnu Family Phill andJodie Klammhave beenlicensed Edited by AmeliaFranck Meyer, MS,MSW,APSW,LISW Peterson,Phill Klamm,JodieandCrystal MSSW, APSW A Foster Parent Perspective Secondary Traumatic Stress andChildWelfare: 32 family atevery moment. past history ofexperiences andtrauma to beshared withtheirfoster When children are placed into foster homes,they bringwiththemtheir

The experienceofatreatment foster According toPhill, theexperienceof CW 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 compassionate, empatheticproviders — negative impactsofSTS andcontinuetobe foster parents recommend toprevent the burn out. The samedynamiccancauseprofessionals to anyone oranything.In turn,theygive up. children are extremely resistant tobelieve in physical andmosttimessexualabuse,the disappointment, emotional,psychological, are never aneasyfix. With several layers of However, theproblems fosterchildren face is tomakeadifference inthechild’s life. determination, andcommitment.Our goal have changed.” placement andrefuse toseehow they could blame thechildfordiscontinuationof are working with…Thenthefosterparents see anythingpositive inthechildren they STS when“…fosterparents…can no longer foster parent says you canseetheeffectsof resulting behaviors. Anexperiencedtreatment youth and, thus,lessunderstandingoftheir offoster less empathetictothestruggles in theirhomes.Foster parents canbecome parents, directly impactsthechildren placed family system,which,inthecaseoffoster most significantlyinthesafetyofour own Unfortunately, theeffectsofSTS playout STS inthemselves orinotherfosterparents. reported seeingtheeffectsof for thisarticle our pain,theirjoy is ourjoy.” healer. AsJodie painis Klammputsit,“Their a privilege,butitcaninflicttraumatothe thatperson’sgoal ofsupporting healingis exposure tosomeoneelse’s traumawitha and wounds. This intenseandunpredictable means you seetheirmostpainfulmemories homes. Creating asafespaceforchildoften • • • play. Get enoughsleep, good nutrition,and eyes. Visualize theworldthrough your child’s care withotherfosterfamilies. Take advantage ofrespite care ortradekid The following are somestrategiesour We gointothefieldwithvigor, As onefosterparent recalled, Most ofthefosterparents we surveyed

you aren’t takingcare ofyourself first.” your life!But you can’t takecare ofothersif tocraveyou itagain. start You love it.It is we willever monthslater foster!’Andafew isthelastkid she shares, “Ihave said…‘This [email protected]. Family Shecan bereached Services. at LISW isChief Executive Officer at Anu Amelia Franck Meyer, MS,MSW,APSW, [email protected]. Family Shecan bereached Services. at RegionalDirectorSouthern at Anu S.Peterson,Crystal MSSW, APSWis reached at [email protected]. with AnuFamily Hecan be Services. Instruction, isatreatment foster parent Phill Klamm,MSCurriculumand hotmail.com. She can bereached at jodieam3@ programs inWisconsin andMinnesota. achildplacingagencywith Services, treatment foster parent withAnuFamily Work,Jodie Klamm,BASocial isa • • • • • • • • • in groups such as“share andsupports.” experienced fosterparents individuallyor from other Get ideasandsupport new Spend familytimewithyour fosterkids. social workers, etc. Develop system-family, astrong support based andgetgoodtraining. Use proven techniquesthatare strengths- do it. Sometimes justahug—a longhug—will such asa“night outwiththegirls.” Do somethingonyour own. Take abreak are eachgoal. doingtohelpsupport Review child’s goals.Ask yourself whatyou those itemsonchallengingdays. day. Put themonpaperandLOOK at List 3positive thingsaboutthechildeach kids. Get outdoorsasmuchpossiblewiththe Jodie Klammsumsitupbeautifullywhen Collaborations & Perspectives

