Geriatric Mental Health Disaster and Emergency Preparedness

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Chapter 6 Supervision and Facilitated Refl ective Practice 111 in service development and delivery, as has been suggested by Hawkins and Shohet (2006). The other two processes are the normative, which deals with the maintenance of appropriate standards of practice, and the formative, which educates the practitioner. The authors are of the view that embedding cofacilitated group and/ or team supervision throughout the processes of planning, disseminating, responding, recovering, and returning to the nonemergency state offers the opportunity to review practice in the here and now as well as reviewing experience by “returning to the experience” (Boud, Keogh, & Walker, 1985, p. 12). There also is an opportunity for addressing practice, including practitioners’ own feelings and attitudes, thus leading to the possibility of transforming practice through a “commitment to action” (Boud, et al., p. 12). Supervision can not only identify what is available for the future through looking at the past, but it can also be used to conduct a review of each stage of the process in the left-hand column of Figure 6.1 in order to achieve best practice and learn from each experience. The supervisory process also provides an effective form of containment for the facilitators, which they in turn pass on so that the practitioner group is also contained. The parallel, or mirroring, in the supervision processes (Clarke & Rowan, 2009; Hawkins & Shohet, 2006; Hughes & Pengelly, 1997)—in which the processes of service provision are enacted in the here-and-now processes of supervision as well as in individual or group behavior—is a valuable resource on which to explore and elucidate service provision. An example is the exploration of the functioning of an interprofessional team and, thus, the development of these services . The power of disasters and emergencies can be overwhelming, a reaction that can be manifest in team or group behavior. To avoid this, facilitators also are supported by their own practice supervision, which provides them with a containing environment (Agass, 2000). In supervision, they too can explore their practice and transfer their learning into their facilitative roles, rather than becoming overwhelmed and responding inappropriately. Facilitated reflective practice sessions allow for the normative, formative, and restorative processes (Proctor, 1986, 2000) that structured facilitated reflection offers. It allows for “mutual supervisionin-action” (Sully, Wandrag, & Riddell, 2008, p. 135). Within this context, the supervision of reflective practice facilitators acts not only to monitor and develop their practice but also to provide a means of processing their perceptions and understanding of the group process. It also allows for safety in practice by addressing the possibility of
Action Resources Stage Life experiences Contingency planning Stress inoculation Training Dissemination and preparation Knowledge R E F L E C T I V E Incident and response preparation Existing Event skills/knowledge Self-sufficiency P R A C T I C E Recovery All of the above as well as adding further insight Post recovery Figure 6.1 Reflective practice as a link in disaster preparedness. From Refl ective Practice as a Link in Disaster Preparedness, by P. Sully, M. Wandrag, and J. Riddell, 2009, London: Personal Professional Records. © Copyright 2009 Sully, P., Wandrag, M., and Riddell, J. Reprinted with permission.
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Geriatric Mental Health Disaster an
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Geriatric Mental Health Disaster an
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Dedicated to Flo Aaroe, who personi
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Contributors xi Foreword by Robert
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14 Geriatric Assessment for Differe
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xii Contributors Terry Fulmer, PhD,
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xiv Contributors Douglas M. Sanders
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Foreword With the increase in the n
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Preface The rage you feel does more
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Preface xxi and (3) influence the d
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Preface xxiii as key to the prepara
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Acknowledgments In connection with
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1 A Primer for Disaster and Emergen
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Chapter 1 A Primer for Disaster and
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2 Older Persons in Disasters and Em
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Chapter 2 Older Persons in Disaster
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NORMAL CHANGES WITH AGING ORGANS/SY
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Immune Function Laboratory Tests Em
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48 Geriatric Mental Health Disaster
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Table 3.3 GEC GEPR COLLABORATIVE PR
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Table 3.3 GEC GEPR COLLABORATIVE PR
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Chapter 9 Volunteers 161 RECRUITING
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Chapter 9 Volunteers 163 et al.). O
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Chapter 9 Volunteers 165 cial effor
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Chapter 9 Volunteers 167 nizations
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VOLUNTEERS PROVIDING AND RECEIVING
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Chapter 9 Volunteers 171 Gibson, M.
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Clinical Response to the Needs of O
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176 Geriatric Mental Health Disaste
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Table 10.1 PRE-DISASTER/BASELINE DO
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Table 10.2 DURING-DISASTER SYMPTOM
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Table 10.3 POSTDISASTER SYMPTOM DOM
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Table 10.5 POSSIBLE BENEFITS OF SEL
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12 Complementary and Alternative Ap
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Chapter 12 Complementary and Altern
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Where to Find a Therapist Chapter 1
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Self-Care Chapter 12 Complementary
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13 The Interdisciplinary Treatment
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Chapter 13 The Interdisciplinary Tr
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Choose solutions Review literature
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14 This chapter focuses on the ment
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Chapter 14 Geriatric Assessment for
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15 Bereavement and Grief: What Is N
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Chapter 15 Bereavement and Grief 29
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The Length of Mourning Chapter 15 B
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16 The Experience of Vulnerability
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Chapter 16 The Experience of Vulner
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17 Alzheimer’s Disease and Relate
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Chapter 17 Alzheimer’s Disease an
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n Do your best to remain calm. The
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380 Appendix I A Guide to Developin
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390 Appendix II Glossary of Terms C
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A AAGP. See American Association fo
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community initiatives/lessons learn
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depression v., 287 during disasters
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Emergency preparedness, gaps in tra
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adverse reactions to, 226 conclusio
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health care provider training on, 7
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physical changes/resultant weakness
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supervisor component of, 110 -113,
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Spirituality of African Americans/A
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Geriatric Mental Health Disaster and Emergency Preparedness

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