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dc.contributor.authorWorth, Tara
dc.date.accessioned2020-04-03T00:37:30Z
dc.date.available2020-04-03T00:37:30Z
dc.date.issued2020-03
dc.identifier.urihttp://hdl.handle.net/20.500.11803/874
dc.description.abstractEducators and school staff working with high-needs students who have experienced adversity and/or trauma have additional stressors inherent with this particular group. As a result of the relational nature of working with these students, the exposure to their trauma can increase the risk of developing compassion fatigue (CF). The lack of awareness of CF in the field of education, limited prevention, support and educational resources in schools, in addition to the lack of acknowledgment and support from administrators are all factors that place educational staff working in schools at further risk. Further, the muddiness and the lack of a clear definition of CF in the limited research in the field of education also contributes to challenges with developing prevention, awareness and educational programs. Not only does CF affect the health and well-being of staff, but it can also impact the students that are in the care of staff members, creating a vicious cycle. Providing yearly educational workshops, especially for young and/or new teachers can not only help raise awareness and decrease the risk of developing CF, but it can also help lower rates of illness, stress leave and staff attrition.en_US
dc.language.isoenen_US
dc.subjectHigh-need studentsen_US
dc.subjectCompassion fatigueen_US
dc.subjectEducationen_US
dc.subjectTrauma exposureen_US
dc.titleCompassion fatigue in schoolsen_US
dc.typeThesisen_US
thesis.degree.disciplineCounselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Counsellingen_US
cityu.schoolDivision of Arts and Sciencesen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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