Stress and supervision - their role in complex people work

Stress & Supervision – their role in
complex people work
Tuesday 24th May 2016
#mrcsalford

Professor Philip Brown
Making Research Count
at The University of Salford
#mrcsalford

• National initiative across ten universities in England
• A knowledge broker
• Bringing together academics, practitioners, carers and users to
facilitate the dissemination of social care research and theory
• The University of Salford is the regional hub for MRC in Greater
Manchester
• Support the learning needs of a range of organisations in the sub-
region
Making Research Count (MRC)
#mrcsalford

Michael Murphy
Introduction from chair
#mrcsalford

STRESS AND EMOTIONAL
RESILIENCE
Dr Neil Thompson

STRESS
• More than pressure
• Damaging to:
• Health
• Well-being
• Relationships
• Confidence
• Quality of work / effectiveness
• Quantity of work / productivity

EMOTIONAL RESILIENCE
• ‘Bouncebackability’

EMOTIONAL RESILIENCE
• ‘Bouncebackability’
• The three Rs
• Resourcefulness
• Robustness
• Resilience

EMOTIONAL INTELLIGENCE
• Reading emotions effectively
• Conveying emotions effectively

EMOTIONAL INTELLIGENCE
• Emotional resilience + emotional intelligence = emotional competence

THE IMPORTANCE OF CONTEXT
• Emotional competence reduces the chance of stress and helps to recover from it

• BUT …

• BUT …
• We need to think more holistically

• BUT …
• Organisational culture
• Macho vs supportive
• Open vs closed
• Problem avoidance vs problem solving

• BUT …
• Organisational culture
• Macho vs supportive
• Open vs closed
• Problem avoidance vs problem solving
• Quality of leadership

Relationship-Based Self-
Care
Maurice Fenton
MRC University of Salford May 2016

http://www.empowerireland.ie/uncategorized/congruent-care-
care-on-the-edge/
http://www.empowerireland.ie/uncategorized/self-care-in-
social-care-vicarious-trauma-vicarious-resilience-and-self-
compassion/
http://www.empowerireland.ie/uncategorized/the-stolen-child/

The most protective and empowering factor is social care
work is, in my opinion, beyond doubt the worker themselves.
Therefore, how workers make use of ‘self’ in their work is of
critical importance.
There are many aspects to the use of self and in this
presentation I intend to address some vicarious processes
inherent in the work with regard to two of these self-
processes – the importance of self-awareness and self-care.

Traditional Approaches to Self-Care
Require degrees of
self-discipline and
are predominately
focused on the self.

Relationship-Based Self-Care
• Relationship with one’s self
• Relationship with the young person/recipient of care
• Relationship with the professional ecology
The relationship-based model is an ecologically informed
model of self-care

To accomplish this we shall first consider the importance of
Feelings, Connection, Boundaries, Vulnerability and
Compassion and then some associated vicarious processes
and relevant conditions such as vicarious trauma and
resilience as well as the role of compassion and burnout.

The capacity to be in touch with the client’s feelings is
related to the worker’s ability to
acknowledge his or her own. Before a worker can
understand the power of emotion in the life
of the client, it is necessary to discover its importance in
the worker’s own experience. (Shulman, 1999:156)

This can be a place of vulnerability yet a worker
who is competent with their own vulnerability is
also emotionally competent. We know Emotional
Intelligence (EQ or EI) is increasingly valued
above Intellectual Quotient (IQ) in many
professions, yet in a profession which is
fundamentally relational, social care/work we
still privilege the techno-rational.

Connection – Care ‘On the Edge’

Experience is the hardest kind of teacher. It gives you the
test first and the lesson afterwards.
Oscar Wilde

The European approach of Social Pedagogy has much to
offer practice in the Republic of Ireland and the UK in many
areas, not the least within this boundaries area. The 3 P’s
acknowledged within social pedagogy of the personal,
professional and private aspects of the worker’s persona
allow for the professional as well as the personal to be
brought into practice and this affords a much improved
approach to practice.

