session 1.pptx

7/30/2019 Session 1.pptx

http://slidepdf.com/reader/full/session-1pptx 1/44

Welcome;

Feedback on Evaluation;

Questions;

Housekeeping



ROLES OF SERVICE PROVIDERS



• Please identify the types of work you

do with survivors.

• WHAT IS YOUR GOAL?

3



Active Screening:

• What is Your Role? What is Your Goal?

• Used by health care providers to assess

and treat clients for histories of GBV.

4



Crisis Debriefing:


• Used by trauma

• specialists to reduce the immediateimpact of a traumatic experience on

the survivor.

5



Counseling:


• Used by psychologists and other social

service providers to try and address

the shorthand long term.

• emotional and psychological needs of

the survivor in order to assist the clientto improve their quality of life.

7



Reminder

•

It is not unusual to feel that a serviceprovider must “be all things at all times” to

a survivor.

• This perspective can lead to the serviceprovider feeling overwhelmed and suffering

“burnout.”

• It is therefore important for the service

provider to understand their role and

understand the objectives and boundaries

of their work.



GATHER Model



• This model was adapted for this

workshop from a reproductive healthmodel for HIV counseling.

• The adapted model provides a

conceptual framework for some of theimportant goals of working with

survivors.

• The model can be adjusted according to

the specific objectives of the service

provider.



• Important aspects of this model to

emphasize are:

• Structure: using a semistructured

interview is a useful strategy for

assessment because it is an organized way

to collect information, and also helps to

decrease the possibility of the survivor

becoming emotionally overwhelmed by

keeping the focus of the interview goal

oriented.



• Validation and Education: At every

opportunity, the service provider shouldoffer validation to the survivor.

• The service provider should share

knowledge and resources, rather thanopinions, when providing the survivor

with information.



• Referral: The service provider should always

seek to link the survivor to other services.

• Creating a good referral network prevents the

service provider from feeling like he/she must

meet all the survivor’s needs, and helps thesurvivor to integrate or reintegrate into

his/her community.



GATHER

• Greet:

• establish rapport;

• clarify goals of meeting;

• explain confidentiality



• Ask: ask client for a brief explanation

of how you may assist her, i.e., why

she is seeking assistance.• Ask specific questions about exposure

to violence

GATHER



• Tell: If survivor acknowledges

experiences of violence, offer

validation and support.

• Reassure her that you will try to assist

her.

GATHER



• Help: Once basic rapport has been

established and you have identified the

basic concerns of the survivor,• it is important to conduct a more

thorough assessment so that you better

understand her experience of GBV andidentify her related needs.

GATHER



• Educate: Reflect back to survivor what

you have understood are her needs and

what you have heard as possible stressreactions.

• Provide information to survivor that will

help normalize her reactions.

GATHER



• Refer, Return, Review: Be prepared with

list of referrals that may assist survivor.

• Schedule follow-up if possible.

• Review plan with survivor.

• always seek to link the survivor to other

services.

GATHER



Interaction Techniques

• Interaction techniques are ways to

communicate to a survivor that you are

actively listening and to encouragesurvivors to share information about

their experience so that you may make a

more informed assessment.



• What are the techniques that promotepositive communication?.

• any additional suggestion?

• What are the techniques that might inhibitcommunication with the survivor.?

• identify why these techniques are less

desirable ? and• what types of reactions they might elicit in

the survivor?

21



BREAK



Role Play • Handout: 1) Stem Statements; 2) Helper Skills

Evaluation Checklist

• We need to ask two participants to come to thefront of the room.

•

Drawing from your own experience, quickly design ascenario in which one participant is the survivor andone participant is the service provider.

• role play for 15 minutes in front of the entire group,

using techniques outlined in the GATHER model.• Ask observers to refer to their Helper Skills

Evaluation Checklist when reflecting on the qualityof interaction between service provider and survivor.



SPECIAL POPULATIONS



Brainstorming Exercise

•

divide into 6 groups of 4 or 5 people, andeach group choose a population from listbelow:

• Sexual assault victims

• Domestic violence victims

• Children and adolescent victims

• Family members and friends of victims

• Elderly victims

• Survivors who are culturally different fromservice providers



• Please discuss and record what you think

the special needs and engagement issues in

working with these populations may be

• and how a service provider might respond

differently to those needs.

• Each group will be given 5 minutes to

present on their group’s discussion.



