• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/125

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

125 Cards in this Set

  • Front
  • Back
The 5 characteristics of addiction:
Primary, Progressive, Chronic, Potentially Fatal, and Symptomatic
The PRIMARY nature of addiction means:
Even though there may be other significant issues in an individual's life, the addiction needs to be treated as a primary concern.
The PROGRESSION of addiction means:
Addiction is an illness that progresses and becomes worse as the individual continues use of the substance.
The CHRONIC nature of addiction means:
The addiction is ongoing. There is no cure in the traditional medical sense. Once a person crosses that invisible line, it is unlikely that he or she will ever drink or use drugs in moderation again.
Addiction is potentially FATAL means:
If left untreated, substance abusers have higher rates of fatal car accidents and death from gunshot wounds, as well as physical problems related to addictive substance use.
Addiction is a SYMPTOMATIC illness means:
According to the DSM, typical symptoms of substance dependence include: an increased tolerance to the chemical, continued use of chemicals despite negative consequences, withdrawal, and repeated unsuccessful attempts to control or stop using the substance.
Addiction/substance DEPENDENCE:
The compulsive, excessive use of a chemical that continues despite negative consequences and is characterized by an increase in tolerance and symptoms of withdrawal after discontinuing use of the chemical(s).
Substance ABUSE:
Doesn't include tolerance/withdrawal. Instead--includes only harmful consequences of continued substance abuse.
Usually diagnosis is given to individuals who have just started to use drugs/ drink heavily
Denial System:
Individuals distancing from emotions and reality. Those in denial do not identify their substance use as problematic, and they blame other problems or ppl for their situation

Sometimes denial manifestations include: concealment/minimization, rationalization/justification, and resistance.
Continuum of Use:
How to assess severity of use during crisis intervention
--The addiction continuum begins with no use of chemicals and proceeds to use of chemicals, to the abuse of chemicals, and then the development of addictions

May take many years to develop but can also happen on the first time using.
Recovery:
Abstinence from alcohol or drugs, followed by changed in thoughts, feelings, and behavior.

Recovery is a lifelong commitment.
Relapse:
Part of recovery process when an individual begins to deny feelings and responsibility again and to rationalize his or her ability to use the substance of choice.

There is a return of addictive behaviors--begins at the cognitive level before ACTUAL use.
Enabling:
A behavior other people in the addict's life engage in that protects the chemically dependent individual from the negative consequences of substance abuse.

EX) Significant other, parents, friends
Codependency:
A cluster of symptoms or maladaptive behavior changes associated with living in a committed relationship with either a chemically dependent person or a chronically dysfunctional person either as children or adults.

Usually the person closest to the addict and over the progression of the disease becomes inseparable from the partner
True or False:

You can't help an alcoholic or addict who doesn't want help.
False--denial protects and defends addicted individuals from their feelings and also from attacks or confrontations about their substance abuse.

Group Intervention is recommended as most effective for challenging the denial system.
True/False:

Alcoholics/Addicts do it to themselves; they just don't have enough will power to stop.
False--They may start using as a result of curiosity, pressure from peers, or exposure to substance use in their families. Their intent is not to get addicted but sometimes the process of addiction unfolds.
True/False:

Most alcoholics are unemployed and living on the street.
False-- Most active alcoholics are employed, have homes and families, and function normally. If the addiction goes untreated it can eventually rip families apart and leave people homeless.
True/False:

Drug addicts and alcoholics are lying thieves who will never change.
True and False--Sometimes the addict does whatever he/she needs to do in order to obtain their drug of choice.
True/False

Alcoholics/addicts are only hurting themselves; they are not hurting anyone else.
False--Yes, they are hurting themselves but they are also negatively affecting their family, workplace, and community.
A.A's 12 Steps
Rooted in the assumptions about control, powerlessness, and the process of changing addictive thoughts and behaviors

Spirituality is embedded within the AA twelve steps. Requires "turning our will and our lives" over to God.
The Humanistic and Feminist 12 Step Alternative:
An alternative to the religious based AA twelve steps because it is criticized by some feminist addicts saying that it is gender biased
-In both of these programs, they de-emphasize God and instead one can use one's own power not to engage in controlled drinking/drug taking but to change one's life patterns
Continuum of Care:
The service programs available to treat addiction exist on a continuum. A program provides the least restrictive level and intensity of service necessary to match the clients' needs.
Level I continuum of care:
Outpatient/ intensive outpatient (longer more intense treatment sessions at a lower cost)
Level II continuum of care:
Day treatment/partial hospital OR halfway house

