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Trauma Informed
Family Dispute
Resolution
Dr Rachael Field: Associate Professor, QUT Law School
Mr. Jon Graham: ISDR
Ms. Libby Watson: ISDR
© 2015 Jon Graham and Libby Watson
Family violence
 Coercive control.
 Power and control tactics.
 Gendered experience.
 Selective, uninvited, repetitive oppression of one person by another
person.
 It can be one incident when that incident is used in an ongoing way to
threaten, coerce and control the other person.
 It is instrumental - where a person coerces and controls to gain
benefits and resources within a
relationship.
(Johnson 2006; Kimmel 2002; Stark 2010).
Family violence in FDR contexts
 The 2012 AIFS Survey of Recently Separated Parents found that a
majority of the parents surveyed reported “either physical hurt or
emotional abuse both before/during and since separation” (p 42).
 A majority of those parents reported that their child “had witnessed
physical violence or emotional abuse”, with a little under one-half
reporting children witnessing family violence since post-separation (p
43).
 http://www.ag.gov.au/Publications/Documents/SurveyOfRecentlySepar
atedParents2012/SRSP_Report.pdf
Family violence in FDR
contexts
 Significant numbers of FDR matters involve a history of family
violence.
 Although exemptions are possible if there is a history of family
violence, many parties still want to participate in an FDR
process.
 A safe model of FDR is needed so that the potentially serious
consequences of family violence (including lethality) can be
managed.
The Coordinated FDR Model
 Women’s Legal Service (WLS) Brisbane was commissioned by the
Australian Attorney-General’s Department in 2009 to develop a safe
practice approach to family mediation in matters where there is past or
current family violence.
 The CFDR model was piloted in 5 locations around Australia.
 The model was evaluated by AIFS.
AGREEMENTS
NEGOTIATION
EXPLANATION
CLARIFICATION
Phase 4: Post CFDR Follow Up
• At 1-3 months AND
• At 9-10 months
Concludes unless parties are re referred back into CFDR
Phase 1: Intake Process 1
• CFDR Coordinator Assessment
• Specialist Risk Assessment
• Case Management Decision
Phase 2: Preparation for FDR & Intake Process2
• 2 Legal Advice Sessions
• 3 Communication Sessions
• Preparation Workshop
• 2nd Intake Assessment
COMMUNICATIONSESSIONS
EXPLORATION
CASEMANAGEMENT
Phase 3:
CFDR
Mediation
LEGALADVICE
RISKASSESSMENT
Summary of strategies learned from
CFDR
 Risk assessment – by specialist experts.
 Preparation – counselling and coaching.
 Legally assisted approaches.
 Interdisciplinary collaboration – professional conversations.
 Case management.
 Ethics: FDRPs must claim the right to elevate safety and party self-
determination.
 Use of narratives to retain engagement,.
 Use of problem solving models for process and role clarity.
 Focus on short term arrangements to demonstrate the possibility of
successful arrangements.
 More time and resource intensive: strategic use of legal and
therapeutic support , more private sessions.
AIFS Evaluation
 Evaluation findings affirmed the efficacy of the design elements of CFDR:
 Adequate risk assessment for the parties’ safety and well-being is critical in
family violence contexts.
 Parties whose capacity to engage in the process is diminished to the point
that inappropriate and unsafe outcomes may result, do not belong in family
mediation.
 Preparation for the parties’ participation in FDR is key.
 Parties should receive legal advice and counselling, be coached in how the
mediation process works and what their role is in it, and they should receive
instruction on how to negotiate effectively in mediation (for example,
communication strategies, how to identify their key needs and interests and
how to prioritise them, option generation and how to identify their bottom
line).
 Vulnerable parties have more chance of making their voice heard in
mediation in the context of lawyer-assisted models, as long as those
lawyers are trained in dispute resolution theory and practice.
AIFS Evaluation
 However, the evaluation also found that, notwithstanding the positive
aspects of the model’s practice, and its intentional design for safety and
the empowerment of parties, ‘some parents experience considerable
emotional difficulty, even trauma, in mediation’ (Kaspiew et al., 2012, p.
138).
Also - CFDR has not been
funded for a roll-out
 Although the AIFS evaluation of the CFDR pilot acknowledged that
CFDR was cutting edge practice, a funded roll-out of the model did not
occur due to resource issues.
 This raises the question: if CFDR is not available – how can FDRP’s
practice ethically and with a focus on elevating safety?
Trauma Informed
Family Dispute
Resolution
Dr Rachael Field: Associate Professor, QUT Law School
Mr. Jon Graham: ISDR
Ms. Libby Watson: ISDR
© 2015 Jon Graham and Libby Watson
What is trauma?
