W-2 Case Management: Maintaining Professional Objectivity ... · relationships. Identify communication styles and how they impact case ... Establish professional boundaries in working

W-2 Case Management: Maintaining Professional Objectivity,

Composure and Boundaries

Goal: Learn and understand how professional behavior affects quality of service in W-2.

Objectives:

Recognize and value the diversity of W-2 participants. Demonstrate a professional attitude during difficult and challenging

times. Explain how participant perceptions affect case management

relationships. Identify communication styles and how they impact case

management. Establish professional boundaries in working relationships. Apply resiliency skills to maintain professionalism.

W-2 Case Management Maintaining Professional Objectivity, Composure and Boundaries

DFES/Partner Training Team 2 07/07/17 S:...Curricul\EnhancedCaseManagement\Professionalism\W2CM_MaintainingProfessionalObjectivity_PG_070717

Table of Contents INTRODUCTION ..................................................................................................................................................4 DIVERSITY OF PARTICIPANTS ........................................................................................................................5 PERCEPTIONS ....................................................................................................................................................6 Perceptions of Power .................................................................................................................................... 7 Perception Checking ..................................................................................................................................... 8

COMMUNICATION STYLES ...............................................................................................................................9 Assertiveness Quiz ..................................................................................................................................... 12

ACTIVE LISTENING ......................................................................................................................................... 14 How to Listen ............................................................................................................................................... 15

Active Listening Scenarios ..................................................................................................................... 16

EMPATHY VERSUS SYMPATHY .................................................................................................................... 17 PROFESSIONAL BOUNDARIES .................................................................................................................... 19 What Do You Think and Why? .................................................................................................................... 20 Notes:Self-Disclosure .................................................................................................................................. 21 Self-Disclosure ............................................................................................................................................ 22

Self-Disclosure Practice Exercises ........................................................................................................ 24 Dual Relationships ...................................................................................................................................... 25

CHARACTERISTICS OF BOUNDARY VIOLATIONS .................................................................................... 26 Tips for Setting Professional Boundaries ............................................................................................... 27

MAINTAINING COMPOSURE ......................................................................................................................... 28 Factors that can affect composure......................................................................................................... 29 “3 R” Approach to maintaining composure ............................................................................................ 30

Resiliency Quiz ............................................................................................................................................ 31 Characteristics of a Resilient Person .......................................................................................................... 33 Resilient People I Have Known ................................................................................................................... 35 Strategies for Building Resilience Summary ............................................................................................... 36

PROFESSIONAL ACTION PLAN ................................................................................................................... 37 REFERENCE PAGE......................................................................................................................................... 38 RESOURCES .................................................................................................................................................... 38



DCF is an equal opportunity employer and service provider. If you have a disability and need information in an alternate format, or need it

translated to another language, please contact (608) 266-3400 or the Wisconsin Relay Service (WRS) – 711.

For civil rights questions, call (608) 422-6889 or

the Wisconsin Relay Service (WRS) – 711.

W-2 Contact Information Questions regarding this training material should be directed via your local agency

process to the Partner Training Team, Email: [email protected]

A contact person is available to answer e-mailed questions related to this training material, assist you in completing any activity that you are having difficulty with,

and/or provide explanation of anything else about this training material.

Questions regarding W-2 production cases and systems should be directed via your local agency process to the W-2/CC CARES Help Desk at:

Email: [email protected] Telephone: (608) 422-7900.

W-2 Policy questions should be directed to your Regional Office staff.

mailto:[email protected]

mailto:[email protected]



Introduction

“Professionalism is knowing what to do, how to do it, when to do it, and then doing it.”

Frank Tyger, Columnist, Editor and Cartoonist

Professionalism is about attitude, behavior, self-presentation, self-respect and dignity. This means not just knowing how to do your job, but also demonstrating a willingness to learn. In addition, it means cooperating and getting along with others, showing respect, and living up to your commitments. It also means avoiding many kinds of behaviors that cause trouble and confrontation in the workplace. It doesn’t matter if you work as a clerk or a CEO of the company; professionalism is extremely important to service, returning customers and maintaining your relationship with your participants. If you don’t behave as a professional is expected to behave, then you won’t be accepted and treated like one.