Essentially these can be full day treatment formats but in a community based setting
Level III continuum of care:
Medically monitored inpatient detox OR medically monitored short-term residential OR medically monitored long-term residential

These are located in facilities that are not associated with medical institutions--usually consulting medical supervision
Level IV continuum of care:
Medically managed inpatient detox OR medically managed inpatient residential

Services are provided under direct medical supervision of a physician
Intervention:
Planned group confrontation of the addict or alcoholic that aims to get the person to admit him/herself to some type of treatment once the person has been able to admit that there is a problem.
Why do addicts typically move into a recovery process?
As a result of crisis
Steps to single session crisis intervention: substance abuse and addiction--
Step 1: Supportively and empathically join with the client.

Step 2: Intervene to create safety, stabilize the situation, and handle the client's immediate needs.

Step 3: Explore and assess the dimensions of the crisis and the client's reaction to the crisis, encouraging ventilation.

Step 4: Identify and examine alternative actions and develop options.

Step 5: Help the client mobilize personal and social resources.

Step 6: Anticipate the future and arrange follow up contact
What to assess during an addiction assessment:
Counselor needs to explore and identify the details of the specific crisis event as well as the areas of psychosocial functioning affected by the substance abuse.
-Evaluate how the chemical affects the client emotionally, behaviorally, cognitively, spiritually, developmentally, physically, financially, and legally

Also identify personal strengths.
ABDCE of ongoing crisis counseling for substance abuse individuals
A-Affect Stability: Assist the client to express and process his or her emotions related to the addictive behavior and related crisis.

B-Behavioral Adjustment: Assist client to make and sustain necessary behavioral changes.

C- Cognitive Mastery: Assist client to examine and reformulate beliefs about him/herself and the substance abuse/dependence, as well as beliefs and personal meanings that have been threatened by the addiction.

D-Developmental Mastery: Assist the client to examine the impact of addiction on his/her ongoing development.

E- Ecosystem healthy and intact: Assist the client to make changes in his/her personal ecosystem in order to reestablish connection and community.
Chronic Illnesses:
Diseases that are perpetual, permanently affecting, and disruptive. Patients are faced with incurable, sometimes debilitating illnesses with potential for physical disabilities, disfigurement, and a shortened life.

Symptoms vary according to illness, but quality of life is always affected which results in varying emotional/physical responses from individual patients.
Quality of Life
The extent that a person's satisfaction with various domains of life (physical, relational, social well-being) has been affected by illness or its treatment.
How should chronic illnesses be thought as "family illnesses"?
Every individual diagnosed with a chronic illness functions as a member of a larger network of relationships that are invariably influenced by the crisis of illness.
Phases of Illness
1. Diagnostic Phase--triggers shock and disbelief when a patient has to make immediate treatment decisions.

2. Postoperative Phase-- coping with bodily changes and potential life-role transitions.

3. Adjuvant Therapy Phase--making informed, ongoing treatment decisions along with symptom management.

4. Recovery Phase-- can trigger fears of recurrence, ambivalence about ending treatment, and apprehension regarding reentry into mainstream life.
When is a patient typically most anxious?
Experiencing uncertainty or is in transition (e.g., waiting for diagnosis/test results, treatment protocol changes).
Psychosocial problems among patients with cancer and their families include:
Quality of life, adjustment to the diagnosis and illness, marriage and family disruption, varying emotional responses, sexuality, infertility, changes in body image, rigorous and intrusive treatment protocols, and financial concerns.
Psychological responses for people diagnosed with HIV/AIDS:
Anxiety, depression, social isolation and anger
What major assessment should counselors make with AIDS clients?
The potential for lethal behavior, as the risk and incidence of suicide among ppl living with AIDS is elevated
Sometimes an immediate crisis response for AIDS patients:
Sexual acting out by an individual who is angry upon hearing the initial HIV+ diagnosis.
Initial phase of progression of AIDS:
Period of acute infection that occurs when patient is initially diagnosed. Counselor can help patient cope with range of emotional responses to the diagnosis while helping educate the individual.
Middle, chronic AIDS infection phase:
Time where patient may be relatively symptom free. Counselors can help patients cope with quality of life and lifestyle changes, relationship concerns, disclosure to family and friends, and ongoing grief/loss issues
End phase of AIDS:
Crisis counselors may encounter patients experiencing concerns related to death and dying, treatment compliance/side effects of medication, pain management, and potential cognitive impairments.
Psychological reactions most frequently observed with Parkinson's Disease:
Anxiety, worrying, depression, a sense of isolation, alienation, hopelessness, frustration with regards to impaired memory, reduced potential to work, compulsiveness, and self-esteem
What is a recurring theme in chronic and terminal illness?
Loss
5 Stage of Grief
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
Single Session crisis intervention- Chronic Illness
Step 1--join with client
--counselor must communicate acceptance, caring, and high levels of empathy