 An experience that overwhelms and is beyond the person’s capacity to
cope
 Psychological trauma is:
 powerless.
 helpless by overwhelming force.
 nature, we speak of disasters.
 other human beings we speak of atrocities. Herman 1992, p.33.
 Trauma is the emotional, psychological and physiological
residue left over from heightened stress that accompanies
experiences of danger, violence, significant loss and life
threatening events. ACF 2013, p.11
12
© 2015 Jon Graham and Libby Watson
Principles of Trauma Informed
Practice
SAFETY
Ensure physical and emotional safety
TRUSTWORTHINESS
Through task clarity, consistency and interpersonal boundaries
CHOICE
Maximise client choice and control
COLLABORATION
Maximise collaboration and sharing of power
EMPOWERMENT
Prioritise empowerment and skill building
13
© 2015 Jon Graham and Libby Watson
What is trauma Informed
 Trauma informed care means asking our clients “What has happened to
you?” instead of “What is wrong with you?”
 A Strength – Based way of working, rather than a series of techniques
14
© 2015 Jon Graham and Libby Watson
A Trauma Informed Practitioner
 Is trauma aware
 Understands the difficulty of managing internal states (emotional
regulation and impulse control)
 Understands that some problematic behaviours/symptoms were
initially a protective/survival response
 Knows that there is hope.
A trauma informed practitioner
Trauma informed FDR is:
 A process based model that uses Trauma Informed Principles
as a platform.
 About turning towards clients.
 Tailored interventions to the specific characteristics and
concerns of the case.
15
© 2015 Jon Graham and Libby Watson
 Trauma impacts on the capacity for parties to participate in
FDR and on how practitioners do their work.
 Decisions made impact on the least powerful:
the CHILDREN.
Why TFDR?
The Window of Tolerance16
© 2015 Jon Graham and Libby Watson
The Hyperarousal Response
 The Flight/Fright Response
 Impulsivity, Risk Taking
 Poor Judgment
 Racing Thoughts
 Perceptual And Muscular Hypervigilance
 Post Traumatic Paranoia, States Of Frozen Terror
 Intrusive Images, Sensations, Emotions,
Flashbacks, And Nightmares
 Self Destructive And Addictive Behavior.
Fisher 2000
17
© 2015 Jon Graham and Libby Watson
The Hypoarousal Response
 The freeze/submit response
 Feeling flat affect, numb, dead empty, “not there”
 Cognitive functioning is slowed
 People can be preoccupied with shame, despair and self loathing
 Disabled defensive responses. Fisher,1999
 The younger the person, or the more powerless they were/are in the
face of traumatic events e.g. child sexual assault, domestic violence, the
more likely the central nervous system will be primed to respond to
traumatic events or reminders of events with a hypo-arousal response.
18
© 2015 Jon Graham and Libby Watson
The Triggered Brain19
http://www.drdansiegel.com/resources/everyday_mindsight_tools/
© 2015 Jon Graham and Libby Watson
Trauma in FDR
 As Trauma Informed Practitioners we have a
responsibility to help our clients stay in their window
of tolerance and help them to recognize when their
window has closed.
 If clients are not in their window they are not able to
access their executive brain and therefore cannot
fully participate in FDR
 When this is occurring clients CANNOT THINK
STRAIGHT
20
© 2015 Jon Graham and Libby Watson
The Practice: What to look for?
BCCEWH p.2221
© 2015 Jon Graham and Libby Watson
How to ask about trauma?
 Strength based questions
 Language and framing of questions very important
 Work with the client to understand their situation
 “I would like to ask you some questions….
 “The reason I am asking is…
 “If you would rather not answer, just let me know”
“Remember screening/ assessment is also about
engagement and relationship building”
BCCEWH 2013, p.33
22
© 2015 Jon Graham and Libby Watson
Emotional Regulation
“Recognise the centrality of affect regulation (emotional management;
ability to self soothe) as foundational to all treatment objectives and
consistently foster this ability in the client”
ASCA Guidelines p.4
The regulation of emotions is a key element of
what we are talking about here.
Section 60I is not a trauma regulation strategy.
23
© 2015 Jon Graham and Libby Watson
24
Peter
45
Susan
42
Joshua
12
Alistair
15
Rx. 20 yrs Sep. 11 mths
Live in Berowra
Graham
Shirley Richard
Alec Mark
Margie
Annabelle
3.5
Angus
died 1 yr
ago
Bill
Andy Sam
Susan Johnson and Peter Johnson
 Joint Session Observations
 Initial statements respectful.
