CHCMTGT005 Facilitate workplace debriefing and support processes - Complete

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PROJECT - FRE2023ST#11 Anthony Jury CHCMTGT005 Facilitate workplace debriefing and support processes A. How would you provide ongoing support to two different workers to address and monitor stress and emotional wellbeing? 1. Health and community service workers often deal with situations that are complex and challenging. They are particularly vulnerable to work-related stress and potential burnout. Supervisors must know how to identify risks to wellbeing and offer appropriate support to protect colleagues from psychological injury. Where issues develop, they need to have strategies in place to assist recovery and rehabilitation. 2. How can we measure welfare or wellbeing? Though there is no general agreement on the definition of these terms, there is consensus that good health is an essential component. The World Health Organization’s definition of good health is a state of complete physical, social and mental wellbeing. It maintains that promotion, protection and restoration of mental health is of key concern to individuals, communities and societies. 3. Understand risks to mental health Mental health as defined by the World Health Organization (2014) is more than the absence of mental disorders and disabilities. It is ‘a state of wellbeing in which an individual realises his or her own abilities, can cope with the normal stressors of life, can work productively and is able to make a contribution to his or her own community’. Here are the major risks to mental health, as identified by the World Health Organization. 4. World Health organization risks to mental health  Poor physical health  Social exclusion  Rapid social change  Stressful work conditions  Gender discrimination  Risks of violence and human rights violations 5. Here are some strategies for supporting colleagues at risk and for assisting rehabilitation of those recovering from stress-related illness.  recognise signs Recognise the early warning signs of employee distress and low morale.  Show empathy Support the employee. Demonstrate empathy by initiating a conversation that expresses concern and allows the employee to discuss their health or other concerns in private.  Maintain contact Contact the employee if there is an unplanned absence from work. Explore with them their reasons for non-attendance. Offer support. Stay in contact with the employee in cases of prolonged absence to maintain the connection with the workplace.  Seek assistance If you feel unable to provide positive support to an employee, seek help from your human resources department, rehabilitation case manager or through your organisation’s Employee Assistance Programs (EAP).

 Be flexible Provide flexible workplace options that enable the employee to be safe and productive at work. This could involve changes to the way the work is organised, additional support through a mentor, or adjustments to work hours or duties).  foster participation Ensure that the employee is fully involved in planning options and has co- ownership of job-related decisions.  Welcome and confirm When an employee returns to work after an absence, meet them to welcome them back. Confirm that their contribution was missed and provide an update about developments in their absence. Agree on any changes to their work and how this should be communicated to the team.  Continue support Provide ongoing support until the employee has reached their former functional level. 6. it is important that you do not make assumptions, positive or negative, based on a person’s social, educational, linguistic, religious or cultural background, age or gender identity.  Your workplace may have specific needs related to the following cultural issues.  Beliefs and values Be aware of how specific religious or spiritual beliefs and value systems can influence behaviour and practice. However, there are many different varieties within major religious systems and practices, so be mindful of making assumptions. Find out what may or may not be relevant to the people you are working with. Consider how fasting rituals might influence your colleagues at various times. How could you respond?  Age Different cultures have different attitudes to the social significance of age or youth and the needs of young and elderly people. Respect is shown in a variety of ways. Be aware of behaviour that may be interpreted as disrespect or rudeness, or lack of caring.  Health and disability Your colleagues may come from backgrounds or work with people from cultural backgrounds that have very different views about treatment of people with diverse abilities and health (including mental health). Views on when, how and what to eat can also be important considerations. Gender and sexual preference Work practices may need to be adapted to take into account different cultural views – some people are not comfortable with the idea of a man being alone with a single woman, or a man or woman carrying out certain tasks. Be aware of how cultural attitudes to homosexuality, transgender and non-traditional partnerships can affect members of your team, emotionally or professionally.  Workplace practices that support diversity In many workplaces, social and cultural differences between colleagues and/or people with support needs can create tension and misunderstanding. The following table outlines some strategies to help you deal with these situations and to help people in the workplace act with more awareness and sensitivity.

