Chapter 4: Capacity Building 107It is recommended that staff share and process with each other to
help heal from STSD, and some of this is to be expected between the
coach and the learner; however, it should not consume the
partnership. Coaches with backgrounds in human services often
attend to the emotional aspects of professional development. While
this can be helpful in the model of reflective coaching, it can also
become a barrier to skill improvement in practice.
If symptoms of STSD (eating problems, sleeping difficulties,
feelings of defeat and being less enthusiastic) persist for more than a
month, the coach should encourage the learner to seek professional
counseling. If learners need support outside of the agreed coaching
partnership, it is best to refer them to services that address those
concerns: their supervisor, employee assistance programs, family
and friends.
Self-Care
Common sense and research has provided clear suggestions for
navigating stress, both work and life, and achieving a healthy
lifestyle (Skovholt, 2001). Table 4.8 provides an easy reference on
ideas for assisting learners with the stress inherent in child welfare.