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Spring 2025 Supervision Workshops
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Webinar

S25-2001 Adopting a Trauma-Informed Lens in Clinical Supervision

Total Credits: 6 Supervision CEs

Bundle(s):
Spring 2025 Supervision Workshops
Categories:
2000 Supervision |  700 Professional Growth & Development
Instructor:
Carolyn Knight, PhD, MSW
Course Levels:
Intermediate
Duration:
7 Hours 15 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists
Dates
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Description

In this discussion-oriented workshop, Dr. Knight introduces participants to the trauma-informed (TI) perspective and its core principles. Carolyn identifies the intersection of the TI orientation with accepted models of clinical supervision. She then distinguishes skills that reflect TI principles and assist supervisees in adopting a TI lens in their practice. This includes supervisory skills needed to assist supervisees in managing manifestations of indirect trauma, which is their affective reactions that stem from their work with trauma survivors.  Dr. Knight integrates current theory and research into the discussion and provide case material to illustrate the application of the TI formulation to practice and supervision.  Participants will be encouraged to share their questions, concerns, and examples from their own practice as supervisors. 

This workshop meets the Maryland Board of Social Work Examiners’ requirements for Supervision CEs.  

Instructor

Carolyn Knight, PhD, MSW Related Seminars and Products

Dr. Carolyn Knight is a social worker with more than forty years of experience working individually and in groups with adult survivors of childhood trauma and teaching social work practice in the BSW and MSW curricula. Dr. Knight has written about and presented workshops on the trauma-informed (TI) conceptualization and its application to clinical practice and supervision. She is co-author, with Professors Alex Gitterman and Carel Germain (deceased), of the 2021 social work practice text, The Life Model of Social Work Practice, 4th ed., which includes an extensive discussion of the TI formulation and its implications for social work practice. 

Carolyn also is the author of Introduction to Working with Adult Survivors of Childhood Trauma: Strategies and Skills (2009) and Group Therapy for Adult Survivors of Child Sexual Abuse (1996) as well as numerous articles and book chapters on working with adult survivors.  Dr. Knight is the co-editor of three additional books, Handbook of Contemporary Group Work Practice: Promoting Resilience and Empowerment in a Complex World (2024), Group Work with Populations at Risk, 4th ed, (2016) (both with G. Greif) and Trauma-informed Supervision in a Global Context (2019) (with L.D. Borders).  

Agenda & Learning Objectives

AGENDA:

 8:50 am - 9:00 am Log On/Registration  

9:00 am – 9:15 am    

  • Orientation/summary of workshop and how we will work together

9:15-11:00

  • Definition: What is the trauma-informed (TI) formulation 
    • Rationale 
    • Core principles 
      • Safety, trust and transparency, choice and voice, collaboration and mutuality, empowerment, sensitivity to historical, gender and culturally-based sources of trauma 
    • Application to clinical practice 
  • Impact that working with survivors of trauma has on clinicians: Indirect trauma 
    • Secondary traumatic stress 
    • Vicarious trauma 
    • Compassion fatigue 

11:00 am – 11:15 am BREAK      

11:15 am – 12:15 pm     

  • Models of supervision that reflect  a TI orientation 
    • Discrimination 
    • Relational  
    • Interactional 
    • Solution-focused 
  • Intersection of a TI orientation in supervision and MDBSWE requirements/regulations for supervision 

12:15-1:00 LUNCH BREAK

1:00-2:30

  • Skills that promote trust, safety, and cultural sensitivity in supervision 
    • Clarify expectations 
    • Encourage open, honest discussion 
    • Reach for supervisees’ feelings and reactions 
    • Engage in “targeted reflective supervision” 
    • Attend to the supervisory relationship 

2:30-2:45 BREAK

2:45-4:00

  • Skills that promote choice, collaboration, and empowerment 
    • Respond to and tailor supervision to supervisees’ unique learning needs  
    • Encourage independent thought and action through use of “targeted questioning” 
    • Identify and build upon supervisees’ strengths 
    • Regularly assess supervisee’s strengths and areas for growth 
    • Regularly ask for feedback about supervision and supervisory relationship 
    • Directly assist supervisees with their practice 
    • Mediate between agency demands/requirements and clients’ and supervisees’ needs  

4- 4:15 pm WRAP-UP AND ADJOURNMENT    

 

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

  • Describe the principles of the trauma-informed formulation and their application to clinical practice and supervision. 
  • Identify conceptual models of clinical supervision that reflect and promote a trauma-informed approach in supervision.  
  • Understand indirect trauma and the role supervisors play in assisting supervisees in managing their reactions to their work. 
  • Distinguish core supervisory skills that promote a trauma-informed orientation in supervision and assist supervisees in adopting the orientation in practice. 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

Banerjee, P., & Srivastava, M. (2019). A review of emotional contagion. Journal of Management Research, 19, 250-266. 

Boals, A. (2018). Trauma in the eye of the beholder: Objective and subjective definitions of trauma. Journal of Psychotherapy Integration, 28, 77- 89. 

