Poster #71 - Exploring the Prevalence and Interrelations of Secondary Traumatic Stress, Burnout, and Compassion Satisfaction in Educators

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Education, Schooling

Integrative Statement

Childhood trauma is gaining momentum as a critical public health issue. It is now well understood that traumatic experiences are prevalent and can have deleterious effects on children (Burke, et al., 2011; Felitti, 1998; Overstreet & Mathews, 2011). However, much less is known about how children’s exposure to trauma impacts the lives and work of educators serving them. The current study examined the prevalence and interrelations of Secondary Traumatic Stress (STS), burnout, and Compassion Satisfaction (CS) among educators.

STS symptoms mirror classic PTSD symptoms but develop from indirect exposure to traumatic experiences of others (Figley, 1983). Burnout is characterized by general feelings of exhaustion, disconnectedness, and decreased personal accomplishment resulting from emotionally taxing work (Maslach et al., 2001). Compassion Satisfaction is the positive feelings about one’s work helping others (Stamm, 2002).

To date only one published study has examined the prevalence of STS among educators. Borntrager et al., (2012) surveyed 229 staff members from six schools across the Rocky Mountain West and found that 75% reported clinically significant STS symptom profiles. Such findings suggest that STS is likely prevalent among educators and may be particularly relevant in urban communities where poverty and exposure to community violence pose additional sources of trauma for youth. The current study examined STS, burnout, and CS to explore the simultaneous prevalence of each experience in a novel sample of urban educators.
Along with prevalence, the current study examined the interrelations of STS, burnout, and CS and explored demographic correlates (race, gender, experience) to identify individual characteristics associated with teachers’ CS levels and risk for developing STS and burnout symptoms. The sample consisted of 338 teachers working across 11 urban public charter schools in a southeastern city. Teachers completed surveys at the end of the school year which included a demographic questionnaire and the Professional Quality of Life Scale (ProQOl; measuring STS, Burnout, and CS).

Findings indicated that 16% of teachers reported elevated rates of STS, 14% reported elevated rates of burnout, and 76% reported average or above average levels of CS. Correlational patterns indicated that burnout and STS were positively correlated (r=.552,p<.01) and that CS was negatively correlated with both STS (r=-.336,p <.01) and burnout (r =-1.87,p<.01). Examination of demographic correlates indicated that, as compared to White teachers, teachers who identified as Black/African American reported significantly lower rates of STS (r=-.198,p<.01) and burnout (r=-.283,p<.01). Experience was negatively associated with STS such that as years of experience increased STS symptoms decreased (r=-.148,p<.01).

Findings indicated low rates of STS and burnout in this sample as compared to previous studies of teacher well-being (Skaalvik & Skaalvik, 2007). Additional research is needed to establish the validity of the ProQOL for use with teachers and to investigate mechanisms influencing associations between demographic characteristics and STS and burnout. As schools adopt initiatives to address childhood trauma (Dorado et al., 2016), findings from the current study can inform efforts to monitor teacher well-being and identify teachers at risk for developing STS and burnout in response to working with children impacted by trauma.

Authors

• Kathryn A Simon, Tulane University
  Presenting Author

• Lea Petrovic, Tulane University
  Non-Presenting Author

• Stacy L Overstreet, Tulane University
  Non-Presenting Author

• Courtney N. Baker, Tulane University
  Non-Presenting Author