Navigating Emotional Terrain: Preparing, Managing, and Recovering from Distressing Content
By: Mattie Harris & Amanda McSwine, MSW
BEFORE
Focus Group & Interview Facilitation
Be aware of your common triggers and prepare trigger/content warnings based on content
Preparation is key to successful focus group facilitation. This is especially true when there is potential for distressing or troubling content to surface. Along with a thorough review of focus group protocols and questions, “it is critical that facilitators increase their awareness of their common triggers so they can both anticipate triggering events and recognize when they occur.” (Obear, 2007).
Before a focus group/interview, facilitators should make note of any questions that may elicit troubling responses. Knowing in advance what questions may bring forth traumatic content and preparing for that possibility will help facilitators cope in the moment. This pre-work can act as a trigger/content warning for facilitators.
It is crucial for facilitators to allocate time for mental preparation before the focus group begins. The appropriate timeframe for this preparation varies by individual—whether it be 15 minutes, 30 minutes, or even hours. During this preparation time, facilitators are encouraged to engage in activities that foster a regulated headspace. This can include practicing breathing exercises, listening to calming music, eating nutritious foods/getting hydrated, or engaging in any activity that uplifts their spirits and cultivates a calm mind. Taking these steps ensures that facilitators are not only cognitively prepared but also emotionally and physically ready to navigate the complex dynamics of a focus group session. This mental preparation is instrumental in creating a conducive environment for open, empathetic dialogue and can significantly enhance the facilitation process.
Why?
Angus Johnston, a professor of history at Hostos Community College of the City University of New York suggested that “allowing people to prepare for traumatic material [using trigger warnings] might then enable them to absorb the learning from the material, rather than simply manage their own traumatic reaction. (Laguardia, 2017).
DURING
Acknowledge your triggers and feel your feelings
As much as we try to prepare and prevent it, there may come a time when the information presented during a focus group session elicits a strong, personal, emotional response. When this happens facilitators need to acknowledge those feelings. When triggered, one of the worst things a facilitator can do is avoid or ignore their feelings altogether.
If you do find yourself triggered during facilitation, practicing a subtle grounding technique may help. You can employ some of these grounding techniques to regulate your response and/or emotions when in immediate distress. Ground yourself with tools or processes to regulate emotions. Here are some examples of grounding techniques; some of which could be done subtly during facilitation.
Why?
Gil and Weinber (2015) found that avoidant coping strategies for social work students experiencing secondary trauma were associated with higher levels of secondary trauma symptoms.5
AFTER
Focus on social support and self-care
Social support is one of the best strategies to mitigate the effects of secondary trauma.
It’s impossible to show up for others if we do not show up for ourselves. Consistently practicing self-care techniques can alleviate the effects of distressing or triggering situations. Self-care is defined as, “the practice of meeting basic needs as well as incorporating practices that attend to the emotional, physical, and spiritual aspects of health and well-being. When our needs are met, we have an increased capacity to tolerate stressors and diminish baseline distress (Hershler 2021). It is vital for helping professionals, especially those who frequently engage with traumatic or distressing information, to practice self-care. Shepherd and Newell (2020) found that social workers “engaging in more self-care behaviors was associated with less burnout, more compassion satisfaction, and better overall mental and physical health.” This template can help practitioners of all levels get started on their self-care journey.
Reflective Questions for Post-Session Processing
To further support the processing of emotions and experiences from the focus group, you can engage in reflective questioning, either independently or with a supervisor. Here are some questions to consider:
What emotions am I feeling after facilitating the focus group, and why?
This question encourages awareness of one's emotional state and the reasons behind these feelings.
What specific moments during the focus group triggered these emotions?
Identifying triggers helps in understanding emotional responses and preparing for future interactions.
How did I handle any feelings of discomfort or distress during the session?
Reflecting on coping mechanisms used during the session can provide insights into their effectiveness and areas for improvement.
What strategies did I employ to maintain a neutral and supportive environment for participants, despite personal emotional reactions?
Evaluating the strategies used to manage personal emotions while facilitating can highlight strengths and areas for development.
What have I learned about myself as a facilitator from this experience?
This question prompts self-reflection on personal growth and areas for further learning.
What support do I need from my supervisor to process my experiences and improve my facilitation skills?
Discussing needs for support can help in obtaining necessary resources and guidance for professional development.
How can I better prepare for potential triggers or distressing content in future focus groups?
Planning for future sessions by anticipating challenges and preparing accordingly can enhance facilitation skills.
* For Social Work Students*
Supervision is a social support strategy that is especially effective for new practitioners and students. Tarshis and Baird (2019) found that “consistent, quality clinical supervision can…provide students with the opportunities to discuss their reactions to clients and their emotional responses which may protect them from indirect trauma.” Proper supervision following a focus group session can help facilitators process difficult emotions and information that arose during the session.
Referenced Materials
Gil, S., & Weinberg, M. (2015). Secondary trauma among social workers treating trauma clients: The role of coping strategies and internal resources. International Social Work, 58(4), 551-561. https://doi.org/10.1177/0020872814564705
HERSHLER, A., HUGHES, L., NGUYEN, P., & WALL, S. (Eds.). (2021). Looking at Trauma: A Tool Kit for Clinicians (Vol. 23). Penn State University Press. https://doi.org/10.5325/j.ctv1wmz3qrCbg27WHqZZly8BAG7Lw#v=onepage&q=grounding%20and%20trauma&f=false
Laguardia, Francesca; Michalsen, Venezia; and Rider-Milkovich, Holly, "Trigger Warnings: From Panic to Data" (2017). Department of Justice Studies Faculty Scholarship and Creative Works. 181. https://digitalcommons.montclair.edu/justice-studies-facpubs/181
Obear, Kathy. “Navigating Triggering Events: Critical Skills for Facilitating Difficult Dialogues.” (2007).
Shepherd, M. A., & Newell, J. M. (2020). Stress and health in social workers: Implications for self-care practice. Best Practices in Mental Health: An International Journal, 16(1), 46–65.
Tarshis, S., Baird, S.L. Addressing the Indirect Trauma of Social Work Students in Intimate Partner Violence (IPV) Field Placements: A Framework for Supervision. Clin Soc Work J 47, 90–102 (2019). https://doi.org/10.1007/s10615-018-0678-1