A person in any profession must demonstrate the following behaviors or habits to be called a “professional”:

Possesses knowledge of and skills in his/her profession Exemplifies pride and honor in that profession Assumes accountability for his/her work Has a commitment to self-improvement of skills and

knowledge Shows conscientiousness and trustworthiness Enjoys his/her work Is committed to the work Is a good and positive team player

There are certain expectations and standards of any profession, and there are certain standards and behaviors that each professional is expected to follow. Many factors may affect our ability to maintain professionalism. However, there are three major factors that affect our performance and for which we can take personal responsibility:

1. Mood – a feeling state

2. Attitude – a habit of thought

3. Motivation – why you do what you do



Diversity of Participants The case management process is all about serving a diverse population. Participants will differ in the life experiences, strengths and barriers they bring. You may be dealing with people who are going to work for the first time, planning a career, or going back to work after a long absence; with dislocated workers who face finding work in another field; or with benefit recipients becoming independent. You probably serve more than one of these participants.

It is important as professionals that we identify types of participants who stir strong emotional reactions, color our perceptions and threaten our professional objectivity. Use the following space to write down the types of participants that challenge you.

Remember, the W-2 program is flexible, and recognizing the diversity of the population we serve will help us provide better services while complying with program policies and guidelines.



Perceptions We all have perceptions about the people we meet and the people we work with. However, it is important that the participants you work with have a positive perception of you. This positive perception is necessary for creating and maintaining the professional relationship, and in turn, creating an environment in which participants can take full advantage of all the services your agency offers and maintaining a good working relationship with other customers such as employers or partner agencies.

Who Done It? Here’s a chance for you to play Sherlock Holmes. You walk into a room and you find John and Mary lying dead on the floor. There is broken glass and water all around them. Your job is to figure out how they died.

Mystery Shopping A woman goes into a store to buy something for her house. She asks about the price. The clerk replies, “The price of one is thirty-nine cents. The price of twenty-five is seventy-eight cents, and the price of one hundred and forty-four is a dollar and seventeen cents.” What does the woman want to buy?



Perceptions of Power Because you are in a position of power, you can choose to set the tone of each appointment and determine its effectiveness. Being aware of the responses to questions you may ask the participant when you begin the process of an informal assessment is the first step toward building your relationship with a participant. Be aware of your interviewing techniques during discussion of personal and sensitive issues.

Notes:



Perception Checking

Throughout your communication with participants, it is important to check to see how each participant perceives you. Following are some strategies for doing this:

Give and Get Definitions The interpretation of words or phrases varies from person to person, group to group, region to region, and society to society. The words you use in everyday conversations almost inevitably have multiple meanings. The abundance of meanings for even simple words makes it hazardous to assume you understand the intent of a message without verifying and clarifying that message.

Don’t Assume During interpersonal communications, it is dangerous to assume that the other person either thinks or feels the same as you do at that moment. The other person may have a frame of reference that is very different from your own. S/he reacts and perceives according to what s/he knows and believes to be true, which may be different from your reactions, perceptions, and beliefs. Do not assume anything in your communications with each participant or customer. If you do, you stand a good chance of being incorrect. Don’t assume that you and the participant are talking about the same thing. The classic phrase of people who make assumptions is, “I know what you mean.” Avoid this, and paraphrase or restate instead. For example, you could say, “I have been in a similar situation.” This indicates you don’t assume you know exactly how the participant feels.

Speak the Same Language Avoid words that can be misinterpreted easily, especially technical jargon and very general terms. Simplify your language when necessary. Assess what type and level of communication is necessary for each individual participant, and adjust your communications accordingly.

Stay Tuned In Look for nonverbal signals that indicate that your line of approach is causing the other person to become uncomfortable or to lose interest. When that happens, observe the other person and change your approach. Be sensitive to feelings and expressions. Pay attention to body language and eye contact.



Communication Styles Effective communication skills require a high level of self- awareness. Understanding your personal style of communication will benefit you by helping you to create good and lasting impressions on others. By becoming more aware of how others perceive you, you can adapt more readily to their styles of communicating. This does not mean you have to be a chameleon, changing with every personality you meet. Instead, you can help another person feel more comfortable with you by selecting and emphasizing certain behaviors that fit within your personality and resonate with the other person.

There are four basic communication styles: passive, aggressive, passive-aggressive and assertive.

Passive Communication is a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their rights, and identifying and meeting their needs.