Step 2--Intervene immediately
---patients may often feel hopeless/helpless as if they were just given a death sentence
--stabilize patients, de-escalate, help them gain control

Step 3--Assess client's reaction to crisis
---construct an integrated picture of the patient and the patient's crisis
response
--patient may ask questions like: Why is this happening to me? What did I do to deserve this?
--ABCDE Model

Step 4--Identify alternative actions and develop options
--patients need to engage in effective problem solving to determine their options and make decisions on how to address their immediate needs

Step 5--Mobilize personal and social resources
---counselor should provide information, help them figure out their strengths and skills they have developed in other areas of life

Step 6--anticipate the future
--assuring that the individual leaves the session with the resources necessary to cope with the immediate issue causing distress.
How should the counseling relationship be with a patient who has a chronic/terminal illness?
A trusting, empathic therapeutic alliance is critical regardless of the therapeutic endeavor.

A supportive and empowering relationship for those with chronic illness who are dealing with ongoing adjustment problems overtime.
Bereavement
The loss of a loved one by death.
Grief
The deep and personal distress caused by bereavement.
Mourning:
Expression of grief and sorrow, often by engaging in a culturally defined mourning practice
Uncomplicated Grief:
Grief that is expressed with no extenuating circumstances that might preclude a person's ability to mourn

ex) someone who expects their grandmother to die because she had cancer
Risk factors for Complicated Mourning:
1. Sudden/unanticipated death
2. Death from an extremely lengthy illness
3. Loss of a child
4. Mourner's perception of death as preventable
5. A premorbid relationship with the deceased that was either angry, ambivalent, or dependent
6. A prior history of unresolved losses or mental health problems
7. Mourner's perceived lack of social support
How can the CIRCUMSTANCES of death make is difficult for the individual to grieve?
The individual may not have had the opportunity to say goodbye to a loved one or gain a sense of closure with the deceased.
How are HISTORICAL FACTORS needed to be taken into consideration when assessing grief?
Those who have had previous complicated reactions to loss are more likely to have them again.
How are PERSONALITY FACTORS needed to be taken into consideration when assessing grief?
Such as coping style and self-concept can lead to vulnerabilities for complicated grief. Those who tend to "go it alone" may be unable to cope by themselves and not know how to as for support.
How are SOCIAL FACTORS needed to be considered when assessing grief?
A lack of social support complicates one's reaction to a loss. For example--suicide, when there is social disapproval of it.
Disenfranchised Grief:
Can complicate one's reaction to grief. It occurs when one's grief cannot be "openly acknowledged, publicly mourned, or socially supported."
Anticipatory Mourning:
Experienced when individuals anticipate the death of a loved one. Important to look at the mourning process as a preparation for the impending loss rather than as a process in which one accepts in advance how he/she will feel when the loss actually occurs.
Sudden Loss:
Leave survivors with a sense of unreality; they feel guilty-thinking they could have prevented it or the victim could have prevented it.
Six factors that influence the way survivors respond to sudden loss:
1. Natural-Human-made (tornado v. terror attacks)
2. The degree of intentionality
3. The degree of preventability
4. Suffering
5. Scope (the number of ppl affected by the loss)
6. The degree of expectedness
Conflicted Grief:
Survivors whose relationship could be characterized as tense, hostile, or ambivalent
Death of a Child
Recognized as one of the longest-lasting, most heart-wrenching , and complicated types of grief to address, particularly for the parent.

Parents may feel they have lost a part of themselves.
What is important for children to do when experiencing a death of a parent?
Children need to establish an ongoing relationship to the deceased parent. This may include thinking of the parent as "being in heaven," dreaming about the parent, speaking at the parent's gravesite or when feeling sad.
In order to appreciate the experience of "sibling loss" it's important to clarify what 3 things have been lost:
1. A shared history
2. A child's position in the family may change
3. A "constant" in one's life is now gon
Miscarriage:
Frequently occurs during the first trimester; women typically feel guilt and blame themselves "If only I had or had not..."
Stillbirth
Typically occurs during the last trimester; parent has typically formed a significant bond with the nearly developed child; parents have to make many decisions-ie--who should they tell? should they have a funeral? should they give the child a name? how will this affect our other children?
SIDS
The death of a child within the first year of life; the loss can be disorienting and incapacitating; mothers may be temporarily unable to care for other children.

