Well-Being and Resilience Certificate

PROMOTING PROFESSIONAL
RELATIONSHIPS AND
FOSTERING SOCIAL SUPPORT

Planned by the American Society of Health-System Pharmacists

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, microfilming, and recording, or by any information storage and
retrieval system, without written permission from the American Society of Health‐System Pharmacists.
PROMOTING PROFESSIONAL
RELATIONSHIPS AND FOSTERING
SOCIAL SUPPORT
Javeed Sukhera, M.D., Ph.D., DABPN, FRCPC
Associate Professor, Departments of Psychiatry / Paediatrics
Scientist, Centre for Education Research and Innovation
Schulich School of Medicine and Dentistry
Western University

WELL-BEING
AND RESILIENCE
CERTIFICATE
Planned and coordinated by ASHP

FINANCIAL RELATIONSHIP
DISCLOSURE
ASHP staff, planners, faculty, reviewers, and subject matter experts report no
financial relationships relevant to this activity.

As defined by the ACCME definition of commercial entity.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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LEARNING OBJECTIVES

 Identify ways to improve listening and validation skills.

 Describe the concept of allyship and its relevance to well-being.
 Construct ways to foster meaningful allyship.

BRAIN ORGANIZATION: KEY NEURAL

NETWORKS
Abstract thought
Concrete thought
Cortex Guilt shame Affiliation / reward
Attachment
Alcohol – substance Sexual behavior
abuse
Limbic Emotional reactivity
Motor regulation
Relational difficulties
Arousal
Diencephalon Depressive & affect Appetite / satiety
Sleep
symptoms
Blood pressure
Brainstem
Trauma core symptoms Heart rate
Cerebellum Body temperature
Adapted from Dr. Bruce Perry’s Neruosequential Model

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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RELATIONAL CONTAGION
A calm, regulated adult can regulate a dysregulated person

Neocortex Neocortex

Limbic Limbic

Diencephalon Diencephalon

Brainstem Brainstem
A dysregulated adult can
Adapted from Dr. Bruce Perry’s Neruosequential Model NEVER calm anyone

WHAT ARE YOUR REGULATORY

STRATEGIES?

PAUSE THE VIDEO TO REFLECT

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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NAVIGATING RELATIONSHIPS

Fix vs. feel

Self vs. Whole vs.

other parts

CONSTRUCTIVE TENSIONS

Fix vs. feel control

predictability

Self vs. Whole vs.

other parts moderation

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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MICRO REGULATORY BREAKS

 Regulatory breathing
 Walking or tapping (physical activity)
 Micro mindfulness
 Relational (check-in)

WAYS OF COPING
• Problem solving
• Breaking big problems down to steps
• Learning alongside your team
Dealing with things you
Problem • Gaining knowledge
can control • Providing training
• Clear communication
Authentic listening
• Offering and accepting help
• Avoiding blame and criticism
Feeling better about
Emotion • Keeping a sense of humor
things you can’t control • Staying healthy
• Respecting limits
• Practicing acceptance
Living with distress
Meaning • Reflecting on value and purpose of your work
and suffering • Why do you do what you do?
Leszcz M et al. Psychological support for health care workers during the COVID-19 pandemic.
CMAJ. 2020 Jun 15;192(24):E660-.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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 progress or perfection?

SELF VS. OTHERS

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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DIVERSE WAYS OF LISTENING

 Downloading (confirming what we already know)

 Attentive listening (paying attention to what differs from what we know)
 Empathic listening (seeing the world through someone else's eyes)
 Generative listening (listening from the emerging field of the future)

Scharmer CO. (2009).Theory U: Learning from the future as it emerges. Berrett-Koehler Publishers.

DEEP LISTENING

 Listening beyond what is heard by the ears

 Invites teams to be fully present and feel a sense of belonging
 Requires leaders to get out of the way to create space for others
 Cultivates co-regulation and collective mindfulness

Caillou, B. (2017, February 9). I’m going to talk to you about the concept of deep listening….
Creative Calgary Congress.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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LEVELS OF VALIDATION

Empathic
Accurate Articulating the
listening and
reflection unverbalized
observation

Validating Validating as
Radical
behaviour in reasonable in
genuineness
terms of causes the moment

ALLYSHIP

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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MENTORSHIP / FOLLOWERSHIP

WHAT BEING AN ALLY AT WORK

REALLY LOOKS LIKE

Advocate
Amplifier Scholar

Champion Upstander

Sponsor
Ally Confidant

7 Examples of What Being an Ally at Work Really Looks Like. (2020). The Muse.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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CONCLUSIONS

 Understanding individual regulatory strategies can help bring calm to

relationships.
 Navigating constructive tensions can help work towards control, predictability,
and moderation.
 Listening and validation skills require unlearning a desire to take space and work
on co-creating more inclusive spaces.

