Results of Survey: Demographics, Trauma Training, Trauma Work Impact and Members of ISTSS

Teri L. Elliott, Stefan E. Schulenberg, and Jessica T. Kaster

Authors’ note: The authors acknowledge the assistance of Carrie Nassif, PhD, Joseph Miller, PhD, Erika Johnson-Jimenez, PhD, and Cheryl Gregg with data collection/data entry.

Previous studies have investigated the characteristics of mental health professionals (e.g., Elliott, Miltenberger, Kaster-Bundgaard, & Lumley, 1996; Norcross, Karg, & Prochaska, 1997a, 1997b). Yet, there is limited information available on trauma mental health personnel. Learning more about these personnel could more accurately pinpoint training needs. Based on a larger survey of ISTSS members (see Elliott, Schulenberg, Kaster & Peterson, in press), our current report focuses on the demographics and training of this population and the impact of trauma-related work on relationships and well-being.

In November 2000, ISTSS members as of July 2000 (N = 2,070), excluding three members familiar with the authors’ work, were mailed a packet that included the Field Trauma Questionnaire (1,591 mailed within the United States, 479 outside the United States). A global response rate of 20% was achieved (N = 407; 60% women; 83% Caucasian, 6% European). The Field Trauma Questionnaire (Elliott, 2001) is a 33-item questionnaire developed for this study, addressing demographics such as age, gender, race/ ethnicity and occupation, as well as items relating to trauma training, amount of time spent doing trauma-related work, the impact of trauma work on relationships, and populations worked with most frequently.

For a summary of selected demographics see Table 1 (due to various reports difficult to categorize, certain categories do not equal 100%). There was diversity in terms of age (M = 48.67, SD = 10.44), although not in terms of cultural background (74% U.S. residents, 83% Caucasian) or education (70% MD or doctorate). Not surprisingly, ninety-six percent work in the trauma field, with 38% going on trauma-related field assignments. About 54% spend up to half their professional time on trauma work (42% spend between half to all of their professional time on trauma-related work).

The majority of respondents work with adults (89%), with smaller percentages working with adolescents (21%), children (15%) and the elderly (6%). The majority of respondents work with child abuse survivors (71%) or rape survivors (55%), while smaller percentages work with veterans (36%), emergency service pro-viders (33%), disaster survivors (27%), refugees (16%), torture survivors (13%), perpetrators (11%), special needs populations, e.g., developmental disabilities (9%), and asylum seekers (6%).

When asked about the trauma treatment/intervention techniques used most frequently, respondents generated a wide range of techniques/interventions, with therapies such as cognitive behavioral therapy/techniques (e.g., relaxation), psychoanalytic therapy, and eye movement desensitization and reprocessing therapy being most common. Respondents also were presented with a list of 55 trauma-related techniques (e.g., Striegel-Moore & Slaikeu, 1990) and were asked to indicate the trauma-related training they received. Individual therapy (63%), cognitive restructuring (61%), anxiety management (55%), crisis intervention (55%), group therapy (55%), active listening (54%) and relaxation training (52%) were most common. Peace promotion (4%), vocational training (4%), testimony therapy (4%), massage therapy (3%) and music therapy (3%) were least common. (See Table 2.)

Relating to the impact of trauma-related work on relationships and well-being, using a Likert-type scale from -3 (extremely negative) to 3 (extremely positive), respondents’ ratings of physical health were slightly positive (M = 1.20, SD = 1.63), while ratings of psychological/emotional health were between slightly positive and moderately positive (M = 1.58, SD = 1.37). Respondents rated their profession favorably (M = 2.35, SD = .87). Trauma-related work had a neutral impact (M = .25, SD = 1.2) on their most current relationship (partner/ significant other), a neutral impact on other family relationships (M = .29, SD = 1.04) and a slightly positive impact on strongest/closest friendships (M = .62, SD = 1.19).

This study collected valuable data on the demographics, training and subjective self and relational well-being of trauma mental health personnel. Future studies should focus on comparing these data with those of other populations. Keep in mind, the survey took place before the September 11 terrorist attacks. This event likely would have had an impact on the training and practices in the field. Subsequent research may uncover more specifically the nature and extent of these changes.

For more information contact Stefan Schulenberg at [email protected].

Teri L. Elliott, PhD, is an international trauma consultant and trainer living in Harvest, Alabama. Stefan E. Schulenberg, PhD, is an assistant professor in the Psychology Department at the University of Mississippi. Jessica T. Kaster, MS, is a therapist at Lakeland Mental Health Center Inc. in Moorhead, Minnesota.

References

Elliott, A.J., Miltenberger, R.G., Kaster-Bundgaard, J., & Lumley, V. (1996). A national survey of assessment and therapy techniques used by behavior therapists. Cognitive and Behavioral Practice, 3, 107-125.

Elliott, T.L. (2001). Field Trauma Questionnaire. Unpublished questionnaire, The Disaster Mental Health Institute, The University of South Dakota at Vermillion.

Elliott, T.L., Schulenberg, S.E., Kaster, J.T., & Peterson, D. (in press). Trauma histories and attachment styles of members of the International Society for Traumatic Stress Studies. Psychological Reports.

Norcross, J.C., Karg, R.S., & Prochaska, J.O. (1997a). Clinical psychologists in the 1990s: part I. The Clinical Psychologist, 50 (2), 4-9.

Norcross, J.C., Karg, R.S., & Prochaska, J.O. (1997b). Clinical psychologists in the 1990s: II. The Clinical Psychologist, 50 (3), 4-11.

Striegel-Moore, R.H., & Slaikeu, K.A. (1990). Glossary of crisis therapy techniques. In K.A. Slaikeu, Crisis intervention: A handbook for practice and research (2nd ed., pp. 423-449). Needham Heights, Mass.: Allyn and Bacon.