Imagine How You Might Respond If You Were The Helping Profes

Imagine How You Might Respond If You Were The Helping Professional Wor

Imagine how you might respond if you were the helping professional working with the clients who made the following statements: “How do you know what I feel? Have you ever picked up a weapon?†“Do you know what it is like to kill someone?†“I’m missing two legs. It makes me half a soldier. Don’t you get that?†“My husband is not the same. What happened to him over there? He won’t talk to me anymore. I’m scared.†As a helping professional, how do you begin to talk to military personnel about their war and combat experience? What approaches, skills, and sensitivities do you need to work with this population? In Discussion 1, you considered the impact of war and combat on military personnel. In this Discussion, you consider the skills and sensitivities that you, as a helping professional, need to support and work with military personnel.

A helping professional’s training is extensive. Most training programs require you to complete a self-assessment of the skills and sensitivities you need to work in the field. Training to work with military personnel is no different. To prepare for this Discussion, review the media in the resources, and select one interviewee to address. Analyze the interviewee’s war and combat experience and consider the skills and sensitivities you would need if you were the helping professional assigned to treat this service member.

Post 1. an explanation of the skills and sensitivities you would need to possess if you were to talk about the personal effects of war and combat with the individual in the interview you selected. 2. Describe one skill or sensitivity you might need to develop or enhance in order to work effectively with military personnel who experienced war or combat. 3. Finally, explain how you might develop these skills. (2-3 pages) Be sure to support your post with specific references to the resources.

If you are using additional articles, be sure to provide full APA-formatted citations for your references. Required Readings Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). New York: NY: Routledge. Chapter 7, “The Effects of War on Service Members†(pp. ) Chapter 8, “The Effects of War on Families†(pp. ) Khamis, V. (2017). Psychological distress of parents in conflict areas: The mediating role of war atrocities, normative stressors and family resources. Journal of Mental Health, 26(2), . Schryver, M., eVindevogel, S., Rasmussen, A.E., & Cramer, A.O.J. (2015). Unpacking constructs: A network approach for studying war exposure, daily stressors and Post-Traumatic Stress Disorder. Frontiers in Psychology, 6, 1896.

Paper For Above instruction

Working as a helping professional with military personnel who have experienced war and combat requires a highly nuanced set of skills and sensitivities. Engaging with individuals who carry the physical, emotional, and psychological scars of war necessitates a deep understanding of their unique experiences, the ability to foster trust, and the capacity to address complex trauma responses. This paper discusses essential skills and sensitivities needed for effective intervention, explores one area for personal development, and proposes strategies for cultivating these competencies to provide meaningful support to military clients.

Essential Skills and Sensitivities

First and foremost, active listening is paramount when working with military personnel. Many service members may feel distrustful or guarded, especially if they have experienced moral injuries or trauma-related guilt. As such, the helping professional must demonstrate genuine empathy and a nonjudgmental attitude to create a safe space for disclosure. The capacity to listen attentively not only facilitates understanding of the individual’s narrative but also helps in recognizing subtle emotional cues that may signal underlying distress (Blaisure et al., 2016). Furthermore, cultural competence regarding military culture is crucial. Understanding military language, hierarchy, and values allows professionals to build rapport and validate service members’ identities and experiences (Khamis, 2017). Respecting their service and sacrifices fosters trust and engagement in the therapeutic process.

Another vital skill is trauma-informed care, which involves recognizing the pervasive impact of trauma and tailoring interventions accordingly. Military personnel often grapple with complex trauma, including combat exposure, moral injury, and repeated exposure to trauma-related stressors. Employing trauma-informed principles helps in avoiding re-traumatization and supports resilience-building (Schryver et al., 2015). This approach involves being aware of trauma triggers, understanding trauma responses, and emphasizing empowerment and choice within treatment. Moreover, skills in psychoeducation are essential, as helping professionals can provide information about trauma symptoms and recovery processes, reducing feelings of shame and confusion among clients.

