Secondary Traumatic Stress in the Classroom: Ameliorating Stress in Graduate Students

Abstract

In this article we discuss the importance of anticipating and addressing the emotional difficulties students experience in graduate-level courses on trauma and violence. Herman's (1997) model for treating survivors of trauma serves as a framework for recommendations for ameliorating secondary traumatic stress in the classroom; we draw on a variety of sources to suggest self-care strategies that students can use outside of the classroom. We also address the importance of self-care for instructors of classes on trauma and violence.

Integrating a Trauma-Informed Care Perspective in Baccalaureate Social Work Education: Guiding Principles

“…This can be highly disruptive to student learning (Miller, 2001), as those who lack awareness of the severity of their past trauma can draw upon intense, maladaptive patterns of coping when exposed to course content that triggers prior traumas (Etherington, 2000). In response to this issue, recommendations have been offered on how to make the classroom environment a safe place for graduate students by presenting content that aids in the reduction of secondary traumatic stress (O'Halloran & O'Halloran, 2001;Shannon, Simmelink, Im, Becher, & Crook-Lyon, 2014) and vicarious trauma (Dane, 2002).…”

vécu professionnel des intervenants de la relation d'aide :

“…Ensuite, une personne prenant généralement soin d'elle-même sera davantage protégée contre les répercussions néfastes du travail en relation d'aide. Autrement dit, les différents éléments constituant un mode de vie sain, soit l'exercice physique, les activités extérieures, les activités sociales, les périodes de détente, un sommeil et du repos adéquat ainsi qu'une saine alimentation, sont soulignés par plusieurs auteurs comme étant des facteurs de protection (Brady et al, 1999;Doman, 2010;Dunkley & Whelan, 2006a, b;Figley, 2002b;Gentry, 2002;Hesse, 2002;Negash & Sahin, 2011;Newell & MacNeil, 2010;O'Halloran & O'Halloran, 2001;Pearlman, 1999;Perreault, 2004;Stamm, 1998;Zimering, Munroe & Gulliver, 2003).…”

“…Pour ce qui est des facteurs personnels recensés dans la littérature, il est possible d'identifier le mode de vie, le réseau social, l'histoire personnelle, les émotions, les moyens d'adaptations, la perception du monde puis la spiritualité. , 1999;Doman, 2010; Dunkley & Whelan, 2006a, b;Figley, 2002b;Gentry, 2002;Hesse, 2002;Negash & Sahin, 2011;Newell & MacNeil, 2010;O'Halloran & O'Halloran, 2001; Pearlman, 1999;Perreault, 2004;Stamm, 1998;Zimering, Munroe & Gulliver, 2003). …”

Internal and external factors in professional burnout of substance abuse counsellors in Croatia

“…The possible result ranges are: for EE (0-54), for DP (0-30) and for PA (0-48). The norms according to original authors are the following: a) the low EE (0-16), the moderate EE (17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27) and the high EE (≤28); b) the low DP (0-5), the moderate DP (6-10), and the high DP (≤11); c) the low PA (≤37) the moderate PA (30)(31)(32)(33)(34)(35)(36), and the high PA (0-29), [28]. Besides these two questionnaires, following socio-demographic data have been collected: sex, age, working experience, occupational type, full (part)-time employment and the name of the centre for Prevention and Substance Abuse Treatment participant work in.…”

“…After some time a number of professionals start to question their own sense of control over their lives and become traumatized [15,16]. Several studies indicate that vicarious trauma appears when counsellors experience trauma-related symptoms [17,18] which happens while they are listening to clients' experiences and assuming responsibility for the well-being of their clients [19]. At the same time, they have to cope with the devastating experiences of others and try to help them with very limited resources and opportunities.…”