Passive communicators often: Fail to assert for themselves Allow others to deliberately or inadvertently infringe on

their rights Fail to express feelings, needs or opinions Tend to speak softly or apologetically Exhibit poor eye contact and slumped body position

They often feel anxious because life seems out of their control, depressed because they feel stuck and hopeless, resentful but aware because their needs are not being met, and confused because they ignore their own feelings. Passive communicators are unable to mature because real issues are never addressed. Furthermore, this approach often means that they are not achieving what they want to achieve and not getting what they want.



Aggressive Communication is a style in which individuals express their feelings and opinions and advocate for their needs in a way that violates the rights of others.

Aggressive communicators often: Try to dominate others Use humiliation to control others Criticize, blame or attack others Are very impulsive Have a low frustration tolerance Speak in a loud, demanding and overbearing voice Act threatening and rudely Do not listen well Interrupt frequently Use “you” statements Have piercing eye contact and an overbearing posture

They often become alienated by others, alienate others, generate fear and hatred in others, always blame others instead of owning their issues, and are unable to mature. Although in the short-term they might get what they want, they might feel “superior” and they might feel as if they have vented (or let out) their anger, in the longer-term this approach often is associated with feelings of embarrassment and guilt. Often other people also will feel hurt, intimidated and vengeful.

Passive-Aggressive Communication is a style in which individuals appear passive on the surface, but really are acting out anger in a subtle, indirect or behind-the- scenes way.

Passive-aggressive communicators often: Mutter to themselves rather than confront the person or issue Have difficulty acknowledging their anger Use facial expressions that don’t match how they feel – smiling

when angry Use sarcasm Deny there is a problem Appear cooperative while purposely doing things to annoy or

disrupt Use subtle sabotage to get even

They often become alienated from those around them, remain stuck in a position of powerlessness, and discharge resentment while not addressing real issues so they can’t mature. People who develop this type of communication style feel incapable of dealing directly with the object of resentments.



Assertive Communication is a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating their own rights. These individuals value themselves, time and their emotional, spiritual and physical needs, and are strong advocates for themselves while being very respectful of the rights of others.

Assertive communicators often: State needs, feelings and wants clearly, appropriately

and respectfully Use “I” statements Communicate respect for others Listen well without interrupting Feel in control of self Have good eye contact Speak in a calm and clear tone of voice Have a relaxed body posture Feel connected to others Feel competent and in control Do not allow others to manipulate or abuse them Stand up for their rights

They feel connected to others, feel in control of their lives and are able to mature because they address issues and problems as they arise and create a respectful environment in which others can grow and mature.

The intention behind this approach is to communicate assertively and effectively. The goal is to get what they want, while trying to ensure that others get what they want. This approach has both short-term and long-term advantages. They are more likely to feel good about themselves, and others are more likely to respect and admire them. Notably, they are more likely to achieve what they want to achieve; and most of the time, this can happen without the other person being harmed in any way. At the end of the day, therefore, both parties are more likely to feel good about what has happened, and the relationship(s) will be strengthened.



Assertiveness Quiz Score your answers as follows: 0 = I never do this 1 = I rarely do this 2 = I sometimes do this 3 = I usually do this

1. When I am overloaded with work, I can request help or longer time frame in which to do it.

2. I am not afraid or hesitant to ask directly for help when I need it from friends and family.

3. If someone pushes ahead in line, I will speak out for myself and keep my place.

4. I believe that others should share the workload, and am able to request that they do their share.

5. Public speaking is not a problem for me.

6. When someone is pressuring me to buy, I can/have refuse(d).

7. I do not let someone intimidate me – I stand by my opinion.

8. I am able and willing to negotiate raises and other changes with my supervisor/ boss.

9. When I want more information, I do not hesitate to ask for it. I am not afraid of appearing ignorant or stupid.

10. When I consider someone is being unfair, I can say so.

11. I take a stance and insist on service that is of the quality I expect and deserve.

12. I tell people when they offend, upset or create problems for me, in a tactful but direct way.

13. If I lend something to someone, I have no hesitation in asking for its return.

14. When a purchase turns out to be unsatisfactory, I have no trouble in returning it.

15. When I meet someone I would like to befriend, I can easily take the first steps to create that relationship.

16. I do not feel guilty when I put my own needs and wants first.



Score your answers as follows: 0 = I never do this 1 = I rarely do this 2 = I sometimes do this 3 = I usually do this

