Cop Coping, Ma Manageme ment and Se Self-Ca Care Du Durin ing - - PowerPoint PPT Presentation

Cop Coping, Ma Manageme ment and Se Self-Ca Care Du Durin ing a Du a Dual P al Pan andemic ic

Katie McBride, Ph.D. Executive Director and Director of Professional Affairs Kentucky Psychological Association Clinical Psychologist in Private Practice Steven D. Kniffley Jr., PsyD MPA ABPP Associate Director for the Center for Behavioral Health Assistant Professor at Spalding University’s School of Professional Psychology Don Rogers, MA, LPP Treasurer of the Kentucky Psychological Association Chief Clinical Officer at New Vista Eric Russ, Ph.D. Past-President of the Kentucky Psychological Association Behavioral Health Operations Manager Passport Health Plan

Dual Pandemic

• COVID-19
• Health of our coworkers and community
• Remote work
• Work and family life
• Economic impact- fundraising?
• Racism Pandemic
• Historical and Structural
• Urgent push to address now
• Unique impact on people who are Black
• Work and workplaces will look different

going forward

Katie McBride, Ph.D.

Nonprofit leadership in a time of increased stress

Envisioning the Future

• f Work at New Vista

Don Rogers, MA, LPP Treasurer of the Kentucky Psychological Association Chief Clinical Officer at New Vista

Envisioning the Future of Work at New Vista

• Within 2-3 days following the COVID -19 related shutdowns New Vista

discontinued almost all in-person services and transitioned care to telehealth.

• In the four weeks following the shutdowns related to COVId-19, therapy

services at New Vista dropped by about 30%.

• Within 6 weeks, service volume was restored to pre-COVID-19 levels
• Our data suggests that we have retained services to about 90% of the

population of individuals we would have serviced in the in-person environment.

Envisioning the Future of Work at New Vista

• We surveyed over 40 licensed New Vista

clinicians who provide direct care in our

• rganization and found the following:
• 90% of therapy providers are satisfied with

telehealth services with 20% of them being “very satisfied.”

• About 90% of therapists anticipate that they will

prefer a mixture of telehealth and in-person services post COVID-19.

• 85% of therapists are satisfied with working

from home with 34% of them being “very satisfied.”

• 90% of therapists anticipate that they will prefer

a mixture of work from home and work in-office Post COVID-19

Steven D Kniffley Jr., PsyD, MPA, ABPP HSP

MICROAGGRESSIONS

§ Commonplace verbal, behavioral, or environmental

indignities, whether intentional or unintentional, that communicates hostile, derogatory, or negative racial slights and insults people of color.

Microaggressions Adaptive coping Exhaustion of adaptive coping Experience of race-related stress

Making the invisible visible

• Making the invisible visible offers a corrective experience for the victim of the

microaggression as well as makes plain the hidden meaning under the words whether intentional or not.

• There are a number of interventions that you can use to make the invisible

visible including the following: (1) undermine the metacommunication, (2) make the metacommunication explicit, (3) challenge the stereotype, and (4) ask for clarification.

• Undermining metacommunication allows the individual to verbally describe

what is happening in a nonthreatening manner.

• Making the metacommunication explicit allows the individual to let the

perpetrator know directly that they said and behaved in an offensive manner.

• Both asking for clarification and challenging the stereotype allows the

individual to challenge the perpetrator to consider the impact and meaning of what they said or did.

Disarming the microaggression

• Disarming the microaggression provides a more direct strategy to

address perpetrators of microaggression by stopping or deflecting the words of behaviors through expressed disagreement, challenging or confrontation.

• There are a number of interventions that you can use to disarm the

microaggression including the following: (1) expressing disagreement, (2) state values and set limits, (3) describe what you are experiencing out loud, and (4) use non-verbal communication.

• Expressing disagreement can stop or deflect the microaggression and

provide a sense of control to the individual.

• Stating values and set limits, describing the experience out loud, and

using non-verbal communication allows the individual to state their disapproval while communicating values and limits that may be consistent with individuals similar to the individual and will give the perpetrator pause in future encounters.

Educating the offender

• Educating the offender provides the opportunity to engage in a dialogue

with the perpetrator about why what they said or did was offensive and why this is a reflection of their beliefs and values.

• There are a number of interventions that you can use to educate the
• ffender including the following: (1) point out commonalities, (2)

differentiate between impact and intent, (3) point out how the perpetrators benefit, and (4) promote empathy.

• Pointing out commonalities and benefits as well as promoting empathy,

can encourage the perpetrator to explore the source of their beliefs and values as well as learning information about culturally different people they can share with others who are their social groups.

• Differentiating between impact and intent encourages a conversation

about how the perpetrators comments or behaviors were offensive even it wasn’t their intent and to understand the consequences of their actions for culturally different individuals.

Seeking external support

• To most effectively cope with and advocate against the experience
• f microaggressions individual’s will need allies to speak on their

behalf in circles they are not in and leverage their privilege for social change.

• There are a number of interventions that you can use to seek

external support including the following: (1) seeking support through spirituality/religion/community. (2) attend support groups, and (3) foster a sense of community belonging.

The Collective CARE Center

Coping Tools

Eric Russ, Ph.D.

What is Stress?

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Stress often occurs when demands (school, work, family) exceed your resources (time, financial, psychological)

Acute vs. Chronic

• Acute stress
• Short-term
• Chronic stress,
• Long term
• Feelings of despair/hopelessness
• Poverty, racism, family dysfunction, feelings of

helplessness, and/or traumatic early childhood experience (APA, 2011).

• Associated with health disparities include

perceived discrimination, neighborhood stress, daily stress, family stress, acculturative stress, environmental stress, and maternal stress (Djuric et al, 2010; NIH, 2011).

3 Key Coping Tips!

• Friends
• Family
• Psychologist
• Employee/Coworkers

Talk about it!

• Spend time thinking about difficult situations

Don’t avoid!

• Take care of yourself!
• Sleep, Eating, Exercise

Make time yourself!