QUESTION 4Imagine you are a manager at a community services organisation.  How might you assist a colleague who is feeling stressed, burnout or suffering from vicarious trauma)?Note: The following information from the self-care toolkit may be helpful http://www.community.nsw.gov.au/docswr/_assets/main/lib100056/managers_fact_sheet_01_stress_burnout.pdf

A useful tool that can be use in this equation is the Root Cause Analysis [RCA](tracing a problem to its origins)”In a medical circumstance it easy to understand the difference between treating symptom’s and curing symptom’s. Taking medication for pain, won’t heal the affected area, it’s only through true healing that the symptom’s can disappear for good. (Surgery to remove the obstacle, or straighten a bone etc.) This why it’s important to do a thorough Analysis in the CSO, it’s ineffective to dive in and only fix the symptom’s on the surface as this will not solve or correct the behaviour of the client for their improvement. This is why it is important that CSW look deeper to figure out why the problem is occurring; you can repair the underlying systems and processes that are causing the problem. This is why this tool is use by most CSW’s, that wants to empower and help their clients to lead fulfil lives. This can be accomplished through three stages: Determine what happened: Determine why it happened: Apply a process to reduce the probability that it will happen again. This RCA accepts that systems and happenings are interrelated. It transpires in a chain reaction, and by tracing these actions, through investigating where the problem originated, and this discovery will lead you to how it grew into the symptom the client/CSW is now facing. Normally the basic causes are: Physical causes (tangible, material items failed is some way – car brakes failed): Human causes (Individual committed a mistake or offense – human causes usually lead to physical causes i.e. no-one filled brake fluid, which lead to brake failure):Organisational causes – a system, policy, process that an individual uses to make to decisions or deliver their work/CSW if not applicable for that clients situation (As it was with the brakes no one was responsible for the vehicle maintenance, it was just assumed that someone else had done the brake fluid.)

This is why doing a RCA it is important at all the above causes, through investigating the patterns of the negative effects, exposing the hidden weaknesses in the system, and exploring a specific action that cause the problem. This can lead to several root causes and can be apply to almost any situation. So stage one is defining the problem, (what do you see happening? What are the specific symptoms?) Stage two collect the data (What proof do you have that the problem exists? What is the impact of the problem?) Analysing the situation fully, before proceeding to the factors that contribute to the problem. This is where you need to gather your resources/CSW, stakeholders who understand the situation. So you’re observing and gaining a better understanding of the issues involved. Another handy Tool in this process is the CATWOE – when you look at all these components, and consider the situation from all these perspectives. The brainstorming output and problem solving should be much more comprehensive, through careful analysis and walking in the shoes of these aspirants. Customer = who are they and how does the issue affect them? Actors = who is involved in the situation? Who will be involved in implementing solutions? And what will impact their success? Transformation Process = what processes or systems are affected by the issue? World View = what is the big picture? And what are the wider impacts of the issue? Owner = who owns the process or situation you are investigating? And what role will they play in the solution? Environment Constraints = what are the constraints and limitations that will impact the solution and it’s success. Stage three identifies possible casual factors: what sequence of events leads to the problem? What conditions allow the problem to occur? What other problems surround the occurrence of the central problem? This is where being thorough, is critical especially for your client, as you want to establish the whole puzzle not just one or two pieces. Bringing the best out in individual, with this RCA, a win/win situation for all concerned. Stage four identifies the root causes – why does the casual factor exist? What is the real reason the problem occurred? Examine the root causes, and apply the stages. Stage five – recommend and implement solutions. What can you do to prevent the problem occurring again? How will the solution be implemented? Who will be responsible for it? What are the risks of implementing the solutions? Analyse your cause and effect process

and identify the changes needed for various systems. It’s also important to plan ahead to predict the effects of your solution. This way you can spot the risks before they happen.

