
Scenario Info
Name: Jeffrey T. Age: 30
Job: Has worked one year as an Emergency Medicine resident
Scenario Goal: Learn how to provide support for a colleague experiencing work-related stress.
Objectives: After completing this scenario, advanced medical student participants will be better able to support peers in their residency program by:
- Provide social and emotional support when peers experience acute stress.
- Assess the impact of work-related stress and acute crises.
Your Role: In this interactive case, you are invited to play the role of a medical resident who volunteers in a peer support program in the hospital where Jeffrey works. You will be asked to make choices for what to say next, to help Jeffrey deal with stress arising from feeling overwhelmed by work-related emotional stress and physical exhaustion from long hours.
Overview
Dr. Jeffrey T. is an Emergency Medicine resident, this month acting as a medical intensivist, serving as the liaison between the ED and the ICU at a major medical center. His work weeks over the past year have sometimes lasted 80 hours.
2 weeks ago, a patient that he identified with died. Even though Jeffrey completed a debriefing that the Wellness Office offers, he still feels sad and thinks about it often. He decided to reach out to a peer support program sponsored by that office.
Scenario: Jeffrey contacts the Staff Wellbeing program in Human Resources, to ask about their Peer Support Program:
Jeffrey: Hello, I’m just started my 2nd year as an Emergency Medicine resident and I’m in the certification program in Internal Medicine and Emergency Medicine. I was hoping to talk to a peer informally about some experiences at work that have been bothering me.
Administrator: Certainly. I’ll find match you with someone and they should contact you soon.
Connect
Scenario: You volunteer with the peer support program and are assigned to talk to Jeffrey. You connect with him and plan how to get started:
You: Hello, Jeffrey. It’s [say your name]. I heard you wanted to talk to someone about things you’ve been going through. Is this a good time?
Jeffrey: Yes, Hello. Now is a good time. I do want to talk about something.
You: Want to go somewhere quiet? Maybe get coffee?
Jeffrey: Sure. The courtyard would be good, since it is nice out today, let’s head there.
Developing Rapport and Eliciting Peer Concerns
Scenario: You next seek to develop a rapport with him and elicit his concerns, using active listening throughout the conversation.
What do you say next?
Instructions: When given a chance, choose what to say next (Expand your choice to view feedback).
You: Things have been pretty intense here lately. How’s it been for you?
This choice further connects with the peer and transitions skillfully from their greeting to the topic of concern.
You: I know you don’t have much time, so would you like to tell me what is bothering you?
Time limits are a common reason many physicians don’t seek help for acute distress from their work. However, this is a rather abrupt transition that might make him feel rushed. Look for a better transition from connecting with the peer to asking about what is going on.
Please try again.
Jeffrey: That’s a good word for it, “intense.” And chaotic, too. I’m doing okay. It’s just that it’s exhausting when the overtime continues and there’s no end in sight.
You: I hear you. The CCU has not had the flood of patients like the Emergency Department and ICU, but we’ve had our share. You can only sprint just so long.
Jeffrey: Right! And besides the exhaustion, there are some sad patient stories.
You: Those sad stories can stick with you.
Jeffrey: Yes, they sure do. In fact, that’s one reason I wanted to talk to someone – not some counselor, but someone who understands what we deal with.
You: That makes sense. Well, that’s why I’m here.
Jeffrey: Thank you.
You: The Wellness Office probably explained, but I just want to repeat that this is confidential and limited to giving you some support right now as a peer, not doing therapy.
Jeffrey: Right, I understand.
Ask Their Story: Deepen the Conversation
Scenario: Having established rapport and heard some of Jeffrey’s concerns, you next want to deepen the conversation about those concerns, using reflective listening, which involves briefly repeating what he says but in your own words.
You: What sad stories are on your mind right now?
Jeffrey: There was this patient, around my age. He said he and his wife were trying to have a baby. My wife, Monica, and I are trying, too, so…[Breaks off, looks like his emotions are too strong to say more about it.]
What do you say next?
You: You had some things in common.
This paraphrasing and summarizing is an example of Reflective Listening.
You: You’re trying to have a baby? That’s great!
This does show you are listening but takes over the direction of the conversation, interrupting the story as Jeffrey wants to tell it.
Please try again.
Jeffrey: [He nods.]
You: It sounds like exhaustion and sad patient stories brought you here, wanting to talk with someone who may have been through something similar.
Jeffrey: Yes. [Looks sad] My patient didn’t say much after that, because he couldn’t. And I don’t want to go into all the details. But the bottom line is that he didn’t make it. We did everything. Some people just don’t make it. But his dying blew me away worse than other patients I’ve experienced, because of our similarities.
