Graduate training and certification in trauma treatment for clinical practitioners.

Abstract

Public Significance StatementUnfortunately, most mental health providers receive little systematic training in assessing and treating trauma-related difficulties as part of their routine training, despite the extensive need for it. This article provides guidance on the development, implementation, and evaluation of graduate trauma courses and professional certification programs that could be created to systematically train clinicians in treating trauma.

Trauma-informed supervision of trainees: Practices of supervisors trained in both trauma and clinical supervision.

“…Supervisees achieved better emotion regulation themselves, immediately and over time, and most of their clients made some progress. Thus, it appears novices have the potential to provide at least adequate assistance to trauma clients (DelTosta et al, 2019), with appropriate (“close”; Henning et al, 2021, p. 7) supervision. Perhaps supervisors’ attention to helping novices manage their reactions, as well as their modeling and teaching emotion regulation strategies, were keys to this success (cf.…”

“…Trauma scholars continue to document the high and growing demands for trauma-informed mental health services (Kilpatrick et al, 2013; McLaughlin et al, 2013) as well as the urgent shortage of practitioners qualified to offer these services (Henning et al, 2021). These reports support a growing consensus that all clinicians will work with trauma-exposed clients, regardless of setting (Bride, 2007; DePrince & Newman, 2011; Henning et al, 2021; Webber et al, 2017). Thus, it is almost inevitable that trainees—those in their first practicum and internship experiences—also will encounter clients with trauma-related issues (Butler et al, 2017; Henning et al, 2021; Webber et al, 2017).…”

“…Thus, it is almost inevitable that trainees—those in their first practicum and internship experiences—also will encounter clients with trauma-related issues (Butler et al, 2017; Henning et al, 2021; Webber et al, 2017). Most trainees, however, currently receive limited to no trauma-focused training (Cook et al, 2017; Cook et al, 2019; Henning et al, 2021), putting them at high risk for negative impacts (e.g., burnout, secondary traumatic stress, vicarious trauma; Adams & Riggs, 2008; Butler et al, 2017; DelTosta et al, 2019; Henning et al, 2021; Knight, 2018; Miller & Sprang, 2017), particularly trainees of color (Butler et al, 2018) and those with their own trauma histories (Henning et al, 2021). As a result, much of the onus for trainees’ trauma-related learning, as well as their well-being, falls on their supervisors (Henning et al, 2021).…”

“…Unfortunately, current literature offers limited guidance regarding the practice of trauma-informed supervision (TIS; Henning et al, 2021; Miller, 2018), despite consistently being cited as essential to trauma counselors (Knight, 2018; Sprang et al, 2019). Authors typically describe TIS in broad strokes, often derived from—and mirroring recommendations of—principles of trauma-informed practice: safety, trust, choice, collaboration, empowerment, and culture, historical, and gender issues (Berger & Quiros, 2014; 2016; Jones & Branco, 2020; Knight, 2018; Substance Abuse & Mental Health Services Administration, 2014a,’, 2014b).…”

The utility of the Structured Inventory of Malingered Symptomatology for distinguishing individuals with Dissociative Identity Disorder (DID) from DID simulators and healthy controls

“…Unfortunately, few clinicians receive systematic education about developmental trauma, much less dissociation and dissociative disorders (DDs), as part of their training (Henning, Courtois, & Brand, 2021 ; Kumar, Brand, & Courtois, 2019 ; Reinders & Veltman, 2020 ). The lack of training is exacerbated by information about trauma and dissociation in undergraduate and graduate textbooks that is often inadequate, inaccurate, sensationalized, or fails to present a balanced review of research (Brand, Kumar, & McEwen, 2019 ; Reinders & Veltman, 2020 ; Wilgus, Packer, Lile-King, Miller-Perrin, & Brand, 2016 ).…”