training for trauma- informed supervision€¦ · design. findings supervisors who participated in...
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Kristin Swenson, PhD
Utah Department of Human Services
TRAINING FOR TRAUMA-
INFORMED SUPERVISION
Background
• Evidence based practice is the provision of
services which have been shown, through
available scientific evidence, to consistently
improve measurable client outcomes.1
Evidence-based practice
• The evidence-based practice that is the focus of
this research is trauma-informed care: a
treatment framework for understanding and
responding to the effects of trauma.2
Trauma-informed care
Background
• A program, organization, or system is trauma-informed when it:– Realizes the widespread impact of trauma and
understands potential paths for recovery;
– Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system;
– Responds by fully integrating knowledge about trauma into policies, procedures, and practices; and
– Seeks to actively resist re-traumatization.3
Systemic trauma-informed approach
Background
Trauma-informed supervision training seeks to enable supervisors to enact a trauma-informed approach by disseminating knowledge about a set of skills supervisors can implement to reduce
– compassion fatigue – burnout – vicarious trauma
in supervisees.
Trauma-Informed Supervision
Background
Note the distinction, made by both the National
Institute of Health and the Center for Disease
Control and Prevention, between dissemination
and implementation of evidence-based practices:
– Dissemination increases knowledge about practices
– Implementation increases use of practices. 4 5 6
Difference between Dissemination and Implementation
Background
Research from the field of education has identified several key training feature that effectively increase knowledge and use of practices:• Form (training formats such as guided practice, mentorship and
coaching often outside of the classroom in authentic environments)
• Durations (total training hours as well as the span of time over which training takes place)
• Collective participation (people who work together are trained together)
• Active learning (learners become actively engaged in meaningful practices and analysis)
• Coherence (training is aligned with real-world experiences and expectations) 7
Best Practices in Professional Development
The Current Research
This research uses self-report data from participants engaged in a training format that adhered to those features to answer the following:
• To what extent had participants received prior training on trauma-informed care and trauma-informed supervision?
• What was the level of knowledge about trauma-informed supervision prior to training?
• Was the training effective in increasing knowledge about trauma-informed supervision?
• Were follow-up coaching sessions effective in increasing use of trauma-informed supervision?
Methods
• Fifty-seven supervisors from private, state, and tribal child-serving services in Utah completed surveys before and after the training– Juvenile Justice
– Mental Health
– Volunteers of America
– Health services
– Substance Abuse
– Child and Family Services
– Contracted providers
– System of Care
– Healthy transitions
Participants
Method
• Participants were invited to attend an eight hour training on trauma-informed supervision.
• Prior to the workshop, 28 of the supervisors were selected to participate in supplemental coaching sessions.
• Monthly coaching sessions were scheduled for six months after the workshop.
• All 57 supervisors agreed to complete follow-up questionnaires six and 12 months after the workshop.
• 38 supervisors (67%) completed six month questionnaires
Procedure
Method
The pre- and post-event questionnaires contained
a set of Knowledge Statements that respondents
could agree or disagree with using a seven-point
Likert scale.
The post-event and follow-up questionnaire
contained a set of Use Statements with the same
Likert-style response options.
Materials
Methods
(K) X (K)(U) c c c c c (U) (K)(U)
---------------------------------------------------------------------------
(K) X (K)(U) (U) (K)(U)
(K) =knowledge scale
(U) =use scale
X =8 hour training
c =1 hour coaching session
Design
Findings
Results showed that 89% of participants had
prior training on Trauma Informed Care and
25% of participants had prior training on
Trauma Informed Supervision.
To what extent had participants received prior training on trauma-informed care and trauma-informed supervision?
FindingsTo what extent had participants received prior training on trauma-informed care and trauma-informed supervision?
39% 49%
10%1%
Yes, I have had a fair amountof training
Yes, I have had limitedtraining
No, I have not had formaltraining but I am familiar
with the concept
No, Trauma Informed Care isnew to me
5%
20%
50%
25%
Yes, I have had a fair amountof training
Yes, I have had limitedtraining
No, I have not had formaltraining but I am familiar with
the concept
No, Trauma InformedSupervision is new to me
Figure 1. Frequencies of responses to, "Have you had previous training on Trauma Informed Care?"
Have you had previous training on Trauma Informed Care?
Have you had previous training on Trauma Informed Supervision?
Findings
The majority of respondents indicated that,
prior to the workshop, they understood
principles related to trauma informed care and
did not understand principles related to trauma
informed supervision.
What was the level of knowledge about trauma-informed supervision prior to training?