Discussions begin respectfully.
 Peter begins to criticize Susan’s
parenting, and her ability to be a
partner in the relationship.
 FDRPs do not see the discussion
as particularly destructive.
 Susan becomes quiet, but
continues to disagree with to all
that Peter is seeking.
 Peter suddenly angrily erupts and
Susan becomes rigid before
running from the room sobbing.
 The FDRP issues a S60I
certificate. Case Closed.
25
Susan Johnson and Peter Johnson
 Pre FDR Observations Susan
 Some concerns about power and
control, but Susan reported a
capacity to participate.
 Report of some violence at
separation.
 Willingness to participate in FDR.
Desire to get post separation
parenting sorted.
 Pre FDR Observations Peter
 Acknowledgement of property
damage at separation.
Expression of regret.
 Willingness to participate in FDR.
Desire to get post separation
parenting sorted.
Theory into practice
FDR and Trauma
PRE MEDIATION
 Pre Mediation will not be an indicator of mediation performance.
 Pre Mediation trauma indicators
 Models of practice
MEDIATION
 Trauma indicators
 Strategies for maintaining the Optimal Arousal Zone
 Models of practice
26
© 2015 Jon Graham and Libby Watson
27
© 2015 Jon Graham and Libby Watson
Pre FDR
 Space, time, safety.
 A trauma informed approach:
Tell me about you?
Where are you from?
What are you seeking in fdr?
 Evidential truth and the story from the person
affected by trauma:
Stories are not always internally consistent
Stories can be incomplete
Stories can change
28
© 2015 Jon Graham and Libby Watson
When Parties bring Trauma
into the Mediation Room
Multiple clients mean that within the mediation space we may need to
manage:
 More than one person who has experienced trauma,
 Multiple trauma triggers,
 Combinations of hyper and hypo arousal simultaneously
Principle
 We can only manage a negotiation when we are in the Optimal
Arousal Zone.
29
© 2015 Jon Graham and Libby Watson
Adapting the Mediation Model
to Family Mediation
2. CLARIFICATION
3. EXPLORATION
4. NEGOTIATION
5. AGREEMENT
1. EXPLANATION
2. CLARIFICATION
3. EXPLORATION
4. NEGOTIATION
5. AGREEMENT
PRE-FDR ASSESSMENT
POST-
FDR
1. EXPLANATION
2. CLARIFICATION
3. EXPLORATION
4. NEGOTIATION
5. AGREEMENT
PRE-CONFERENCE PREP
and ASSESSMENT
PRE FDR ASSESSMENT,
BUILDING PARENTAL
ALLIANCE
INCREASE IN CHILD FOCUS
POST-
FDR
POST-
FDR
Source: Graham J., (2014) 25 years of Family Mediation in Australia Children’s First Symposium, Montreal Canada
© 2015 Jon Graham and Libby Watson
 We want this model to look and
feel different.
 Sharp/delineated elements of
the mediation that confront the
process are less useful.
 Calmness in the process and a
fluidity that allows for
movements across the models
are essential.
 Duty of Care
 What does the model look like
FDR Sessions31
© 2015 Jon Graham and Libby Watson
Calm Opening
Limited Clarifying
Managed Discussion
Managed Negotiation
Agreements
Private Session
Private Session
Private Session
Private Session
Private Session
Private Session
FDR Session Characteristics to
Consider: Party Containment
 Emotional Regulation needs to be supported
by the mediator, Mediator does not ‘stir the
pot’ in these mediations.
 Strategies to contain discussions, reduced
agenda and to bring options to the process
prior to engagement in the mediation
process.
32
© 2015 Jon Graham and Libby Watson
Rationale
 Safety/
Predictability
 Trustworthiness
 Choice
 Collaboration
 Empowerment
FDR Session Characteristics to
Consider: Parties
 Receive an email summary of their
(individual) pre FDR discussions AND a
(common) draft agenda.
 Legal advice and support in and around the
issues.
 Negotiation advice and training to increase
the options in the session.
 Psycho education is useful if it is coming from
a trauma lens. If not it may be less useful or
even cause harm.
 Parties attend FDR session aware of their
trauma triggers and with a language or cur
that will assist them to communicate to the
FDRP/support person when they are moving
out of their optimal zone of arousal.
33
© 2015 Jon Graham and Libby Watson
Rationale
 Safety/
Predictability
 Trustworthiness
 Choice
 Collaboration
 Empowerment
FDR Session Characteristics to
Consider: Joint Session Management
 Mediation space.