33 jriebel@

The basic premise of social work is service, of social work The basic premise Joan Riebel, LICSW is Executive Director Joan Riebel, LICSW is Executive Director foster Alternatives, a licensed Family of agency in Minnesota. and adoption care at be reached She can to be there for and with these children and for and with these children to be there experienced serious trauma, who have youth one well-being; must attend to our own we continuously assessing way to do this is by experiences of our own and addressing said The kids have secondary traumatic stress. our service fully present, helps are when we mysteries greatest of life’s them heal. One us. I think is that their healing also restores it. do we how that’s we serveand we Sometimes with ourselves. attempting are inadvertently cause harm as we is not intentional harm, but the to serve. It no less serious and that is consequences are of how why it is important for us to be aware can inadvertently We being perceived. are we and others when we cause harm to ourselves neglect, try or make mistakes when to control, workers, As child welfare with youth. working must pay attention to whether or not our we traumatized already re-traumatizing efforts are This is particularly and youth. children as the important in the field of foster care, their families is from of children removal the next issue of intrinsically traumatic. In CW360°, the trauma experienced CASCW’s serve and families we will be the children by systems child welfare as how examined, as well on the countryacross using research are practice with effective trauma to guide more this population. . familyalternatives.org Spring 2012 2012 • Spring Workforce Welfare Child and the Trauma Secondary o 360 CW All humans have the same needs, for time All humans have and for connection. As social workers, it is and for connection. As social workers, we important pay attention to how that we needs met, especially getting our own are can give our mental health needs, so that we our best to these kids who long for the best and that being present know We us. from listening to their stories of trauma and loss instincts self-protective is challenging. Our and can cause us to detach, distance ourselves as a social my years the connection. In avoid asked question the most frequently worker, That question comes it?” do do you is, “How that it is much easier to a realization from pain and suffering than it is to detach from order engage with those who experience it. In time to just be with them, go to sporting band concerts,events, and confirmations. this context, of course, is a yearning Within to feel important.for connection, a yearning to be trulyThey want their social workers during their interactions not just present of the None work. attending to the required teens with whom I talked wanted less time learned have As we with their social worker. this publication, when secondarythroughout are workers goes unaddressed, traumatic stress the likely to emotionally detach from more and families they servechildren as a way to This further from trauma. shield themselves is the exact opposite of what these kids need us. from

When I asked what they would like that One of the teens said, “If I can’t trust my I can’t of the teens said, “If One As social workers, it is important that we pay attention to how we are are we how to pay attention we that it is important As social workers, health needs, so that our mental needs met, especially getting our own us. from the best for these kids who long to our best give can we with them. Another important aspect of the rapport was how with their social worker who important a worker it is for them to have demeanor.” only a “professional does not have personal, to be more They want their workers than just the stay connected, and do “more the most poignant minimum.” Perhaps bare these interviewsstatement from “You was, when you even to trust worker have your life.” your because they control don’t they their workers, they do not get from time.” One want more said, “We universally letting people of the teens said, “Eventually need to respect in takes time, and workers all treasure, is something we Time that.” Joan Riebel, LICSW Joan Riebel, is important as it how to understand Just secondary those impacts traumatic stress it is equally as welfare, in child who work in a STS important how to understand clients. worker’s might impact the worker not know may in foster care Although youth specifically, STS suffer from if their workers the importance of having an they do know I stable worker. emotionally engaged and had the opportunity to interviewrecently about care in foster some teens who live of, and perceptions their experiences with, can Their perspectives their social workers. “Follow-through” influence our practice. is one of the most important ingredients “good worker.” these teens identified in a and to be organized They want their workers supportive, doing what they say they will trust my I can’t teens said, “If of the One do. Being I get cynical and defensive.” worker, on and trust is the their worker able to rely relationship. in the most significant ingredient and following being organized Beyond they identified the skills of listening, through, being supportive, and offering advice. I was important their relationships struck how by to these teens. are with their social workers that is also caring They want a relationship and understanding. everybodylike they’re feel me makes it worker, else – everybody left me.” else who has already I just up, gets all mixed And another said, “It keep trying to not get hurt or disappointed, is all about the It trying myself.” to protect on, or and being able to rely relationship for and being there count on, their workers We Need to Pay Attention Pay to Need We References & Resources [email protected]. in IndianCountry. Hecan bereached at implementation of Tribal Wraparound presented conferences at various onthe Indians(2005-2011)andhas Ottawa Justice for theLittle Bandof River since elected 2001.Hewas asAppellate private andtribalsocialserviceagencies L.ChampagnehasworkedRyan in Continued from page29 Stress intheWorkplace Practices to Reduce Secondary Traumatic Utilizing Traditional AnishinaabeCultural 34 community are noojmohaadorhealing. child welfare. The long-termeffectsonthe systems whichresults inpositive outcomesin for ourfamiliesinvolved inchildwelfare community. This inturnprovides stability stress totheir andincrease theyears ofservice traumatic reduction oftheeffectssecondary networka strong thatwillallow support for and spirituallytothecommunitywilldevelop functions. community service time offtoattendtraditionalceremonies and personal reasons; andallowing adequate paid spiritual leadersforbothprofessional and workers to seekculturalguidancefrom ceremonies amongst workers; encouraging promoting attendanceattraditionalnative in order topromote asenseofholistichealing; in theworkplace andwiththeirclientfamilies allowing workers tousetraditional medicines families atcommunityandspiritualevents; the practiceofincorporatingsocialworkers’ theirworkers bycan support promoting many tribalchildwelfare workers. Agencies a commonlyreported source ofstress for suffering duetotheobligationsofjob, their communityorthatfamiliesare prevent tribalworkers feelingalienated from agencies shouldstrive todevelop policiesto feel unacceptedintheircommunity. Tribal a socialtaboothatwouldcauseworker to community whentheyneedyou themost’ is community. The conceptof‘abandoning one’s spiritually connectedtoeachotherandtheir the basicunderstandingthattheirpeopleare family andextendedconnectionswith serve. Tribal communitiesare deeplyrooted in willing toreside inthecommunitythatthey onsocialworkersrecruitment whoare efforts their socialworkers whentheyfocustheir and reducing theeffectsofSTS amongst chance ofsuccessinpreventing turnover theirown community.serving butratherthattheyare community theyserve no longerconsiderthecommunityas defined whenthesocialworkers intheagency