Findings
Statement Percent who agreed
I understand the definition of trauma. 91%
I understand the key elements of trauma informed care. 58%
I understand the impact of secondary traumatic stress on the
workplace.
46%
I know how to identify secondary traumatic stress in my supervisees. 21%
I know how to reduce the effects of secondary traumatic stress in my
supervisees.
19%
I understand how trauma informed supervision differs from
supervision-as-usual.
13%
I understand how to coach someone so that they can apply the trauma
framework.
8%
What was the level of knowledge about trauma-informed supervision prior to training?
Findings
All seven items on the knowledge scale showed
significant mean differences between pre- and
post-training administrations with higher average
ratings after training than before training. On six of
the seven items, the magnitude of change
exceeded standards for “large” effects.
Was the training effective in increasing knowledge about trauma-informed supervision?
FindingsWas the training effective in increasing knowledge about trauma-informed supervision?
Statement Percent who
agreed before
training
Percent who
agreed after
training
I understand the definition of trauma. 91% 97%
I understand the key elements of trauma informed care. 58% 88%
I understand the impact of secondary traumatic stress on the workplace. 46% 74%
I know how to identify secondary traumatic stress in my supervisees. 21% 84%
I know how to reduce the effects of secondary traumatic stress in my
supervisees.
19% 70%
I understand how trauma informed supervision differs from supervision-
as-usual.
13% 86%
I understand how to coach someone so that they can apply the trauma
framework.
8% 61%
Methods
(K) X (K)(U) c c c c c (U) (K)(U)
---------------------------------------------------------------------------
(K) X (K)(U) (U) (K)(U)
(K) =knowledge scale
(U) =use scale
X =8 hour training
c =1 hour coaching session
Design
Findings
Supervisors who participated in coaching sessions
endorsed each of the knowledge items more
strongly than did supervisors who did not
participate in coaching sessions. This effect was
significant for half of the items (significant at p<.05
for four items and p<.1 for one item).
Were follow-up coaching sessions effective in increasing use of trauma-informed
supervision?
FindingsWere follow-up coaching sessions effective in increasing use of trauma-informed supervision?
Statement r Coaching rNo Coaching
I coach supervisees in using a “trauma lens” to guide case
conceptualization. 0.69 0.25
I meet with my supervisees for formal supervision on a regular
schedule. 0.19 0.06
I employ concepts of Reflective Supervision during my
supervisory time. 1.19 0.29
I monitor for signs of secondary trauma in my supervisees. 1.38 0.41
I actively intervene to reduce the effects of secondary
traumatic stress in my supervisees. 1.00 0.25
I actively monitor and address my own secondary trauma. 0.31 -0.47
I encourage my supervisees to share the emotional experience
of doing trauma work in a safe and supportive manner. 0.81 0.47
I assist my supervisees in emotional re-regulation after difficult
encounters. 0.50 0.12
I have a defined plan of how to provide support to staff after a
critical trauma event. 0.81 -0.35
Discussion
The outcomes provided evidence that:
• Utah supervisors have not been involved in trauma-
informed supervision training
• Untrained supervisors lack understanding of trauma-
informed supervision principles
• The 8 hour workshop was effective for dissemination
• The coaching calls were effective for implementation
Summary of quantitative results
Themes from open-ended feedback:
• Appreciation for the training
• Appreciation for the coaching groups
• Disappointment in not being selected to participate in the coaching groups
• Desire for more trauma-informed training in general
• Frustration of being trauma-informed in a non-informed workspace
Summary of qualitative results (not reviewed)
Discussion
• Data collection still taking place (i.e., this is not
over)
• Ceiling effects limited ability to measure change
on some items
• Needed to have a “not applicable” option for staff
not in supervisory roles.
Limitations and lessons learned
References
• 1 https://depts.washington.edu/pbhjp/evidence-based-practice-institute/what-evidence-based-practice
• 2http://www.samhsa.gov/samhsaNewsLetter/Volume_22_Number_2/trauma_tip/
• 3 https://www.samhsa.gov/nctic/trauma-interventions
• 4https://www.nlm.nih.gov/hsrinfo/implementation_science.html
• 5Sogolow, E. D., Sleet, D. A., & Saul, J. (2008). Dissemination, implementation, and widespread use of injury prevention interventions. In Handbook of injury and violence prevention (pp. 493-510). Springer US.
• 6Proctor, E. K., Landsverk, J., Aarons, G., Chambers, D., Glisson, C., & Mittman, B. (2009). Implementation research in mental health services: An emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health and Mental Health Services Research, 36(1), 24-34.
• 7Guskey, T. R. (2003). What makes professional development effective?. Phi delta kappan, 84(10), 748.
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