 Arrival preparation, Departure debriefing
 Predictability
 Session control
34
© 2015 Jon Graham and Libby Watson
Rationale
 Safety/
Predictability
 Trustworthiness
 Choice
 Collaboration
 Empowerment
FDR Session Characteristics to
Consider: FDR Process
 Constant vigilance for the movement out of the optimal zone of
arousal. Movement out = suspension of the mediation until
optimal zone of arousal returns.
 The FDRP must have control of the room. Hyper/hypo arousal in
this discussion is likely to disrupt any negotiation, and in the family
law system the likelihood of disruption is high
 Therefore we allow for the possibility of a discussion of the issues
that led to the trauma. While acknowledgement is unlikely it can
create the opportunity for agreement to be reached that takes the
previous trauma into account.
 Communication skills
 Less is more
 Strengths based questions
 Dumb and curious questions
 Checking in
 Rupture and repair
 Empathy and sympathy
 Avoiding advice is essential
 SCARF
Rationale
 Safety/
Predictability
 Trustworthiness
 Choice
 Collaboration
 Empowerment
35
© 2015 Jon Graham and Libby Watson
Readings
 Australian Childhood Foundation (2013) Safe and Secure. A trauma
informed practice guide for understanding and responding to children
and young people affected by family violence. Eastern Metropolitan
Region Family Violence Partnership.
 BC Centre for Excellence for Women’s Health (BCCEWH) 2013,
Trauma Informed Practice Guide, British Columbia, Canada
http://bccewh.bc.ca/publications-resources/documents/TIP-Guide-
May2013.pdf
 Briere,J., and Scott, C., (2013) Principles of Trauma Therapy (2nd ed)
Sage Publications, Los Angeles
 Bouverie Centre (2013) Guidelines for Trauma Informed Family
Sensitive Practice in Adult Services La Trobe University, Mebourne
http://www.childaware.org.au/images/the_bouverie_centre_la_trobe_u
niversity-web.pdf
36
© 2015 Jon Graham and Libby Watson
 Fallot, R and Harris, M. (2009) “Creating Cultures of Trauma-
Informed Care (CCTIC): A Self-Assessment and Planning
Protocol” in Community Connection
http://www.healthcare.uiowa.edu/icmh/documents/CCTICSelf-
AssessmentandPlanningProtocol0709.pdf
 Fisher, J (2008), Psycho-educational Aids for Working With
Psychological Trauma http://www.janinafisher.com/
 Fisher, J (2014) “Transforming Trauma-Related Shame and Self
Loathing” Presentation Sydney March 2014, Delphi Training and
Consulting
 Herman, J.L., (1992) Trauma and Recovery Pandora, London.
 Kezelman, C and Stavropoulos, P. (2012) The Last Frontier.
Practice Guidelines for Treatment of Complex Trauma and
Trauma Informed Care and Service Delivery. Adults Surviving
Child Abuse (ASCA) www.asca.org.au
 Klinic Community Health Centre 2013, Trauma-informed: The
trauma-informed toolkit (2nd ed), Klinic Community Health
Centre: Winnipeg, MB.
37
© 2015 Jon Graham and Libby Watson
 Saakvitne K.W. and Pearlman L.A, (1996)Transforming the
Pain: A Workbbok on Vicarious Traumatisiation. W.W. Norton
and Company, New York
 Siegel, D. (1999) The Developing Brain. How the Relationships
and the Brain Interact to Shape Who We Are Guildford Press.
 Siegel, D. Hand Model of the Brain
www.drdansiegel.com/resources
 Van der Kolk, B.A. (2014) The Body Keeps The Score Viking,
New York
 Yasenik, L.,(2015) The Parent Readiness Scale. In Press
 Yasenik. L and Graham J., (2015) The Child and Youth
Concerns Scale. In Press
38
© 2015 Jon Graham and Libby Watson
tFDR NEXT STEPS
tFDR Step 1
A two day program exploring
 The concept of trauma and its
prevalence, and impact on the
individual and couple.
 Complex cases and trauma.
 The all important PRE FDR; as
a source of understanding,
assessment and preparation.
 The challenge of FDR in a
trauma frame. Some
strategies for working in a
trauma frame.
tFDR Step 2
A two day program providing
advanced skills.
 Focus on working clinically with
the traumatised party.
 Opportunity to practice TFDR
strategies.
 Focus on the use of child
participatory processes in cases
involving trauma.
 Opportunities to practice the
advanced child interview
strategies.
