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

Autor/inn/en	Ormiston, Heather E.; Nygaard, Malena A.; Apgar, Sophia
Titel	A Systematic Review of Secondary Traumatic Stress and Compassion Fatigue in Teachers
Quelle	In: School Mental Health, 14 (2022) 4, S.802-817 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ormiston, Heather E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09525-2
Schlagwörter	Stress Variables; Trauma; Altruism; Teaching Conditions; Educational Research; At Risk Persons; Risk Management; Child Abuse; Child Neglect + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Lehrbedingungen; Unterrichtsbedingungen; Bildungsforschung; Pädagogische Forschung; Risikogruppe; Risikomanagement; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01