Search results

The purpose of this study is to identify the nature and prevalence of workplace stressors faced by interviewers of child sexual assault victims.

Totally, 68 professionals (police and child protection workers) were invited to anonymously post their perceptions of workplace stressors on an internet forum as part of an investigative interviewing online training course. Specifically, participants were asked to reflect on salient sources of stress encountered in their role of interviewing sexually abused children.

Three key stressors were identified across the study's professional groups: inadequate recognition of specialised skills; high‐workload demands; and interagency tensions. Consistent with previous research, exposure to child‐abuse reports was not raised as a stressor.

The study generated suggestions for modifying management practices; however, future research should identify and trial strategies for improving workplace climate in child‐abuse investigation.

As the stressors isolated by participants related to workplace climate rather than exposure to victims’ accounts of child abuse, minimising negative consequences of work stressors requires changes to workplace culture and practice. Workplace climates need to be modified so that the demands are offset by resources.

Because of its online, anonymous nature, this was the first study to offer participants the opportunity to honestly disclose primary sources of stress in child‐abuse investigation. The research also makes a much‐needed contribution to an area of police practice that is vital yet often overlooked.

The chapter focuses on the use of the lived experience when teaching trauma to students who are studying mental health. In order to provide a context for what follows the chapter begins with an overview of how trauma is defined and understood in the research and literature.This is followed by a brief exploration of how ‘ story telling’ and lived experiences of trauma can be used to provide authenticity and increase understanding to students, without it being stressful for them or counterproductive in relation to their learning and learning experiences. Advocating a ‘psychoeducational’ approach to teaching and practice that is informed by the needs of the facilitator, the needs of students, sensitivity, attunement, and transformative learning experiences informs the latter part of the chapter.The chapter concludes with a short, critically reflective examination of practice and makes recommendations for the reader (based on experiential learning) to consider when teaching about trauma in your practice.

The purpose of this paper is to draw attention to the important and unique challenges that arise when using interpreters while conducting psychotherapy with forced migrants who have experienced a range of human rights abuse.

The paper employs a practice‐based evidence methodology that offers guidance to both clinicians and researchers.

Working with interpreters in the clinical setting is often a challenging and complex process for which mental health professionals are rarely prepared. This paper outlines key strategies to address these challenges and limitations.

Empirically‐based research is lacking and is certainly warranted.

It is the responsibility of programs, training sites, supervisors, and institutions to help teach how to work with interpreters.

This paper addresses how to navigate the key issues that arise through the use of interpreters in a mental health setting with forced migrants, including: initiating a therapeutic relationship with an interpreter; common issues that arise around language; setting the therapeutic frame; and addressing boundaries; acknowledging the role of culture, transference, counter transference, and vicarious trauma; screening to assess competence; training to orient interpreters to clinical work with forced migrants; in vivo feedback; assessments; and an appropriate place to process their experience.

Health-care professionals working in inpatient forensic mental health settings are exposed to a range of traumatic and distressing incidents with impacts discussed variously as “burnout”, “compassion fatigue”, “secondary trauma stress” and “vicarious traumatisation”. This study aims to explore the short- and long-term psychological and physical health effects of trauma exposure in the workplace for frontline staff in a forensic setting.

Semi-structured interviews were conducted with 14 nursing staff members working in the male personality disorders care stream in a Medium Secure Hospital.

Thematic analysis yielded five themes: categories of trauma; how well-being is impacted; ways of coping and managing; protective factors; and systemic factors, with sub-themes within each of the superordinate themes.

The findings demonstrate that some staff members were affected both physically and psychologically as a result of trauma-focused work whereas other staff members were unaffected. The psychological and physical health effects were broadly short-term; however, long-term effects on staff member’s social networks and desensitisation to working conditions were observed. A broad range of coping methods were identified that supported staff member’s well-being, which included both individual and organisational factors. Staff member’s health is impacted by exposure to workplace trauma either directly or indirectly through exposure to material, and there is a greater need to support staff members after routine organisational provisions are complete. Staff should receive education and training on the possible health effects associated with exposure to potentially traumatic material and events.

This research has further contributed to understanding the staff needs of nursing staff members working with the forensic personality disorder patients within a secure hospital setting. This research has identified the following service developments: the need for ongoing support particularly after organisational provisions are complete; further prospects to engage in psychological formulations; greater opportunities for informal supervision forums; staff training to understand the potential health impact associated with trauma-focused work; supervisors being appropriately trained and supported to elicit impacts of trauma-focused work on staff members; and additional opportunities to discuss well-being or monitor well-being.

Clinical professionals working with psychologically traumatised children in the care system can experience potential challenges maintaining their own positive psychological health, and when repeatedly being exposed to the traumatic histories of those in their care. The purpose of this paper is to increase the understanding of vicarious trauma and provide a guide for focussing on future research.

This is a systematic literature review, considering 13 articles that met the criteria and identified five main themes linked to secondary traumatic stress/vicarious trauma in staff.

Five main themes were noted. These are: lack of organisational support; lack of health work-life balance; lack of appropriate training; failure to use self-care techniques; and staff failure to share when they are experiencing symptoms.

Various implications are noted from this review. These include: the importance of education and support for staff, to be mindful that newer staff may be considered an “at risk” group for the negative impact of such trauma, and to encourage staff in achieving an effective work-life balance.

This is a focussed systematic review on secondary and vicarious trauma on staff working with children exposed to psychological trauma, such as sexual and physical abuse.

