Enhancing Researcher Wellbeing by Acknowledging and Reducing the Potential for Secondary Trauma in the Research Process

• In Event: Advances in Teaching Methods 2. National Perspectives and Contemporary Challenges

Abstract

Whilst awareness of the need to protect research participants (e.g., ESRC, 2021) and trauma workers (e.g., Fidley,1995) is well established, secondary trauma in researchers is only just being acknowledged. Symptoms of secondary trauma include intrusions (e.g., distressing thoughts, dreams, memories), avoidance (e.g., of possible threats), increased arousal/reactivity (e.g., hypervigilance, limited concentration/sleep, irritability), and alterations in cognitions/mood (e.g., withdrawal, negativity) (Sprang et al, 2019). These symptoms are similar to the posttraumatic stress disorder felt by a victim-survivor of a direct traumatic event (British Psychological Society 2020). The small-scale studies that exist indicate that researchers who view, listen to, or read stories of trauma (e.g., violent crime) can experience secondary trauma, with consequent mental health symptoms, anger at the employer/situation, and potential loss from the profession (e.g., Coles et al, 2014; Skinner et al., forthcoming; Williamson et al., 2020). Despite growing recognition of secondary trauma in researchers by key professional bodies, and pockets of excellent practice (e.g. within the South West Doctorial Training Partnership, UK), there is no systematic approach, policy or training at undergraduate/postgraduate/professional levels to help researchers identify/address the potential for secondary trauma. This paper reports on the findings of a UKRI funded project that interviewed 30 researchers at risk of secondary trauma to establish what their experiences of researching potentially distressing subjects are, what (if anything) they have in place to reduce the likelihood of secondary trauma, and what support/policy and services they want to see developed in order to prevent secondary trauma and improve researcher wellbeing in the future.

Authors

• Tina Nicola Skinner, University of Bath

• Kristine Brance, University of Bath

• Sarah Halligan, University of Bath

• Heather Girling, University of Bath

• Paul Chadwick, University of Bath