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handbook.pdf assets/pdfs/resilience_alliance_participant_ http://www.nctsn.org/sites/default/files/ Participant Handbook. Retrieved from (September 2011). The Resilience Alliance ACS-NYU Children’s Trauma Institute. training_manual.pdf files/assets/pdfs/resilience_alliance_ from http://www.nctsn.org/sites/default/ trauma amongchildwelfare staff.Retrieved Promoting resilience andreducing secondary (September 2011). The Resilience Alliance: ACS-NYU Children’s Trauma Institute. secondary_traumatic_tress.pdf nctsn.org/sites/default/files/assets/pdfs/ professionals. Retrieved from http://www. stress: Afactsheetforchild-serving NCTSN. traumatic (2011).Secondary Agency Discussion Guide several — discussion questionstogettheconversation started managers inthinkingthrough how theymightengageothersaround theinformationpresented inthiseditiononSTS, we offer to generatediscussionsintheirunit/staffmeetings. We thoughtthiswasaterrific idea. and In order toassistbusysupervisors The editorsofCW360ºhave beentoldover inthepublication andmanagersusearticles thepastcoupleofyears thatsupervisors Between Supervisor/Workers • • • • • • CW welfare work? agency? How canwe influencehow themediadiscusseschild out anypossible“reactionary” policymaking inourstateor has onworker well beingandpolicymaking.Canyou point Richardson, Chenot,& Wattenberg discusstheimpactmedia personally take? any shouldbeimplementedinour agency? What stepscan you seemapplicabletoourwork? Dothese interventions you think STS, whileHendricks gives abriefoverview. Which, ifany, of The “Best Practices” for sectionhighlightssomeinterventions you agree most? Why? Judge Quaintance incontrastingways. With whichperspective do Co-worker, isdiscussedby Barbee, orpeersupport Hendricks, and Lawson. socioeconomic status,education)?See ChampagneandCaringi& agency, baseduponourdiverse backgrounds (e.g.race,culture, How mightSTS beexperienceddifferently amongworkers inour important? What isthedifference? traumaandburnout. betweenWhy doyou secondary thinkthisis Shackelford andothersstress ofdistinguishing theimportance Klamm, Peterson, &Franck Meyer. in ouragency?Should it?See Bride, Riebel,Judge Quaintance, & traumaticstress? Howsecondary can screening beimplemented and judges)donotaddress thepossibilitythatwe mayhave ifwewe asworkers serve (orotheradultssuchasfosterparents What are someimplications forthefamiliesandchildren that 360 o Secondary Trauma andtheChildWelfare Workforce •Spring2012 Job Preview (RJP) Examples Recruitment Resources &Realistic • • • • • com/9856486 Michigan RJP:http://www.vimeo. jif/rr/rjp.htm North Carolina RJP:http://ssw.unc.edu/ coloradorjpvideo.org Colorado RJP:http://www. aspx?menu=154&id=4297 Arizona RJP:https://www.azdes.gov/main. RecruitmentScreeningSelection.pdf docs/NCWWI_ResourceList_11- from http://www.ncwwi.org/ screening &selection.Retrieved resource list#11:Recruitment, Institute. (October 2011).NCWWI NationalChild Welfare Workforce Between Manager/Supervisor • • • • work here? “Best Practices” thatcould sectionseemtobeinterventions described inthe the agencyasawhole,whichinterventions In thinkingabouttheworkers withinyour unit,aswell as See Caringi&Lawson. forms ofdiversity asanassetinagencySTS policymaking? What are somewaysyou canpromote culture andother Caringi &Lawson,Chenot,Krings,Collins. developing STS? How doesitimpactyour workers’ risk?See climate inouragency?How doesthisimpactyour riskof How wouldyou describetheorganizationalculture and supervisor? understanding thisdifference helpyou inyour work asa you seethe difference amongpeopleinyour unit?How does traumaandburnout.Can distinguishing between secondary Shackelford andothersstress of theimportance Select Notable Organizations • • • http://www.ncwwi.org Institute: NationalChild Welfare Workforce http://www.uky.edu/SocialWork/qicpcw/ (QICPCW): the Privatization ofChild Welfare Services National Quality Improvement Centeron http://www.nctsn.org National Child Traumatic Stress Network:

