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​Please scroll down to read our Unconditional Education blog posts.

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OUR UE MODEL AND SERVICES

Utilizing Data to Drive Tier 1 Interventions: A Success Story from Verde Elementary School

3/11/2024

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Creating effective interventions to address behavior requires a strategic approach, and at Verde Elementary School, we've embraced the power of data-driven decision-making to implement Tier 1 interventions that make a meaningful impact.
At the core of our strategy is the School-Wide Information System (SWIS), a web-based platform where behavior and discipline referrals are logged and analyzed. This system enables us to efficiently gather and dissect data, providing insights into who, what, where, when, and why behaviors are occurring. Armed with this information, we can develop targeted interventions to proactively address issues and minimize the time spent reacting to behavior incidents.

To start, Sanita McNeally, our dedicated Behavior Support Specialist, delves into the behavior data to identify specific problem areas. With a clear problem statement in hand, our Coordination of Services Team, under the guidance of our Unconditional Education Coach, Asha Weber, formulates Specific, Measurable, Attainable, Relevant, and Time-Bound (SMART) goals. These goals serve as the foundation for our intervention plans, which focus on prevention, teaching, recognition, and correction of behavior.

In one recent case, our team analyzed data from November and targeted physical aggression incidents occurring on the playground within a specific grade level. Our goal was ambitious: to reduce these incidents by 50%. We devised a multi-faceted approach, including adjusting yard supervision protocols, partnering with an agency to add additional supervisors at hot spots on the yard, implementing targeted social skills lessons, and providing conflict resolution training for staff.
To reinforce positive behavior, we utilized a rewards system using Positive Behavior Interventions and Supports (PBIS) points, along with whole-class incentives for exemplary behavior. For students still struggling with aggression, we offered problem-solving conferences and specialized lessons in soccer rules, led by Sanita and our Student Support Specialist, Katryna Soto.

The success of our intervention was truly a team effort, requiring careful planning and collaboration from all stakeholders. When we reconvened in February to review the data from the past eight weeks, we were thrilled to see a staggering 78.5% reduction in aggressive behavior incidents on the playground by the identified grade level. This achievement not only validates the effectiveness of our approach but also underscores the importance of ongoing data analysis in driving continuous improvement.

Armed with this newfound success, our team is already looking ahead, using fresh data to identify our next goal and tailor our interventions accordingly. By harnessing the power of data and collaboration, we're creating a safer, more supportive learning environment for all students at Verde Elementary School. Together, we're making a difference—one data-driven intervention at a time.

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Blog Post By: Jenna Evans, Assistant Director of School Partnerships
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Getting outside: A Prescription for Mental and Physical Well-being, Inspired by the Children we Serve.

2/20/2024

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Recently I got a puppy.  Actually, my partner and I got TWO puppies on the same day, leading us to wonder what is wrong with us (impulsive decision!) and leading us to get outside - several times a day.  In reflecting on the impact of this overnight lifestyle adjustment, I’ve decided to write a bit about the benefits of getting outside for our physical and mental wellness.  I’ll also include a puppy photo because I believe exposure to cuteness leads to a type of mental wellness for many of us.  You’re welcome.

It’s not just canine companions that encourage getting outside; most of us in the Unconditional Education family spend a lot of time with children at work.  And children and youth tend to be experts at getting outside -- (and are cute too!). I guess what I’m getting at is that going outside is almost always an option and this can enhance our lives significantly. It's easy to get caught up in the stress of our responsibilities, tethered to screens and collapsing on the couch after work. Looking at the natural instincts of children to run and play is a gentle reminder that we, too, can be profoundly impacted by just getting out there and taking a walk.

Nourishing the Body and Mind: Embracing Active Play and Wonder: Children are naturally inclined to move their bodies and engage in active play. We even offer students “energy releases” to help them eventually focus better in the classroom. Spontaneous outdoor activities not only promote physical health but can also foster a sense of joy and tap into our inner freedom. As adults, we can take inspiration from children's playfulness and incorporate more imagination and movement into our outdoor experiences. 