Bearing witness to another’s vulnerability can be an
uncomfortable and challenging experience, which can evoke
our own vulnerability, emotions, feelings and past
experiences. We can also experience some of the other’s
pain if we connect to and ‘therapeutically hold’ them
(Winnicott, 1975), or ‘hold the child in mind’ (Ruch, 2005),
during these times of distress. By recognising that we ‘hold’
something it can be seen that some degree of possession is
implied on the part of the carer.

This means we also can become affected by their trauma
and pain and we can experience vicarious trauma, what
Hatfield et al., (1994) describe as a form of emotional
contagion that causes the carer to ‘catch the emotions’ of
those they care for.

Secondary Traumatic Stress, Indirect Trauma or Vicarious
PTS is more closely associated with Post Traumatic Stress
except that the stress is experienced through another
person, i.e. vicariously, rather than first hand. A difference
between secondary trauma and vicarious trauma is that
secondary trauma can happen suddenly, in one session,
while vicarious trauma is a response to an accumulation of
exposure to the pain of others (Figley, 1995). The symptoms
of secondary trauma are nearly identical to those of
vicarious trauma.

Vicarious trauma is a permanent change in the service
provider resulting from empathetic engagement with a
client’s/patient’s traumatic background (Pearlman &
Saakvitne, 1995). Although there are some parallels to
burnout, including symptoms such as exhaustion, feeling
overwhelmed, isolated and disconnected, vicarious trauma is
much more pervasive, impacting all facets of life, including
the body, mind, character and belief systems. It alters the
persona.

Whilst these conditions may be contested, Professor Dinesh
Bhugra for example, what is incontestable is that working
with others can and does have an impact on the worker and
that this needs to be acknowledged and managed.

Compassion Fatigue, Empathy Fatigue, Carer Burden
This is different to Vicarious Trauma in that the it is not the
trauma of the other being cared for that is the causation of
the fatigue but rather the capacity of the carer to continue
to provide care for the other.
The milk of human kindness has not yet been lost but it is
getting harder for the worker to care, their resilience is
depleting .

BROKEN
Self-Compassion and Burnout Self-Tests
http://www.compassionfatigue.org/pages/selftest.html
http://self-compassion.org/test-how-self-compassionate-you-are/

Vicarious Vulnerability - Trauma implies harm, which in turn
could be said to imply that the young person has caused
harm to the worker, even if unintentionally. Equally,
Compassion Fatigue could be seen to imply that the needy or
demanding young person invokes fatigue on the part of the
worker thus casting the young person as the cause of this
fatigue. This, then, could lead to the young person becoming
perceived as the cause of the harm, the problem, when
clearly they are not. It is the harm that has been caused to
them by others that is the cause of the problem.

Carl Jung (1875-1961) theorised that many carers and
helpers are motivated to enter caring professions as a result
of their own ‘wounds’ from prior life experiences. He coined
the term ‘wounded healers’. Jackson (2001) identifies the
‘wounded healer’ not as a flawed professional rather one
whose past experiences can be utilised to better attune
them to caring for others.

Maeder (1998), Regehr et al. (2001) and Rizq & Target (2010)
identified that high percentages of workers in social work,
counselling, and psychotherapy professions had experienced
prior ‘wounding’ experiences which motivated them to enter
these professions. This illustrates the magnitude of the
potential for workers’ having pre-existing vulnerabilities that
may be impacted on by children’s and young people’s
vulnerabilities but that correctly managed this need not be a
negative phenomenon. Clearly, workers to be aware of their
own vulnerabilities and to manage them.

In the event that the worker does experience vicarious
trauma it “is important to recognise that neither clients nor
the negligent helpers are responsible for VT. Rather it is an
occupational hazard, a cost of doing the work” (Pearlman &
Caringi in Courtois & Ford, 2009:205).

