Class 10 Trauma Informed Groupwork for Trauma Survivors Grief and Bereavement

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trauma informed groupwork

Transcript of Class 10 Trauma Informed Groupwork for Trauma Survivors Grief and Bereavement



  • LETS COMPARE.What help looks like (not trauma informed)The facilitator decides what help looks like

    Facilitator defines needs

    Relationships based on problem solving/resource coordinationSafety=risk management

    Experience defined by setting and generalized based on diagnosesWhats wrong with you?What help looks like (trauma informed)Trust and safety is mutually defined, created, sustained in all relationships-mutual aidShared decision making/collaborationCrisis =opportunity for growth ,meaningful connection

    Promotion of strengths, enhanced protective factorsClients experiences are different and have different meaning

    What happened to you?

  • KEY PRINCIPLESPHYSICAL & EMOTIONAL SAFETY-TRAUMA AWARENESS-triggersrecognizing and responding in the moment-no re-traumatization-protecting against facilitator vicarious trauma-clear roles/boundaries

  • TRANSPARENCYBuilding trustNo hidden agendasOpen communication

  • VOICE & CHOICEIndividualized approachesOptionsEmpowermentConnection


  • KEY PRINCIPLES of MUTUAL AID Draws upon the strengths in group

    2. Everyones contribution has equal value

    Problem solving happens as a result of worker skill and group member expertise

    Group members help themselves and each other concurrently 5. Meets the needs of the group + individual member needs

    Group can deal with taboos

    Group negotiates conflict effectively


  • FOR THE CO-FACILITATORS.BE PREPARED TO BE SAD, ANGRY, HELPLESSBE PREPARED TO BE TRIGGERED-PREPARE 1. Identify and discuss your personal triggers, how you can best support each other, your worst fear(how bad is it really?), use of self? 2. Plan activities that involve combinations of talking, doing, reflecting 3. Be clear about your goals-what is realistic 4. Be clear about your timeframe

  • YOUR ROLE ISTo listen, reassure, support, interpret, translate, advocateTo facilitate posttraumatic growthHelp group members find their voice YOUR ROLE IS NOT To cheer up group members and make them feel better

  • POSTTRAUMATIC GROWTHFinds meaning in the traumaIncreases self-awarenessFinds opportunities to apply new self-knowledge and skills to make healthier life choices.Includes changes in self-perceptionImprovement and deepening of relationshipsHeighted compassionIncreased ability to express emotions

  • GRIEF AND TRAUMA GROUPS INCORPORATEDevelopmentally specific interventions

    Ecological approach

    Culturally relevant methods

  • DEVELOPMENTALLY SPECIFIC INTERVENTIONSCombine drawing, crafts, drama, play, storytellingPurpose: -to educate about grief and trauma reactions -to help members express thoughts and feelings about what has happened

  • ECOLOGICAL PERSPECTIVEIdentifying risk, protective and strength factorsIndividual, family, school/community interventionsCase management, advocacy, community collaborationwhat does the child/youth/family need?

  • BEING CULTURALLY RELEVANTRespecting/incorporating intervention strategies based on cultural and spiritual beliefs and practices/death ritualsBeing mindful of own assumptions about impacts of traumaUnderstanding the cultural/historical/political context where the group is implementedUnderstand that self-disclosure, help seeking and being able to describe experience in another language varies widely from culture to culture

  • GROUP GOALSIncrease practical knowledge about trauma and trauma impactsIncrease sense of safetyPromote utilization of adult supportEncourage engagement in interestsFoster hopefulness about the present and futureCreate a sense of mastery and controlDevelop capacity to self-sootheTolerate the trauma narrativeReminisce about comforting memories

  • Tri-Phasic Model of a TRAUMA GROUP Judith Herman1. Resilience and safety: forming, storming and norming

    2. Restorative retelling: performing

    3. Reconnecting: adjourning

  • 1. RESILIENCE AND SAFETY: regaining internal and external controlOrientation- Where am I?Anxiety reduction/stabilizationBelongingStructure-Schedule, purpose, goals, rulesIdentify supportive people (parents/teachers) to help copeCreate supportive group environmentIdentify and highlight hope, bravery, coping

  • 2. RESTORATIVE RETELLING-remembrance and mourningGrounded in CBT and Narrative practicesExplore the meaning of trauma/loss to the youthCreate a space in which group members can reconstruct and make sense of a devastating experiencePromote skill building ie. Anger management , relaxation, stress managementConnect thoughts, feelings, behaviourCorrect cognitive distortions ie guilt/blameExternalize the problemActive participant vs. external observer Group bears witness to the traumatic experience

  • 3. RECONNECTINGRedefine oneself in the context of meaningful relationships with others and themselvesRecognize that what happened to them has shaped them but doesnt define them.they are more than.Positive things about the current situationHopes for the futureTermination and separation from the group


  • YOUR GROUP MEMBERS NEED to be able to cry, rage, vent, remain silent

    help to find commonalities in experiences/feelings

    to ask questions about death and dying What happens to your body when you die? Why do caskets have satin in them? Where does the blood go? What happens at a funeral? Do you believe in heaven?, God?, Allah? hell?

  • Information: understanding grief as a transition through stages/what to expect/whats normal

    Guidance: Ideas for how to commemorate-culturally significant/relationship context

    Activities/forums that let them share with each other

    Activities that promote growth through the stages towards healing

    Activities that encourage letting go and moving on

  • IMMEDIATE ACTIVITIES MAY INCLUDEDoing- attending visitation, funeral, memorial, ceremony -on-line memorials ie Gone Too Soon, Soul 11 Soul, MySpace, Facebook -writing a letter, making/sending a sympathy card, filming a message to family -sending flowers, dolls, keepsakes -visiting a cemetery

  • LATER ACTIVITIESRemembering-memory box/scrapbook-drawing a picture >>> me and doing our favourite thing? Best memory? -telling the relationship story-bringing in pictures, keepsakes-playing a song-reading a poem

  • Coping. -grief box tracking the feelings -what helps?- Pain relief -who helps? Mutual aid Support networks-RESOURCES Key people -whats the hardest part? -what makes it worse? -how to deal?

  • Processing/understanding-loss history timeline drawing-feeling identification specifically LOSS, REGRET, REMORSE, GUILT FORGIVENESSWriting a story, making a film- Soul 11 SoulIdentifying the impact-personal -social -spiritual-accepting the changes

  • Saying Goodbye and Moving Ongoodbye letter to the deceasedRelease ritual- balloons, candles, birds, wishes, keepsakesSomething to hold on toAnniversaries/future ritualsRe-channeling/redirecting energy into living