Likewise walking my puppies has forced me to get up earlier, splash in puddles, appreciate the thrill of finding the perfect chew-stick, and even notice more squirrels perching in the trees.  We all know that exercise boosts mood and improves physical health.  Add in the playfulness of seeing the world through the eyes of a child or pet, and suddenly we’ve got the potential for an energetic shift towards wonder.  Sometimes I really don’t feel like going on a walk, but I ALWAYS feel better afterwards: more physically grounded, not to mention proud of the steps I’m adding to my exercise goals.  

Cultivating Connection: Building Bonds Through Shared Experiences: Children routinely demonstrate how outdoor activities provide endless opportunities for social interaction and community building.  Walk through an elementary school playground at recess and you’ll see children chasing each other, playing together and huddling to talk in little groups. Sometimes the play escalates and there’s drama, of course, but there’s no denying the buzz of community on a playground during the school day.  It is a key part of a child’s day and where relationships often grow and are strengthened.

Now that I’m walking my dogs' multiple times a day, I’ve come to know my neighbors in an entirely new way. The morning crew at my nearby coffee shop now knows my coffee order and has it ready before I even get inside (it’s a small coffee, pretty easy one to remember but still-I feel seen and connected!). I hear about things that are going on in our community from the folks who are closely involved, and I notice when things change over time.  I am more present in my own neighborhood, and this feels invaluable.  I have my puppies to thank for this, 100%.  

The Science Supports Getting Outside: I’ve written this as an opinion piece, but there’s science behind it. This Cultivating Health article from UC Davis clearly outlines the physical and mental health benefits of getting outside. I highly recommend it if you’d like some simple ideas and inspiration for your own journey into the outdoors.  And as promised, please enjoy this photo of our furry friends Atticus (GusGus) and Penelope (Lopey).  ​

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Blog Post By: Emily Marsh, Director of Clinical Intervention Services

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New Recertification and Evaluation Process for UE Trainings!

2/5/2024

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On Tuesday, January 23rd, UE piloted our first ever UE Annual Training Evaluation and Recertification Process. The first session focused on the popular training: Trauma Informed Education (TIE).  
 
The goals for this session were to ensure that UE provides relevant training that meets our partners' needs, is data-driven, and rooted in a DEI framework.  9 lead trainers gathered together and reviewed 500 attendee evaluations between Fall 2020-Present, utilized the new DEI Screener to assess the training through a DEI lens, and provided their own personal feedback, recommendations and revisions.
 
The quantitative data from the 500 evaluations were strong (summarized below) and qualitative data provided helpful themes for continued improvement: 
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One recommendation that came out of this review is to develop mini modules where staff can more easily mix and match content depending on partnership requests. 
 
Following this session, all feedback will be incorporated into the new version of TIE for the 2024-2025 academic school year.
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Blog Post by: Dev Cuny, Director of Implementation
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Mid-Year Surveys

1/22/2024

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For many of us, it is natural to rely heavily on our memory of personal experiences when engaging in a process of reflection. Though this is important as a professional and personal practice, this approach can often lead to skewed perceptions which are heavily subjective to our own biases, both conscious and unconscious. Having concrete figures to reference as your starting point is very helpful in mitigating this bias as you pull from the different data sources available to you. This is where our Unconditional Education programs find themselves this January as we begin our reflective practice by asking our school partners how they feel the year is going so far. Standing at the intersection of education and mental health services for youth, we embrace this annual practice to both celebrate our efforts and successes and to help fine tune and guide our work for the remainder of the year.

The UE Mid-Year Partnership Survey asks our partners how we are doing with components of the UE Model related to School Wide Support Systems and Culture and Climate, Direct Student Services, Progress Reporting and Equity. This year we are excited to report participation in our survey across 95% of UE partnership schools with over 725 individual responses!

At schools where students are receiving direct services from UE Teachers, Support Counselors and/or Clinicians, approximately 400 partners responded to these four main questions: 
  • 92% agreed or strongly agree that they find the provider(s) of these interventions to be professional and collaborative
  • 85% agreed or strongly agree that the providers are knowledgeable and skillful in helping teachers to implement classroom interventions to support students receiving this service
  • 69% agreed or strongly agree that they feel well informed about what their students are working on and what growth they are making with Seneca.
  • 82% agreed or strongly agree that Seneca staff work to collaboratively explore racial identity, historical racism, and implicit/explicit bias and the ways these impact students’ needs and experiences in the classroom.

