Transcript COMPASSION FATIGUE IN SCHOOL COUNSELORS

COMPASSION FATIGUE IN SCHOOL COUNSELORS
Caring for the Caregivers
Presented By:
Dr. Rosine Dougherty
Associate Professor
Argosy University- Sarasota
Counseling Educator: School Counseling
Director of Training
OUR REALITY AS PROFESSIONAL
SCHOOL COUNSELORS
 Nearly 1 in 10 high school students reported
being threatened or injured with a weapon on
school property.
 1 in 3 high school students reported
involvement in a physical fight.
(NCES 2013)
SCHOOL SURVEY ON CRIME & SAFETY 2010
 In 2009–10, about 74 percent of public schools recorded one or more
violent incidents, 16 percent recorded one or more serious violent
incidents, and 44 percent recorded one or more thefts.
Approximately 1 in 16 high school students reported carrying a
weapon on school property. (NCES 2013)
 During the 2009–10 school year, 85 percent of public schools
recorded that one or more of these incidents of violence, theft, or
other crimes had taken place, amounting to an estimated 1.9 million
crimes.
 This figure translates to a rate of approximately 40 crimes per 1,000
students enrolled in 2009–10. During the same year, 60 percent of
schools reported one of the specified crimes to the police,
amounting to about 689,000 crimes—or 15 crimes per 1,000
students enrolled.
U.S.Department of Education. (2011). Crime, Violence, Discipline, and Safety in U.S. Public Schools:
Findings From the School Survey on Crime and Safety: 2009–10 First Look (NCES 2011-320).
Violence in our Schools
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April 20, 1999, Columbine, 12 students, 1 teacher were killed and 24
others wounded
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April 17, 2007, Virginia Tech mass shooting leaving 33 dead and 26
wounded
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February 14, 2007, Northern Illinois University, 5 students were killed
and 16 wounded
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February 27, 2012, Chardon HS, in Ohio 3 students killed, 1 in wheelchair
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April 2, 2012, Oikos University, Oakland, CA , 7 killed (3rd deadliest)
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December 14, 2012, Sandy Hook Elementary, 26 killed
BUT…… THAT’S NOT ALL……
Millions of other occurrences happen in our
schools yearly: student suicides, family
deaths, and natural disasters.
 Mass joblessness causing homelessness
 Soldiers returning from war with PTSD:
spouses and children of soldiers also
developing PTSD
MY PERSONAL EXPERIENCE:
CERRO GRANDE FIRE, Los Alamos, NM
May 6, 2000
School Counselors’ Roles
We are quite aware of the daily challenges
we face as practicing PSCs, but when
these duties are combined with long-term
crisis response, these additional stressors
are linked to work related dissatisfaction in
the profession, burnout and compassion
fatigue.
(Caro, 2007; Rayle, 2006)
SO LET’S DEFINE A FEW THINGS…..
Burnout
Freudenberger first coined the term “burnout” in
1974; burnout has been identified in all
professions. This widespread problem causes
frustration, stress, reduced personal
accomplishment, emotional exhaustion,
depersonalization, personal dysfunction such as
diminished mental and physical health.
(Belcastro, 1982; Collins & Long, 2003; Farber, 1991; Lowenstein, 1991; Maslach
& Jackson, 1986; Morrissette, 2000; Pierson-Hubeny & Archambault, 1987;
Pierce & Molloy, 1990)
Burnout
Burnout in school counselors has been well
documented. As roles, student caseloads and
duties have increased, school counselors have
become stressed, emotionally overextended
and drained. This exhaustion leads to burnout
and impacts counselors’ effectiveness.
(Butcke, & McIann, 1984; Freeman & Coll, 1997; Kendrick, et.al., 1994;
Lieberman, 2004; Morrissette, 2000; NCES, 2007; Rayle, 2006; Sears
& Navin, 1983; Vail, 2005; Wilkerson & Bellini, 2006).
Lambie Study on Burnout with
PSCs
Lambie (2007) identified several correlations when school
counselors are working at low levels of burnout:
 There is evidence that there is a negative correlation
between burnout and ego functioning.
 The higher the level of occupational support the lower
degree of emotional exhaustion and depersonalization.
 The number of years as a professional counselor, the
ability to multi-task successfully, occupational support
and one’s belief in personal accomplishment all were
significant factors.
BUT BURNOUT IS NOT NECESSARILY
TRAUMATIC
“According to the Diagnostic and Statistical Manual-IV-
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TR (DSM-IV) a traumatic event occurs when a person
directly experiences an event or witnesses an event
that involves
an actual or threatened death,
serious injury,
a threat to one’s physical integrity,
the physical integrity of another person
or the person learns about an unexpected or violent
death, serious harm, or threat of death or injury
experienced by a family member of close friend”
(APA, 2000, cited in Caro, 2007, p.27).