Burnout is usually the result of prolonged stress or
frustration, resulting in exhaustion of physical strength,
emotional strength and/or motivation (Maslach, 2003). One of
the characteristics of burnout is that it occurs over a fairly
long period of time and is cumulative. It does not afflict a
person after one bad day. There can be a detachment from
feelings where people become depersonalised and the
worker cynical and therefore potentially more liable to be
callous or over-reactive in their actions. The milk of human
kindness has been lost. (Ochberg, 2011)

It is important to recognise that vicarious trauma and
compassion fatigue are very treatable conditions and can be
resolved successfully with self-care practices and/or
professional support should the worker experience them.
The role of supervision is critical within this area.

Vicarious Resilience (VR) has only relatively recently been
identified. Hernández et al. (2007) argue that “this process
is a common and natural phenomenon illuminating further
the complex potential of therapeutic work to both to fatigue
and to heal” (2007:237). They also highlight that vicarious
resilience offers a mechanism to counterbalance vicarious
trauma and, crucially, that practitioners’ awareness of the
potential of vicarious resilience boosts its potential benefits
for these practitioners.

Both processes can be managed: VT can be identified and
decreased, and VR can be identified and increased, by
developing awareness, purposefully cultivating and
expanding it. (Hernández et al., 2007:239)
Silveira & Boyer (2015) found that in addition to experiencing
vicarious resilience counsellors of traumatised children
were also imbued with increased levels of optimism which
they attribute to the vicarious mechanisms of engaging with
children overcoming trauma.

Silveria and Boyer recommend, and I concur, that vicarious
resilience be brought into discussions within supervision
and professional development workshops.
“We propose here that helpers’ personal distress and
emphatic responses, if processed adequately, can result
in growth for both client and helper.” (Pearlman & Caringi in Courtois
& Ford, 2009:205)

Post Traumatic Growth
”The experience of positive change the individual
experiences as a result of the struggle with a traumatic
event”
No guarantee that post traumatic growth will occur yet for
those where it does the paradox is they may be more
vulnerable, yet they are stronger
It is not necessarily an experience that leads people to feel
less pain from tragedies they have experienced, nor does it
necessarily lead to an increase in positive emotion. (Calhoun &
Tedeschi, 2013:8,23)
Smooth seas do not make skilful sailors

With regard to compassion there is also the concept of Self-
Compassion which has been gaining purchase in the social
profession in recent years for its potential to enhance
practitioners’ mental health within a framework that avoids
the self-evaluation and self-judgement that is inherent in
many other models.

Self-compassion entails seeing one’s own experiences in
light of the common human experience, acknowledging that
failure, suffering and inadequacies are part of the human
condition, and that all people – oneself included – are worthy
of compassion. (Neff, 2003:87)

Neff identifies the three elements of self-compassion as:
(a) self-kindness – extending kindness and understanding to
oneself rather than harsh judgements and self-criticism,
(b) common humanity – seeing one’s experiences as part of
the larger human experience rather than seeing them as
separating and isolating,
(c) mindfulness – holding one’s painful thoughts and feelings
in balanced awareness rather than over-identifying with
them. (Neff, 2003:89)

Compassion Satisfaction
According to Phelps et al. (2009), compassion
satisfaction (CS) refers to the positivity involved in
caring and it is often gauged by the Compassion
Fatigue and Satisfaction Test (Stamm, 2005). Simply
put, CS involves “the ability to receive gratification
from caregiving” (Simon, Pryce, Roff, & Klemmack, 2006:6).

We must also recognise that systems which facilitate
practices such as the expectation of individual
accountability without sufficient resources can be seen to
be dysfunctional in terms of providing basic support for both
workers and children and young people. It is entirely
plausible to perceive of such systems as posing a real
threat of harm to workers. Here, the risk of what can be
termed ‘system trauma’, where the lack of support,
resources and services afforded by the system of care, is
equally, if not more of a reality for workers than vicarious
trauma.

My coping mechanisms are talking to trusted colleagues and
professional activism with liked-minded others. This includes
writing and advocating for change. The connection with
those I support I find vital also. Connections protect against
isolation and are a protective factor against burnout.
“It is one of the most beautiful compensations of this life
that no man can sincerely try to help another without
helping himself” Ralph Waldo Emerson
Coping with System Trauma

Connecting with children and young people and thereby
boosting my own optimism, resilience and self-care through
recognising their resilience is congruent with my motivation
to enter this profession in the first place i.e. the desire to
make a difference in a hurt child's life.
This is also a strengths-based approach and acts
complimentary to other self-care strategies.

