Skovholt, Thomas M.
The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Back, Anthony L. Building resilience for palliative care clinicians: An approach to burnout prevention based on individual skills and workplace factors. Journal of Pain and Symptom Management, 52 2 , Bamonti, P.
Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to action. Training and Education in Professional Psychology, 8 4 , Carrola, P. Correctional counselor burnout: Examining burnout rates using the Counselor Burnout Inventory. Journal of Offender Rehabilitation, 55 3 , Cleary, M. Mental health nursing in Australia: Resilience as a means of sustaining the specialty.
Visit University of California Press. West, C. Visit Berghahn Books. Madison, WI. Visit Princeton University Press.
Issues in Mental Health Nursing, 35 1 , Dang, Y. Journal of Counselor Leadership and Advocacy, 2 1 , Dorian, M. A study of mindfulness and self-care: a path to self-compassion for female therapists in training. Garcia, H. Traumatology, 21 1 , Burnout in veterans health administration mental health providers in posttraumatic stress clinics. Psychological Services, 11 1 , Geoffrion, S. Green, A. The roles of individual and organizational factors in burnout among community-based mental health service providers.
Gutierrez, D. Emotional intelligence and the counselor: Examining the relationship of trait emotional intelligence to counselor burnout. Journal of Mental Health Counseling, 38 3 , Hensel, J. Journal of traumatic stress, 28 2 , Twenty-five strategies for engaging in self-care The resilient mental health practice: Nourishing your business, your clients, and yourself. Jergensen, Kate. Practice what you preach: An exploration of DBT therapists personal skill utilization in burnout prevention. Clinical Social Work Journal, 46 3 , Kemper, K.
The Journal of Alternative and Complementary Medicine. Does the person-of-the-therapist training POTT promote self-care? Journal of Marital and Family Therapy, 43 3 , Wellness, self-care, and burnout prevention Clinical mental health counseling: Elements of effective practice. Lester, P. Current psychiatry reports, 17 2 , Linzer, M. A cluster randomized trial of interventions to improve work conditions and clinician burnout in primary care: Results from the Healthy Work Place HWP study.
Journal of General Internal Medicine, 30 8 , Madathil, R. Burnout in psychiatric nursing: Examining the interplay of autonomy, leadership style, and depressive symptoms. Archives of Psychiatric Nursing. McCormack, H. Frontiers in psychology, 6. Mensah, S. Barriers and facilitators of the use of mind-body therapies by healthcare providers and clinicians to care for themselves.
Complementary therapies in clinical practice, 21 2 , Nelson, Jill R.
Self—compassion as self-care: A simple and effective tool for counselor educators and counseling students. Journal of Creativity in Mental Health, 13 1 , Olson, K. Factors associated with well-being and confidence in providing compassionate care.
Pakenham, Kenneth Ian. Peng, L. Application of the Pennsylvania resilience training program on medical students. This relationship is also referred to by as a working alliance that ensures accountability and responsibility between the helper and the client. This purposeful, time-limited relationship clearly emphasizes the commitment to working as a team in helping clients move from stress or crises to a situation that is successfully working for them. Four qualities are essential for a successful professional helping-relationship: empathy, genuineness, respect, and trustworthiness.
Home visits can encourage these qualities. The first thing they will notice is the availability of transportation; many interns better understand missed appointments once they see how many buses it takes to get to the client. Once the safety of the neighborhood has been assessed, resources can be located. The intern can learn a great deal about the cultural life of the community by noticing local sites like restaurants or religious institutions.
A home visit provides an opportunity to see clients in the context of their physical environment at home.
source link How many beds are present and for how many people? What is important to this family? What is on the walls? What is on the bookshelves? Are there bookcases? Do they have DVDs, videos, or music? What type of videos and music does this family own? Do you see books or videos borrowed from the local library? Is there furniture? Is it brand new furniture or old furniture?
While it is very difficult to interview several family members at a clinic appointment, a home visit will often make it possible for most family members — and sometimes neighbors — to join the conversation. Interns can assess alliances and hierarchies, for example, by observing who sits where. They can monitor who speaks to whom and who is listened to, and can assess whether communication is disjointed, sporadic, or poorly modulated. Clients act not only to meet internal needs but also to meet the demands of the environment. Behaviors may be unacceptable and have negative consequences, yet they make sense when considering context.
The visit can provide an opening for the student to explore the context of problematic behaviors and define the most appropriate method s to effectively help. A home visit may also help an intern to assess the difference for the client between stress and crisis.
Stressors are viewed as neutral and lead to a state of stress when they require change Boss, Stressors can also be sorted according to their duration as either chronic or acute; chronic stressors are seen as those that last over a significant time frame while acute stressors occur suddenly over a short period of time. Stress can lead to crisis, a categorical variable since an individual, a family, or a community is either in or out of crisis Boss, Crises can cause acute, moderate to severe discomfort, and can have minimal to severe impact on functioning. Home visits can elucidate sources of stress for the client and, over time, can indicate whether the client is in crisis or chronically dysfunctional.
Planned change involves the micro, mezzo and macro levels: interns can see clients in their own surroundings, can interview family members and neighbors, and can also work with other providers who visit the home or who are in the neighborhood. Because of these challenges, ongoing supervision to ensure the success of home-based practice is essential. Home-based practice can be challenging if the intern lacks a certain degree of awareness.
For example, as Hepworth et al. Wasik and Bryant emphasize the importance of supervision to reduce isolation, to solve problems, and to ensure accountability.
Home visiting is an invaluable asset in social work field education. Interns learn the basics of psychosocial assessment, moving beyond the client to the family and the neighborhood.
They also have opportunities to intervene at micro, mezzo and macro levels. However, interns also need structure and support in home visiting. First, they need to learn the basics of safety assessment and planning. In addition, interns need regular and intensive supervision to support them as they maintain professional boundaries, manage relationships with several people at once, attempt to set goals and prioritize interventions in a relatively uncontrolled environment, and immerse themselves in a complex and challenging culture.