Secondary Traumatic Stress or
Secondary Traumatization or
Vicarious Traumatization
 Secondary traumatic stress is defined as the
“natural consequent behaviors and emotions
resulting from knowing about a traumatizing
event experienced by a significant other; the
stress resulting from helping or wanting to help a
traumatized or suffering person.” (Figley, 1995, p. 7)
 “Like primary trauma reactions, secondary
trauma may disturb the worker’s ability to think
clearly, to modulate emotions, to feel effective,
or to maintain hope” (Figley, 1995, p. 416).
Posttraumatic Stress Disorder
(PTSD)
“Posttraumatic Stress affects individuals differently but
is identified by three categories of symptoms:
 1) intrusive thoughts, images & sensations
 2) avoidance of people, places, things and
experiences which elicit memories of the traumatic
experience
 3) negative arousal in the forms of hypervigilance,
sleep disturbances, irritability an anxiety.”
(Gentry, Baranowsky & Dunning, 1997, para 7)
SO THEN WHAT IS
COMPASSION FATIGUE?
“Compassion fatigue is a comprehensive term
encompassing the concepts of secondary
trauma, secondary traumatic stress, vicarious
traumatization, and adding the components
of cumulative stress, intrusion, avoidance and
hypervigilance” (Figley, 2002; as cited in Caro, p. 44).
CONCEPTIONAL DIFFERENCES
Compassion Fatigue vs Burnout
While both compassion fatigue and burnout are comprehensive terms that can
affect many different professions, compassion fatigue seems to address
helping professionals that work in the field of trauma or trauma-related
situations.
(Abendroth & Flanery, 2006; Agulera, 1995; Agresta, 2006; Beavan & Stephens, 1999; Collins & Long, 2003; Figley, 2002; Frank & Karioth,
2006)
 Burnout is not a natural consequence within a profession. It occurs when
emotional resources are depleted, negative attitudes toward others build,
the feeling of being unsuccessful increases. The counselor becomes
unmotivated and detached.
 CF can be a natural consequence within the helping professions.
 Counselors with CF will still maintain a positive attitude about their work.
(McCann & Pearlman, 1990)
CERRO GRANDE FIRE
Doing What You Can…
Red Cross volunteer and victim, Judy Opsahl
visits her devastated home in Los Alamos, NM
Associated Press Photo
WHILE THE EVENT MAY BE
INSTANTANEOUS, THERE MAY BE NEED
FOR LONG TERM INTERVENTION
 Even though the initial tragedy may be over,
the need for long-term intervention may
continue for days, months or years.
 For school counselors, these interventions
may not just be during the school year, but
continue throughout the summer months
and continue for years.
NOT A PROBLEM….. I CAN DEAL
WITH IT….I AM TRAINED!
 Denial is one of the most detrimental symptoms of
Compassion Fatigue and Life Stress. It can easily
hinder your ability to assess the level of fatigue
and stress in your life as well as thwart your efforts
to begin the healing process.
(Smith, 2013)
 A survey of emergency response personnel reported
“86.9% symptoms of CF after exposure to highly
distressing events with traumatized people” . . .
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(Babbel, 2012 , Somatic Psychology)
SO…HOW DO WE KNOW?
 “If counselors are taught to understand that CF
symptoms sometimes result from counseling
traumatized individuals, they will be more likely
to prepare themselves for prevention of its
symptoms” (para. 12).
 “Additionally, if counselors are able to assess the
development of compassion fatigue, they will be
more apt to seek assistance and collaborate with
peers and supervisors when in distress” (para.
13).
(Simpson & Starkey, 2006)
DANGERS OF HAVING CF
 While PSCs are admired and honored for
their enduring work, courage and
dedication, they may put their students at
special risk for harmfully or incorrectly
applying counseling techniques or making
poor decisions because of their exhaustion
and inattentiveness due to CF.
Recognizing Symptoms of CF
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Free Floating or misplaced anger
Low self-esteem
Increased irritability
Insomnia
Workaholism
Depression
Chronic tardiness
Substance abuse (food, alcohol, drugs)
Hypertension
Frequent headaches
Hypervigilance
STILL IN DENIAL?
TAKE A TEST TO BE SURE
 The following three tests were designed to help you recognize
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symptoms of Compassion Fatigue and Life Stress in your life.
While they will never replace a qualified medical diagnosis,
they may help you determine if you need to seek further
assistance.