Self-care is a critical component of professional
competence in social care.
To have the capacity and capability to care for others
we must first take care of ourselves.

As with caring for children and young people
Thank you

Refreshments
and Networking Break

Healing the Wounds of Trauma
Making Research Count Conference
24/5/2016

Elaine Beaumont
BABCP Accredited Cognitive
Behavioural Psychotherapist
EMDR Europe Approved Practitioner
Lecturer at the University of
Salford

Overview
 To discuss psychotherapeutic interventions for trauma
 To discuss the research evidence and rationale for
Compassion Focused Therapy and Compassionate Mind
Training
 To explore practical ways to develop self-compassion
(experiential exercises)
 To discuss compassion fatigue and burnout within the
healthcare professions

Trauma Therapies
Cognitive Behavioural Therapy
• Challenges thoughts and behaviour.
Eye Movement Desensitisation and Reprocessing (EMDR)
• If we suffer from a traumatic experience we may not process
information which can lead to a disturbing memory.
• EMDR helps individual’s process information (upsetting memories)
and can help replace negative cognitions with positive cognitions.

Brief overview - CBT
• CBT is a collaborative process between client and therapist to
achieve goals and objectives.
• These goals and objectives will result in alleviating client’s
symptoms.
• CBT offers structure for clients to help them learn more about
themselves and their perceptions and reactions to events.
• The aim is for clients to develop skills and new ways of thinking and
reacting
• A reported weakness of CBT is that individuals may say that they
understand the logic of the approach but report that they do not feel
any better (Leahy, 2001; Gilbert, 2010).
• Challenge the ‘bully within’ – guilt, shame, blame

What is compassion?
“A sensitivity to the suffering of self and others with a deep
wish and commitment to relieve the suffering” (Dalai
Lama)
“Deep awareness of the suffering of oneself and other
living beings, coupled with the wish and effort to alleviate
it” (Paul Gilbert)
“Compassion is the emotional attitude that accompanies
mindfulness when suffering is encountered” (Chris
Germer and Kirstin Neff)

Compassion Focused Therapy
Self-critical thinking and emotions such as fear and shame
play a role in maintaining symptoms.
Developing strategies that increase inner caring and self-
compassion can help the individual recover. (Beaumont
& Hollins-Martin 2015; Beaumont & Hollins-Martin 2013;
Beaumont et al 2012; Harmen & Lee 2010).
Individuals suffering with PTSD often have high levels of
shame and self-blame and tend to be overly critical of
themselves in therapy.
66

Guilt, shame and anger - trauma
Examples from Fire Brigade
Guilt – “I survived others didn’t”
What did you do that was helpful? Draw a pie chart exploring
responsibility. Examine what they would say to a friend was telling
you this story
Anger – “no one helped me...”
Challenge thinking distortions/black and white thinking.
Anger management training (coping strategies/flash cards).
Also explore sadness – “what does anger stop you from
exploring/feeling”.
Shame – challenge internal shame cycle
Identify internal bully and use Compassionate Mind Techniques
(Gilbert, 2006).

Development of CFT
• Prof Paul Gilbert
• Severe and chronic depression
• Particular client- “I can understand the
logic, I just don’t feel it”
• “What would help you feel it?”

Evolution – Overview of Paul Gilbert’s
model
Old brain – share competencies with other mammals, and includes:
 Motives: Safety, food, shelter
 Emotions: Anger, anxiety, sadness, joy, lust
 Behaviours: Fight, flight, withdraw, engage
 Relationships: Sex, power, status, attachment, tribalism
New Brain – relatively ‘recent’ in evolutionary development, includes
abilities for:
 Imagination
 Planning
 Rumination
 Mentalisation, Theory of Mind
 Self-awareness and Identity
Social Brain:
 Need for affection and care
 Socially responsive, self-experience and motives

