Compassion Fatigue Compassion Fatigue has been called an occupational hazard (Figley, 1995) for those in the helping profession. Research shows that novice counselors are especially susceptible to this construct (Figley, 1995).

Compassion Fatiguing Supervision! HELP FOR BOTH SUPERVISORS AND INTERNS Julie Merriman, PHD, LPC-S, NCC, RPT-S, CSC Assistant Professor Dept. of Psychology and Counseling Tarleton State University

Heart Story

Objectives Concepts of Compassion Fatigue Protective Factors Compassion Fatigue Symptoms and Risk Factors Prevention Supervision of Counselor Interns

Providing education during internship concerning compassion fatigue and protective factors, such as self-care, can normalize struggles experienced by interns. Interns can be hesitant to discuss struggles encountered unless encouraged to do so by supervisors.

Concepts of Compassion Fatigue Compassion Fatigue Counter- transference Burnout Vicarious Traumatization Compassion Satisfaction Secondary Traumatic Stress

Compassion Fatigue Helper suffers through own efforts to empathize & be compassionate “ Those who have enormous capacity for feeling and expressing empathy tend to be more at risk of compassion fatigue.” (Figley, 1995) “ There is a cost to caring. Professionals who listen to others’ stories of fear, pain, and suffering may feel similar fear, pain and suffering because they care. “ (Figley,1995)

Secondary Traumatic Stress Behaviors and emotions resulting from knowledge about a traumatizing event experienced by another person Stress that results from helping this suffering person symptoms are nearly identical to posttraumatic stress disorder (Bride, Radey, & Figley, 2007). Figley (1995) originally referred to compassion fatigue under the broad term of secondary traumatic stress, but realized there were specific differences in the concept.

Vicarious Trauma Effects are cumulative and can be permanent (Pearlman & Saakvitne, 1995) “A transformation of the helper’s inner experience resulting from an empathic engagement with survivors’ traumatic experiences. Its hallmark is a disrupted frame of reference regarding the helper’s sense of self (identity), world view, spirituality, affect regulation, inter-personal relations and imagery system of memory.” (Pearlman & Saakvitne, 1995)

Countertransference Distorted judgment due to past life experiences Conscious/unconscious reaction to way client relates Seeing oneself in client Over-identifying with client Meeting one’s needs through client

Burnout (Pines & Aronson, 1988, p.9) “A state of physical, emotional and mental exhaustion caused by long term involvement in emotionally demanding situations.” (Rank et al., 2009) “The chronic conditions of perceived demands outweighing perceived resources.”

Compassion Satisfaction Sense of Doing Job Well Stamm, 1995 Sense of Enjoying Helping Others

Protective Factors (Rank et al., 2009; Van Hook et al., 2009; Adams et al., 2008; Campbell, 2007; Figley, 2002a; Melchert et al., 1996; Sprang et al., 2007; Webb, 2006; Jacobson, 2006; Gentry, 2002; Figley 2002b; and Leon et al., 1999,) CF EducationSelf-Awareness Self-ValidationEthics BoundariesSelf-CareSelf-EfficacySupport Humor

Risk Factors

Compassion Fatigue Symptoms

Prevention Self- Awareness Self-Care Standards Self-Care Plan

Purpose of Counselor Supervision Facilitate counselor’s professional and personal development Promote counselor competencies Promote accountable counseling services and programs (Bradley & Ladany, 2001)

Five Basic Activities of Counselor Supervision Support Consultation Counseling* Training and Instruction Evaluation *(referral may be required) (Bradley & Ladany, 2001)

Counselor Developmental Model Six phases Lay Helper Beginning Student Advanced Student Novice Professional Experienced Professional Senior Professional (Ronnstad & Skovolt, 2003)

Go forth with MINDFUL PURPOSE! …Always with a sense of humor!