While these are the core questions we ask year over year during our mid-year temp check, this year we set up our surveys a little differently, asking the professional and collaborative, knowledgeable and skillful and works collaboratively questions of both teachers with students in their classes who are receiving direct services and of school staff and teachers we support to plan interventions outside of the classroom. The "I feel well informed" question was only asked of teachers with students we serve in their classes as they are our primary school staff recipients for goal and progress sharing.
So what did we learn? In general, both the classroom teachers with students in their classes who receive direct service and school staff we work with outside of the classrooms both feel supported and largely appreciate our services and collaboration. We also know that while staff outside of the classroom seem very satisfied, there is room to grow this year in exploring how to better connect, communicate progress and plan with classroom teachers. These themes were further supported by the qualitative responses from our partners when asked for constructive feedback and partnership highlights from the year. 
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We definitely look forward to hearing from all of our partners again at the end of the year on how we responded to their feedback. In the meantime, here are a couple highlights from what our school partners had to say about the work this year so far:
“Working with Seneca is helping us use data consistently to foster change in our school.  Additionally, it keeps our Culture [and] Climate goals at the forefront, making sure we are implementing tiered levels of support in order to achieve our goals.” Administrator at Francisco Middle School in San Francisco
“Seneca staff members are welcoming to staff and especially students. The Seneca partnership allows the school to run smoothly by providing students a safe space and an opportunity to explore coping tools that support them beyond the classroom.” Classroom Teacher at Montalvin K-8 in West Contra Costa
“I am ceaselessly impressed with how the Seneca team collaborates and supports me in the difficult moments, while also helping maintain a constant sense of high expectations and a growth mindset for the students we share.” Classroom Teacher at Rosemary Elementary in Campbell
“I think this program is great to have on campus.  It gives students a safe space to learn and have a safe space to check back into when they are having a rough time. It helps to give them strategies and methods of coping and being able to self navigate.” Classroom Teacher at Mt Eden High School in Hayward
“Students have bonded with each other and have become friends and are being more inclusive and accepting. As an educator, I have created a bond with the students from Seneca. I have also grown a stronger connection and am learning how to support my own students. My bond with my colleagues from Seneca has also grown stronger.” Classroom Teacher at Grant Elementary in San Lorenzo
“[The Seneca Staff] supports students on her caseload, but is readily available for consultation for all students within our school. She is very supportive of our school wide culture and climate goals and provides support to teachers on her caseload on strategies to use with students in the classroom.” Administer at Horace Mann Elementary in Oakland
“Working with [Seneca Student Support Counselors and Therapists] is always a pleasure. They always are willing to listen to and share feedback. I feel that we share the same mindset when it comes to caring for the kids and families at Cox.” Administrator at Cox Academy in Oakland
“Our Seneca Therapist is consistent, supportive, and has really been helping our students. She has been an amazing resource on our COST team and is knowledgeable about students and has strong relationships with families. Staff also have started sending in biweekly SEL blurbs and resources for our staff which teachers have really appreciated! She is also starting this week with some classroom lessons in the upper grades which I'm hoping we can continue in the spring as well. She has also hosted a wellness event for staff this fall.” Administrator at Searles Elementary in Union City
“Seneca staff has been practically life-saving and absolutely invaluable in making school work for our students with behavior and socio-emotional challenges and supporting a positive culture in our school.” Support Staff at Daniel Webster Elementary in San Francisco
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Blog Post Written By: Jordan Ullman, Director of Assessment and Evaluation
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Financial Wellness in 2024

1/18/2024

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​Hi UE! Linzy Here, Your very own Director of Operations!  It is 2024 and we are resetting our minds, bodies and even our personal budgets.  Financial Literacy is one of the Ops Teams’ focus for our PLC (Professional Learning Community) time and we have resources to share with YOU!

As you ground your financial selves for 2024, check out this episode from the Yo Quiero Dinero Podcast on "8 Steps to Build Wealth”.  The episode reviews 8 essential steps to improve your financial literacy and practices.
  • LISTEN to “8 Steps to Build Wealth” HERE.
  • READ MY NOTES HERE.