Affect Regulator Systems
Incentive/resource-
focused
Wanting, pursuing,
achieving, consuming
Activating
Non-wanting/
Affiliative focused
Safeness-kindness
Soothing
Threat-focused
Protection and
Safety-seeking
Activating/inhibiting
Anger, anxiety, disgust
Drive, excite, vitality
Content, safe, connected

CMT/CFT
Self-compassion taps into our internal care-giving system, so that we
feel less frightened and alone.
Self-compassion helps us feel safe and accepted, so that we can
mindfully turn toward and accept our painful experience with greater
ease.
Many different parts of us….angry self, anxious self, sad self, critical
self, compassionate-self
By including CFT techniques individuals can be taught not just to
challenge thoughts and behaviour but to develop self-soothing
techniques, challenge self -criticism and accept themselves in a
non-judgemental way (Gilbert, 2010).

How can I increase
self-compassion?
Develop sensitivity, sympathy, acceptance and insight into one’s own difficulties through
self-reflection
Refocus attention - reflecting on what would be helpful and supportive in a situation as
opposed to judging oneself harshly and critically
Thought balancing/self-monitoring
The empty chair technique
Exploring self-critical rumination
Examining positives
Use of Self-compassion diary
Use of imagery
Developing a compassionate ideal
Compassionate colour
Compassionate object
Compassionate letter writing
Mindfulness
What do I need in this moment of pain and suffering?

Self-Compassionate
Language
Self-critical thinking and emotions such as fear and shame
play a role in maintaining symptoms. Why do we
criticise? Role/purpose of our self-critic? What types of
things do you typically judge and criticise yourself for?
What tone do you use? What language do you use when
you make a mistake?
How could you reframe your language to be more kind,
supportive and understanding.
Is there a reason why your inner critic is doing this? What
purpose does it serve?

Self-Compassion-Example
exercises
• Soothing Rhythm Breathing
• Hand on heart exercises
• Loving kindness and self-compassion meditation
• Compassionate body scan
• Compassionate friend
• Compassionate Behaviour
• Letter writing
• Method Acting – wisdom, courage, strength, motivation
Overriding principle – what do I need now (in this very
moment) to care for myself in this painful situation?

Providing mental health
services to victims of
primary and secondary
trauma……
• Self-compassion can be trained and
cultivated
• Utilising practical exercises that may
cultivate a compassionate mind may help
individuals respond to their ‘bully within’
with care and kindness rather than
criticism and blame

What is compassion fatigue?
“The cost of caring”(Figley, 1995. pg1)
Secondary Traumatic Stress/Vicarious Trauma
Who does it affect?
How does it affect them?
What causes it?
What is burnout?
Mental and physical exhaustion
How does it link to compassion fatigue?
What causes it?
What can we do to protect ourselves?
Compassion fatigue and
burnout

The Compassionate Mind
Workbook – Dec 2016……

Beaumont et al. (2012) CBT/CMT & trauma
• Two groups – CBT vs CBT/CMT
Both groups sig reduction in depression, anxiety, avoidance, hyper-
arousal and intrusion post-therapy. No sign difference between groups.
CBT/CMT group significantly improved self-compassion post-therapy
Beaumont & Hollins-Martin (2015)
• A narrative review. How effective is Compassion-Focused Therapy
(CFT)?
Twelve studies were identified which showed significant psychological
improvements in clients with diagnosed trauma symptoms, brain injury,
eating disorders, personality disorders, schizophrenia-spectrum disorder,
chronic mental health problems and psychosis, both within groups and
during one-to-one therapy.