Reminders of this shortened life by anniversaries or "would have been" moments can trigger earlier grief.
How do children and adolescents typically grieve?
Since their language skills are usually less developed, they often externalize their emotions through behaviors that reflect their internal conflict

It's good to use play therapy, art therapy, or a sand tray
When intervening with a bereaved family, what 2 key points should the counselor understand?
1. The family is an interactional unit attempting to maintain a sense of equilibrium with change in one component causing change in the rest (ie., a family member's death)
2. Not all family members will have the same experience of grief.
2 Central Tasks for the family dealing with loss:
1. Develop a shared acknowledgment of the reality of death and shared experience, which can be facilitated by open communication
2. Reorganizing the family system and reinvesting in other relationships and life pursuits, with family cohesion and flexibility necessary for this stabilization to occur.
3 Goals in Single Session Crisis Counseling Dealing with Death
1. Worker must secure the immediate safety of survivor to express lethality, especially if the death has occurred due to suicide, homicide, accident, or disaster
2. Survivor must attain short term mastery of the crisis situation in order to deal with the immediate concerns that arise in the aftermath of a death--funeral, contacting friends, etc.
3. Worker must make the survivor aware of the social, spiritual, and community supports available to them.
What can a counselor offer a survivor in grief counseling?
Education for the client on the normal stages of grief including denial and tears can illuminate and clarify the next steps that might be needed reconcile and integrate the death

-The counselor can offer the grieving client patience, sensitivity, and compassion
Mandated reporters of child abuse:
1. Health care professionals
2. School personnel
3. Mental health professionals
4. Law enforcement officers
Why are infants/toddlers most vulnerable to child abuse?
1. They are almost entirely dependent on adults for their care and protection
2. They have limited cognitive or verbal skills to know the abuse is wrong or to tell someone who could protect them
When evaluating child abuse, what should the initial evaluation include?
1. A thorough description of the abuse that has occurred
2. Info pertaining to the characteristics of family members
3. Description of the family system and collective family functioning
4. Risk assessment of the potential for further harm to the child
5. Recommendations and requirements for interventions and treatment of child/family
Over time how can severe child abuse affect a child?
Can erode a child's ability to cope with psychologocial trauma and may result in mental health impairments --attachment problems, PTSD, depression, anxiety, dissociation, and developmental or conduct disturbances
How may abused children be affected socially?
They may not act in socially acceptable way thus be rejected for "being different," they may isolate themselves from peer encounters, have unstable relationships, or have heightened dependency needs in relationships
How may maintaining self esteem be a challenge for abused children?
They may have been told/feel that they are worthless and deserved their abuse. They, in return, believe they are not worthy of care or protection.
Good therapy techniques for abused children?
Use therapeutic games and educate them about feelings to help them communicate their thoughts and feelings
Why may abused children not be very good at communicating their feelings?
They may have not mastered developmentally appropriate problem solving skills and behaviors bc they may have had to devote so much emotional energy to coping with the abuse.

--they may behave in regressed manner to manage expected stressors
Some common environmental problems found in families that mistreat children:
Unemployment, financial hardship, poverty, and absent or inadequate social support systems
Common intrafamily stressors found in families that mistreat children include:
Aubstance abuse, domestic violence, a family history of victimization, difficulties during pregnancy, becoming a parent at a young age, adult or child medical problems, thinking child may have temperamental difficulties, and impairments in normal attachment
Who are the majority of child sexual perpetrators?
They are known and trusted by the child. They deliberately exploit and distort their relationship with the child capitalizing on the child's natural curiosity and trust
True/False

