Feeling overwhelmed or burnt-out
Respond to the following questions in paragraph form using correct sentence structure, spelling and grammar: (Each question should include at least a one paragraph response of a minimum of five sentences per paragraph AND reflect content learned from the Trauma-Informed materials).
What does it look like when you are feeling overwhelmed or burnt-out? How do these feelings impact your work?
How might your experiences of stress on the job be connected to the level of trauma among your students and/or within your school community?
What are the warning signs that you or your colleagues may be struggling with secondary traumatic stress? How is this different than the more “usual” feelings of stress or burn-out?
Resources: About Child Trauma | The National Child Traumatic Stress Network (nctsn.org)
Feeling overwhelmed or burnt-out can manifest in various ways. Personally, when I am overwhelmed, I notice physical and emotional symptoms. Physically, I may experience fatigue, headaches, or muscle tension. Emotionally, I might feel irritable, anxious, or have difficulty concentrating. These feelings of overwhelm can impact my work by diminishing my productivity and focus. It becomes challenging to stay organized and meet deadlines effectively. Moreover, burnout can also lead to a decrease in motivation and engagement, which can affect the quality of my work and interactions with colleagues and students.
The experiences of stress on the job can be closely connected to the level of trauma among students and within the school community. Working in an environment where trauma is prevalent can create a high-stress atmosphere. Constant exposure to traumatic stories, witnessing the impact of trauma on students, and dealing with challenging behaviors can take an emotional toll on educators. Additionally, the pressure to meet academic goals and support students’ emotional well-being within limited resources further contributes to stress. The level of trauma within the school community can exacerbate the stress experienced by educators, as they navigate complex situations and attempt to provide support. Understanding and addressing trauma within the school community is essential for creating a more supportive and nurturing environment for both students and staff.
There are warning signs that individuals or their colleagues may be struggling with secondary traumatic stress (STS). These signs may include emotional exhaustion, increased irritability or mood swings, decreased empathy, feelings of helplessness or hopelessness, and difficulty establishing boundaries between work and personal life. Unlike the more “usual” feelings of stress or burn-out, STS is specifically related to exposure to others’ trauma. It is a direct result of empathetic engagement with individuals who have experienced trauma. While stress and burn-out can occur in any profession, STS is unique in its connection to the work of supporting individuals who have experienced trauma. Recognizing these warning signs is crucial for early intervention and seeking appropriate support to prevent further negative consequences on one’s well-being and ability to effectively support students.
Resource: The National Child Traumatic Stress Network (nctsn.org) provides valuable information about child trauma, its impact, and resources for professionals working with traumatized children. This resource offers evidence-based strategies for trauma-informed care, self-care practices, and tools for creating safe and supportive environments for children who have experienced trauma. By utilizing the resources provided by NCTSN, educators can enhance their knowledge and skills to better support students who have been impacted by trauma while also prioritizing their own well-being.