17. Love and affection are easy for me to express and show.

18. When someone tells me I’ve made a mistake, I can accept it without getting angry or defensive.

19. I feel under no obligation to do things other people’s way, unless there is a good reason for it.

20. If a superior is verbally abusive or rude, I am willing to stand my ground.

21. I know I am not perfect, and I am comfortable with that.

22. Decisions are not hard for me to make.

55-66 Assertive 40-54 Moderately Assertive 25-39 Inconsistently Assertive Under 25 Needs Practice



Active Listening Hear What People Really Are Saying Listening is one of the most valuable and important skills a worker can possess. How well you listen has a major impact on your job effectiveness and on the quality of your relationships with others. We listen:

- to obtain information - to understand - for enjoyment - to learn

Given all this listening we do, you would think we would be good at

it! In fact, we are not. Studies indicate we remember a dismal 25%-50% of what we hear.

By improving our active listening skills, we all can benefit. By becoming a better listener, you will improve your productivity, as well as your ability to influence and persuade negotiation. What’s more, you will avoid conflict and misunderstandings – all necessary for workplace success.

The way to become a better listener is to practice “active listening.” This is where you make a conscious effort not only to hear the words that another person is saying, but also, more importantly, to try to understand the total message being sent.

How does active listening help you to provide quality case management?



How to Listen

There are three components of listening:

1. Physical attending Use non-verbal behaviors to show that you are paying attention. These include eye contact, nodding your head, and leaning.

2. Hearing the message Hear both the verbal message (what the person says) and the non-verbal message (what the person means by what he/she says). You are listening for the feelings beneath the facts.

3. Responding Your responses should let the participant know that you heard and understand. The words you choose to respond to a participant will determine if the participant feels you heard and understood what was said and how he/she feels. This is the real power of listening.

Often there is a difference between what people say and the meaning underneath their words. All of the following can convey meanings: Tone of voice Pauses Inflection Body language Facial expressions

While the participant is talking: Listen for the feelings beneath the facts being shared Focus attention on what the participant is saying and the non-verbal behaviors Suspend judgment about whether the participant’s feelings are right or wrong

Paraphrasing is simply rewording/restating what another individual has said.

Reflecting feeling statements is a response in which you express a feeling or emotion of another individual’s statements. When you make a feeling reflection, you are reflecting back what you heard about another individual’s feelings.



Active Listening Scenarios

Scenario 1 The participant has been turned down for a training program that he wanted to attend. His test scores were too low (Ford, 2011, p. 217)

What do you think he is feeling?

Choose the best reflecting feeling statement. A. Don’t worry about it. Something else will come along. B. You can qualify for other programs. C. It must be very disappointing to have this setback. D. What do you want to do now?

Explain your decision:

Scenario 2 The participant has been fired from her job because of absenteeism. She was unable to find someone to watch her sick child (Ford, 2011, p. 217)

What do you think she could be feeling right now?

How would you respond to let her know you understand how she feels? A. You should have had a backup plan. B. You sound really frustrated that a problem came up and you didn’t have a way to

solve it. C. Let’s see what we can do to find a backup. D. You need to start looking for another job.

Explain your decision:



Empathy versus Sympathy What's the difference?

Empathy: the act of attempting to understand the thoughts, experiences, and perspectives of others from their own lens (e.g., their history, experiences, priorities and values).

Sympathy: the act of imagining and interpreting the thoughts, experiences, and perspectives of others from our own lens (e.g., our history, experiences, priorities and values).

Although subtle, the difference between empathy and sympathy is significant. The following example magnifies the point:

A woman in labor tells her husband she is in a terrible amount of pain. Scenario 1: He says, "I know, I strained my back once.” (Sympathy - using his own limited lens)

Scenario 2: He asks her, "Is this the worst pain you've ever felt?" Then he asks her to describe what it feels like, where the pain lies, and if there is anything he can do to help ease the pain. (Empathy - using the lens of another person)

In the above example, how might the woman respond in the first scenario? When polled, several women agreed they would most likely feel inclined to beat him over the head with the nearest object they could get their hands on.

What’s the Point?

In the first scenario, the husband could not possibly draw from his own experience, and yet, he put himself into the equation. Doing so only magnified the gap in their experiences, allowed him to miss an opportunity to show empathy, and likely made his wife feel alone and misunderstood. Although in the second scenario, his wife might not feel like explaining anything given her circumstance, his efforts to show empathy and to understand her experience most likely would be met with appreciation and serve as a perfect opening to an enlightening discussion, even if it takes place later.