Children usually think they are willing participants in the sexual abuse
True, they may sometimes believe they are responsible for the abuse as well.
How can child sexual abuse affect a child's development?
Children may develop sexually inappropriate behaviors such as making sexual advances towards other children or adults, which places the child at further victimization.
4 Goals of Single Session Crisis Intervention with Child Abuse Victims
1. Ensuring the Victim's present physical safety
2. Helping the child cope with the immediate aftermath of the disclosure, both emotionally and cognitively
3. Facilitating any time-sensitive or involuntary interventions required such as medical examinations or police interviews with the child
4. Aiding the child in reconnecting with appropriate social supports and resources
What is the triple jeopardy associated with disclosing familial abuse for children?
1. Relief and healing isn't an immediate feeling after disclosure, it is a process that slowly unfolds.
2. The system's response can traumatize the child again
3. The child's relationship with other loved ones may suffer
What is the first step for a child when receiving help for child abuse?
Disclosure but it can also act as a catalyst for subsequent crises; can also cause the child to re-suffer after having to re-tell the story to multiple professionals (ie--court setting).
What is the overall goal after the child has brought the abuse to light?
To not let the abuse continue and to foster long-term health.
How to use the ABCDE Model for ongoing crisis counseling for abused children
A--Affect Stability--Help children to express and process their memories and emotions related to the abuse
B--Behavioral Adjustments--Help children make healthy behavioral changes
C--Cognitive Mastery--Help children to examine and reformulate beliefs distorted by crisis events
D--Developmental Mastery--Help children to examine the impact of abuse on their stage-of-life needs and tasks and to make healthy adjustments for ongoing developmental mastery
E--Ecosystems Healthy and Intact--Help children to examine and make necessary changes in their personal ecosystem and advocate for change when necessary
How should termination with abused children be taken into consideration?
Saying "goodbye" to the working relationship with abused children should carefully and jointly planned. Should be something like "we'll say goodbye for now but I'll be here if you need me." Because the child may need reassurance that the counselor is going to be there if things get difficult.
What is the primary goal for group intervention with children?
Help improve social skills with peers.

Help introduce concepts such as: sharing, helping, compromising, conflict resolution, team work, appropriate physical boundaries, appropriate verbal communication, anger management, and following rules.
How to improve self-esteem, self-worth, and self-efficacy with children?
Group counseling aims to do all of these to explore and and appreciate their individual talents, capabilities, and resources.
Developmental Crisis:
Experienced when negotiating developmental transitions--ie. graduating from high school/college
Situational Crisis:
Include: school violence, gang-related activity, abuse, disaster, injury, and death
What usually happens with children during middle childhood (ages 6-11) during crisis?
Many firsts for students' lives--associated with school and friends; socialization with peers=major concern; developmental crises involving social relationships may be especially difficult

They operate concretely, unable to cognitively process crisis events
What usually happens with early adolescent students (ages 11-14) during crisis?
Peer relationships and peer approval are paramount--a high concern for others' opinions and fear of negative peer evaluation makes this part of life an emotional roller coaster

During crises events, it is hard for them to acknowledge and share their feelings--may mask their underlying feelings with anger and acting out

They may have intense feelings of helplessness bc of their perceived lack of power over external events
What usually happens with middle adolescent students during crisis (15-18)?
Peer relationships are still highly valued; they are capable of insight and are more able to express their emotions than younger students; they don't feel quite as vulnerable and develop abstract thinking

They can hypothesize and think about the future, they are less likely to conceptualize everything in either/or terms
Examples of how developmental crises can affect students:
Lack of acceptance by a desired peer group can yield feelings of alienation or loneliness, cause depression, or make a student feel like a social outcast. Desire for peer acceptance often causes a preoccupation with self-image, substance abuse, sexually acting out, or engaging in other risky behavior
How should a counselor handle a disaster that occurs outside the school setting?
For example, after September 11th, counselors across the US met with students in their classrooms to discuss and process the event. They may have been unaware of students' connections to ppl and places but it helped the counselor assess their developmentally situated responses
How should counselors be prepared to help students when there has been a death in the school community?
Reactions include denial, shock, disbelief, apparent lack of feelings, explosive emotions, somatic symptoms, and the desire to help or "do something" constructive
How should counselors be prepared to deal with a student suicide in the school community?
Students feel a sense of loss, guilt, sadness, and anger, but counselors should also be concerned about the possibility of contagion effects.
Who provides crisis intervention in schools?
School counselors, teachers, school psychologists, social workers, and other mental health professionals
Why do gangs appeal to students?
Students have a need for connection which is so prominent in their social development. Youths seek and find kinship, alliance, support, companionship, protection, and peer relations in gangs