39
© 2015 Jon Graham and Libby Watson

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Trauma-informed FDR:

  • 1. Trauma Informed Family Dispute Resolution Dr Rachael Field: Associate Professor, QUT Law School Mr. Jon Graham: ISDR Ms. Libby Watson: ISDR © 2015 Jon Graham and Libby Watson
  • 2. Family violence  Coercive control.  Power and control tactics.  Gendered experience.  Selective, uninvited, repetitive oppression of one person by another person.  It can be one incident when that incident is used in an ongoing way to threaten, coerce and control the other person.  It is instrumental - where a person coerces and controls to gain benefits and resources within a relationship. (Johnson 2006; Kimmel 2002; Stark 2010).
  • 3. Family violence in FDR contexts  The 2012 AIFS Survey of Recently Separated Parents found that a majority of the parents surveyed reported “either physical hurt or emotional abuse both before/during and since separation” (p 42).  A majority of those parents reported that their child “had witnessed physical violence or emotional abuse”, with a little under one-half reporting children witnessing family violence since post-separation (p 43).  http://www.ag.gov.au/Publications/Documents/SurveyOfRecentlySepar atedParents2012/SRSP_Report.pdf
  • 4. Family violence in FDR contexts  Significant numbers of FDR matters involve a history of family violence.  Although exemptions are possible if there is a history of family violence, many parties still want to participate in an FDR process.  A safe model of FDR is needed so that the potentially serious consequences of family violence (including lethality) can be managed.
  • 5. The Coordinated FDR Model  Women’s Legal Service (WLS) Brisbane was commissioned by the Australian Attorney-General’s Department in 2009 to develop a safe practice approach to family mediation in matters where there is past or current family violence.  The CFDR model was piloted in 5 locations around Australia.  The model was evaluated by AIFS.
  • 6. AGREEMENTS NEGOTIATION EXPLANATION CLARIFICATION Phase 4: Post CFDR Follow Up • At 1-3 months AND • At 9-10 months Concludes unless parties are re referred back into CFDR Phase 1: Intake Process 1 • CFDR Coordinator Assessment • Specialist Risk Assessment • Case Management Decision Phase 2: Preparation for FDR & Intake Process2 • 2 Legal Advice Sessions • 3 Communication Sessions • Preparation Workshop • 2nd Intake Assessment COMMUNICATIONSESSIONS EXPLORATION CASEMANAGEMENT Phase 3: CFDR Mediation LEGALADVICE RISKASSESSMENT
  • 7. Summary of strategies learned from CFDR  Risk assessment – by specialist experts.  Preparation – counselling and coaching.  Legally assisted approaches.  Interdisciplinary collaboration – professional conversations.  Case management.  Ethics: FDRPs must claim the right to elevate safety and party self- determination.  Use of narratives to retain engagement,.  Use of problem solving models for process and role clarity.  Focus on short term arrangements to demonstrate the possibility of successful arrangements.  More time and resource intensive: strategic use of legal and therapeutic support , more private sessions.
  • 8. AIFS Evaluation  Evaluation findings affirmed the efficacy of the design elements of CFDR:  Adequate risk assessment for the parties’ safety and well-being is critical in family violence contexts.  Parties whose capacity to engage in the process is diminished to the point that inappropriate and unsafe outcomes may result, do not belong in family mediation.  Preparation for the parties’ participation in FDR is key.  Parties should receive legal advice and counselling, be coached in how the mediation process works and what their role is in it, and they should receive instruction on how to negotiate effectively in mediation (for example, communication strategies, how to identify their key needs and interests and how to prioritise them, option generation and how to identify their bottom line).  Vulnerable parties have more chance of making their voice heard in mediation in the context of lawyer-assisted models, as long as those lawyers are trained in dispute resolution theory and practice.
  • 9. AIFS Evaluation  However, the evaluation also found that, notwithstanding the positive aspects of the model’s practice, and its intentional design for safety and the empowerment of parties, ‘some parents experience considerable emotional difficulty, even trauma, in mediation’ (Kaspiew et al., 2012, p. 138).
  • 10. Also - CFDR has not been funded for a roll-out  Although the AIFS evaluation of the CFDR pilot acknowledged that CFDR was cutting edge practice, a funded roll-out of the model did not occur due to resource issues.  This raises the question: if CFDR is not available – how can FDRP’s practice ethically and with a focus on elevating safety?