Bonanno, G. A., Romero, S. A., & Klein, S. I. (2015). The temporal elements of psychological resilience: An integrative framework for the study of individuals, families, and communities. Psychological Inquiry, 26, 139–169. 

Brooks, S. K., Weston, D., Wessely, S., & Greenberg, N. (2021). Effectiveness and acceptability of brief psychoeducational interventions after potentially traumatic events: A systematic review. European Journal of Psychotraumatology, 12, 1923110. 

Brown, L. A., Belli, G. M., Asnaani, A., & Foa, E. B. (2019). A review of the role of negative cognitions about oneself, others, and the world in the treatment of PTSD. Cognitive Therapy and Research, 43, 143-173. 

Bryant-Davis, T. (2019). The cultural context of trauma recovery: Considering the posttraumatic stress disorder practice guideline and intersectionality. Psychotherapy, 56, 400. 

 

Dillon, K. H., Elbogen, E. B., & Beckham, J. C. (2020). Commentary on associations between trauma exposure, PTSD, and aggression perpetrated by women. A meta‐analysis. Clinical Psychology: Science and Practice, 27, 1-3.

Dombo, E. A., & Blome, W., 2016. Vicarious trauma in child welfare workers: A study of organizational responses.Journal of Public Child Welfare, 10(5), 505-523. 

Dye, H. (2018). The impact and long-term effects of childhood trauma. Journal of Human Behavior in the Social Environment, 28, 381–392. 

Figley, C. (1995). Compassion fatigue: Toward a new understanding of the costs of caring. In B. Stamm (Ed.), Secondary trauma stress: Self-care issues for clinicians, researchers, and educators (pp. 3-28). Sidran Press. 

Frey, L. L., Beesley, D., Abbott, D., & Kendrick, E. (2017). Vicarious resilience in sexual assault and domestic violence advocates. Psychological Trauma: Theory, Research, Practice, and Policy, 9, 44-51. 

Gitterman, A., Knight, C. & Germain, C. (2021). The life model of social work practice, 4th ed. New York NY: Columbia University Press. 

Harris, M., & Fallot, R. (2001). Using trauma theory to design service systems: New directions for mental health services. Jossey Bass. 

Hébert, M., Daspe, M. È., Lapierre, A., Godbout, N., Blais, M., Fernet, M., & Lavoie, F. (2019). A meta-analysis of risk and protective factors for dating violence victimization: The role of family and peer interpersonal context. Trauma, Violence, & Abuse, 20, 574-590. 

Knight, C. (2022). Trauma-informed supervision. In K. O'Donoghue & L. Engelbrecht (Eds.) International Handbook of Social Work Supervision. Abingdon UK: Routledge/Taylor & Francis. 

Lee, J. J., Gottfried, R., & Bride, B. E. (2018). Exposure to client trauma, secondary traumatic stress, and the health of clinical social workers: A mediation analysis. Clinical Social Work Journal, 46, 228–235. 

Mahoney, A., Karatzias, T., & Hutton, P. (2019). A systematic review and meta-analysis of group treatments for adults with symptoms associated with complex post-traumatic stress disorder. Journal of Affective Disorders, 243, 305-321. 

 

Maryland Board of Social Workers Examiners (2024). Chapter 08. Supervision. Retrieved on July 9, 2024 from https://health.maryland.gov/bswe/Documents/Regs/10.42.08Supervision.pdf 

McCann, I., & Pearlman, L. (1990). Psychological trauma and the adult survivor. New York, NY: Brunner/Mazel. 

Pearlman, L. and Saakvitne, K. (1995). Trauma and the therapist: Countertransference and vicarious traumatization in psychotherapy with incest survivors. New York NY: Norton 

Rahman, A., Khan, M. N., Hamdani, S. U., Chiumento, A., Akhtar, P., Nazir, H., ... & van Ommeren, M. (2019). Effectiveness of a brief group psychological intervention for women in a post-conflict setting in Pakistan: a single-blind, cluster, randomised controlled trial. The Lancet, 393(10182), 1733-1744. 

Sadaghiyani, S., Belgrade, A., Kira, M., & Lee, F. (2022). Finding strength in adversity: Exploring the process of posttraumatic growth among multicultural individuals. Cultural Diversity and Ethnic Minority Psychology.https://doi.org/10.1037/cdp0000517 

Spidel, A., Lecomte, T., Kealy, D., & Daigneault, I. (2018). Acceptance and commitment therapy for psychosis and trauma: Improvement in psychiatric symptoms, emotion regulation, and treatment compliance following a brief group intervention. Psychology and Psychotherapy: Theory, Research and Practice, 91, 248-261. 

Substance Abuse and Mental Health Service Administration (SAMSHA) (2014).  Retrieved from https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf 

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 6 Category I Continuing Education Units for supervision. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.


Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

 

Late Fees and Refunds

The base price is $130, which includes CE credit.  

Late Fee: On 2/26/25, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.  

Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.**  To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop. 

For more information, please read the general policies on our website.  

 

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

 

 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

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