Presenter
Erin Barnett, PhD
Assistant Professor Geisel School of Medicine
Principal Investigator for multiple grants, including Upper Valley Project Launch
Dartmouth Trauma Interventions Research Center
Learning Outcome(s)
At the conclusion of this learning activity, participants will be able to define secondary traumatic stress and have strategies to prevent and reduce the impact of burnout.
Disclosure
The activity director(s), planning committee member(s), speaker(s), author(s) or anyone in a position to control the content for this activity have reported NO financial relationship(s)* with ineligible companies**.
* A “financial relationship" includes employee, researcher (named as the PI), consultant, advisor, speaker, independent contractor (including contracted research), royalties or patent beneficiary, executive role, and/or an ownership interest (not including stocks owned in a managed portfolio).
** An ineligible company is any entity whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
Bibliographic Material
Articles:
American Psychological Association. (2014). Self-Care Resources for Psychologists
American Psychological Association. (2008). The Stress-Distress-Impairment Continuum for Psychologists
Gentry, E.J., & Dietz, J.J. (2020). Professional Resilience: Prevention and Resolution of Burnout, Toxic Stress and Compassion Fatigue. Outskirts Press.
Hopkins, K. M., Cohen-Callow, A., Kim, H. J., Hwang, J. (2010). Beyond intent to leave: Using multiple outcome measures for assessing turnover in child welfare. Children and Youth Services Review, 32,1380-1387.
Hudnall Stamm, B. (2020). Caring for yourself in the face of difficult work: Pocket card. https://img1.wsimg.com/blobby/go/dfc1e1a0-a1db-4456-9391-18746725179b/downloads/pocketcard.webp
Hyter, Y., Atchison, B., Henry, J., Sloane, M. & Black-Pond, C. (2002). A Response to Traumatized Children: Developing a Best Practices Model. Occupational therapy in health care. 15. 113-40.
Lee, J., Lim, N., Yang, E., & Lee, S. M. (2011). Antecedents and consequences of three dimensions of burnout in psychotherapists: A meta-analysis. Professional Psychology: Research and Practice, 42(3), 252–258. https://doi.org/10.1037/a0023319
NCTSN. (2011). Secondary Traumatic Stress: A Fact Sheet for Child-serving Professionals
Rothschild, B. (2006). Help for the helper. The psychophysiology of compassion fatigue and vicarious trauma. New York: W.W. Norton.
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.
Van Dernoot Lipsky, L. (2009). Trauma Stewardship: An everyday guide to caring for self while caring for others. San Francisco: Berrett-Koehler Publishers.
Volk, K.T., Guarino, K., Edson Grandin, M., & Clervil, R. (2008). What about You? A Workbook for Those Who Work with Others. The National Center on Family Homelessness. http://508.center4si.com/SelfCareforCareGivers.pdf
Video:
Laura Van Dernoot Lipsky, Beyond the Cliff Ted Talk
Further resource and infographics:
Compassion Fatigue Self Test
Professional Quality of Life (ProQOL)
ProQOL 5 Test
Self-Care Assessment Worksheet http://www.ecu.edu/cs-dhs/rehb/uploa
Wellness_Assessment.pdf
Echo Training
“How to support someone who has experienced trauma”
“Trauma-informed support for children”
“Do’s and Don’ts of a trauma-informed classroom”
National Child Traumatic Stress Network