Empathy is not:

• An attempt to assert your opinion • An exercise in convincing others of your point of view, or having them convince

you of theirs • Anything that starts with "I..." • Automatic agreement with the other individual's perspective • Acknowledgment that you are wrong in any way

Empathy is:

• Listening • Asking questions - for aid in clarification and

understanding • Temporarily suspending your own ideas,

opinions, and emotions (particularly anger and resentment)

• Best when paired with validation

Our reward:

• Gaining wisdom about other experiences and perspectives

• Resolving conflict quicker

• Creating better relationships



Professional Boundaries Professional boundaries are the guidelines that help us maintain a positive and helpful relationship with participants.

As a worker, you have a powerful role in the relationship between you and the participant. It is important that the balance of power does not shift to the worker’s side of the relationship. Maintaining professional boundaries helps you maintain a helpful relationship with the participant.

Zone of Helpfulness

This graphic depicts the idea of maintaining a helpful relationship with the participant, neither over-involved nor under-involved. Remaining within the zone helps you stay “in bounds.”

Zone of Helpfulness

Under-involvement

Over-involvement



What Do You Think and Why?1

Mark the following statements True (T) or False (F).

1. A worker should never accept a gift from a participant.

2. A client should always be informed about how the worker will deal with confidential information about his/her life and circumstances.

3. It is permissible for a worker to have lunch with a client to discuss his/her case in a less formal situation.

4. A worker who has been assigned a case involving someone s/he knows socially should immediately bring the situation to the attention of his/her supervisor.

5. A worker should never give a participant his/her home phone number.

6. A worker may date a former participant if a couple years have passed since the participant received services.

7. If a participant verbally threatens a worker, the worker should accept that it is a part of the job.

8. A worker may confide information about his/her personal circumstances to a participant if he/she thinks it will help.

9. If a participant invites a worker to attend a family wedding, it is acceptable for the worker to attend.

10. If a participant dies, a worker may attend the memorial service as long as he/she does not disclose their professional relationship.

11. If a participant and worker meet by accident outside of the office, the worker should wait to see how/if the participant wants to acknowledge their relationship.

12. If they have a well-established relationship, and the worker believes the participant would do a good job, it is okay to pay a participant reasonable wages to work for the worker, e.g., yard work, house cleaning, childcare, etc.

13. If a participant makes disparaging remarks about a racial, ethnic or religious minority, the worker should disagree and ask him/her to stop.

1 University of California Center for Human Services – UC Davis Extension



14. If a participant’s child attends the same school as the worker’s child

and the worker’s child wants to include the participant’s child in his/her birthday party, the worker should not allow his/her child to invite the participant’s child.

15. In his/her professional role, a worker should never impose values and standards of behavior on a participant.

Notes:



Self-Disclosure

In an attempt to communicate better with our participants, we may be tempted to use self-disclosure – that is, revealing personal information about ourselves to participants. Telling participants about you can:

• Strengthen relationships • Help them see you as a person they can relate

to and feel comfortable with

It is tempting to share your experiences, especially when they are similar to those of the participant. We often feel that what we have learned could be beneficial to the participant.

Effective Self-Disclosure

Effective self-disclosure may help participants better understand themselves by looking at how another person dealt with the challenges of change. Self-disclosure is beneficial only when the participant can use your experiences to promote change and become empowered.

What can you share about your experiences (self-disclosure) that participants could find helpful?



Self-disclosure, if used with skill and care, can benefit the participant. The participant can learn from you if you are careful that sharing your experience helps the participant feel that you do understand what it is like to be that participant – another human being struggling with change.

What to Avoid

• Telling your life story

• Too frequent personal references

• Talking about your problems

• Sounding condescending

• Telling participants about resources you have that do not apply to them

Examples:

Example 1 Participant: “It is too hard to work and go to school. I just can’t do both (Ford, 2011, pg. 273). Your Response:

Example 2 Participant: “When things don’t work out, it is hard for me to pick myself up and try again. I feel like quitting and just making do with what I have (Ford, 2011 pg. 273). Your Response:



Self-Disclosure Exercises

Circle the letter indicating the most effective response for the following situations.

Exercise 1 Participant: It is too hard to work and raise a family (Ford, 2011, pg.271). Best response:

A. I work every day, so I know it can be done. B. I had my mother help me. I could not have done it without her. C. It sure is hard to work when you have children. What if I share some things I

Have found helpful?

