1 / 16

Manual Writing: Learning As You Go

Manual Writing: Learning As You Go. William R. Saltzman, Ph.D. The National Center for Child Traumatic Stress & Miller’s Child Abuse and Violence Intervention Center Wsaltzman@sbcglobal.net. Distinct bodies of knowledge. Development of the UCLA Trauma-Grief Manualized Program.

marv
Download Presentation

Manual Writing: Learning As You Go

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Manual Writing: Learning As You Go William R. Saltzman, Ph.D. The National Center for Child Traumatic Stress & Miller’s Child Abuse and Violence Intervention Center Wsaltzman@sbcglobal.net

  2. Distinct bodies of knowledge

  3. Development of the UCLA Trauma-Grief Manualized Program

  4. Tuzla, Bosnia

  5. Sarajevo, Bosnia

  6. Multiple iterations

  7. Accentuate the positive…eliminate the negative

  8. Columbine High School

  9. Santana High School

  10. World Trade Center

  11. Pasadena, Trauma Group

  12. VIII. Practice Exercise • G0ALS: • To introduce the necessity for practicing skills outside of group.  • To describe practice task for this week. • · • Underscore the importance of practicing the assigned skills during the week. Meeting once a week for an hour is not enough to effect change in our life. Research has shown that the on-going practice is critical. • Assignments • ·Distribute copies of the Practice Sheet.· •   During the week, members are to pay attention to post-traumatic feelings and reactions that they might experience during the week. Draw upon simple examples from the earlier discussion to remind group members what to look for. As a rule of thumb, you might suggest that they simply keep track of downward shifts in their mood or feelings or to the presence of strong emotions such as anger, sadness, guilt, or fear, which may be related to trauma or loss themes. These are possible signs that they may be in a trauma/loss reactive mode.

  13. TOPIC #7 Practice Exercise ·Pay attention to post-traumatic feelings and reactions—like those we’ve just talked about ·   Use your worksheets in your workbook (or journal?)--track strong emotions such as anger, sadness, guilt, or fear, or negative shifts in emotion and mood. ·   Remember to focus on what is happening outside of you, and what is happening inside of you. S how them where it is, and tell them how to use it—show them where the instructions are on the worksheet itself as you cover them.. Help them translate an example from the session to the worksheet. TOPIC #8 Transitional Activity / Close Discuss (Worksheet: Monitoring Changes in My Mood / Feelings) Note

  14. UCLA Program Core Components • Trauma–loss psychoeducation • Normalizing and validating reactions • Enhancing emotional awareness • Identifying personal trauma / loss reminders • Developing effective coping skills • Accessing appropriate support • Trauma narrative reconstruction • Cognitive restructuring

  15. Promising Practices • Take it one step at a time • Team up • Manuals come in different shapes and sizes • Build in flexibility and support • Expand and formalize parent / family components • Keep your voice

More Related