Interested in what Seneca offers for Retirement resources?
  • Check out the 2023 Agency Financial Wellness TRAINING VIDEO 
  • NEW in 2024!  Sign up for Seneca’s NEW training on Retirement Resources we provide!
    • Webinar option 1: Date: Monday, 1/29 from 10:00 -11:00 AM
    • Webinar option 2: Date: Tuesday, 2/6 from 3:00- 4:00 PM
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Blog Post Written By: Linzy Gustafson, Director of Operations 
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Grounding Statements vs. Positive Affirmations

1/16/2024

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Grounding 
Like a tree that has its root deep into Mother Earth’s belly, we, too, as humans need to ground ourselves when things feel off balance in our lives. One way of grounding is using grounding statements instead of positive affirmation statements.  
Grounding statements are defined as statements that feel true to us and help regulate us. For folx who have experienced trauma, positive affirmations may not be as effective because they feel untrue.  For example, saying to oneself, “I feel safe right now” may not feel true because the feeling is still one of “not feeling safe.” However, a grounding statement such as “I can feel my feet pressing on the ground” or “It’s okay to not be okay right now,” may resonate with someone who may not feel safe at the moment while also creating grounding.  

Dr. Nubia describes that “during a trauma trigger, the body reacts to a cue in the environment that the amygdala perceives as danger. The nervous system reacts as an attempt to protect you - because it believes you are still in the moment of the original past trauma…the grounding statements help ground us in the present…signal to our amygdala that we are not actually in danger in the present moment.” (@dr.nubia) 
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Other grounding statements can include:
  • I am having a moment right now. It will pass.
  • I am grateful for ___________.
  • I can take space when my body asks. I don’t need permission to take space.
  • I don’t like this feeling. I know that it’s just a feeling and it won’t last forever.
  • It’s okay to make mistakes. I’m still learning.
  • This is hard. I can do hard things.
Other helpful resources on grounding activities:
  1. https://svpro.mcmaster.ca/app/uploads/2020/02/Symptoms-of-Traumatic-Stress-and-Grounding-Techniques.pdf 
  2. https://www.brandeis.edu/parc/docs/groundingtechniqueshandout.pdf 
  3. https://positivepsychology.com/grounding-techniques/ 
  4. https://livingwell.org.au/well-being/mental-health/grounding-exercises/ 
  5. https://louisville.edu/counseling/coping-with-covid-19/Grounding-Worksheet.pdf/
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Blog Post Written By: Karina Gonzalez, Clinical Supervisor 
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Exploring Privilege: A Group Practice

11/20/2023

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For the last few years, we have made it a practice to incorporate conversations and reflections about power and privilege into our work. One way we do this is by including a question about power and privilege into our check-in during group supervision. Each person reflects on the question, “What examples of power and privilege have you observed this week?” or “How have power and privilege impacted you this week?” Answering this question has created space for wide ranging discussions about how power and privilege show up in our lives and in our work with clients, families, and staff. Examples include experiences from our own lives as well as what we have observed at our school sites. Some examples highlight positions of power and privilege, and others focus on feelings of subjugation. This practice has helped to deepen our understanding of each other and to help unpack our own blind spots as well as to share moments where we have felt vulnerable. The hope is that by practicing this skill (noticing and reflecting on the dynamics of power and privilege) we are better able to address these issues when they come up in our work. So, join us in this reflection! How have power and privilege impacted you this week?

​Wheel of Privilege 
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Blog Post Written By: Amy Blair, Clinical Supervisor
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Coaching Paraprofessionals: Enhancing Student Behavior Modification

11/6/2023

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Introduction:
Paraprofessionals play a crucial role in supporting students' behavioral and educational needs. By delivering personalized and targeted assistance, they contribute significantly to a student's overall development. To maximize their impact, it is essential to provide paraprofessionals with effective coaching strategies that empower them to facilitate behavior modification successfully (Chopra, R.V. et al 2004). This UE blog post offers valuable insights into coaching techniques for paraprofessionals, enabling them to assist students in developing positive behaviors and achieving academic success.
1. Understanding the Role of Paraprofessionals in Behavior Modification:
Begin by explaining the importance of paraprofessionals in supporting students with behavioral difficulties. Emphasize their unique role in implementing behavior modification plans, reinforcing positive behaviors, and providing individualized support in the classroom setting (Chopra, R. V. et. al 2011).
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2. Establishing Strong Communication Channels:
Effective communication and building a relationship is fundamental to the success of any coaching relationship. Encourage administrators and teachers to establish open and consistent communication channels with paraprofessionals. By fostering a collaborative environment, valuable insights and observations can be shared, leading to better behavior modification strategies that are personalized for the individual student (Patterson, K. B. 2006).