Special Populations Are:

• 1) Sexual assault victims

• 2) Domestic violence victims

•

3) Children and adolescent victims• 4) Family members and friends of victims

• 5) Elderly victims

•6) Survivors who are culturally differentfrom service providers



Special Populations:Important Engagement Issues



Sexual assault victims

• Confidentiality• Physical safety

• Physical boundaries (extreme sensitivity on part

of service provider to impact of touch)• Police reporting

• Medical needs

•Relational and/or sexual issues

• Stigmatization

• Symptom management including dealing with

flashbacks



• Use the Power and Control Handout and the

• Cycle of Violence to supplement participants’

• responses. Emphasize that “violence” can be emotional, physical,psychological, and that it is

• based on abusive use of power and control.

•Also emphasize that Western theories of

• domestic violence suggest that it typically

• happens in a cycle, getting worse over time,

• and that this may be important for helpers to

• understand in order to predict danger and helpseeking

• behavior of survivors of domestic

• violence. It may be helpful to briefly discuss

• with participants whether the cycle of violence

• theory applies to their cultural context.



Domestic violence victims

• Confidentiality

• Safety planning

• Safety of children

• legal issues

• police reporting

• Power and Control and Cycle of Violence

• Future goals (remain in violent situation?)

• Isolation

• Symptom management



• “violence” can be emotional, physical,

psychological, and that it is based on abusive

use of power and control.

• Western theories of domestic violence suggest

that it typically happens in a cycle, getting

worse over time, and that this may be

important for helpers to understand in order to

predict danger and help seeking behavior of

survivors of domestic violence.• Do you think That that the cycle of violence

theory applies to our cultural context.



Children and adolescent victims

• Assessment of potential abuse or exposure to

violence

• Dealing with parents

• Confidentiality and the law

• Typical child behaviors

•

Behavior management according to stages of growth



Family members and friends of

victims

• Dealing with and/or anticipating trauma

responses

• Relational issues, including supportive

listening



Elderly victims

• Stigmatization and ageism

• Isolation

• Physical vulnerability

• Live in past and different worlds

• Seasons of losses

• Regression

• Sense of the new and need for the oldChange



• Culturally different

• Communication (use of translator, etc.)

• Identification and acceptance of difference

• Trust

• Assessment of the accessibility of services



Some Coping Strategies for Elders

• A. Rebuild and reaffirm attachments and relationships.

• Relationships are the connection to life.

• Let the elderly identify with whom they wantto be attached.

• Do not assume family relationships are

friendly.• Nurturing and physical closeness is needed.



• B. Ask for their concerns about safety.

• The elderly need to know they have options in

making a choice about their safety.

• Evacuation is highly a controversial issue in

disaster. T

• he elderly may be more unsafe in evacuations

than if they stay at the center of the disaster.



• C. It is important to talk to elders abouttragedy.

• However, remember that their ventilation maybe about their life and not about the immediateevent.

•

Do not prevent ventilation; validating pastconcerns is an important part of establishingtrust in preparation for dealing with currentconcerns.

• The elderly may wish to talk but they may alsorespond well to music and opportunities topaint or create art that communicates theirreactions.



• D. Caregivers should understand

communication lapses in which the elderly

go back and forth from the past to thepresent.

• Caregivers may be confused by an elder’s

discussion of past events or pastrelationships in terms of present realities.

• Remember the discussion may be entirely

rational and logical from the perspective tothe elder.



• E.If an elderly person forgets a name, a place, or

a portion of an event, the caregiver should take

great precautions to avoid placing pressure onthe elderly person to remember. In most cases,

the elder will remember but pressure inhibits

memory.

• F. The elderly want to have factual information

but may be able to absorb the facts in limited

quantity and hence ask to have the information

repeated a number of times. Eventually they will

have integrated it and information will give them

better control over the event itself.



• The elderly should be given short-term

predictions on what will happen to them

immediately after the disaster.• Specific times and places for events should be

made clear. It will help to delineate events on a

calendar or a clock so that they can more easily

track the future.

• Caregivers should spend time addressing basic

needs in a detailed way: who will feed the older

person; where will s/he stay at night; where will

the person be able to get clothes; what property

may be rescued; and so forth.



• Finally: In addition to the special populations

we have just mentioned, it is likely that you will

come into contact with difficult survivors whowill require additional attention and care.

• These include the suicidal/homicidal survivor,

escalating survivor, drug or alcohol abusingsurvivor and mentally disturbed survivors.

• You may also come into contact with

perpetrators who are angry or aggressive.



Thank you

session 1.pptx

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