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xi | |
Preface |
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xii | |
Introduction |
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1 | (12) |
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1 | (2) |
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What is child abuse and neglect? |
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3 | (3) |
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Who works with children who have experienced abuse and neglect? |
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6 | (5) |
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Importance of recognising broad practice fields |
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11 | (1) |
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12 | (1) |
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13 | (25) |
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13 | (1) |
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13 | (1) |
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What is occupational trauma? |
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14 | (1) |
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Trauma exposure in child protection work, including the experience of primary trauma |
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14 | (1) |
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15 | (3) |
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Trauma symptomology experienced by child protection practitioners |
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18 | (1) |
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Secondary and vicarious trauma, compassion fatigue and burnout in child protection work |
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18 | (1) |
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Secondary and vicarious trauma |
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19 | (1) |
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Compassion fatigue and burnout |
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20 | (1) |
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20 | (1) |
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Other sources of trauma relevant to child protection practitioners and barriers to seeking assistance |
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21 | (1) |
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Racism as trauma: considerations for First Nations practitioners |
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22 | (3) |
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Impacts of occupational trauma on practitioners, organisations and service delivery |
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25 | (1) |
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Impact on the practitioner |
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26 | (1) |
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Impact on client service delivery |
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27 | (1) |
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Impact on the organisation |
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28 | (1) |
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28 | (1) |
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Dosage-response relationship |
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29 | (1) |
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30 | (1) |
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What is `trauma informed' as a general concept? |
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31 | (1) |
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32 | (1) |
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Reflective questions for practice |
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33 | (5) |
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38 | (24) |
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38 | (3) |
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41 | (1) |
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Supervision in a child welfare occupational context |
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42 | (1) |
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42 | (2) |
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44 | (3) |
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Considerations for First Nations practitioners |
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47 | (1) |
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The use of supervision across non-traditional practice settings |
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48 | (1) |
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Barriers to receiving effective supervision in child protection |
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49 | (1) |
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50 | (1) |
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Organisational resourcing |
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51 | (1) |
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51 | (1) |
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The supervisor and the supervisory relationship |
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52 | (1) |
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Threats to a successful supervisory relationship |
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53 | (1) |
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Trauma informed supervision |
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54 | (3) |
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Working with practitioners who have a history of trauma |
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57 | (1) |
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58 | (1) |
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Reflective questions for practice |
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58 | (4) |
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3 Managers and organisations |
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62 | (24) |
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62 | (1) |
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The role of supervisors and managers in a child welfare context |
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63 | (1) |
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The role in a multi-disciplinary context |
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63 | (2) |
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Support for line supervisors and managers |
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65 | (1) |
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Training and mentoring for line supervisors and managers |
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66 | (3) |
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Line supervisor and manager experience of occupational trauma, including stressors |
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69 | (2) |
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Re-thinking the role of the supervisor |
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71 | (1) |
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The supervisory relationship from the perspective of the supervisor |
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72 | (1) |
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Dilemmas in supervision: supervision or therapy? |
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72 | (1) |
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Managing practitioners with a lived experience of trauma |
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72 | (3) |
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Practitioners lived experience as an asset |
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75 | (2) |
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Line supervision and management within a child welfare organisational context: the rise of managerialism |
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77 | (2) |
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Management and leadership in a child welfare organisational context |
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79 | (1) |
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Trauma informed and responsive leadership |
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80 | (1) |
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81 | (1) |
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82 | (1) |
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Reflective practice questions |
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83 | (3) |
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86 | (20) |
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Introduction: what is the TISS model? |
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86 | (1) |
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Principles underpinning the TISS model |
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86 | (3) |
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Central acknowledgements inherent within the TISS model |
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89 | (1) |
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Core pillars of the TISS model |
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90 | (5) |
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95 | (1) |
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Using the TISS model to create TISS teams |
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95 | (1) |
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Benefits of implementing a TISS team model |
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95 | (3) |
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Roles within a practitioner support team |
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98 | (1) |
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Creating a TISS plan with practitioners |
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99 | (1) |
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Preventative and mitigation factors in TISS plans |
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99 | (1) |
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Protective factor: job satisfaction |
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100 | (1) |
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Practical application of the job satisfaction element in workgroups |
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100 | (2) |
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Protective factor: supervisory relationship |
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102 | (1) |
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Creating a TISS team around those with line management responsibilities |
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103 | (1) |
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103 | (1) |
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104 | (1) |
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Reflective questions for practice |
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104 | (2) |
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106 | (12) |
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Appendix 1.1 TISS preparation worksheet |
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106 | (8) |
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Appendix 1.2 TISS team agreement |
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114 | (2) |
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116 | (2) |
Index |
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118 | |