3. Providing Comprehensive Training Programs:
Paraprofessionals need access to professional learning communities (PLC) that equip them with the tools and knowledge to manage behavior modification effectively. Highlight the importance of topics such as understanding behavior patterns, utilizing positive reinforcement techniques, collecting data and de-escalation strategies to handle challenging situations (Reddy, L. A. et. al 2021).
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4. Individualized Behavior Plans:
Discuss the significance of individualized behavior plans tailored to the specific needs of students. Emphasize the role of paraprofessionals in implementing these plans, tracking progress, and adjusting strategies as necessary. Encourage paraprofessionals to communicate any modifications required to the student's team for a cohesive approach (Chopra, R. V. et. al 2011).

5. Utilizing Positive Reinforcement:
Explain how positive reinforcement techniques can be powerful tools in behavior modification (Rumfola, L. 2017). Encourage paraprofessionals to identify and reward desirable behaviors in students, creating a positive learning environment. Provide examples of effective reinforcement strategies, such as verbal praise (be as descriptive as possible), tokens, or privilege systems (making sure this is connected to the students interest and not our own).
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6. Building Trust and Rapport:
Establishing trust and rapport with students and families is essential for paraprofessionals to successfully implement behavior modification strategies (Broer, S. M. 2005). Offer the first few weeks of school for bonding time between student and paraeducator. Actively shadow the paraprofessional to provide tips on developing positive relationships with students, such as  understanding the students likes and loves, active listening, empathetic understanding, and providing consistent support.

7. Encouraging Self-Reflection and Professional Development:
Highlight the importance of paraprofessionals engaging in self-reflection and continuous professional development. Encourage participation in workshops, webinars, or conferences focused on behavior modification. By constantly expanding their knowledge and refining their techniques, paraprofessionals can enhance their effectiveness in supporting students' behavioral needs (Wiggs, N. B. et al (2021).
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8. Collaboration with Teachers and Administrators:
Consistent collaboration between paraprofessionals, parents, teachers and administrators is crucial to enhancing behavior modification efforts (Chopra, R. V. et al 2004). Encourage regular meetings to discuss student progress, share insights, and exchange strategies. This collaboration ensures a well-coordinated approach that promotes consistent behavioral expectations across different settings.

Conclusion:
Coaching paraprofessionals on behavior modification for students is a vital aspect of promoting positive change and academic success. By providing comprehensive training programs, emphasizing effective communication, and encouraging ongoing professional development, the impact of paraprofessionals in supporting behavioral interventions will be greatly enhanced. By empowering them with successful coaching strategies, we pave the way for a brighter future for our students.
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Blog Post Written By: Darrell Burns, Director of Behavioral Intervention 
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Holistic Family Support to Increase School Attendance and Engagement

10/30/2023

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Chronic Absenteeism (generally defined as students who have missed 10% or more of school), has been in the news a lot lately (Attendance Works).  It’s been a thorny problem in education since way before COVID, and it has only worsened in recent years (NPR.org).  
 
The additional funding pathways opened up in response to COVID provided opportunities for schools to design and implement innovative approaches to meet the exacerbated challenges at hand.  One such approach is the Compass Care model, co-developed by Valor Collegiate Academies and Seneca, with research and development support from Transcend Education. Compass Care is a short term (~10 week) tier three student- and family-focused intervention to uncover the reasons leading to chronic absenteeism and support students and families in identifying solutions and putting them into practice. 
 
