Describe two types of debriefing models.

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Debriefing is the opportunity to process thoughts and feelings related to trauma work and traumatic events. There are a number of debriefing models and selecting the type of model is dependant upon the type of trauma work being implemented. For example, many health care organizations adopt the critical incident stress debriefing model (originated from the military) because it has been the most effective method for large organizations (Morrissette, 2004). Think of what type of debriefing model might be effective in your organization or practice.

For this Application Assignment, you select two types of debriefing models and examine the effective elements of the models which aid to mitigate vicarious trauma.

The assignment: (2–3 pages)

  • Describe two types of debriefing models.
  • Compare the similarities and differences of each model. Be specific.
  • Explain how each debriefing model reviews the traumatic event, provides for emotional ventilation, and meets the intended outcome of the debriefing session.
  • Select a training element you would add to a debriefing session to maximize the potential to prevent vicarious trauma. Justify your selection by using the Learning Resources and current literature. Be specific.

Readings

  • Course Text: Compassion Fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized
    • Chapter 6, “Debriefing and Treating Emergency Workers”
  • Course Text: Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators
    • Chapter 10, “Kelengakutelleghpat: An Arctic Community-Based Approach to Trauma”
    • Chapter 13, “Self-care and The Vulnerable Therapist”
  • Course Text: Quitangon, G. & Evces, M. (2015). Vicarious Trauma and Disaster Mental Health: Understanding Risks and Promoting Resilience. New York: Routlege
    • Chapter 7 & 11
  • Article: Adler, A. B., Castro, C., & McGurk, D. (2009). Time-driven battle mind psychological debriefing: A group-level early intervention in combat. Military Medicine, 174(1), 21–28.
  • Article: Juhnke, G. (1997). After school violence: An adapted critical incident stress debriefing model for student survivors. Elementary School Guidance & Counseling, 31(3), 163–171.
  • Article: Miller, J. (2003). Critical incident debriefing and social work: Expanding the frame. Journal of Social Service Research, 30(2), 7–25.

Optional Resources

  • Article: Armstrong, K., Lund, P., McWright, L., & Tichenor, V. (1995). Multiple stressor debriefing and the American Red Cross: The East Bay Hills fire experience. Social Work, 40(1), 83–90.
  • Article: Substance Abuse and Mental Health Services Administration. (n.d.). Psychological first aid for first responders: Tips for emergency and disaster response workers. Retrieved May 17, 2010, fromhttp://store.samhsa.gov/shin/content//NMH05-0210/NMH05-0210.pdf

References

  • McCammon, S., & Allison, E. (1995). Debriefing and treating emergency workers. In C. R. Figley (Ed.). Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those who Treat the Traumatized. Levittown, PA: Brunner/Mazel.
  • Morrissette, P. (2004). The Pain of Helping: Psychological Injury of Helping Professionals. New York, NY: Brunner-Routledge.

Bernard’s Discrimination Model

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The assignment (1–3 pages)

  • Briefly describe each of the three roles in Bernard’s Discrimination Model (teacher/educator, consultant, and counselor).
  • Explain how and when good supervisors attend to vicarious trauma in these roles.
  • Explain how you, as a supervisee, should respond to a supervisor acting in each of those three roles.
  • Using Learning Resources or other current literature to support your responses.

Learning Resources

Readings

  • Course Text: Secondary Traumatic Stress: Self-Care Issues for Clinicians, Researchers, and Educators
    • Chapter 8, “Painful Pedagogy: Teaching About Trauma in Academic and Training Sessions”
  • Book Excerpt: Bernard, J. M. (1997). The discrimination model. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Hoboken, NJ: Wiley & Sons. Used by permission of John Wiley and Sons Inc. via the Copyright Clearance Center.
  • Article: Roach, L. F., & Young, M. E. (2007). Do counselor education programs promote wellness in their students? Counselor Education & Supervision, 47(1), 29–45.
  • Article: Sommer, C., & Cox, J. (2005). Elements of supervision in sexual violence counselors’ narratives: A qualitative analysis. Counselor Education & Supervision, 45(2), 119–134.

Workplace Motivation Paper

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Workplace Motivation Paper instructions

 

Write  a 700- to 875-word paper examining how various motivational strategies affect employee self-efficacy, mastery beliefs, and learned helplessness in a selected workplace–either your workplace or one you are familiar with.

Include  an explanation of the following:

· Define self-efficacy, mastery beliefs, and learned helplessness.

· Discuss the organizational efforts to improve performance by addressing self-efficacy, mastery beliefs, and learned helplessness.

· Identify how self-efficacy, mastery beliefs, and learned helplessness affect productivity.

Format  your paper according to APA guidelines.

Deliverable 2 – Social Media Theory And Schema

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Deliverable 2 – Social Media Theory and Schema

Competency

Evaluate psychological theories and their insights into the widely varying opinions and attitudes that are expressed through social media.

Instructions

We have been looking at different psychological theories and the way we can use them to better examine social media. For this assignment, you should choose yourself or another person (such as a celebrity or a politician). Spend some time looking through your/their social media accounts: Facebook, Twitter, Instagram, Pinterest, etc. Then write your analysis, being sure to cover these points:

  • A good introduction including who your subject is and a good overview of them and their social media use
  • Examples and discussion of schema/script theory in your subject
  • Examples and discussion of cultivation theory in your subject
  • Examples and discussion of agenda-setting theory in your subject
  • Examples and discussion of social learning in your subject
  • Examples and discussion of uses and gratifications theory in your subject
  • Conclusions