You: It makes sense you would feel more grief since you had some things in common. You were at a similar time in life so possibly had similar dreams. [This intervention uses “naming the feeling” of grief and “normalizing the experience”]
Jeffrey: Yes. So, I really felt the loss. [He breathes a heavy sigh.]
You: Yes, a tremendous loss. Your grief is understandable, especially if you were identifying with him. [Pauses for a few moments so that Jeffrey can process the discussion and the feelings it evoked.]
Assess Your Peer’s Needs
Scenario: You want to understand the severity of Jeffrey’s distress, whether his basic needs are being met, his safety, how well he is functioning, and whether he needs a clinical evaluation.
You: That’s a tough story, and you’ve also been working long hours. I just want to check on how you are doing if that’s okay.
Jeffrey: Sure.
You: How’s your sleeping?
Jeffrey: Not too bad. Just a little trouble sleeping from thinking about this.
You: Eating?
Jeffrey: No problem there.
You: How about being able to complete your basic responsibilities, here and at home?
Jeffrey: That’s okay. I’m pretty good at keeping up with responsibilities.
Quiz
What key question(s) still need to be asked?
Are your other basic needs being met for clothing, shelter, health?
Health was not asked and is relevant. However, clothing and shelter do not seem relevant in this situation.
How’s your sleep?
This was asked and is relevant.
Are you able to work?
This was asked by asking whether he can fulfill responsibilities “here.”
Are you able to fulfill your personal responsibilities?
He was asked if he fulfilled his responsibilities at home. He might have personal responsibilities outside the home.
How’s your mood been?
Yes, this question and mental health, in general, should be asked. Suicidality can be screened also, especially if mood is a problem.
How’s your eating?
This was asked and is relevant.
Any problems with substance use?
This was not asked and is relevant. Some clinicians under chronic stress use this or other poor coping responses, such as gambling, compulsive shopping, etc.
Do you have social support?
This was not asked and is relevant as a mitigating factor in the face of chronic stress.
Complete Your Assessment
Scenario: It appears that Jeffrey is able to fulfill his responsibilities and is not in need of immediate mental health or physical assistance. You next want to confirm this assessment and learn what sort of other help or resources Jeffrey might need.
You: So, you’re still able to do your job and other responsibilities, but you are feeling the grief strongly enough to want to talk about it.
Jeffrey: Yes, that’s it. The team did talk about it that night, but like I said, I still wanted to talk about it some more.
You: I’m glad you reached out. Many of us need some extra support now and then. How has your mood been?
Jeffrey: It’s fine, except the sadness I told you about.
You: And how’s your social support?
Jeffrey: Right now it’s mainly my wife, Monica. We just got married last year after dating for 8 years. And there are my work friends, of course. I didn’t want to talk to them about this because I see myself working in the department here someday, and I want people to see me as capable and showing promise.
What do you say next?
You: I don’t think you have to worry about that. Everyone knows we need extra support sometimes.
This may be true, but this does not provide empathy for his concerns. You can communicate empathy even if you don’t agree with him about the risk of seeking help. Listening reflectively and offering empathy do not mean you have to agree with the other person.
Please try again.
You: You feel that needing some help might count against you some day, when it comes time for promotions.
This approach provides an accurate reflection and empathy for his concerns, but does not necessarily signal that you agree with him.
Jeffrey: Right. I just don’t want to take the chance.
You: I understand.
Provide Interventions
Scenario: Now that you have a good idea of what is going on with Jeffrey, it is time to provide a few targeted interventions by doing or saying things to help mitigate his distress and guide him to resources that will provide further help.
You: What do you think would be most helpful right now?
Jeffrey: Talking to you has helped. I’m not over it, but it’s helped a lot. Thank you.
You: You’re welcome. I’m glad I could help. These things take time. Remember, you are not in this alone and you are not the only one going through it.
Jeffrey: Yes, I know.
You: You may find the Wellness Center’s grief support group helpful. You can go to one or more sessions. I went last year for a couple of sessions. Just stop by the center or sign up online.
Jeffrey: Yeah, they told me about the support group. Thanks. I’ll think about it.
What do you say next?
You: I think you are going to be okay, but if not, let me know.
While it is good to be optimistic, if Jeffrey doesn’t improve, he could feel like a failure. And it would be better to just offer more support.
Please try again.
You: You can call me again if you want to talk more. I’d like to check on you in a few days, if that’s okay, to see how it’s going. Can I contact you?
Offering ongoing support can be helpful in mitigating distress. It also gives you the chance to make sure he doesn’t get worse and need more help.
