Reflective Supervision for Educators: Addressing Vicarious Trauma through Self Care and Reflection

Working with children who have experienced trauma can lead to high levels of vicarious trauma and possibly burnout, this course ensures participants are given the appropriate support and time for reflection needed to be happy and successful in their careers. Supervisors who have experience implementing Trauma Informed Care strategies in school settings will lead small groups of 5-6 educators in monthly confidential discussions on the following topics: Self Care, Vicarious Trauma, Trauma Response, and Compassionate Disruption. Participants will have the opportunity to reflect deeply on the impact of working with children with trauma, disrupting systems of oppression in schools, and how our viewpoint shifts the way we solve problems and see ourselves doing this work. Reflective supervision is not therapy. It is focused on experiences, thoughts, and feelings directly connected with our work as educators and administrators. Reflective supervision is characterized by active listening and thoughtful questioning by the facilitator and peers. The role of the supervisor is to help the supervision group to practice active listening skills, reflect on their experiences and support their own thoughtful decision making and that of their peers. Working through complex emotions in a ¿safe place¿ allows participants to manage the stress they experience on the job and also reflect on our own biases and perspectives. It also allows the staff person to experience the very sort of relationship that they are expected to provide for students and families in schools. Grading: CR/NC only.