(CFAP, http://www.compassionfatigue.org/index.html,2013)
Professional Quality of Life (ProQoL) Self-Test
http://www.proqol.org/uploads/ProQOL_5_English.pdf
Compassion Fatigue Self-Test: An Assessment
http://www.compassionfatigue.org/pages/cfassessment.html
Life Stress Self-Test
http://www.compassionfatigue.org/pages/lifestress.html
ADDITIONAL ASSESSMENTS FOR CF
 Compassion Satisfaction/Fatigue Self Test (Stamm & Figley,
1998)
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Trauma Recovery Scale (Gentry, 1998)
Silencing Response Scale (Baranowsky, 1998)
Global Check Set (GCS) (Baranowsky & Gentry, 1998)
Index of Clinical Stress (Abel, 1991)
Life Status Review Questionnaire ( Stamm & Rudolph, 1997)
Compassion Fatigue Scale –Revised (Figley, 1995; Baranowsky
& Gentry, 1997)
 Compassion Fatigue Self-Test (Figley, 1998)
 Solution-Focused Trauma Recovery Scale (Gentry, 1997)
SO, HOW DO WE COPE?
SELF-CARE STRATEGIES
FIRST: RECOGNIZE THE SYMPTOMS!
SECOND: ASK FOR AND ACCEPT HELP FROM OTHER PROFESSIONALS
 Make time for quiet meditation, eat well and EXERCISE
 Increase social support
 Maintain task-focused behaviors – use problem-solving skills, focus on
tasks at hand, do not fixate on long-term implications
 Increase emotional distancing – protect from being overwhelmed; block
emotions during the event and utilize relaxation techniques; do not look
at faces
 Use cognitive self-talk – be mentally prepared, focus on positive
aspects; prepare physically, take deep breaths, focus on staying in
control
 Feel better using altruism – Work for those who may not be as “strong” ;
it feels good to help others; persevere and draw strength from
adversity.
(Thompson, 2003)
HELPING OTHERS COPE WITH CF
 Teachers, administrators and staff also suffer
from workplace stress, burnout and even
compassion fatigue when dealing with trauma
within the school or community.
 School counselors are on the “front lines” to be
proactive to help school personnel. They have a
daily school-wide perspective.
 Counselors are expected to demonstrate and
teach stress-reducing strategies in times of crisis.
(Moracco & McFadden, 1982)
HELPING OTHERS COPE WITH CF
 Strategies for helping faculty & staff:
(Thompson, 2003)
 Routine visits by other mental health professionals
 Seek out families who may need assistance
 Be alert to misplaced anger – trivial events become huge
 Give faculty & staff systematic public recognition for
important support they provide during the traumatic event
 Debrief on a routine basis – reinforce they are having
“normal reactions to an abnormal event”
 Reassure there is no ideal way to handle a traumatic event
 Promote counseling support groups
COMPASSION SATISFACTION
The Silver Lining and Positive Effects of CF
Schauben and Frazier’s (1995) data revealed that counselors
identified 4 positive personal affirmations concerning
compassion satisfaction:
 1. The joy of watching clients change and grow. They liked
being part of the positive process when their clients went from
victim to survivor.
 2. Counselors liked being part of the healing process. Helping
their clients gave counselors a boost of satisfaction and
impacted counselors positively.
 3. Counselors enjoyed witnessing the resilience, strength and
creativity of their clients.
 4. Counselors found that their own personal growth and
change was due to their clients’ challenges.
ORGANIZATIONS and TRAINING
Public Entity Risk Institute (PERI)
PERI provides training materials in
cooperation with ASCA called The Human
Side of School Crises
Compassion Fatigue Awareness
Project
http://www.compassionfatigue.org
 CFAP is dedicated to educating caregivers about
authentic, sustainable self-care and aiding
organizations in their goal of providing healthy,
compassionate care to those whom they serve.
 Compassion Satisfaction: 50 steps to Healthy
Caregiving
 To Weep for a Stranger: Compassion Fatigue in
Caregiving
both by Patricia Smith (Kindle)
HAVE THE COURAGE TO TAKE CARE OF YOU!
The Power of Self-Compassion
Self-compassion is defined as having 3 main components, selfkindness, common humanity, and mindfulness.
 Self-kindness refers to the tendency to be caring and
understanding with oneself rather than being harshly critical or
judgmental.
 Common humanity involves recognizing that all humans are
imperfect, fail and make mistakes.
 Mindfulness involves being aware of one's painful feelings in a
clear and balanced manner so that one neither ignores nor
obsesses about disliked aspects of oneself or one's life
 (Neff, 2011, The Power of Self-Compassion, http://www.psychologytoday.com/blog/thepower-self-compassion/201105/self-compassion-caregivers)
“Life Begins on the Other Side of
Despair”
Jean-Paul Sartre
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Cont’d
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