You: You didn’t make it through a 5-year residency without being pretty tough. You’re going to be okay.
This sets the peer up to feel like something is wrong with him and ashamed if he feels he does need help.
Jeffrey: Yes, I’d like that.
Follow-Up
Scenario: After several days, you give Jeffrey a phone call to check on him and respond to his current circumstances.
You: Hello Jeffrey. It’s [give your name]. Do you have a little time to talk?
Jeffrey: Yes. Now is fine.
You: I wanted to check on how you are doing since we talked.
Jeffrey: I’ve been doing okay. I think it helped to talk. I still feel a little sad at times, but it’s managable. And I feel a bit overwhelmed with the workload at times, but I’m coping.
You: Sorry to hear the workload is still overwhelming at times [empathy], but given that you’re still in the same work circumstances, it’s not too surprising [normalizing]. How about that grief group? Did you feel you need that?
Jeffrey: Not right now, really.
You: We didn’t get a chance to talk about what coping skills you already know and use.
Jeffrey: No, I don’t think we did talk about that.
What do you say next?
You: Do you use deep breathing? That gets me through a lot of things.
Sharing your experience with an effective coping technique can help a peer who is stuck when trying to think of a coping skill. However, helping him remember skills he already has learned would be a better approach at first.
Please try again.
You: What do you fall back on when things get rough?
Helping him remember skills he already has learned first, before offering ideas was a good approach.
Jeffrey: I did learn some coping skills in the wellness classes I took here at the medical center, but I forget to use them. Like taking deep breaths and taking breaks to get grounded.
You: What sort of breaks or grounding is most helpful for you?
Jeffrey: I just need to get outside. If I can get outside and see the sky, I sort of reset, you know. I miss playing basketball, but I can still shoot a few baskets when I get home.
You: So, you know at least two things you can do when you need a break: going outside and shooting some baskets. Now you just have to remember to do them. You’ve got to take time for yourself, you know.
Jeffrey: Thanks for the reminder! I’ll give it a try. And thanks for the phone call. It means a lot.
You: You are welcome. I’m glad we talked.
Scenario Summary
Dr. Jeffrey T. is a 30-year-old Emergency Medicine resident and in training as a medical intensivist who has been working long, exhausting hours in Emergency and the ICU.
The combination of work-related physical and emotional stresses became overwhelming for him recently when a patient that he cared for and who had similar life circumstances died. Although he had grief-counseling at work, he continued to grieve for the patient two weeks later and so he sought peer support.
In one support session and a brief follow-up, a peer elicited Jeffrey’s main concerns of physical exhaustion and grief over a patient death, assessed the impact on Jeffrey, and provided interventions of:
- Listening
- Naming feelings
- Normalizing
- Validation
- Review of basic coping skills that are effective for him (taking breaks outside, shooting baskets)
- Reminder of available resources, in particular, the medical center’s grief support group.
Learning Points
Support for a peer in acute distress involves the following steps:
- Connect with your peer who is in acute distress. In peer support, this often involves finding common ground, while staying focused on their concerns.
- Clarify that your role is to provide confidential social and emotional support about their current situation, not to do therapy.
- Use open-ended questions to elicit your peer’s concerns. Listen actively and reflectively so that they feel heard.
- Assess the severity of their distress, including whether they are able to function.
- Provide interventions that are based on what you learn about your peer during the assessment. Examples used in this scenario include:
- Helping your peer think about their thoughts and feelings and come up with solutions themselves
- Encourage social support
- Normalize their distress
- Pave the way to get help if needed.
- Provide your peer with resources on how to get help, including for mental health, in case your peer needs them currently or later.
- Follow up by checking with your peer again after a few days. Even if they seem stable currently, they may need help later. Also, a second connection provides another experience of social support. Further connection could lead to confusion between peer support and a clinical relationship.
- Recommend further assistance as needed, if the peer is experiencing dysfunction in their lives in terms of mental health problems or inability to fulfill responsibilities, or feels the need for ongoing support.
- Provide brief follow-up if it seems indicated to assure that the peer’s needs are met.
Bibliography
Everly GS, Lating JM. The Johns Hopkins Guide to Psychological First Aid. Vol 1 edition. Baltimore: Johns Hopkins University Press; April 1, 2017
Miller A. CBT for Front-Line Medical Professionals: Brief Interventions During a Time of Crisis. April 4, 2020. Beck Institute for Cognitive Behavior Therapy.
National Cancer Institute. Body & Soul. Peer Counselor Training. 2006.
Washington Institute, for Mental Health Research & Training (WIMERT). Washington State Certified Peer Counselor Training Manual. July 2009.
To complete this Peer Support Case, please