A Transformative Approach: Refresh Reset’s Psychoemotional Strength Program for School Staff
In the fast-paced and emotionally demanding world of education, regularly supporting school staff in navigating the complex challenges they face is paramount. Hawkins and Smith's CLEAR model (2006), offers a comprehensive framework for empowering educators to respond effectively to the diverse needs of their students, particularly those experiencing traumatic situations like family violence. By incorporating expressive modalities, grounding techniques, and the person-centred approach of Carl Rogers into this model, school staff are equipped with the tools to cultivate resilience. The program acknowledges the psychological impact of teachers’ work on them and it promotes personal and professional goal setting, staff morale and self-efficacy for personal wellbeing. It prevents the cumulative effect of vicarious trauma because sessions are held monthly, one on one, with a skilled and experienced clinical supervisor who is also a teacher!
Contractual
The contractual stage establishes a foundation of trust, safety, and mutual understanding between the facilitator and the staff member. In this phase, the teacher exploring their responses to supporting a student experiencing family violence would openly discuss their concerns, expectations, and goals. The facilitator would create a non-judgmental space for the teacher to express their emotions, doubts, and fears without fear of criticism or repercussions, fostering a collaborative partnership.
Listening
Active listening is a cornerstone of the CLEEAR model, allowing the facilitator to fully comprehend the teacher's perspective and experiences. Through attentive observation and open-ended questions, the facilitator would encourage the teacher to delve deeper into their thoughts, feelings, and challenges surrounding the teacher’s situation. This process not only validates the teacher's experiences, but also helps identify areas where support or further exploration is needed.
Exploratory
In the exploratory phase, the facilitator guides the teacher through a journey of self-discovery, uncovering limiting beliefs, emotional triggers, and underlying patterns that may influence their responses to the student's circumstances. By incorporating expressive therapies, such as art, or the use of colour, line, symbol, the teacher can access and process their emotions in a holistic and cathartic manner, fostering a deeper understanding of themselves and their reactions.
Enhancing
The "E" for "enhancing" is a unique addition to the CLEEAR model, recognising the importance of grounding techniques and mindfulness practices in cultivating resilience and self-awareness. Through deep breathing exercises, guided visualisations, or body scans, the facilitator would assist the teacher in anchoring themselves in the present moment, regulating their emotional state, and enhancing their capacity for compassion and presence when supporting the student and themselves.
Action-Oriented
In this stage, the teacher and facilitator collaborate to develop an action plan tailored to the student's needs and the teacher's strengths. Drawing from the person-centred approach of Carl Rogers, the facilitator would encourage the teacher to identify and leverage their innate resources, empathy, and unconditional positive regard, fostering a safe and nurturing environment for the student to thrive.
Review and Revise
The final stage involves ongoing evaluation and adjustment of the action plan. The facilitator would provide a supportive and non-judgmental space for the teacher to reflect on their progress, celebrate successes, and address any challenges or setbacks encountered. This iterative process ensures that the interventions remain relevant, effective, and responsive to the ever-changing needs of the student and the teacher's growth.
A Case Study: Exploring Responses to Family Violence
To illustrate the power of the CLEEAR model, consider the following example of a teacher, Emma, working with a facilitator, Sarah, to explore her responses to supporting a student, Liam, who is experiencing family violence.
Contractual Stage:
Emma and Sarah establish a safe and confidential space for their sessions. Emma shares her concerns about feeling overwhelmed and uncertain about how to best support Liam while maintaining appropriate boundaries.
Listening Stage:
Sarah actively listens as Emma describes the signs of distress she has observed in Liam, such as withdrawal, emotional outbursts, and a decline in academic performance. Emma expresses her desire to help but also her fears of overstepping or exacerbating the situation.
Exploratory Stage:
Through guided imagery and art therapy exercises, Emma explores her own experiences with trauma and how they may be influencing her reactions. She gains insight into her protective instincts as a teacher and her tendency to take on excessive responsibility.
Enhancing Stage:
Sarah introduces grounding techniques, to help Emma regulate her emotions and cultivate a calm, centred presence when interacting with Liam.
Action-Oriented Stage:
Drawing from Carl Rogers' person-centred approach, Emma and Sarah develop an action plan that prioritises creating a safe and non-judgmental space for Liam to express himself. They also identify appropriate resources while maintaining healthy boundaries.
Review and Revise Stage:
Emma and Sarah regularly meet to discuss the implementation of the action plan, celebrate small wins, and address any challenges or adjustments needed. Emma gains confidence in her ability to support Liam while honouring her own emotional wellbeing.
Conclusion
The CLEEAR Model offers a comprehensive and holistic approach to empowering school staff in their vital roles as educators and supporters of students facing adversity. By combining evidence-based facilitating techniques with expressive therapies, grounding practices, and person-centred principles, this model equips teachers with the tools to navigate complex situations with resilience, compassion, and a deep understanding of both themselves and their students. Ultimately, the CLEEAR model fosters a nurturing and transformative educational environment where healing, growth, and personal empowerment can flourish.