  • 11. Trauma Informed Family Dispute Resolution Dr Rachael Field: Associate Professor, QUT Law School Mr. Jon Graham: ISDR Ms. Libby Watson: ISDR © 2015 Jon Graham and Libby Watson
  • 12. What is trauma?  An experience that overwhelms and is beyond the person’s capacity to cope  Psychological trauma is:  powerless.  helpless by overwhelming force.  nature, we speak of disasters.  other human beings we speak of atrocities. Herman 1992, p.33.  Trauma is the emotional, psychological and physiological residue left over from heightened stress that accompanies experiences of danger, violence, significant loss and life threatening events. ACF 2013, p.11 12 © 2015 Jon Graham and Libby Watson
  • 13. Principles of Trauma Informed Practice SAFETY Ensure physical and emotional safety TRUSTWORTHINESS Through task clarity, consistency and interpersonal boundaries CHOICE Maximise client choice and control COLLABORATION Maximise collaboration and sharing of power EMPOWERMENT Prioritise empowerment and skill building 13 © 2015 Jon Graham and Libby Watson
  • 14. What is trauma Informed  Trauma informed care means asking our clients “What has happened to you?” instead of “What is wrong with you?”  A Strength – Based way of working, rather than a series of techniques 14 © 2015 Jon Graham and Libby Watson A Trauma Informed Practitioner  Is trauma aware  Understands the difficulty of managing internal states (emotional regulation and impulse control)  Understands that some problematic behaviours/symptoms were initially a protective/survival response  Knows that there is hope. A trauma informed practitioner
  • 15. Trauma informed FDR is:  A process based model that uses Trauma Informed Principles as a platform.  About turning towards clients.  Tailored interventions to the specific characteristics and concerns of the case. 15 © 2015 Jon Graham and Libby Watson  Trauma impacts on the capacity for parties to participate in FDR and on how practitioners do their work.  Decisions made impact on the least powerful: the CHILDREN. Why TFDR?
  • 16. The Window of Tolerance16 © 2015 Jon Graham and Libby Watson
  • 17. The Hyperarousal Response  The Flight/Fright Response  Impulsivity, Risk Taking  Poor Judgment  Racing Thoughts  Perceptual And Muscular Hypervigilance  Post Traumatic Paranoia, States Of Frozen Terror  Intrusive Images, Sensations, Emotions, Flashbacks, And Nightmares  Self Destructive And Addictive Behavior. Fisher 2000 17 © 2015 Jon Graham and Libby Watson
  • 18. The Hypoarousal Response  The freeze/submit response  Feeling flat affect, numb, dead empty, “not there”  Cognitive functioning is slowed  People can be preoccupied with shame, despair and self loathing  Disabled defensive responses. Fisher,1999  The younger the person, or the more powerless they were/are in the face of traumatic events e.g. child sexual assault, domestic violence, the more likely the central nervous system will be primed to respond to traumatic events or reminders of events with a hypo-arousal response. 18 © 2015 Jon Graham and Libby Watson
  • 20. Trauma in FDR  As Trauma Informed Practitioners we have a responsibility to help our clients stay in their window of tolerance and help them to recognize when their window has closed.  If clients are not in their window they are not able to access their executive brain and therefore cannot fully participate in FDR  When this is occurring clients CANNOT THINK STRAIGHT 20 © 2015 Jon Graham and Libby Watson
  • 21. The Practice: What to look for? BCCEWH p.2221 © 2015 Jon Graham and Libby Watson
  • 22. How to ask about trauma?  Strength based questions  Language and framing of questions very important  Work with the client to understand their situation  “I would like to ask you some questions….  “The reason I am asking is…  “If you would rather not answer, just let me know” “Remember screening/ assessment is also about engagement and relationship building” BCCEWH 2013, p.33 22 © 2015 Jon Graham and Libby Watson
  • 23. Emotional Regulation “Recognise the centrality of affect regulation (emotional management; ability to self soothe) as foundational to all treatment objectives and consistently foster this ability in the client” ASCA Guidelines p.4 The regulation of emotions is a key element of what we are talking about here. Section 60I is not a trauma regulation strategy. 23 © 2015 Jon Graham and Libby Watson
  • 24. 24 Peter 45 Susan 42 Joshua 12 Alistair 15 Rx. 20 yrs Sep. 11 mths Live in Berowra Graham Shirley Richard Alec Mark Margie Annabelle 3.5 Angus died 1 yr ago Bill Andy Sam Susan Johnson and Peter Johnson
  • 25.  Joint Session Observations  Initial statements respectful. Discussions begin respectfully.  Peter begins to criticize Susan’s parenting, and her ability to be a partner in the relationship.  FDRPs do not see the discussion as particularly destructive.  Susan becomes quiet, but continues to disagree with to all that Peter is seeking.  Peter suddenly angrily erupts and Susan becomes rigid before running from the room sobbing.  The FDRP issues a S60I certificate. Case Closed. 25 Susan Johnson and Peter Johnson  Pre FDR Observations Susan  Some concerns about power and control, but Susan reported a capacity to participate.  Report of some violence at separation.  Willingness to participate in FDR. Desire to get post separation parenting sorted.  Pre FDR Observations Peter  Acknowledgement of property damage at separation. Expression of regret.  Willingness to participate in FDR. Desire to get post separation parenting sorted.