Against a background of increasing workload and external criticism, the purpose of this paper is to expose the indelible memories impressed on female police officers dedicated to investigating allegations of rape and sexual violence.

Participants (n = 15) were female police officers working in a specialist sexual offences investigation unit in a large English Metropolitan Police Force. A semi-structured interview was employed to elicit their experiences as an example of “extreme” police work. Interpretative phenomenological analysis was used to develop themes elucidating psychological and physical impacts on officers and their coping strategies.

Personal consequences were framed within the conceptualisation of secondary trauma. Emergent findings revealed profound and lasting vicarious traumatisation. Participants reported feelings of depression, anxiety, suicidal ideation, intrusive imagery, altered beliefs and cognitions as well as disrupted intimacy with partners. Coping adaptations included sensory shutdown, avoidance, dissociation and a reduction in victim care.

The findings support the need to consider occupational interventions to address risk factors associated with caseload, tenure, personal experience of neglect (e.g. in childhood), and the permeability of work and family boundaries for such exceptional policing tasks.

The paper contributes to a nascent literature on stress in “extreme” police work. The theoretical contribution is the focus on the emotional and physical aspects of vicarious trauma, which have been less well understood than cognitive aspects. The practice implications stress the need for targeted support activities given the profound psychological consequences of prolonged exposure to distressing material.

This article examines personal performances of vicarious trauma (VT) related to the Ocean Ranger Disaster. It investigates the extent to which the self is at stake in passionate storytelling about tragic consequences of extreme work.

Dramaturgical concepts of self-presentation and impression management are used as a qualitative lens to provide an alternative view of published trauma stories arising from emotional research interviews.

The catastrophic disaster created secondary traumatization for families and friends of extreme workers lost at sea. This article shows that research interviews of these disaster survivors are opportunities for participants to engage in dramatic storytelling. The paper also reflects on related (problematic) storytelling by the trauma researcher.

The article provides a theory illustration using dramaturgy as an alternative theoretical perspective to document previously under-appreciated aspects of the Ocean Ranger case. The discussion causes us to think about research interviews in a way that past research would not normally suggest.

The Ocean Ranger Disaster continues to be a remarkable source of sorrow for the people of Newfoundland. This research provides a needed contrast to the numerous positivist, and overwhelmingly technological, studies of the disaster.

The research tradition of dramaturgy is a useful lens to apply to the expanding field of trauma studies. VT is rarely a subject of direct discussion in the management and organization studies (MOS) literature. This paper is among the first to consider storytelling interviews from a VT perspective.

This paper aims to describe the use of an innovative resilience-building training programme delivered to NHS Safeguarding Leads and other participating professionals over a five-month period concluding in March 2019. The developers used knowledge and expertise in both the fields of psychology and drama-based learning to promote comprehension, retention and a capacity for using and conveying these strategies to other health-care workers.

Attendees were given pre- and post-questionnaires to examine the effectiveness of the training in terms of understanding the stages of burnout, developing an awareness of personal risk factors that may be associated with potential burnout and their perceptions of the confidence they have in both evaluating their personal resilience and using acquired skills and coping techniques that they may apply to their personal and professional lives. A Wilcoxon Signed Ranks test was administered, to assess the significance of the difference between pre- and post-training scores.

Following the training, participants reported statistically significant improvements relating to their understanding of terms, including “burnout”. They also reported an increased awareness of their personal risk factors associated with burnout and felt more resilient having completed the training. Statistically significant changes were reported in all of these areas, with the drama element of the training being commended on about one third of all feedback forms where, with the post-test results, a narrative (unscored) opportunity for feedback was sought.

The authors note that a long-term follow-up of retention and use of this training was not undertaken, though they consider that, post-pandemic, this necessary training can be reinitiated and that, as with other professional initiatives, video-engagement technology may be, through innovative efforts, merged with these effective training techniques as an option for future training applications.

To the best of the authors’ knowledge, this training programme was the first of its kind to use a psychologically underpinned drama-based didactic approach to build resilience and protect against burnout. The results of this paper show that this training used an effective and efficient medium for successfully meeting these primary objectives.

It is considered that using a similar training approach would be effective in building resilience and preventing burnout in health-care professionals.

This paper evaluates the effectiveness of an innovative resilience-building training programme drawing upon the field of psychology and drama-based learning to support safeguarding professionals within the NHS.

This paper seeks to focus on the reflections of therapists who were working professionally in Chile during the time of human right violations in an attempt to inform and to develop ways of working professionally in similar circumstances around the world.

The paper draws on the experiences of therapists who were working in Chile at the time and extrapolates from these experiences to provide suggestions and guidance for other therapists who find themselves in similar circumstances.

After Dr Salvador Allende was overthrown, Chile was governed by a military dictatorship that engaged in massive human rights violations. From the reflections of therapists 30 years later, this paper summarizes some of the psychological consequences of the traumas that therapists faced when dealing with clients who were directly affected by the same trauma. This included feelings of terror following state treachery, amnesia, fear of political resistance and guilt.

Therapists in these countries are encouraged to seek the protection of international organizations who deal with human rights violations, work in professional groups rather than isolation, and when challenging human rights violations by conducting therapy, to work similarly to a resistance movement.

Therapists in countries where there is no repression should form professional alliances with their colleagues in these repressive countries to help protect them and provide support for their ongoing work.

This paper highlights the extreme danger that ensues for therapists who simply continue with their work during state sanctioned repression, and how this may be perceived as political statements against the repressive regime. Ways of dealing with this professionally are discussed.