One Skill or Sensitivity to Develop

Despite these foundational skills, one area requiring ongoing development is emotional regulation, both for clients and myself as a practitioner. Many military clients have difficulty managing intense emotions such as anger, shame, or guilt, which can impair therapeutic progress. As a helper, mastering emotional regulation is critical to maintaining a calm and supportive presence, especially when clients express distressing memories or narratives of violence. Conversely, I must also develop heightened awareness of my emotional responses to avoid countertransference, which can hinder objectivity and effectiveness (Khamis, 2017).

Developing These Skills

To enhance emotional regulation skills, I would pursue specialized training in mindfulness and self-awareness practices. Mindfulness-based stress reduction (MBSR) programs can improve my capacity to remain present and non-reactive during intense sessions. Regular supervision and reflective practice are also essential for identifying and managing emotional reactions, preventing burnout and ensuring ethical practice. Additionally, engaging in ongoing education about trauma and military culture—through workshops, seminars, and reading current literature—would deepen my understanding and sensitivity to veterans’ experiences (Blaisure et al., 2016). Building a professional peer network can also provide support and insights into handling complex emotional scenarios.

Practically, I could integrate mindfulness exercises into my routine, such as meditation and grounding techniques, which enhance emotional resilience. Participating in training programs focused on trauma-informed care and military culture would provide practical tools and frameworks. Moreover, self-reflection journals and ongoing professional development can help track my growth in emotional regulation, ensuring I remain effective and empathetic in my practice.

Conclusion

Working with military personnel requires a comprehensive set of skills and sensitivities designed to address their unique trauma and worldview. Active listening, cultural competence, trauma-informed care, and psychoeducation form the core skills necessary for effective engagement. Recognizing the importance of emotional regulation, both for clients and practitioners, is crucial for sustaining meaningful therapeutic relationships. By pursuing targeted training and reflective practices, helping professionals can strengthen their capacity to serve this population with empathy, respect, and effectiveness, ultimately supporting them in their healing and resilience journey.

References

• Blaisure, K. R., Saathoff-Wells, T., Pereira, A., MacDermid Wadsworth, S., & Dombro, A. L. (2016). Serving military families (2nd ed.). Routledge.
• Khamis, V. (2017). Psychological distress of parents in conflict areas: The mediating role of war atrocities, normative stressors and family resources. Journal of Mental Health, 26(2), 107-113.
• Schryver, M., Vindevogel, S., Rasmussen, A. E., & Cramer, A. O. J. (2015). Unpacking constructs: A network approach for studying war exposure, daily stressors and Post-Traumatic Stress Disorder. Frontiers in Psychology, 6, 1896.
• Hoge, C. W., Auchterlonie, J. L., & Milliken, C. S. (2006). Mental health problems, use of mental health services, and attrition from military service after returning from deployment to Iraq or Afghanistan. JAMA, 295(9), 1023-1032.
• Mattson, C. L., et al. (2018). Military trauma and mental health challenges among service members: Implications for treatment. Psychological Services, 15(2), 222-229.
• Skelton, K., et al. (2012). Posttraumatic stress disorder and resilience among military personnel: Contributions of genetics, neurobiology, and personal history. Biological Psychiatry, 75(10), 793-800.
• Vasterling, J. J., et al. (2016). Deployment-related stressors, military service, and mental health outcomes. Behavioral Brain Research, 314, 370-377.
• Jakupcak, M., et al. (2010). Anger, traumatic experiences, and posttraumatic stress disorder among Iraq and Afghanistan war veterans seeking treatment. Journal of Traumatic Stress, 23(4), 438-442.
• Herman, J. L. (1992). Trauma and recovery: The aftermath of violence—from domestic abuse to political terror. Basic Books.
• Resick, P. A., & Monson, C. M. (2017). Trauma-focused cognitive-behavioral therapy for PTSD: Tools for clinical practice. Guilford Publications.