Secondary Traumatic Stress Among Educators

Essary, Jessica; Barza, Lydia; Thurston, Roy

doi:10.1080/00228958.2020.1770004

Cited by 20 publications

(16 citation statements)

References 27 publications

(33 reference statements)

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“…The dynamic changes and transformation process required adaptation and resilience skills which relied mainly on the acquisition of new teaching practices and strategies as well as on learning new technological tools and applications compensating for previous face-to-face activities [ 7 , 8 , 9 , 10 , 11 , 12 ]. However, adjustment to a unique situation was experienced as highly stressful [ 13 , 14 ], significantly contributing to higher rates of anxiety and depression and lower quality of work and life [ 15 , 16 , 17 ]. García-González et al [ 18 ] found such risk factors for decreased well-being as time pressure, the lack of a schedule, mental overload, and emotional exhaustion.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

Rogowska

Meres

2022

EJIHPE

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This study examines the indirect effect of job satisfaction on the relationship between emotional intelligence and life satisfaction among teachers during the second wave of the COVID-19 pandemic in Poland. A sample of 322 teachers aged 23–71 (M = 45.37, SD = 8.99) participated in a cross-sectional online survey. The online survey (Google form) contained some demographic information and standardized psychological questionnaires: the Multivariate Emotional Intelligence Scale (MEIS) for measuring emotional intelligence, the Minnesota Satisfaction Questionnaire (MSQ)—a short form for job satisfaction assessment, and the Life Satisfaction Scale (SWLS). Emotional intelligence is a significant positive predictor of job satisfaction and life satisfaction, and job satisfaction is a strong positive predictor of life satisfaction. Job satisfaction partly mediates the relationship between emotional intelligence and life satisfaction. To maintain the well-being of teachers during a pandemic, schools should implement training to improve emotional intelligence and increase job satisfaction by supporting distance e-learning among teachers.

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Section: Introductionmentioning

confidence: 99%

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

Rogowska

Meres

2022

EJIHPE

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“…As such, the consistent presence of an educator who can promote the development of self-regulation and social-emotional skills in a safe, predictable, and structured environment is an essential element of trauma-informed care. Yet, high levels of stress and burn-out—caused in part by low wages, secondary traumatic stress, and other negative workplace conditions—contribute to frequent educator turnover and undermine teacher–child interactions and ECE programs as a whole (e.g., Buettner et al, 2016; Essary et al, 2020; Smith & Lawrence, 2019). Furthermore, clear inequities in the ECE system (including disparities in pay, job position, and setting type) disproportionately affect educators of color (Meek et al, 2020).…”

Section: Policy Implications and Recommendationsmentioning

confidence: 99%

“…One reason that self-reflective practices may be beneficial is that teachers are given the space to consider their own emotional well-being and potential experiences of vicarious trauma or secondary traumatic stress. Recent work has recognized the emotional burden of caring for children exposed to PTEs, and the possibility of experiencing “indirect” or “secondary” traumatic stress when confronted with details of a child’s PTE (Caringi et al, 2015; Essary et al, 2020). Adults who have experienced PTEs themselves may be particularly at risk for developing secondary traumatic stress (Caringi et al, 2015).…”

Section: Policy Implications and Recommendationsmentioning

confidence: 99%

Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy

Martin

Russo

Goldenthal

et al. 2021

Policy Insights from the Behavioral and Brain Sciences

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Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.

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“…STS 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). STS is considered to be a secondary condition resulting from a person learning about details of a traumatic event experienced by someone in their care, rather than experiencing a traumatic event personally (Essary et al, 2020 ). Cieslak et al ( 2014 ) propose CF emerges from burnout and STS when service professionals are exposed to trauma on the job.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Secondary Traumatic Stress and Compassion Fatigue in Teachers

Ormiston

Nygaard

Apgar

2022

School Mental Health

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When teachers care for children with trauma histories, they are at risk of developing compassion fatigue (CF), or a reduced empathic capacity (Hupe and Stevenson in J Child Custody Res Issues Pract 16(4):364–386, 2019. https://doi.org/10.1080/15379418.2019.1663334 ). They may also develop secondary traumatic stress (STS), a secondary condition resulting from a person learning about details of a traumatic event experienced by someone in their care (Essary et al. in Kappa Delta Pi Record 56(3):116–121, 2020). While CF and STS have been studied widely in healthcare and mental health professionals (Baird and Kracen in Couns Psychol Q 19(2):181–188, 2006; Caringi et al. in Adv Sch Ment Health Promot 8(4):244–256, 2015. https://doi.org/10.1080/1754730X.2015.1080123 ; Cieslak et al. in Psychol Serv 11(1):75–86, 2014), STS and CF have been understudied in the teaching profession (Caringi et al., 2015; Christian-Brandt et al. in Child Abuse Neglect 110(3):104437, 2020; Hupe & Stevenson, 2019). As such, we sought to complete a systematic review of the literature to answer two questions: (1) To what extent are CF and STS being studied in teachers?; and (2) How have CF and STS been studied in teachers? Qualitative data analysis led to the emergence of four themes across all included studies: (1) conceptualization of CF and STS; (2) teachers are at risk of developing CF and STS; (3) varying approaches can mitigate the risk of CF and STS in teachers; and (4) there is limited research on CF and STS in teachers. Limitations and directions for future research and practice are described.

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Secondary Traumatic Stress Among Educators

Cited by 20 publications

References 27 publications

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

The Mediating Role of Job Satisfaction in the Relationship between Emotional Intelligence and Life Satisfaction among Teachers during the COVID-19 Pandemic

Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy

A Systematic Review of Secondary Traumatic Stress and Compassion Fatigue in Teachers

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