Peers mistakenly perceive these things for low self-esteem, self-image, and feelings of academic or social failure.
What roles should the school community assume during a crisis?
1. crisis response coordinator
2. crisis intervention coordinator
3. media liaison
4. security liaison
5. parent liaison
6. crisis counselors provide direct services to those affected by the crisis
Single Session, Classroom-Based Crisis Intervention
Step 1- support and empathically join with the students
Step 2- Intervene immediately to create safety, stabilize the situation, and handle students' immediate needs
Step 3- Explore and assess the dimensions of the crisis and the students' reactions to the crisis (ABCDE)
Step 4- Identify and examine alternative actions and develop options
Step 5- Help students mobilize personal and social resources and connect with other community resources, as needed
Step 6- Anticipate the future and arrange follow up
Acute phase of response:
Includes the days and weeks immediately following the disaster, individuals are highly aroused physically and emotionally, preoccupied with thoughts about their experience and tend to openly discuss their anxieties and feelings with others.
Inhibitions or avoidance phase:
Emerges as ppl stop talking about the disaster and their responses but continue to have thoughts and dreams about it
Adaption phase:
After about 6 weeks--troubling symptoms gradually decreased and ultimately ended
Technological disasters:
IE--toxic contamination-may not have a clear beginning and ending.

Often they have to confront the reality of the specific health problems and ongoing fears and suspicions regarding the cause of their physical maladies
Intentionally caused disasters:
These disasters have a political or criminal intent that may result in more intense emotional responses including rage, depression, and anxiety.
Three factors found to positively affect post-disaster coping and survival:
-Social embeddedness (size and closeness to survivor's social network)
-Received social support (actual help that is provided to individuals)
-Perceived social support (survivor's belief that he or she is cared for and that help is or will be available)
Single Session Crisis Intervention for Disaster Survivors
Step 1-- supportively and empathically join with the survivor(s)--help them reconnect
Step 2--Intervene to create safety, stabilize the situation, and handle the survivor's immediate needs--protect them from further danger and exposure to traumatic stimuli
Step 3--Explore and assess the dimensions of the crisis and the survivor's reaction to the crisis, encouraging ventilation--enable individuals to obtain greater control over themselves and their situations
Step 4--Identify alternative actions and develop options--provide assistance in prioritizing concerns, examining options, and choosing discrete steps to take
Step 5--Help the survivor mobilize personal and social resources with other community resources, as needed
Step 6--Anticipate the future and arrange follow up
Ongoing Crisis Counseling Goals and Processes
A--Affect Stability--help survivors to express and process memories and emotions related to the disaster
B--Behavioral Adjustments--help survivors to make and sustain behavioral changes conducive to personal and social functioning
C--Cognitive Mastery--help survivors to examine and reframe their core beliefs, expectations, and personal meanings threatened by the disaster
D--Developmental Mastery--help survivors to examine the impact of the disaster on their stage og life needs/tasks and to make the adjustments necessary to attain ongoing developmental mastery
E--Ecosystem healthy and intact--help survivors to examine and make healthy changes in their personal ecosystem
Burnout:
A syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment; continue to work with clients without energy or enthusiasm
Can clients sense the helper's detachment?
Yes, and feel they are deprived of a therapeutic relationship grounded in empathy and trust necessary to mee their needs.
Reasons for burnout:
Individual characteristics, the helping relationship, the work environment, and societal factors
What is the most fundamental strategy to avoid burnout?
Develop self-awareness--awareness in one's strengths and competencies as well as one's needs and limitations--this way counselors can set realistic expectations for themselves
What is the second most important strategy to avoid burnout?
Develop essential personal and professional resources
Secondary traumatic stress and vicarious traumatization
These have been developed to describe emotional, cognitive, and physiological changes that may occur in those who are secondarily exposed to stories and experiences of trauma survivors.--a transfer of trauma symptoms from victim to counselor.
Signs of secondary traumatic stress and vicarious traumatization
Some counselors have reported having PTSD. Also feelings of being overwhelmed, intrusive imagery, nightmares, obsessive thinking, and emotional flooding
Risk Factors for Burnout:
Individual factors (prior trauma history, age, education, experience, coping strategies), professional behaviors, and aspects of the work and the work environment
Ways to prevent and heal from burnout:
Self care and support, creating personal meaning, being aware of professional behavior, organizational health (take responsibility for reducing the likelihood of vicarious traumatization in the workplace)
Self Care Plan
-Avoid the "physician, heal thyself" syndrome
-Sleep deprivation is dangerous
-Identify personal issues
-Ritualize work
-Find some distance
-Relax
-You are not alone