"Access and Equity" is about removing the obstacles and addressing the opportunities created in this process. In CSO this means ensuring that people with differing/individual needs and abilities have the same opportunities to successfully gain the necessary skills, knowledge and experience through education and training irrespective of their age, disability, colour, race, gender, religion, sexuality, family responsibilities, or location. In understanding and addressing the Community Service needs of everyone, with the aide of Diversity in recognising and valuing of individual differences. "Disability" the definition under the Act is broad and includes physical, intellectual, psychiatric, sensory, learning neurological, physical disfigurement and the presence in the body of disease causing organisms. So as you can image there is a lot of scope in dealing with 'Access and Equity’, it also understands the relevant legislation that protects you and your client and gives both parties choice of opportunity in developing the process involved. Understanding of social and emotional well being varies between different cultural groups and individuals as well as along the age and developmental spectrum. Well-being can be defined as the: “good or satisfactory condition of existence” (Macquarie Dictionary).

CSO can also enrol their senior managers, supervisors in courses. Accidental Counsellor

                                                                                                 Lifeline Top End - Accidental CounsellorCourse Description‘Accidental Counsellors’ are people who may not have formal qualifications or counselling experience but find they are placed in a counselling role by accident, as a result of requests for help from friends, colleagues, clients or others. They want to help, but are unsure how to respond

appropriately and may be confronted with a whole range of difficult dilemmas.

The workshop aims to provide non-counsellors with a range of skills to work effectively with people who may be distressed, agitated or in crisis. It gives participants a practical framework for managing these issues, while achieving a sense of structure and confidence in their work.

Topics include:

 Communication

 Reflective Listening

 Qualities of Effective Counsellors

 Counselling Skills

 Limit Setting and Boundaries

 Dealing with Crisis (including suicidal ideation)

 Debriefing and Self Care.

The course draws on Lifeline’s vast experience in crisis counselling. Training is experiential and activity based, focusing on developing awareness and understanding as well as practical skills. The workshop will provide participants with the opportunity to:

• Define attributes of an effective ‘Accidental Counsellor’ Identify a range of counselling skills relevant to their role

• Practice a variety of communication skills including engagement, active listening and questioning

• Develop skills to respond appropriately to aggressive or distressed clients, and crisis situations

• Articulate clearly the boundaries of their own role with the client Identify a variety of self care strategies.

One Day ‘Accidental Counsellor’ Workshop(9am-4-4.30pm)

• $275 (+30c booking fee) per person for volunteers and NFP organisiations ($350 for Katherine)

• $385 (+30c booking fee) per person for Government and Business workers ($460 for Katherine)

• Cost includes Certificate of Completion, Workbooks, and includes personal follow up and skills development assistance on request.

As this would enable them to be able to deal with any minor incursion in their work environment such as in this question above.Responsibilities to colleagues Respect - As a professional the welfare and community worker is expected to respect the practitioner skills and conceptual abilities of colleagues Loyalty - The community work practitioner should provide loyalty and support to colleagues where this does not contradict the principles of this code of ethics Sharing - The practitioner should share knowledge, skills and insights with colleagues Accountability - The practitioner should bring to the attention of colleagues unprofessional or

unethical conduct, and if unresolved, to refer the matter to the appropriate body Professional conduct - refrain from any personal behaviour which may damage the profession.Responsibility to employers and employing organisations Managing employer expectations that conflict with the code - The welfare and community worker is expected to have clarified prior to employment that agency policies and practices are likely to allow the application of the principles contained in this code of ethics and to therefore allow the full discharge of their duties. Accountability - As an employee of an organisation the welfare and community worker is expected to carry out the duties and responsibilities outlined as terms of employment, except where such contradicts this code of ethics, by: • promoting the stated aims of the employing organisation in terms of policy, procedure and practice; • distinguishing in public statements or behaviour whether acting as an authorised spokesperson of the employer or in a private capacity; and • using approved channels only to express criticism of employment practices which are detrimental to the profession. Responsibilities to the profession Maintaining professional standards - The welfare and community worker will maintain proper standards of practice, and uphold principles and ethics of the code at all times. Continuing with professional development - The practitioner will maintain the standards of knowledge, skill and learning appropriate to professional development. Promoting the profession - The practitioner will promote understanding of the role and skills of welfare and community work practitioners.

