CAREGIVING STRESS
&
SELF CARE
For
Parents, Teachers, School Social Workers,
Psychotherapists, Caregivers, & Human Service Providers
CONSEQUENCES OF CAREGIVING STRESS:
Compassion fatigue the profound emotional and physical erosion that takes place
as the result of maintaining a position of nurturing, caring, empathy and compassion toward
others over a sustained period. It can occur when helpers and caregivers are unable to
emotionally refuel and regenerate. It is often experienced by those who work as caregivers in
their own families, educational, childcare and ⁄or human service settings.
Secondary Traumatic Stress: the result of bearing witness to a traumatic
event, or to a series of events (e.g. hearing a graphic account of abuse, debriefing first
responders, etc.), which can lead to PTSD-like symptoms. Primary trauma is experiencing
something overwhelming directly. Secondary trauma results from hearing about another’s
trauma.
The concept was first developed after noticing the unique work conditions and experiences of
those working with traumatized individuals in the mental health profession and others who
assumed the role of caregiver (e.g., families, medical personnel, teachers, and human service
professionals).
It is increasingly recognized that many children, especially from poor and disadvantaged
families have experienced acute and/or chronic trauma and this impacts their behavior in all
settings, especially in the early childhood education setting.
Compassion fatigue often manifests after professionals are exposed to secondary trauma, an
experience of stress and anguish directly related to the demands of caring for someone who is
suffering or has suffered from a traumatic event(s) ⁄stress. It occurs in individuals exposed to
these situations and where a heightened sense of empathy and commitment is required of
them. Such a setting is the early childhood setting where many children are often the survivors
of past or present acute and/or chronic trauma.
2015 ILLINOIS ASSOCIATION OF SCHOOL SOCIAL WORKERS
45TH ANNUAL CONFERENCE
Doug Pettinelli, Ph.D. 2015 (pettinj3@slu.edu)
VICARIOUS TRAUMA: the transformation of our view of the world due to the
cumulative exposure to traumatic images and stories. This is often accompanied by
intrusive thoughts and imagery and difficulty ridding ourselves of the traumatic
experiences recounted by children or those we care for.
BURNOUT: fatigue, frustration, or apathy which is the result of prolonged stress,
overwork, frustration or intense activity.
(e.g. having poor pay, unrealistic demands, heavy workload, heavy shifts, poor
management, and inadequate supervision).
This happens in any occupation, not just those involved in caring for others.
Work-family interface conflict refers to the mutual dependence between the
domains of work and family. Stressors related to work-family interface manifest when
either work demands or family demands become difficult to manage independent of one
another. And these stresses do not demand the exercise of compassion or empathy.
In contrast, compassion fatigue is not related to inter-role demands and is
exclusive to caregivers. On the other hand, caregivers may be more vulnerable to
experiencing stressors related to work-family interface due to the additional emotional
demands required of the caregiver role
Not unlike compassion fatigue, work-family interface conflict can have negative
implications on overall psychological well-being and can be remedied by the increased
practice of balancing work and family.
COMPASSION SATISFACTION: the pleasure you derive from being able to
do your work well.
The above are descriptions of emotional/psychological states. As with
any definition of an emotional/psychological state, the exact nature of
the state will manifest itself within the context of each individual’s
psychological, emotional, and interpersonal makeup, as well as being
a function of the context of their life. Like snowflakes, human beings
share common characteristics, but each individual is unique.
Thus, the initial goal is to understand these states do occur. Second,
we try to determine how they might manifest themselves in each of us
in our own unique way. So all individuals may not have all the
suggested symptoms or manifestations.
2015 ILLINOIS ASSOCIATION OF SCHOOL SOCIAL WORKERS
45TH ANNUAL CONFERENCE
Doug Pettinelli, Ph.D. 2015 (pettinj3@slu.edu)
Self-awareness and self-monitoring are essential for recognizing
when changes in behavior or work life are needed
Common signs of compassion fatigue include
(a)
(b)
(c)
(d)
trouble sleeping,
Chronic physical and emotional exhaustion
emotional withdrawal
increased emotional reactivity (i.e., irritability, anxiety, emotional reactivity both
inside and outside of work setting
(e) hypervigilance
(f) loss of empathy, respect, and positive feelings for children
(g) trouble detaching thoughts and feelings related to his or her students’ suffering from
their own personal lives
(h) diminished interest in regular activities
(i) cognitive disturbances (memory difficulties, difficulty concentrating, etc.)
(j) depersonalization
(k) feelings of inequity
(l) negative feelings toward work, life, and others outside the early childhood setting
(m) feelings of self-contempt
(n) feelings of low job satisfaction
(o) psychosomatic problems
PREVENTION/INTERVENTION
I.
REDUCING AND MANAGING STRESS IN THE WORK
SETTING
a.
b.
c.
d.
e.
f.
g.
reducing caseloads
cultivating formal supervisory relationships
cultivating informal mentor relationships
maintaining consistent levels of supervision
taking regular vacations
participating in educational retreats
sustaining a balance between one’s personal and professional life is essential.
II.
STRENGTHENING SELF AWARENESS
III.
APPROACHES TO SELF CARE
a. Monitoring physical health
b. making time for spiritual practices
c. meditation
2015 ILLINOIS ASSOCIATION OF SCHOOL SOCIAL WORKERS
45TH ANNUAL CONFERENCE
Doug Pettinelli, Ph.D. 2015 (pettinj3@slu.edu)
d. journaling
e. yoga. A regimen of yoga is an affordable method used to enhance selfawareness, patterns of cognition, and a lifestyle that is beneficial to self-growth
f. developing external support
g. maintaining healthy and open communication with family and friends allows great
emotional escapes from professional responsibilities
h. being with friends also allows one to escape daily expectations of
family and children
i. Laughter and fun, whether with friends or family, Engaging in lighthearted
conversation, watching comedy entertainment,
j. practicing religion
k. participating in noncompetitive activities or hobbies
The overall idea is to: 1. reduce and manage stress
2. strengthen self awareness
3. monitor your physical, emotional and interpersonal
functioning
4. build resiliency: increase relaxation, rest, exercise, play
5. be part of a world that does not mirror the
classroom/school environment
SUGGESTED READINGS:
Francoise Mathieu (2012) The Compassion Fatigue Workbook,
New York: Routledge
Lipsky, L. & Burk, C. (2009) Trauma stewardship: An everyday guide to caring for self
while caring for others. San Francisco: Berrett-Koehler
Rothschild, B.(2006) Help for the helper: Self-care strategies for managing burnout and
stress. New York: W.W. Norton
Skovholt, T. & Trotter-Mathison, M.(2011) The resilient practioner:
Burnout prevention and self care strategies for counselors, therapists,
teachers, and health professionals. New York: Routledge.
Bush, A.D.(2015) Simple Self-care for therapists: Restorative practices
To weave through your workday. New York: W.W. Norton
Siegel, D.(2007) The mindful brain: Reflection and attunement in the
2015 ILLINOIS ASSOCIATION OF SCHOOL SOCIAL WORKERS
45TH ANNUAL CONFERENCE
Doug Pettinelli, Ph.D. 2015 (pettinj3@slu.edu)
cultivation of well-being.
2015 ILLINOIS ASSOCIATION OF SCHOOL SOCIAL WORKERS
45TH ANNUAL CONFERENCE
Doug Pettinelli, Ph.D. 2015 (pettinj3@slu.edu)