 Educate and train Share differences and create a team culture that is respectful of differences, acknowledges that each member has their own strengths and weaknesses and that these all need your support and consideration at some point.  Provide training or information to assist team members. 7. Monitoring and managing the wellbeing of groups within the organisation can lead to the development and implementation of organisation wide measures, such as ensuring appropriate and diverse workloads and building a workplace culture that normalises the risks of secondary trauma, making it easier for individuals to talk about and get support for.  Breaching ethics A worker may breach ethics knowingly or unknowingly. If this happens, you should refer to the code of conduct or ethical guidelines for your industry to determine whether the issue is an ethical dilemma. Note that ethical dilemmas are not legal issues. If the breach has legal implications, you need to take appropriate action, such as reporting it to the relevant authority. Examples of ethical breaches  The worker has a sexual relationship with the person with support needs.  The worker lies.  The worker discusses the personal issues of an individual with support needs with somebody unrelated to the work context about.  The worker has been spending the money of individual with support needs on the behalf of the individual, without their consent. 8. Manage complex ethical issues and dilemmas  Community services workers are likely to face a number of ethical dilemmas in the course of their work. An example of this kind of dilemma is supporting a person with care needs who wants to have a baby, even though they have been medically advised not to.  Workers may need to choose between two or more morally acceptable courses of action or between equally unacceptable alternatives. If there is a legal aspect to the issue, it is not an ethical dilemma. A situation of this type can be resolved by following legal means, such as reporting or recording.  Workers can refer to their job description to confirm their rights and responsibilities and the boundaries of their work role, which will enable them to work ethically and handle situations that are difficult or distressing. 9. Here are some principles to follow.  principles for dealing with ethical dilemmas  When in doubt about what to do, always put the welfare of people with support needs first.  Strive to be fair and show respect to all service users and workers.  Keep personal problems private during work times.  Respect service users’ right to privacy.  Consider situations from the point of view others.

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Management Standard 3: Support This standard includes the encouragement, sponsorship and resources provided by the organisation, line management and colleagues. Standard:  Employees indicate that they receive adequate information and support from their colleagues and superiors.  Systems are in place locally to respond to any individual concerns. How to achieve this standard:  The organisation has policies and procedures to adequately support employees.  Systems are in place to enable and encourage managers to support their staff.  Systems are in place to enable and encourage employees to support their colleagues.  Employees know what support is available and how and when to access it.  Employees know how to access the required resources to do their job.  Employees receive regular and constructive feedback. Management Standard 4: relationships  This standard includes promoting positive working to avoid conflict and dealing with unacceptable behaviour. Standard:  Employees indicate that they are not subjected to unacceptable behaviours, such as bullying at work.  Systems are in place locally to respond to any individual concerns. How to achieve this standard:  The organisation has policies and procedures to adequately support employees.  Systems are in place to enable and encourage managers to support their staff.  Systems are in place to enable and encourage employees to support their colleagues.  Employees know what support is available and how and when to access it.  Employees know how to access the required resources to do their job.  Employees receive regular and constructive feedback.

Question B. How would you facilitate a structured debriefing process following a stress related incident in which colleagues requiring additional support. Conduct a debrief  Debriefing sessions can be conducted by the organisation itself in a peer-to- peer support model or a staff team model. Staff must be trained and skilled in managing the sensitivities and support required of staff in what could have been a stressful and highly emotional situation. Some larger organisations may employ experts outside of their workplace to come and run debriefing sessions. These are more likely to be professionals with skills and experience in these situations. The model used will depend on the critical incident and the requirements of staff determined by the management of the organisation.  Here is more information on different types of debriefing: External provider model  Debriefing sessions are provided by trained health professionals who specialise in debriefing and counselling.  The service is paid for by the organisation.  The support offered by the practitioners should align with organisational policies and procedures. Staff debriefing team model  Debriefing is conducted by other staff members that have been trained to debrief.  Staff debriefing needs to ensure confidentiality and should be conducted in a safe environment.  The person conducting the debriefing in this model must be aware of the limits of their skills and refer to professionals as required. peer support model  Peer support is offered by the staff with training, who conducts debriefing under the supervision of more experienced trained debriefers.  Peer support may be offered in conjunction with other support.  The person conducting the debriefing in this model must be aware of the limits of their skills and refer to professionals as required. Psychological debriefing models  Some organisations offer debriefing training to staff so that they have employees prepared and trained to offer debriefing sessions as required. There will be courses available to upskill staff and provide them with the knowledge and skills in conducting a session at the workplace with their peers. Qualities of a person debriefing a group

 Although debriefing is not therapy and debriefers do not need to be mental health practitioners or professional counselors, they should do some training. Many in-house debriefing training occurs by sitting in and observing sessions with more experienced facilitators. Many training courses offer opportunities for scenarios and practice in simulated sessions.  A person conducting a debriefing should be able to provide a safe, trusting atmosphere and demonstrate an empathic understanding of what people have experienced. They also need the communication and leadership skills to guide the discussion and allow every person to feel they have been given the opportunity to contribute. Debriefers should respect what is said by participants, be open and honest and have the capacity to observe what is happening in the group dynamic while giving their attention to one person. Maintain a safe environment  Heated discussion or conflict can develop within a debriefing session due to the nature of the stressful situation that has occurred and the emotions that may be elevated. The facilitator needs to be able to allow feelings to be expressed and for everyone to be heard and give their account. It is important that one person is not allowed to dominate or intimidate others into not participating. Every person attending should be able to get some benefit from the session. Using active and reflective listening communication techniques helps maintain a respectful relationship between participants.  Active listening means paying close attention and focusing on not only hearing what a person is saying, but observing and interpreting what is being communicated, both verbally and nonverbally. It involves responding to the speaker to clarify information and paraphrasing what the person has said to encourage the speaker to continue.  Here are some useful phrases that can be used to clarify information and understanding. Useful phrases for clarification  Do you mean  From your point of view  Let me see if I understand  I wonder if  Correct me if I am wrong  Do you mean  As I hear it  Let me see if I understand A questioning framework

