Now that you understand how working closely with children and families who have experienced trauma can affect you and how programs can prevent these effects, it’s important to assess resources at your own program. Use this checklist, adapted from the National Center on Safe Supportive Learning Environments, to identify areas that are strengths for your program and potential areas for growth.

Recognize the Warning Signs

• The environment is often chaotic, disorganized, and unpredictable.
• Staff members are often fearful of their own safety.
• Staff members often use harsh and punitive discipline practices.
• There is a high rate of staff turnover.
• There is a high rate of staff absenteeism.
• There is a lack of communication or frequent miscommunication among staff members.
• Interpersonal conflicts are increasing among staff members in different roles or departments.
• There is a negative atmosphere.
• Staff members collectively tend to be negative about children and families.

Assess Your Program-Wide Self-Care Practices

• The program provides education to all staff on the signs of STS (secondary traumatic stress) and burnout.
• The program provides all staff with professional development related to stress management and self-care.
• The program provides all staff with training related to their jobs.
• The program offers a staff assistance program.
• Job descriptions and responsibilities are clearly defined.
• Staff members have access to ongoing support for managing workload and time needed to complete tasks.
• Staff members are encouraged to take breaks, including lunch and vacation time.
• The program fosters team-based support and mentoring for staff.
• The program provides opportunities for staff members to give input into practices and policies.
• The program reviews its policies on a regular basis to identify whether the policies are helpful or harmful to the health and well-being of its staff.
• The program provides opportunities for staff members to identify their professional goals.
• Staff members have formal channels for addressing problems and grievances.
• Staff members regularly attend scheduled team meetings.
• The program has a way of evaluating staff satisfaction on a regular basis.
• The program environment is physically well maintained (e.g., clean, secure).
• Information about self-care is posted in places that are visible.
• Employee rights are posted in places that are visible.
• The program provides opportunities for community building among staff.
• The program has policies concerning acts of discrimination, harassment, disrespect, and bullying among staff.