1. Vicarious Trauma ( Burn Out ) & Boundary Setting Sarah Rotsinger-Stemen, Psy. M. Tanya Russell Ph.D. USF CAPS

2. Objective 1.Managing difficult, traumatic, or troubling information you may hear from students 2.Identifying, setting, and maintaining appropriate boundaries 3.Recognizing the importance of self- care in your role as tutors

3. Trauma Trauma is any event which can make one feel unsafe in the world, and which affects the mind and nervous system thus creating psychological harm.

4. What is Traumatic Stress? Traumatic stress is the RESPONSE to an event or situation, NOT the traumatic event itself Events that may trigger a traumatic response: Sexual or physical assault/abuse Car accidents Serious illness or death of a family member War Target of racism, sexism, classism, …

5. Emotional and Psychological Reactions to Trauma Fear, Shock, Disbelief and Disorientation Intrusive memories Anger/Aggression Withdrawal Helplessness Shame Guilt

6. Vicarious Trauma Traumatic stress experienced indirectly (i.e. hearing stories, responding after a traumatic event, seeing live footage of a traumatic event, etc.)

7. Vicarious Trauma Those most closely exposed to the traumatic event (i.e. EMTs, firefighters, etc) are more susceptible to experiencing secondary traumatic stress than those less exposed (i.e. viewing on TV, hearing a personal story)

8. Vicarious Trauma Think about a time (preferably recent time) when someone personally told you about a traumatic event he/she experienced, or Think about a time when you heard about a traumatic event or horrific ordeal thru the media HOW DID THIS IMPACT OR EFFECT YOU?

9. Secondary Traumatic Stress Fatigue, low energy Less efficient; taking longer to complete the same task Difficulty making decisions, Problems focusing/concentrating Problems sleeping, difficulty relaxing "Tuning out" while listening to traumatic stories Less creative, loss of problem-solving skills Sad, depressed, withdrawn Loss of sense of humor or playfulness, less capacity to feel joy Indications of

10. Secondary Traumatic Stress Apathetic, indifferent, emotional numbness More irritable, intolerant, angry Cynical; less compassionate, disillusioned, less trust in humanity Feeling helplessness, hopelessness Guilt for having an "easier" life than others, denying or downplaying your own pain and/or difficulties Physical complaints: headaches, abdominal discomfort, diarrhea, joint pain, muscle aches or tension, frequent illness Indications of

11. Vicarious Trauma Often a slow, cumulative process that occurs over the course of helping those who have suffered tragedy, loss, and pain. Helping professionals may not realize that they are suffering from secondary or vicarious trauma until they feel "burned out" A person’s past, including previous exposure to traumatic incidents, coping styles, attitudes, beliefs, and support system also influence the degree to which one might experience vicarious trauma.

12. Coping Debrief after tutoring/hearing a traumatic story Mutually support each other Seek support from CAPS Seek support and consultation through CAPS after hours services Maintain balance in your life – schedule time to enjoy pleasurable activities Maintain appropriate boundaries with students

13. Know Your Limits! Signs that you’ve exceeded your limits or the student needs more help than you’re able or willing to give: Feeling responsible for the student Feeling pressure to solve his/her problems Feeling over-extended in helping/tutoring the student Feeling stressed out about the student’s behavior Feeling the problem/story you heard is more than you can handle

14. Self-Care

15. Next Steps What are you like when you are “burned out?” Turn to the person next to you and discuss: – How you physically and mentally react to stress (i.e. ruminate, irritable/bitchy, withdrawn depressed/sad, drink/smoke weed, panic/anxious, nightmares, numb, etc.) – Identify 2 actions you could take to prevent this

16. Questions?