  • 26. Theory into practice FDR and Trauma PRE MEDIATION  Pre Mediation will not be an indicator of mediation performance.  Pre Mediation trauma indicators  Models of practice MEDIATION  Trauma indicators  Strategies for maintaining the Optimal Arousal Zone  Models of practice 26 © 2015 Jon Graham and Libby Watson
  • 27. 27 © 2015 Jon Graham and Libby Watson
  • 28. Pre FDR  Space, time, safety.  A trauma informed approach: Tell me about you? Where are you from? What are you seeking in fdr?  Evidential truth and the story from the person affected by trauma: Stories are not always internally consistent Stories can be incomplete Stories can change 28 © 2015 Jon Graham and Libby Watson
  • 29. When Parties bring Trauma into the Mediation Room Multiple clients mean that within the mediation space we may need to manage:  More than one person who has experienced trauma,  Multiple trauma triggers,  Combinations of hyper and hypo arousal simultaneously Principle  We can only manage a negotiation when we are in the Optimal Arousal Zone. 29 © 2015 Jon Graham and Libby Watson
  • 30. Adapting the Mediation Model to Family Mediation 2. CLARIFICATION 3. EXPLORATION 4. NEGOTIATION 5. AGREEMENT 1. EXPLANATION 2. CLARIFICATION 3. EXPLORATION 4. NEGOTIATION 5. AGREEMENT PRE-FDR ASSESSMENT POST- FDR 1. EXPLANATION 2. CLARIFICATION 3. EXPLORATION 4. NEGOTIATION 5. AGREEMENT PRE-CONFERENCE PREP and ASSESSMENT PRE FDR ASSESSMENT, BUILDING PARENTAL ALLIANCE INCREASE IN CHILD FOCUS POST- FDR POST- FDR Source: Graham J., (2014) 25 years of Family Mediation in Australia Children’s First Symposium, Montreal Canada © 2015 Jon Graham and Libby Watson
  • 31.  We want this model to look and feel different.  Sharp/delineated elements of the mediation that confront the process are less useful.  Calmness in the process and a fluidity that allows for movements across the models are essential.  Duty of Care  What does the model look like FDR Sessions31 © 2015 Jon Graham and Libby Watson Calm Opening Limited Clarifying Managed Discussion Managed Negotiation Agreements Private Session Private Session Private Session Private Session Private Session Private Session
  • 32. FDR Session Characteristics to Consider: Party Containment  Emotional Regulation needs to be supported by the mediator, Mediator does not ‘stir the pot’ in these mediations.  Strategies to contain discussions, reduced agenda and to bring options to the process prior to engagement in the mediation process. 32 © 2015 Jon Graham and Libby Watson Rationale  Safety/ Predictability  Trustworthiness  Choice  Collaboration  Empowerment
  • 33. FDR Session Characteristics to Consider: Parties  Receive an email summary of their (individual) pre FDR discussions AND a (common) draft agenda.  Legal advice and support in and around the issues.  Negotiation advice and training to increase the options in the session.  Psycho education is useful if it is coming from a trauma lens. If not it may be less useful or even cause harm.  Parties attend FDR session aware of their trauma triggers and with a language or cur that will assist them to communicate to the FDRP/support person when they are moving out of their optimal zone of arousal. 33 © 2015 Jon Graham and Libby Watson Rationale  Safety/ Predictability  Trustworthiness  Choice  Collaboration  Empowerment
  • 34. FDR Session Characteristics to Consider: Joint Session Management  Mediation space.  Arrival preparation, Departure debriefing  Predictability  Session control 34 © 2015 Jon Graham and Libby Watson Rationale  Safety/ Predictability  Trustworthiness  Choice  Collaboration  Empowerment
  • 35. FDR Session Characteristics to Consider: FDR Process  Constant vigilance for the movement out of the optimal zone of arousal. Movement out = suspension of the mediation until optimal zone of arousal returns.  The FDRP must have control of the room. Hyper/hypo arousal in this discussion is likely to disrupt any negotiation, and in the family law system the likelihood of disruption is high  Therefore we allow for the possibility of a discussion of the issues that led to the trauma. While acknowledgement is unlikely it can create the opportunity for agreement to be reached that takes the previous trauma into account.  Communication skills  Less is more  Strengths based questions  Dumb and curious questions  Checking in  Rupture and repair  Empathy and sympathy  Avoiding advice is essential  SCARF Rationale  Safety/ Predictability  Trustworthiness  Choice  Collaboration  Empowerment 35 © 2015 Jon Graham and Libby Watson