The 2023-24 school year brings our third year of implementation in the two middle schools and one high school that make up the Valor Collegiate Academies network. It’s also the third year of Seneca’s partnership with Rocketship Public Schools California, where a grant from the California Community Schools Partnership Program (CCSPP) has provided funding for the CareCorps program, a school-based family-focused wraparound team that brings a deep focus to helping families access the basic needs resources that are the foundation to wellbeing. .  
 
Envision Academy in Oakland was also awarded a CCSPP grant to implement Compass Care in their middle school and high school. Launching the new Envision partnership in 2023-24 and bringing our innovative model to another school community has been very exciting. We’re learning a great deal with each year of implementation. The data from our work so far is promising, and we’re currently looking at other opportunities to expand the model and assess its impact in wider sample sizes. 
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Blog post written by: Jason Keppe, Director of School Partnerships
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Caring For Ourselves: Tools for Clinicians to Minimize Burnout

10/16/2023

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The rates of burnout in mental health professionals have increased in recent years. Across several studies, it’s been found that 21% to 67% of mental health workers have experienced high levels of burnout.
 
As providers we use ourselves as tools. Keeping those tools in good condition can be challenging when managing busy caseloads, keeping up with paperwork, trainings, and other various demands of the job.  Before one of our Pathways clinicians became a mental health provider, she primarily taught Yoga. In yoga training, instructors are trained to think of themselves as conduits (or tool) for healing, allowing energy and teachings to flow through them.

As a mental health practitioner, she finds it beneficial to apply these yoga principles because it helps her separate herself from the work when appropriate. A tool can be put away when not in use, it is not part of us or within us, we are in control and have choice of how and when to use it. For her, this is a key understanding for workplace self-care hygiene. The practitioner as tool mentality sets up a mental boundary as to when the work begins and ends. It makes space for us to do difficult work with children and families facing complex trauma and later engage with our loved ones when we get home without our thoughts and heart still being tied up in the work.

The term self-care hygiene is meaningful for minimizing burnout because it suggests that it’s a daily preventive practice. All too often we don’t give our needs attention until there is an outstanding problem.  

All service providers are vulnerable to vicarious trauma or compassion fatigue. Vicarious trauma is a process of change resulting from empathetic engagement with trauma survivors. Anyone who engages empathetically with survivors of traumatic incidents, or material relating to their trauma, is potentially affected, including doctors and other health professionals. Compassion Fatigue refers to the way that employees who directly assist people with trauma may develop their own Post Traumatic Stress Disorder (PTSD) as a result of empathizing with clients.

The first step in managing vicarious trauma or compassion fatigue is to identify it when it is happening (please see below for a list of common symptoms). The second step; minimize stigma!! Burnout is a common and normal response to abnormal circumstances. In-line with the practitioner as tool mentality, it can be expected that the tools need some maintenance and upkeep to perform the job effectively. Take up space, give workplace challenges airtime in psychologically safe environments. Share experiences with your supervisors, talk about it in consult groups and enlist the support of your colleagues. Talking about the burnout can help us get the support we need and encourage others to do the same.

Finally, action to mitigate stigma around burnout is through Rest! The glorification of overworking and normalizing unhealthy levels of stress is pervasive throughout workplace culture. Rest is Resistance! Build helpful breaks into the workday to do something restorative (that does not involve a cell phone). Step out into nature, feed yourself something healthy, enjoy a leisurely walk, plan time off. Self-care hygiene can include finding a mindfulness practice; try yoga, meditation, or walks in nature. I am grateful to share in this work of being a healing tool to serve our community. Our community is better served when we prioritize the maintenance of these important tools. 
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Have your own tips for self-care hygiene? Please share in the comments below!
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 Some common signs of burnout include:
  • experiencing lingering feelings of anger, rage and sadness about client’s victimization
  • becoming overly involved emotionally with the client
  • experiencing bystander guilt, shame, feelings of self-doubt
  • being preoccupied with thoughts of clients outside of the work situation
  • over identification with the client (having horror and rescue fantasies)
  • loss of hope, pessimism, cynicism
  • distancing, numbing, detachment, cutting clients off, staying busy; avoiding listening to client's story of traumatic experiences
  • difficulty in maintaining professional boundaries with the client, such as overextending self (trying to do more than is in the role to help the client)

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Blog Post Written By: Mosaic & Pathways Team
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