As a professional in the field, you may train your future supervisees on their risks and possible symptoms of vicarious trauma, while also promoting professional self-care. Often it is difficult for new practitioners to accept that their clients or students may affect them. As their supervisor, it is your responsibility to help bridge the gap between good therapeutic behavior and human emotions. Although there is no substitute for effective therapeutic behavior, it is important to remember that as a helping professional you are not invincible, and the more awareness new practitioners have about the risks of developing vicarious trauma, the more apt they will be to prevent it.
For this Assignment, you review an example of a supervision session located in this week’s Resources for Day 1. Think about the evidence-based strategies you would use to address the issues presented by the supervisees as well as promoting self-care.
Assignment (2–3 pages): (Be very detailed in response, Teacher stated we need to ex[pound more on topics, use 4 APAP references)
- Choose either David or Julie in the supervision session and identify a behavior that may reflect impairment.
- As a supervisor, select two evidence-based strategies you would use to address the symptoms of vicarious trauma exhibited by the supervisee. Justify your selection. Be specific.
- Select two self-care strategies you would recommend to the supervisee to address vicarious trauma symptoms and to promote their personal wellness in the future. Justify your selection. Be specific.
Support your Assignment with specific references to all resources used in its preparation.
Berger, R., & Quiros, L. (2014). Supervision for trauma-informed practice. Traumatology, 20(4), 296-301. doi:10.1037/h0099835
Goren, E. (2013). Ethics, boundaries, and supervision Commentary on ‘Trauma triangles and parallel processes: Geometry and the supervisor/trainee/patient triad’. Psychoanalytic Dialogues, 23(6), 737-743. doi:10.1080/10481885.2013.851568
Knight, C. (2018). Trauma-informed supervision: Historical antecedents, current practice, and future directions. Clinical Supervisor, 37(1), 7-37. doi:10.1080/07325223.2017.1413607