Beaumont & Hollins-Martin (2013)
EMDR/CMT
Case study 58-year old man. Signature-signing phobia
following a traumatic accident
• 8 sessions of Compassionate Mind Training/EMDR
resulted in an elimination of the client’s phobia,
increase in mood, reduction in trauma-related
symptoms and recall of forgotten early memories
about his sisters traumatic death
“If the only tool you have is a hammer you will treat
everything as if it were a nail“ (Maslow)

Compassion fatigue, burnout and
well-being
Beaumont, Durkin, Hollins-Martin, Carsen (2015). Measuring relationships between
self-compassion, compassion fatigue, burnout and well-being in trainee
counsellors and trainee cognitive behavioural psychotherapists
Student counsellors/psychotherapists who reported high on measures of self-compassion
and well-being, also reported less compassion fatigue and burnout
Beaumont, Durkin, Hollins-Martin, Carsen (2015). Compassion for others, self-
compassion, quality of life and mental well-being measures and their association
with compassion fatigue and burnout in student midwives
Over half of the sample reported above average scores for burnout. The results
indicate that student midwives who report higher scores on the self-judgment sub-
scale are less compassionate for themselves and others, have reduced wellbeing,
and report greater burnout and compassion fatigue. Student midwives who report
high on measures of self-compassion and well-being report less compassion fatigue
and burnout.

CFT for Healthcare Staff
Beaumont, E., Irons, C., Rayner, G., & Dagnall, N. (2016) Does Compassion Focused
Therapy Training for Healthcare Educators and Providers increase self-
compassion, and reduce self-persecution and self-criticism?
The aim of the research was to explore whether the training would increase self-
compassion and reduce self-criticism and self-persecution.
Results reveal an overall statistically significant increase in self-compassion and
statistically significant reduction in self-critical judgement post-training. There was no
statistically significant reduction in self-persecution or self-correction scores post-
training.
Compassionately responding to our own ‘self-critic’ may lead the way forward in the
development of more compassionate care amongst healthcare professionals.
Training people in compassion based exercises may bring changes in levels of self-
compassion and self-critical judgement. The findings suggest the potential benefits of
training healthcare providers and educators in compassion focused practices.

Contact details
e.a.beaumont@salford.ac.uk
www.beaumontpsychotherapy.co.uk
elaine@beaumontpsychotherapy.co.uk

References
 Ashworth, Gracey, & Gilbert (2011). CFT to be a helpful addition and focus for people with acquired brain injury.
 Beaumont, E., Irons, C., Rayner, G., & Dagnall, N. (2016). “Does Compassion Focused Therapy Training for
Healthcare Educators and Providers increase self-compassion, and reduce self-persecution and self-criticism?”,
The Journal of Continuing Education in the Health Professions, Vol. 36, No. 1, pp. 4-10.
 Beaumont, E., Durkin, M., Hollins Martin, C. J., Carson, J., (2015) Measuring relationships between self-
compassion, compassion fatigue, burnout and well-being in trainee counsellors and trainee cognitive behavioural
psychotherapists: a quantitative survey. Counselling and Psychotherapy Research, Vol. 16, No. 1, pp.15-23.
 Beaumont, E., Durkin, M., Hollins Martin, C. J., & Carson, J., 2015. Compassion for others, self-compassion,
quality of life and mental well-being measures and their association with compassion fatigue and burnout in student
midwives: A quantitative survey. Midwifery. http://dx.doi.org/10.1016/j.midw.2015.11.002i
 Beaumont, E., Hollins Martin, C.J. (2015). A narrative review exploring the effectiveness of Compassion-Focused
Therapy. Counselling Psychology Review, 30 (1), 21-32.
 Beaumont, E. (2014). 'Healing the wounds of trauma, shame and grief', Healthcare Counselling and Psychotherapy
Journal, 14(2), pp.14-20.
 Beaumont, E., & Martin, C. H. (2013). 'Using Compassionate Mind Training as a Resource in EMDR', Journal of
EMDR Research and Practice, 7(4), pp.186-199.
 Beaumont, E., Galpin. A. & Jenkins, P. (2012). ‘Being kinder to myself’: A prospective comparative study exploring
post-trauma therapy outcomes measures, for two groups of clients, receiving either Cognitive Behaviour Therapy or
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 Van der Kolk, B. (1994) The Body Keeps The Score Trauma Information Pages

Panel discussion
• Elaine Beaumont
• Maurice Fenton
• Michael Murphy (chair)
• Dr Neil Thompson
#mrcsalford

Michael Murphy, University of Salford
Conference Close
#mrcsalford

Stress and supervision - their role in complex people work

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