  • 36. Readings  Australian Childhood Foundation (2013) Safe and Secure. A trauma informed practice guide for understanding and responding to children and young people affected by family violence. Eastern Metropolitan Region Family Violence Partnership.  BC Centre for Excellence for Women’s Health (BCCEWH) 2013, Trauma Informed Practice Guide, British Columbia, Canada http://bccewh.bc.ca/publications-resources/documents/TIP-Guide- May2013.pdf  Briere,J., and Scott, C., (2013) Principles of Trauma Therapy (2nd ed) Sage Publications, Los Angeles  Bouverie Centre (2013) Guidelines for Trauma Informed Family Sensitive Practice in Adult Services La Trobe University, Mebourne http://www.childaware.org.au/images/the_bouverie_centre_la_trobe_u niversity-web.pdf 36 © 2015 Jon Graham and Libby Watson
  • 37.  Fallot, R and Harris, M. (2009) “Creating Cultures of Trauma- Informed Care (CCTIC): A Self-Assessment and Planning Protocol” in Community Connection http://www.healthcare.uiowa.edu/icmh/documents/CCTICSelf- AssessmentandPlanningProtocol0709.pdf  Fisher, J (2008), Psycho-educational Aids for Working With Psychological Trauma http://www.janinafisher.com/  Fisher, J (2014) “Transforming Trauma-Related Shame and Self Loathing” Presentation Sydney March 2014, Delphi Training and Consulting  Herman, J.L., (1992) Trauma and Recovery Pandora, London.  Kezelman, C and Stavropoulos, P. (2012) The Last Frontier. Practice Guidelines for Treatment of Complex Trauma and Trauma Informed Care and Service Delivery. Adults Surviving Child Abuse (ASCA) www.asca.org.au  Klinic Community Health Centre 2013, Trauma-informed: The trauma-informed toolkit (2nd ed), Klinic Community Health Centre: Winnipeg, MB. 37 © 2015 Jon Graham and Libby Watson
  • 38.  Saakvitne K.W. and Pearlman L.A, (1996)Transforming the Pain: A Workbbok on Vicarious Traumatisiation. W.W. Norton and Company, New York  Siegel, D. (1999) The Developing Brain. How the Relationships and the Brain Interact to Shape Who We Are Guildford Press.  Siegel, D. Hand Model of the Brain www.drdansiegel.com/resources  Van der Kolk, B.A. (2014) The Body Keeps The Score Viking, New York  Yasenik, L.,(2015) The Parent Readiness Scale. In Press  Yasenik. L and Graham J., (2015) The Child and Youth Concerns Scale. In Press 38 © 2015 Jon Graham and Libby Watson
  • 39. tFDR NEXT STEPS tFDR Step 1 A two day program exploring  The concept of trauma and its prevalence, and impact on the individual and couple.  Complex cases and trauma.  The all important PRE FDR; as a source of understanding, assessment and preparation.  The challenge of FDR in a trauma frame. Some strategies for working in a trauma frame. tFDR Step 2 A two day program providing advanced skills.  Focus on working clinically with the traumatised party.  Opportunity to practice TFDR strategies.  Focus on the use of child participatory processes in cases involving trauma.  Opportunities to practice the advanced child interview strategies. 39 © 2015 Jon Graham and Libby Watson

Notes de l'éditeur

  1. When we use the term FDV we mean coercive and controlling violence – as opposed to other definitions that are referred to in family law – for example, separation violence. We have more to say about these categorisations later in our talk. Instrumental so there is a benefit to the perpetrator by their actions and their actions are not just emotionally reactive to a situation.
  2. The professionals involved were lawyers for each party, mens and dv workers who undertook specialist risk assessment and FDRPs. There was also flexibility to include a children’s worker. This has been a criticism of the model however, WLSA did request this but AG’s took a conservative approach wanting to test a base model and see how this goes before adding further professionals into the mix. A specialist risk assessment for the victim assesses their and their children’s safety and risk of or potential to suffer further violence, levels of violence up to and including lethality. It would involve the development of a safety plan (practical document used to enhance safety). For a perpetrator its purpose is to assess the potential for further violent acts. When allegations of mutual violence a consideration of contextual issues and determination of who is the predominant aggressor. In relation to the legal interviews – workers were encouraged to attend these with their clients for issues of consistency and to upskill the workers on legal issues but also to upskill the lawyers on dv issues.