Traumatic Incident Reduction Association

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TIR in Liberian former refugees and internally displaced persons traumatized by war-related events

Citation: Acquaye, Hannah, “The relationship among post-traumatic growth, religious commitment, and optimism in adult Liberian former refugees and internally displaced persons traumatized by war-related events” (2016). Electronic Theses and Dissertations. Paper 5071.

THE RELATIONSHIP AMONG POSTTRAUMATIC GROWTH, RELIGIOUS COMMITMENT, AND OPTIMISM IN ADULT LIBERIAN FORMER REFUGEES AND INTERNALLY DISPLACED PERSONS TRAUMATIZED BY WAR-RELATED EVENTS

by HANNAH EMMA ACQUAYE M.Ed. University of Cape Coast, Ghana, 2008 P.G.D.E. University of Cape Coast, Ghana, 2006 B.A. University of Cape Coast, Ghana, 2001

Excerpt from pp 46-47:

In West Africa, Gregory and Prana (2013) undertook a study with Ivorian refugees in Liberia. The researchers wanted to determine if posttraumatic growth would increase measurably among Ivorian refugees if they learned the 10 modules taught in the Companion Recovery (CR) model. The CR model is accomplished through a collection of counseling theories including Gestalt, Cognitive Behavioral and Traumatic-Incident Reduction. They had earlier discovered that this model was critical in an environment whose membership fluctuated, who had limited funding, and whose staff members were stretched beyond their abilities. According to them, the CR model was proven to reduce PTSD symptoms in a sample of child soldiers. For their study, fifty Ivorian refugees experiencing profound catastrophic trauma (the loss of the three fundamental levels at the base of Maslow’s hierarchy of needs; Maslow, 1970) were given the CR training.

The Companion Recovery (CR) model comprises 10 modules placed in three sequential categories. The first is trauma impact reduction and education (overwhelming event, encapsulation, recognition). The second is resilience (release and resilience), and the third is posttraumatic growth (new self, rebuilding community, and commencement). The CR models include group training where participants learn to recognize the impact of trauma on the mind and body. Participants are then taught to select a companion who will maintain confidential and effective communication skills. Understanding and embracing of the concepts of the 10 modules help participants to become expert companions necessary for posttraumatic growth. Results from this intervention indicated that participants discovered a new self when they identified the power of surviving the profound catastrophic traumatic they had experienced due to the flight from conflict. Results further indicated participants’ pride in rebuilding their social structure and it helped them reach out to help their communities in a positive and meaningful way; a connection to the new possibilities dimension of posttraumatic growth.

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Supporting Theories of the Companion Recovery Model

crCitation: Gregory, J. L., & Prana, H. (2013). Posttraumatic growth in côte d’Ivoire refugees using the companion recovery model. Traumatology: An International Journal,19(3), 223-232.

Abstract: This study explored posttraumatic growth (PTG) among refugee citizens of Cote d’Ivoire (aged 18 to 56 years; M = 37.4 years) affected by living in asylum inLiberia (M = 167.5 days). Research focused on use of the Companion Recovery (CR) model as a means to educate participants on how to process trauma, focus on finding meaning, and implementing positive change as a result of the traumatic struggles they experienced. The hypothesis was that the CR modelwould promote PTG in Ivorian participants. Results suggest that the use of the CR model was instrumental in increasing PTG in the participants. Implications for future research, as well as research in a cross-cultural emergent environment, are addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)(journal abstract)

Supporting Theories of the Companion Recovery (CR) Model

The CR model evolved from collaboration with world renowned scholars, literature reviews, and extensive personal experiences (Gregory & Embrey, 2009b). The model is consistent with current research and state-of-the-art clinical practices. The original model was cost-effective, reproducible, and generalizable. It attempts to address the strength of a multimodal approach to trauma intervention while keeping a “critical eye in investigating the ‘theory behind the treatment’” (Figley, 2002, p. 6). This is accomplished through an eclectic collection of theories that incorporate the following elements:

