Debriefing is the opportunity to process thoughts and feelings related to trauma

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.