Exercise 2 Participant: I am just too scared to go back to school (Ford, 2011, pg. 271). Best response:

A. I do understand. I went back to school after a long absence. B. It sure was tough for me. I learned some things that really helped me get

through. Could I share them with you? C. If you try hard, you can do it.

Exercise 3 Participant: You’ve got a good job. You don’t know what it is like to be poor (Ford, 2011, pg. 271). Best response:

A. Sounds like it’s really tough for you. I have had some hard times in my life, too. If you had money, what would you buy that you can’t buy now?

B. I have been poor myself. In fact, I am barely getting by now. C. I went to school and got a better job. You can do that, too.

Exercise 4 Participant: I realize this is a bad relationship for me. I just don’t know to get out (Ford, 2011, pg. 271). Best response:

A. I just walked away. I was strong enough to leave. B. When I found myself in that situation, I got some help from the Women’s Center.

Can I tell you how they helped me? C. I just told him to change or get out. That worked for me. I bet it would work for

you.



Dual Relationships This refers to situations in which the worker has both a professional and a personal relationship with a participant.

There are at least four different ways for dual relationships to develop.

Each presents ethical dilemmas and may compromise the participant’s confidentiality, the worker’s use of authority and the worker’s ability to provide professional services.

• The personal relationship developed first.

• The worker and the participant developed a relationship independently through

mutual social relationships.

• Both relationships developed independently through business relationships.

• The professional relationship came first, and the worker and the participant later developed contacts and connections outside of the professional context.



Characteristics of Boundary Violations

• The Reversal of Roles: Participant becomes the caretaker.

• The Secret: Critical knowledge or behavior is kept

from the participant.

• The Double Bind: The participant is caught in a conflict of interest.

• The Indulgence of Personal Privilege: There is a

fit between the worker’s need and the participant’s vulnerability.

• Counter Transference: Counter transference is the worker’s feelings about the

participant. o Objective Counter Transference: This may occur from specific

experiences of a case manager or by identifying with the participant on some level.

o Personal Counter Transference: This arises from specific experiences

and/or identification with the participant by the worker. This may result in either positive or negative feelings toward the participant.



Tips for Setting Professional Boundaries

• Avoid being casual in email. • Stay cordial on the phone.

• Know how you expect to be treated, and be clear about it to others.

• Don’t feel you have to explain your boundaries. • Be respectful, thoughtful and responsible when

setting boundaries. • If you want others to respect your boundaries,

you must respect theirs, even if you don’t agree with them.

• Be proactive when dealing with other people’s boundaries.

• Keep your personal life private. • Stay on time, on topic and on the ball.

When is it easy to set a boundary?

When is it difficult?

Where do you need to develop boundaries? Why?



Maintaining Composure We are challenged by our workloads, our personal lives and compassion for our participants. The importance of maintaining our composure in spite of all of these challenges is important to both the worker and the W-2 participant. Maintaining composure through emotionally challenging situations is one of the most progressive daily disciplines you can adopt.

Webster's dictionary defines burnout: "to fail, wear out, or become exhausted by making excessive demands on energy, strength, or resources."

Burnout is common and often contributes to our inability to maintain composure. We need to spend time reflecting on how burnout could affect our ability to remain in the “professional mode.”



Factors that can affect composure • Heavy Workload

• Lack of Control

• Lack of Reward

• Low Sense of Community

• Lack of Fairness

• Role Confusion o Role conflict o Role overload

• Conflict of Values



“3 R” approach to maintaining composure

1. R

2. R

3. R



Resiliency Quiz Read each statement and rate yourself on a scale 1 through 5. Indicate the rating on the right side, and total the score for 20 statements (Siebert, 2005).

1- Very Little 2 3 4 5 - Very Strong

Statement Rating

1. In a crisis or chaotic situation, I calm myself and focus on taking useful actions.

2. I'm usually optimistic. I see difficulties as temporary, and expect to

overcome them.

3. I can tolerate high levels of ambiguity and uncertainty about situations.

4. I adapt quickly to new developments. I'm good at bouncing back

from difficulties.

5. I'm playful. I find the humor in rough situations, and can laugh at myself.

6. I'm able to recover emotionally from losses and setbacks. I have

friends I can talk with. I can express my feelings to others and ask for help. Feelings of anger, loss and discouragement don't last long.

7. I feel self-confident, appreciate myself and have a healthy concept

of who I am.