  1. Peer support theory is a system of giving and receiving help founded on principles of respect, shared responsibility, and mutual agreement. This theory emphasizes the importance of understanding the situation of others empathically through the shared experience of emotional and psychological pain, providing holistic understanding based on mutual experience and acceptance without the constraint of traditional relationships. Peers feel mutually empowered (Miller & Stiver, 1997). By participating as a “companion,” the individual is empowered to support their peer; providing intervention, sustainment, and cultural respect. Natural mechanisms are built into the CR model to prevent compassion fatigue/secondary trauma (Figley,
    1995) using peer support.
  2.  Gestalt therapy is experientially guided intervention designed to assist clients in overcoming symptoms caused by trauma, enabling them to become more fully and creatively alive. This
    approach assists in discovering a freedom from symptoms as a result of unresolved issues negatively affecting emotional growth and development (Latner, 1992). This method of intervention was used in significant ways during the Release portion of the CR model.
  3. Cognitive behavioral therapy assists clients in appreciating the important role of thought in determining both feelings and actions. If unwanted feelings and behaviors are recognized, it is important to identify the underlying thinking that may be causing them. Clients learn the importance of reframing counterproductive thinking with thoughts leading to more desirable actions (Beck, 1995). This form of educational redirection was offered throughout the 36-hour training.
  4. Traumatic-incident reduction (TIR) theory is a brief one on one, person-centered method for eliminating negative effects of past trauma. Theoretically, once TIR has been implemented to fully and calmly view a painful memory, life events no longer “trigger” flashbacks causing distressing symptoms. TIR has been proven useful in relieving a wide range of fears, restrictive beliefs, and suffering due to loss including unresolved grief and mourning, depression, and other posttraumatic stress disorder (PTSD) symptoms. TIR is implemented within a
    person-centered, nonjudgmental, and nonevaluative context (French & Harris, 1999). Coupled with peer support, TIR was offered throughout the training. 5. Resilience training and dependable strengths articulation (Haldane, 1975) exposes participants to nature and characteristics of resilience and the relationship self-care plays, and includes identification of personal strengths. Much like building muscles, clients are taught to practice specialized “bounce back” strategies (Grotberg, 2003).

 

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TIR cited in white paper about incarceration of men

WUSTLTraumatic Incident Reduction (TIR) study by Pamela V. Valentine, PhD was cited in “Conceptual Model to Guide Practice and Research in the Development of Trauma Interventions for Men Releasing from Incarceration” (Working Paper #CI080316) by  Carrie Pettus-Davis, MSW, PhD,  Tanya Renn, MSW, MPH, PhD., and Robert Motley, MSW.  All three authors are associated w Washington University in St. Louis and the paper was produced under the auspices of the Concordance Institute for Advancing Social Justice (George Warren Brown School of Social Work).  Here’s a snippet (emphasis is mine):

In a randomized control trial with 123 female prisoners, the effectiveness of Traumatic Incident Reduction Therapy was examined (Valentine & Smith, 2001). Women who received the Traumatic Incident Reduction Therapy had significantly greater improvement in PTSD, anxiety, depression, and the expectation of success (Valentine & Smith, 2001).

Valentine, P. V., & Smith, T. E. (2001). Evaluating traumatic incident reduction therapy with female inmates: A randomized controlled clinical trial. Research on Social Work Practice, 11, 40-52. doi:10.1177/104973150101100103

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Cathy Dodge Smith in Psychologia Journal

Cathy Dodge Smith
Cathy Dodge Smith

Cathy Dodge Smith’s article, “Traumatic Incident Reduction: A Wonderful Way to Practice” was just published in Psychologica (Vol. 41, No. 2), the official journal of the Ontario Association of Consultants, Counsellors, Psychotherapists and Psychometrists (OACCPP).  This publication goes out to all their members

You can view her article in the current edition.  Here’s a brief excerpt:

Traumatic Incident Reduction (TIR) is a client-centered approach that I like because it is usually very effective in a short amount of time. It allows me to get out of the way so the client can find her own solutions — often ones I could not possibly have thought of. They work for the client because they are her own. TIR, when applied correctly, diminishes or eliminates the negative impact of traumatic events for most people, making it an excellent choice for treatment of trauma. It is a time-efficient, one-on-one method in which the client repeatedly recalls a traumatic memory under the guidance of a trained practitioner in a safe, secure situation with no distractions.

In my personal practice, I have used TIR with clients who have dyslexia, ADHD, and autism — clients who are not always good subjects for traditional, reflection-based therapies. TIR is solidly based on the foundational work of Sigmund Freud and Carl Rogers.

Cathy Dodge Smith has 50 years of experience in special education and psychology. She is the owner and Director of ADD, Dyslexia & Autism Associates Inc. in Oakville, Ontario. During her career, Cathy has worked as a teacher at elementary school, community college, and university. She has a master’s degree in vocational guidance with a specialty in learning disabilities, and a doctorate in human development and applied psychology.

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