Presentation on theme: "TIME Trauma Informed Method of Engagement"— Presentation transcript:
1 TIME Trauma Informed Method of Engagement For Youth AdvocacyLessons in TIME
2 Presenters Eric Lulow, BSW Debra Cady, MSW, LCSW Substance Abuse and Mental Health Services Administration, Public Health AdvisorAlumnus of Foster CareDebra Cady, MSW, LCSWAdjunct Assistant Professor, Georgetown University
3 Getting to Know You Write down the following: A traumatic experience that happened to you in your childhood/growing up.One of the worst things you ever did when you were a teenager/young adult.One of your most embarrassing moments in your childhood, adolescence or young adulthood.Things/people that helped you through these tough times.EricDon’t participate in this exercise if it’s too much for you right nowPlease be silent…Audiences will be asked to write this downWho’s in the room..Look for blue disc on the back of your name badgeWrite down on white paper
5 Youth AdvocacyA youth or young adult advocate is a person who has lived experience in one or more child serving systems who use their personal stories as a mechanism to create messages for system change.Youth Advocacy places youth and young adults in a position of vulnerability as they face the thoughts, feelings, emotions, places, people and activities that are potential triggers to their trauma backgrounds.Debra
7 Trauma-informed services (Harris & Fallot) Take the trauma into accountAvoid triggering trauma reactions and/ortraumatizing the individualAdjust the behavior of counselors, other staff and the organization to support the individual’s coping capacityAllow survivors to manage their trauma symptoms successfully so that they are able to access, retain and benefit from the servicesDebraWhat are the Key Principles of a Trauma-informed Approach?A trauma-informed approach reflects the adoption of underlying principles rather than a specific set of procedures. These principles are generalizable across all settings, although language and application may be setting- or sector-specific. Basic principles of a trauma-informed approach include:Adapted from Harris, M. & Fallot, R. (2001). Using trauma theory to design service systems
8 Five Guiding Principles Safety:Ensure physical and emotional safety and paying attention to discomfort or uneaseTrustworthiness:Maximize trust and establish clear and appropriate tasks and boundariesChoice:Maximize choices and control over the eventCollaboration:Youth voices are elicited and validated, recognizing their strengths, respect for their lived experience and sharing the powerEmpowerment:Provide opportunities to enhance skills and confidence to further personal and professional developmentDebraSafety: throughout the organization, staff and the people they serve feel physically and psychologically safe; the physical setting is safe and interpersonal interactions promote a sense of safety.Trustworthiness and transparency: organizational operations and decisions are conducted with transparency and the goal of building and maintaining trust among staff, clients, and family members of people being served by the organization.Collaboration and mutuality: there is true partnering and leveling of power differences between staff and clients and among organizational staff from direct care staff to administrators; there is recognition that healing happens in relationships and in the meaningful sharing of power and decision-making.Empowerment: throughout the organization and among the clients served, individuals’ strengths are recognized, built on, and validated and new skills developed as necessary.Voice and choice: the organization aims to strengthen the staff’s, clients’, and family members’ experience of choice and recognize that every person’s experience is unique and requires an individualized approach.Peer support and mutual self-help: are integral to the organizational and service delivery approach and are understood as a key vehicle for building trust, establishing safety, and empowerment.Resilience and strengths based: a belief in resilience and in the ability of individuals, organizations, and communities to heal and promote recovery from trauma; builds on what clients, staff and communities have to offer rather than responding to their perceived deficits.Inclusiveness and shared purpose: the organization recognizes that everyone has a role to play in a trauma-informed approach; one does not have to be a therapist to be therapeutic.Cultural, historical, and gender issues: the organization addresses cultural, historical, and gender issues; the organization actively moves past cultural stereotypes and biases (e.g. based on race, ethnicity, sexual orientation, age, geography, etc.), offers gender responsive services, leverages the healing value of traditional cultural connections, and recognizes and addresses historical trauma.Change process: is conscious, intentional and ongoing; the organization strives to become a learning community, constantly responding to new knowledge and developments.
10 Learning to Swim…it takes TIME YEEEEEEEE!!!EricSplash!!
11 Personal Information Confidential File Lulow, E Eric Link back to first exercise – hand your list from the previous exercise.Unintended consequences in the most important areas youth and young adultsTop 5 things young adults want to achieve when they are making the transition to adulthood!Dating - RelationshipsEmploymentEducationHousing
20 Self-Efficacy“The belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations”If you implement the TIME model for youth advocacy, you can help increase the self-efficacy of the individual.(Bandura, Albert; 1994)
21 Psychological Responses Four Major Sources of Self-efficacyMastery ExperiencesSocial ModelingSocial PersuasionPsychological ResponsesEric and DebraAfford them Chances to:Practices skills in the pastSeeing others master the skillsHearing positive reinforcement that they can do itThe ability to regulate emotional responses when things don’t go well1. Mastery Experiences"The most effective way of developing a strong sense of efficacy is through mastery experiences," Bandura explained. Performing a task successfully strengthens our sense of self-efficacy. However, failing to adequately deal with a task or challenge can undermine and weaken self-efficacy.2. Social ModelingWitnessing other people successfully completing a task is another important source of self-efficacy. According to Bandura, "Seeing people similar to oneself succeed by sustained effort raises observers' beliefs that they too possess the capabilities master comparable activities to succeed."3. Social PersuasionBandura also asserted that people could be persuaded to believe that they have the skills and capabilities to succeed. Consider a time when someone said something positive and encouraging that helped you achieve a goal. Getting verbal encouragement from others helps people overcome self-doubt and instead focus on giving their best effort to the task at hand.4. Psychological ResponsesOur own responses and emotional reactions to situations also play an important role in self-efficacy. Moods, emotional states, physical reactions, and stress levels can all impact how a person feels about their personal abilities in a particular situation. A person who becomes extremely nervous before speaking in public may develop a weak sense of self-efficacy in these situations.However, Bandura also notes "it is not the sheer intensity of emotional and physical reactions that is important but rather how they are perceived and interpreted." By learning how to minimize stress and elevate mood when facing difficult or challenging tasks, people can improve their sense of self-efficacy.Virtually all people can identify goals they want to accomplish, things they would like to change, and things they would like to achieve. However, most people also realize that putting these plans into action is not quite so simple. Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached.People with a strong sense of self-efficacy:View challenging problems as tasks to be masteredDevelop deeper interest in the activities in which they participateForm a stronger sense of commitment to their interests and activitiesRecover quickly from setbacks and disappointmentsPeople with a weak sense of self-efficacy:Avoid challenging tasksBelieve that difficult tasks and situations are beyond their capabilitiesFocus on personal failings and negative outcomesQuickly lose confidence in personal abilitiesTreba examples(Bandura, Albert; 1994)