Impact on Faculty and Staff:
- My student never misses an opportunity to talk with me during my office hours. Lately, they have been wanting support and advice about things other than course content. I'm feeling overwhelmed, but don't want to let the student down. They seem lonely.
- I've had a high number of students who are struggling with mental health challenges, a student who has experienced extreme trauma, or a student who has shared numerous issues with me. How do I combat compassion fatigue and secondary trauma?
My student never misses an opportunity to talk with me during my office hours. Lately, they have been wanting support and advice about things other than course content. I'm feeling overwhelmed but don't want to let the student down. They seem lonely.
Advice from Lisa Kelly-Vance
School Psychology Graduate Program, Professor and Director
Advisors can be an important source of support during college. Having connections and establishing a trusting relationship can go a long with in helping our students succeed. When students need more than course support from the advising relationship, it can be a challenge. It’s not that we can’t discuss personal issues, but we aren’t necessarily in a position to give all that a student may need. We need to be helpful and honest in these situations.
I've had a high number of students who are struggling with mental health challenges, a student who has experienced extreme trauma, or a student who has shared numerous issues with me. How do I combat compassion fatigue and secondary trauma?
Advice from Connie Schaffer
Center for Faculty Excellence, Director
As empathetic individuals committed to students, we often convey a strong façade and attempt to provide comfort, support, and assurances. Doing so, especially repeatedly with multiple students or over a long period with one or two students is taxing. If you find yourself resenting students’ requests for help or if you feel that no matter what you do, your efforts will fall short you may be experiencing empathetic strain or what is sometimes referred to as compassion fatigue. The toll is even greater in some instances. People who hear firsthand about the trauma of others may themselves be profoundly impacted and experience what is referred to as vicarious trauma or secondary trauma. There is no single approach to combatting these phenomena, but I offer some suggestions for you to consider.
First, acknowledge that what you and your colleagues are experiencing is real and may go beyond stereotypical burnout. Be willing to talk about this in personal and professional conversations.
Second, talk with your chair, director, or supervisor and ask for their assistance. Permit yourself to say, “This is more than I can handle, I need to refer this student to someone on campus.” Doing will benefit you and the student in need.
Third, look for possible ways to change work-related practices and procedures and bring those ideas to campus leaders. Thinking beyond the traditional ways and routines of academia may lead to changes that enhance the campus for students, staff, and faculty.
Fourth, we’ve heard a great deal about self-care. Self-care is not a panacea but is extremely important. Self-care varies from person to person, but take steps to address your needs.
Finally, seek professional guidance. Consider scheduling an appointment with the Faculty/Staff Employee Assistance Program or a therapist who can help you.