REFERENCES

 7 Examples of What Being an Ally at Work Really Looks Like. (2020). The Muse.
https://www.themuse.com/advice/what-is-an-ally-7-examples (accessed 2020
Nov 26).
 Caillou, B. (2017, February 9). I’m going to talk to you about the concept of deep
listening…. Creative Calgary Congress. https://medium.com/creative-calgary-
congress/brian-calliou-230b4ead4ccf (accessed 2020 Nov 26).
 Lerner, H. (2002). The Dance of Connection: How to Talk to Someone When
You’re Mad, Hurt, Scared, Frustrated, Insulted, Betrayed, or Desperate (Reprint
ed.). William Morrow Paperbacks.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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REFERENCES, CONT.

 Leszcz M, Maunder R, Hunter J. Psychological support for health care workers

during the COVID-19 pandemic. CMAJ. 2020 Jun 15;192(24):E660-.
 Scharmer CO. (2009). Theory U: Learning from the future as it emerges. Berrett-
Koehler Publishers.

WELL-BEING
AND RESILIENCE
CERTIFICATE
Planned and coordinated by ASHP

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

12
 Javeed Sukhera, M.D., Ph.D., DABPN, FRCPC
Associate Professor, Departments of Psychiatry / Paediatrics
Scientist, Centre for Education Research and Innovation
Schulich School of Medicine and Dentistry
Western University

Dr. Javeed Sukhera M.D., Ph.D., is an Associate Professor of Psychiatry and

Paediatrics at the Schulich School of Medicine and Dentistry, Western University
Canada. He is also a Scientist at the Centre for Education Research and Innovation
at Western University. He practices in the Paediatric Chronic Pain, Child and
Adolescent Mental Healthcare, and Transcultural Mental Health Programs at
London Health Sciences Centre.

His interdisciplinary research program explores novel approaches to stigma reduction and bias recognition and
management in health professionals. He is routinely interviewed by local and national media for his expertise on
bias, stigma, equity, and wellness. He is also involved in numerous committees and councils at local, national,
and international levels.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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Disclosures

In accordance with ACCME and ACPE Standards for Commercial Support, ASHP requires that all
individuals in a position to control the content of this activity disclose financial relationships with
ACCME-defined commercial entities. An individual has a relevant financial relationship if he or she (or
spouse/domestic partner) has a financial relationship, in any amount, occurring in the past 12 months
with a commercial entity whose products or services will discussed in the activity.

All ASHP staff, planners, faculty, reviewers, and subject matter experts report no financial relationships
relevant to this activity.

Methods and CE Requirements

This online activity consists of a combined total of 7 learning modules. Pharmacists and pharmacy
technicians are eligible to receive a total of 18 hours of continuing education credit by completing all 7
modules within this certificate program.

Participants must participate in the entire activity, complete the evaluation and all required components
to claim continuing pharmacy education credit online at ASHP eLearning Portal
http://elearning.ashp.org. Follow the prompts to claim credit and view your statement of credit within
60 days after completing the activity.

Important Note – ACPE 60 Day Deadline:

Per ACPE requirements, CPE credit must be claimed within 60 days of being earned – no exceptions!

To verify that you have completed the required steps and to ensure your credits have been reported to
CPE Monitor, we encourage you to check your NABP eProfile account to validate your credits were
transferred successfully before the ACPE 60-day deadline. After the 60 day deadline, ASHP will no longer
be able to award credit for this activity.

System Technical Requirements

Courses and learning activities are delivered via your Web browser and Acrobat PDF. Users should have
a basic comfort level using a computer and navigating websites.

View Frequently Asked Questions for more information.

©2021 American Society of Health‐System Pharmacists, Inc. All rights reserved.

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