The influence of risk and protective factors on burnout experienced by those who work with maltreated children

The aim of the study was to explore the degree (and type) of burnout and trauma symptoms, personal histories and coping strategies retrospectively reported by those who work with maltreated children and their families. A self‐selected sample of workers (N = 44) completed a self‐report questionnaire assessing childhood maltreatment, family background characteristics, current adjustment, coping strategies and burnout. Workers reported high levels of emotional exhaustion and depersonalization, and a low to moderate sense of personal accomplishment. Family background characteristics predicted the occurrence of maltreatment and current adjustment, and a personal history of maltreatment predicted current trauma symptoms, but not burnout. Workers most frequently used problem‐focused coping strategies and sought social support; however, coping strategies were not associated with the level of either trauma symptoms or burnout. Despite employing positive coping strategies, their efficacy may be affected by other interpersonal, intra‐individual and job resource issues. Copyright © 2002 John Wiley & Sons, Ltd.     

Trauma Events, Residence in Refugee Camps, and Educational Attainment as Predictors of Trauma Symptoms of Albanian Refugees in Macedonia

Adult members of 79 Albanian families who had fled from Kosovo to Macedonia during the immediate postwar period (June–August 1999) were interviewed. In conjunction with therapeutic intervention, the Harvard Trauma Questionnaire (HTQ) and the General Health Questionnaire (GTQ) were administered. Trauma symptoms as measured by the HTQ and psychological distress as measured by the GHQ were highly correlated. The best predictor of psychological distress was severity of the trauma experienced. Refugees with high educational attainment had fewer trauma symptoms than those with lower educational attainment. Refugees who lived with host families in towns showed fewer trauma symptoms than those who lived in camps, but they were also more highly educated. The results of hierarchical multiple regression analyses suggested that educational attainment may mediate the effect of place of residence. Educational attainment may be an indicator of resourceful and effective coping strategies that ameliorate the effects of trauma.     

“He Survives Everything”: A Latency-Aged Child with Play Disruption in the Face of Trauma and Early Object Loss

It is hypothesized that trauma and early object loss result in the arrest of the normal and healthy progression of a child's development and also disrupts a child's capacity to engage in symbolic play. In therapy, over time, with a constant object, a latency-aged child was able to re-enact early trauma and loss, make substantial gains in development, and begin to play in a symbolic and expressive way.     

试论精神创伤对张爱玲创作的影响

作家的精神创伤与其创作之间关系密切 ,本文试图从这一特定的视角 ,对张爱玲作品的题材 ,意象及文艺观等特质加以分析 ,力图对其人其文进行再认识。     

Severely Traumatized Siblings: A Treatment Strategy

Siblings who have suffered severe trauma and disrupted attachment relate to one another in ways that interfere with individual development, the chance to benefit from connections with adults, the establishment of healthy sibling relationships, and the working through of traumatic experiences. The authors use case examples to illustrate four distinct sibling patterns: absent, adult lockout, half and half, and trauma shield. The authors highlight the importance of recognizing these types and then varying the therapist's treatment stance to pursue five goals. These include suspending problematic sibling relationships to create room for bonding with caring adults, transferring attachment behaviors and impulses to a receptive adult, resuming healthy individual development, forming more adaptive sibling connections, and expressing shared traumatic content.     

Trauma and health risk behaviors in people with severe mental illness

The current study tests the association between a composite measure of unsafe sex and sharing syringes for drug use with six of the more common lifetime traumatic/stressful events in 421 community mental health clients with severe mental illness (SMI) while controlling for psychiatric symptoms and related problems. A small but significant proportion of respondents said they had injected drugs with a shared needle in their lifetime (30, 7.2%), and a much larger proportion of respondents had engaged in unprotected sex (165, 39.2%). Unprotected sex and needle sharing were significantly correlated (Spearman’s rho = .20, p < .01). Frequency of lifetime traumatic events that occurred at least once was reported by one third to three quarters of clients depending on type of trauma. Regression analysis revealed that substance abuse and lifetime homelessness were significantly correlated with health risk behaviors. Practitioners need to be continuously vigilant to comorbid substance use and the housing needs of people with SMI. Limitations of the study include its cross-sectional design.     

Integrating self-care into clinical practice with trauma clients

ABSTRACT

Self-care is recognized as an important aspect of social work practice. Beginning in educational settings, developing social workers are encouraged to learn about and practice self-care. However, self-care is typically promoted through strategies and approaches outside of the practice context. Social workers are oftentimes encouraged to use individualized self-care plans, which often feature a variety of relaxation and secondary techniques; focus on self-awareness and self-reflection; and have proper use of supervision. Although these strategies are invaluable, they do little to directly benefit the social worker during direct practice or while in session with a client which is a time period when clinicians are particularly vulnerable to distress or burnout. The importance of real-time self-care strategies is particularly critical for clinicians, especially those who engage in trauma work, given the sensitivity of topics that clients may have endured or benefit from assistance in processing. Further, little information has been published on the use of self-care techniques during a session with a client or in a clinical context. The purpose of the present paper is to discuss self-care strategies that can be useful both outside of and within a clinical setting and present a model of such strategies that focus on integrating self-care in clinical practice particularly for those engaging in trauma work. The paper will conclude by discussing the relevancy of the developed model in practice.     

To Christchurch with Love: Family,Neighbourhood and Community Responses to Earthquake‐Related Trauma

What follows is a response from far away to a city, its citizens and professional colleagues ravaged by a series of devastating earthquakes and aftershocks in 2010. It was an attempt to offer stories that could be easily circulated around professional circles and the populace. These might be considered to be ‘teaching tales’, which the author hoped would implicate community responses to what could be regarded as individual problems.     

Towards a Model of Working Groups

No abstract available for this article.     

From a ‘sort of Muslim’ to ‘proud to be Alevi’: the Alevi religion and identity project combatting the negative identity among second-generation Alevis in the UK

ABSTRACT

This article explains how the negative identity of second-generation Alevi-Kurds in the UK has been transmitted intergenerationally, linked to their history of persecuted exclusion in Turkey and to the transnational settlement of Alevi migrants in the UK, and how this sense of marginalization and invisibility in the receiving country can be addressed. Education is identified as a starting point for the underachievement and disaffection of Alevi pupils, which can lead them into more serious trouble and descent into the rainbow underclass. In the quest to tackle this identity issue, a unique collaborative action research project was set up between an Alevi community centre, local schools and a university to develop the world’s first Alevi lessons as part of the compulsory Religious Education curriculum in British schools. The Alevi Religion and Identity Project is described and evaluated in terms of its outcomes, especially its contribution towards a more positive Alevi identity as a reflection of a vibrant community.