CW360o Secondary Trauma and the Child Welfare Workforce • Spring 2012 39

About CW360o Child Welfare 360o (CW360o) is an annual publication that provides communities, child welfare professionals, and other human service professionals comprehensive You may be wondering information on the latest research, why you’ve received policies and prac­tices in a key area affecting child well-being today. The CW360o publication uses a multidisciplinary approach for its robust examination We mail each issue to our regular of an important issue in child welfare subscribers plus others whom we practice and invites articles from think might be interested. If you’d key stakeholders, including families, like to receive every issue of CW360o caregivers, service providers, a broad at no charge, call 612-624-4231 or array of child welfare professionals email us at [email protected]. Give us (including educators, legal professionals, medical professionals your name, address, email and phone and others), and researchers. Social number, and let us know whether issues are not one dimensional and you’d like a print copy or e-mail cannot be addressed from a single version. CW360o is also published on vantage point. We hope that reading the Web at http://z.umn.edu/cw360. CW360o enhances the delivery of child welfare services across the country while working towards safety, permanency and well-being for all children and families being served.

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• An overview of how secondary trauma impacts workers, supervisors, organizations, Feature Issue: Secondary Trauma and the Child and advocates in the child welfare system Welfare Workforce, Spring 2012 and how this may hurt client outcomes o Executive Editor: Traci LaLiberte • How outside forces, such as negative reports 0are issue Managing Editor: Tracy Crudo 36evalent child welf ook at a pr a cCWomprehensive l in the media and reactionary policies, can Well-Being Permanency Editor: Heidi Ombisa Safety elfare Workforce increase one’s development of secondary Secondary Trauma and the Child W Spring 2012 Design: Heidi Wagner traumatic stress Layout: Connie Burkhart • An overview of prevention and intervention Download previous strategies on both individual (personal and Acknowledgements: The following people issues of CW3600 at professional) and organizational levels have been instrumental to the creation of this publication: Elizabeth Snyder and Scotty Daniels. http://z.umn.edu/ • Specific interventions and supports that agencies can use to ameliorate secondary cw360 CW360° is published annually by the Center for Advanced traumatic stress among workers Studies in Child Welfare (CASCW), School of Social Work, • The use of Realistic Job Previews in both College of Education and Human Development, University schools and agency recruitment in order to of Minnesota. This issue was supported, in part, by grant prepare workers for the field #GRK%29646 from Minnesota Department of Human Services, Children and Family Services Division. • Cultural considerations in determining The opinions expressed are those of the authors and do not agency-wide policies to address secondary necessarily reflect the views of the Center, School, College, trauma among staff, including specific University or their funding source. examples from a tribal social service agency The University of Minnesota is an equal opportunity educator • How secondary trauma can affect foster and employer. This document is available in alternate formats parents, and why it is important to foster upon request. youth for foster parents and workers to address possible secondary trauma