So in as I mentioned it's very individualized. But I can give an example. So if a child is coming into services that means the provider is literally going to get on the floor with this child. Right. We're meeting them where they're at. And that's tailoring all the interventions. If they are not at the verbal capacity to speak about things, it's finding other creative interventions and modalities to to connect with this child. It's really slowing down the process to create that safety first, because we can't go anywhere if this child, family, adults in front of us does not feel safe. So we know building that therapeutic relationship and connection is key. And sometimes that means slowing it down and taking time. A lot of time. Parents or just community, um, providers want a rush. They want a quick fix, right? Here's this problem. Please come fix it. And we have to really start at the at the basic and help educate providers, help educate family members about why this process needs to be slow and why we're doing things the way that we are. So as I mentioned, the tailoring, the treatment individually, um, meeting the client where they're at, knowing to look out for signs of, oh, this a potential flashback. Is this a, um, you know, a dissociation that is being experienced and then our supervision is key. So for that provider to then take those things that they're seeing in this session to supervision, and then the supervisor can help to determine is this some transference or counter transference happening. Might you want to try this intervention instead. So it's it's also this notion of working collaboratively. Um the one provider is not an expert. We really want to put that expertise back to the client and family. Our goal always is for clients to successfully graduate from our services. And so we really want to diminish that power differential of providers being seen as the experts. And you tell me what to do and I'll do it. That doesn't help in the long run. We really need the client and family and adult to be able to know what choices they're going to make and make the answers. So having this, um, transparency and collaborative treatment is is vital.
U1 14:33
Wow. Yeah. I really love how you talked about graduation. And so that's the the goal right. Like you want people. So that's the goal the end all that we really are trying to reach right. So in the beginning you talked about all the departments that you have. You have our outpatient therapy, our CSE, our CSE. So how do all these departments work together, especially with that trauma informed lens?
U2 14:58
Yes. So collaboration is key. We must work with each other in order to form, you know, an appropriate treatment. It's not uncommon for a client to or a family, a family system, to be enrolled in multiple services with us at all faiths. And again, that might be because of complex trauma. Not only have they experienced one traumatic incident, there might be two, three, four. Right. And so we we typically see multiple providers working with one client or family. So we have to work together. If provider A is trying to teach something that is contradictory to provider B, we're going nowhere and we're actually causing a disservice. So we we have intentional meetings that we schedule for our providers to have these collaborative meetings. We call it the Provider Mingle. And so this hour occurs every other week. It's it's put into their schedule. So it's not impacting client care. They don't have to worry about, you know, all of the other tasks because it's it's embedded into their schedule. And this is the hour that you have to mingle with any other provider working with this case. And of course providers can can look at other times, but having that dedicated time and space has been key.
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