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Here is an outline of a questioning framework that could be used when conducting a debriefing session. Facts  What do we know about what happened?  What were the first signs? Feelings  How do you feel about the events that happened?  What emotional impact did it have on you?  What was your emotional state at the time of the incident? future planning  What would you like to see happen next?  What ongoing support do you feel would be useful? Prepare a report  As with other reports in the community services sector, reports should be brief and use clear, concise and factual language and meet organisational guidelines for style and safe storage. The writing should be objective and non- judgemental. Here is an example of the type of information you may find in a supervision report completed after an emergency incident. Support networks  Many workplaces have staff members who help others when they need advice or support. These individuals offer their time to any staff member who needs help in recovery from an incident. The service is confidential and may provide referrals to appropriate health professionals if necessary. Counselling  Counsellors are trained to listen and help people identify options for dealing with stress and other difficult situations and incidents in their life. Psychology Psychology services may be required by workers who have been unable to return to work after an incident and who have had to make major changes in their lives as a result of the incident. Psychologists provide emotional and psychological support to individuals. This service needs referral from a medical practitioner. Doctors A worker may require a referral to a doctor if there has been a physical injury or emotional harm. Employee assistance programs

Many organisations offer a program called an employee assistance program (EAP). EAPs provide confidential online or face-to-face counselling to support employee’s wellbeing. These programs are often operated through the human resources department and include services not required on an everyday basis, but can be accessed as required by an external organisation. Counselling and conflict resolution services are commonly available in an EAP. The organisation funds these services and the assistance is confidential. Some individuals have pre-existing vulnerabilities or other problems that may surface as a result of an incident and become aggravated by it. These problems should not be dealt with in debriefing sessions, but referred to suitable trained mental health professionals. Where signs emerge of more serious risk of prolonged reaction to trauma, clinical referrals to mental health and trauma specialists may be required. Clinical referrals should be considered when:  debriefing has not led to a reduction of stress reactions  new symptoms appear after debriefing  continuing high levels of anxiety or distress are evident  a person demonstrates fear of the workplace or inability to function effectively  a colleague experiences continued disruption of home life due to the incident  colleague exhibits bitterness, cynicism or low morale. Summary 1. Debriefing sessions must be planned and prepared for in line with organisational protocols. 2. Policies and procedures relevant to community services sector should specify that debriefing is available to staff. 3. Debriefing sessions can be conducted by the organisation itself, or experts outside of the workplace may come and run debriefing sessions. 4. Trauma from serious incidents requires special treatment by professional mental health specialists. If not attended to, stress and burnout also can result in injury that requires professional treatment. 5. The development of policies and procedures for managing psychological injury is an important part of preparation for incidents that affect workers. Debriefing services can be detailed and outlined in these documents. 6. Debriefing gives participants the opportunity to discover that their reactions and emotional responses to a crisis were not uncommon. 7. Managers need to react immediately after an incident to ensure staff receive support as soon as possible. 8. Facilitators can help to create a safe environment for open discussion by explaining the aims and purpose of the debriefing at the outset of the session.

9. Debriefing techniques used will vary according to the group dynamics, the training and experience of the person running the session, and the severity of the effects on the participants in the group. 10. Debriefing gives participants the opportunity to discover that their reactions and emotional responses to a crisis were not uncommon. 11. A risk assessment means that the organisation and the staff can be fully aware of the risks they are undertaking and plan to manage that risk. 12. The WHS Act provides details of which incidents are serious and therefore ‘notifiable’ by the organisation or a person with identified responsibility to notify. 13. Incidents of concern must be reviewed and reported, but psychological debriefing sessions should be confidential. 14. In the case of trauma where the person/s has experienced a deeply distressing or disturbing experience, a professional must replace the debriefing facilitator and the person must be referred. 15. Employee Assistance Programs (EAPs) provide confidential online or face-to- face counselling to support employee wellbeing. 16. An organisation’s dispute resolution policy is an important document to access when a conflict or dispute needs to will be resolved.

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