8. I'm curious. I ask questions. I want to know how things work. I like to try new ways of doing things.

9. I learn valuable lessons from my experiences and from the

experiences of others.

10. I'm good at solving problems. I can use analytical logic, be creative, or use practical common sense.

11. I'm good at making things work well. I'm often asked to lead groups

and projects.



12. I'm very flexible. I feel comfortable with my paradoxical complexity. I'm optimistic and pessimistic, trusting and cautious, unselfish and selfish, and so forth.

13. I'm always myself, but I've noticed that I'm different in different

situations.

14. I prefer to work without a written job description. I'm more effective

when I'm free to do what I think is best in each situation.

15. I "read" people well and trust my intuition.

16. I'm a good listener. I have good empathy skills.

17. I'm non-judgmental about others and adapt to people's different personality styles.

18. I'm very durable. I hold up well during tough times. I have an

independent spirit underneath my cooperative way of working with others.

19. I've been made stronger and better by difficult experiences.

20. I've converted misfortune into good luck and found benefits in bad experiences.

Total

Scoring: 80 or higher Very Resilient 65-79 Better than Most 50-64 Slow but Adequate 40-49 You’re Struggling 39 or under Seek Help!



Characteristics of a Resilient Person Over 30 years of research into the inner nature of highly resilient survivors has created a clear understanding of human resiliency and how it develops. Highly resilient people show many similar qualities and apply specific strategies.

• Playful, childlike curiosity

• Constantly learn from experience

.

• Adapt quickly

• Solid self-esteem and self-confidence

• Self-confidence is their reputation with themselves

• Good friendships and loving relationships



• Express feelings honestly

• Expect things to work out well

• Read others with empathy

• Use intuition and have creative hunches

• Defend self well

• Talent for serendipity

• Get better and better every decade



Resilient People I Have Known

How do you react to unexpected difficulties? Healthy, resilient people have stress-resistant personalities and learn valuable lessons from rough experiences. They rebound from major setbacks, and even are stronger than before.

If you can, identify participants you have worked with whom you would consider highly resilient. If you cannot think of any participants, then list other people, either personally or historically, that you consider being resilient. List the traits for each person that show his/her resiliency.

Person Why Is He/She Resilient?



Strategies for Building Resilience

“Obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it.” Michael Jordan

Developing resilience is a personal journey. Not all people react in the same way to traumatic or stressful life events. An approach for building resilience that works for one person may not work for another. People use varying strategies. Some, or perhaps many, of the ways to build resilience that we will discuss may be appropriate to consider in developing your personal strategy.



Professional Action Plan Identify some specific actions you will take when you are back on the job.

1. How will you improve your professional communication skills?

What you will do When you will do it Who will support you

2. What actions will you take to maintain professional boundaries?


3. What will you do to practice resiliency?




References

Resources Jann Donnenwirth The Center for Human Services UC Davis Extension University of California 530-757-8643

Books Brooks, Robert & Goldstein, Sam. The Power of Resilience: Achieving Balance,

Confidence, and Personal Strength in Your Life. NY: Mc-Graw-Hill, 2004.

Ford, Beverly O., PhD. Making Case Management Work: Empowering People for Change. Macon, GA: ASM Associates, 2011.

Henderson, Nan, Ed. Resiliency in Action: Practical Ideas for Overcoming Risks and

Building Strengths in Youth, Families, and Communities. Ojai, CA: Resiliency in Action, 2007.

Siebert, Al. The Resiliency Advantage: Master Change, Thrive Under Pressure, and

Bounce Back from Setbacks. San Francisco, CA: Berrett-Koehler Publishers, 2005.

Websites American Psychological Association is the world’s largest organization for psychological professionals. The APA is committed to the expansion of knowledge and research. Website: http://www.apa.org/

HelpGuide’s mission is to help people understand, prevent and resolve many of life’s challenges. Website: www.helpguide.org

The Resiliency Center is a resource for developing resiliency in yourself, your work teams and your organization. Website: www.resiliencycenter.com

Serenity Online Therapy is a website for secure and online professional therapy. It provides information on the four types of communication styles. Website: http://serenityonlinetherapy.com/

http://www.apa.org/

http://www.helpguide.org/

http://www.resiliencycenter.com/

http://serenityonlinetherapy.com/

Documents

W-2 Case Management: Maintaining Professional Objectivity ... · relationships. Identify communication styles and how they impact case ... Establish professional boundaries in working