ONE – I dentify the dilemma. Firstly you need to look at the dilemma and gather as much information as you can to clarify the problem. For example consider if there are any legal aspects to the issue or if the situation can be defined as an ethical dilemma. It might help to consult with a work supervisor or colleague about it.

TWO- Apply the code of conduct or code of ethics. Once you have a clearer picture of the nature of the problem you need to consult the code of ethics for your profession to see if there are clear guidelines on how the issue should be addressed. Sometimes further exploration is required. There may also be a code of conduct in your agency’s policy and procedures manual. Read this.

THREE - Determine the nature and dimensions of the dilemma and seek consultation. In this step you will need to ask yourself questions such as: ‘What actions will have the least chance of bringing harm to the client?’ ‘What decisions will safeguard the well-being of the client?’ ‘How can I best promote self-determination?’

Sometimes the dilemma may involve other agencies or other professionals. This is a situation where you must consult with your supervisor or director. Do not try to manage on your own! At times the dilemma may involve your director or supervisor. If this occurs, it would be important to raise your concerns with them directly. If you are unable to do this, it would be

appropriate to speak to someone outside the agency, such as a management committee member, a superior from head office, a worker from an outside body or in extreme cases, the police. Appropriate people are usually at least one level up from the person concerned and perhaps two levels up if you feel that your immediate supervisor may be biased. It is therefore useful to know who people within the service are and the organisation’s relevant reporting system.

Be careful to protect the identity of the client/ASPIRANT in these situations unless they have given you permission to release their personal information.

FOUR - Generate possible actions. Brainstorm (with colleagues if you can) possible solutions to the problem/dilemma.

FIVE - Consider the possible consequences of all options and determine a course of action. This stage involves looking at all the options and the consequences of actions for all relevant parties, clients, colleagues, agency, profession etc.

SIX - Consider the rights and responsibilities of all people involved. It is critical to consider the balance between rights and responsibilities of workers and clients. It is possible that as a worker you may consider that a client’s actions may be putting them at risk of injury. The dilemma arises out of the responsibilities of workers to maintain a safe environment for all clients while at the same time maintaining the rights of clients to make informed choices which may have an element of risk to attached to them.

This is called ‘dignity of risk’. It is important to consider this balance and choose alternatives which uphold the rights of clients and allow them to accept personal responsibility for their choices and actions.

SEVEN - Evaluate the selected course of action. Review your selected course of action. Be careful that the action chosen doesn’t raise any new dilemmas!

EIGHT - Implement the course of action. You have worked through a process and should be able to justify your actions and responses. It is always useful to reflect on the effectiveness of your choices, once again with a supervisor or colleague if possible.

ETHICAL DECISION MAKING MODEL

There is also a common law responsibility of a duty of care towards clients/colleagues/aspirants. This duty exists and is owed at all times by all staff/CSW aspirant, catering for the needs of others. Ethical, stress issues (conflict of issues) do arise from time to time and it is up to you to be able to recognise it to then to be able to discuss the issue with an appropriate person

IF THE GUIDEL

INES CAN'T HELP YOU

IDENTIFY THE PROBLEMAPPLY ETHICKAL GUIDELINES OR CODE OF CONDUCT

DETERMINE THE

NATURE AND DIMENSION OF

THE PROBL

EM

MAKE A DECISION BASEED ON HOW THE GUIDELINES THAT ADDRESS THE ISSUEMAKE A DECISON BASED ON YOUR DUTY OFCARE

IF THE BEST COURSE OF

ACTION IS STILL UNCLEAR, SEEK CONSULTATION

E.G/ DOC' HELPLINE

BRAINSTORM POSSIBLE COURSE OF ACTIONCONSIDER THE POSSIBLE CONSEQUENCES OF ALL OPTIONS AND DETERMINE THE BEST COURSE OF ACTION

EVALUATE THE SELECTED COURSE OF ACTIONIMPLEMENT THE COURSEE OF ACTION