Debriefing the Debriefers

Talbot, Alison; Manton, Monica; Dunn, Peter J.

doi:10.1007/978-1-4899-1034-9_17

Cited by 7 publications

(13 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Trauma scholars have developed a growing literature describing the stress experienced by clinicians resulting from clinical work with survivors of trauma, labeling it compassion fatigue, secondary trauma, or vicarious traumatization (Bride, Radley, & Figley, 2007; Figley, 1995; Killian, 2008; Pearlman & Saakvitne, 1995; Talbot, Dutton, & Dunn, 1995). Pearlman and Saakvitne (1995) describe vicarious trauma as negative changes in the inner psychological and sensory experiences of trauma therapists due to their repeated empathic engagement with survivors.…”

mentioning

confidence: 99%

“…Such reexperiencing can lead to the worsening of symptoms of trauma without the benefit of working through traumatic experiencing in a therapeutic context. Some techniques to address and respond to compassion fatigue, secondary trauma, and vicarious traumatization have been developed and have been proven to be effective with clinicians (Pearlman & Saakvitne, 1995; Talbot et al, 1995). To date, no one has investigated the extent to which reexperiencing occurs in a classroom context and whether or not the triggering of trauma symptoms is damaging to graduate students in enduring ways.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Exploring the experiences of survivor students in a course on trauma treatment.

Shannon

Simmelink

et al. 2014

Psychological Trauma: Theory, Research, Practice, and Policy

View full text Add to dashboard Cite

Research on student experiences has indicated that approximately 30% of graduate students in the helping professions are likely to be survivors of trauma (Adams & Riggs, 2008). Most of the published literature about the experiences of students with trauma histories in a course on trauma treatment is provided anecdotally by clinical instructors who have observed, through their experience, that student survivors face challenges unique to their trauma histories. The lack of research on the classroom experiences, coping strategies, impact on learning, and resiliency of student survivors makes it difficult for instructors to know how to best protect such students from retraumatization while facilitating their learning. This article presents the findings from a subset (n ϭ 8) of study participants (n ϭ 17) who self-identified as trauma survivors. Students completed journals at 4 different times in a 15-week graduate course on trauma treatment. Students' responses to questions related to thoughts, feelings, behaviors, and self-care strategies were analyzed using consensual qualitative research (CQR) methods (Hill, 2012). Students' personal connections to trauma emerged as a separate domain in the analysis and included 3 categories of experiences: reactions to personal trauma material, the integration of learning with personal trauma material, and questions about personal trauma material. Student survivors also reported a wide variety of self-care strategies. Recommendations for the pedagogy of student survivors include education about vicarious trauma, exploring the personal and professional impact of trauma while in training, and developing a wide variety of self-care strategies, including supervision, consultation, and peer support.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

Exploring the experiences of survivor students in a course on trauma treatment.

Shannon

Simmelink

et al. 2014

Psychological Trauma: Theory, Research, Practice, and Policy

View full text Add to dashboard Cite

show abstract

“…The psychologist may find herself relieved when patients cancel sessions (Moon, 1999). He may walk around in dread of that next cell phone call alerting him to an on-scene critical incident call-out (Talbot et al, 1995). The stress effects may spill over into the psychologist's family life as he or she becomes more withdrawn and emotionally unavailable (Cerney, 1995).…”

Section: Police and Military Psychology: Clinician Roles And Stressesmentioning

confidence: 99%

“…Other psychologists may become “trauma junkies,” increasingly reinforced by the lurid thrill of working with such dramatic cases but in the process sacrificing their clinical objectivity and effectiveness (Yassen, 1995). Eventually, even these psychologists may fizzle into a state of burnout (Ackerly, Burnell, Holder, & Kurdek, 1988; Talbot et al, 1995).…”

Section: Police and Military Psychology: Clinician Roles And Stressesmentioning

confidence: 99%

Psychology in extremis: Preventing problems of professional competence in dangerous practice settings.

Johnson

Sullivan

et al. 2011

Professional Psychology: Research and Practice

View full text Add to dashboard Cite

When a psychologist provides services in a dangerous context—a work setting defined by persistent threat to the psychologist's own personal safety and well-being—the psychologist is said to practice in extremis. Psychologists who routinely function in extremis, such as those in correctional, disaster response, military, and police psychology—among other specialties—may be at increased risk for troubling experiences such as direct or vicarious traumatization, compassion fatigue, and empathy failure. Over time, in extremis experiences may contribute to decrements in professional competence. When psychologists become aware of personal problems that interfere with their work, they must take steps to ameliorate the problem while protecting consumers. In this Focus on Ethics, we discuss the difficulty inherent in self-identifying and correcting problems of professional competence when working in a high-threat environment. Three expert commentaries further elucidate in extremis competency concerns from the perspective of disaster response, police, and military psychology. The authors provide numerous recommendations for helping psychologists to ensure ongoing competence in in extremis jobs.

show abstract

“…Some psychotherapists specialize in crisis intervention as well as trauma therapy, that is, they provide acute intervention to traumatized individuals such as crime victims (Gilliland & James, 1993; Miller, 1998). Talbot, Dutton, and Dunn (1995) describe some of the distinctive features that make trauma crisis work stressful for psychotherapists, including (a) the urgency and immediacy of the response; (b) a lack of control over many aspects of the crisis situation; (c) little or no advance notice or time to prepare; (d) limited amount of time for individual interventions; and (e) small, uncomfortable, and unfamiliar surroundings.…”

Section: The Stresses Of Helping: Effects Of Trauma Therapy On the Th...mentioning

confidence: 99%

Our own medicine: Traumatized psychotherapists and the stresses of doing therapy.

Miller¹

1998

Psychotherapy: Theory, Research, Practice, Training

View full text Add to dashboard Cite

Debriefing the Debriefers

Cited by 7 publications

References 10 publications

Exploring the experiences of survivor students in a course on trauma treatment.

Exploring the experiences of survivor students in a course on trauma treatment.

Psychology in extremis: Preventing problems of professional competence in dangerous practice settings.

Our own medicine: Traumatized psychotherapists and the stresses of doing therapy.

Contact Info

Product

Resources

About