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Vicarious Trauma, Perceived Stress, and Self-Care Among Social Workers: A Quantitative Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Vicarious Trauma, Perceived Stress, and Self-Care Among Social Workers: A Quantitative Analysis./
Author:	Hammonds, Betzabe.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-05, Section: B.
Contained By:	Dissertations Abstracts International80-05B.
Subject:	Behavioral psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10930823
ISBN:	9780438680715

Vicarious Trauma, Perceived Stress, and Self-Care Among Social Workers: A Quantitative Analysis.
Hammonds, Betzabe.

Vicarious Trauma, Perceived Stress, and Self-Care Among Social Workers: A Quantitative Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 140 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: B.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2019.

This item must not be sold to any third party vendors.

Vicarious traumatization is the result of empathic engagement with clients' trauma experiences and their sequelae. Such engagement includes listening to graphic descriptions of horrendous events, bearing witness to people's cruelty to one another, and witnessing and participating in traumatic reenactments. Vicarious traumatization symptoms can include physical experiences that are similar to post-traumatic disorders. A person can have disturbing symptoms, flashbacks, nightmares, obsessive thoughts, numbing and dissociation. Vicarious traumatization causes psychological effects that can be disruptive and painful, which is experienced by professionals who work with traumatized victims. The psychological effects can last from several months up to several years. Professionals who continuously listen to accounts of traumatic events can experience traumatic symptoms and distorted cognitive schemas that can cause changes in the way self, others, and the world are viewed. The effects of vicarious trauma can have a negative impact on professionals by limiting their ability to engage with their clients and by increasing stress-related symptomatology. Several different factors such as personal trauma history, work caseloads, organizational support, self-care, and years of experience were examined in this study to understand the effects of vicarious trauma on child social workers (CSWs). Research questions were as follows: What are the differences in child social workers' levels of perceived stress based on the levels of vicarious trauma (low, average, high) and years of experience (less than 5 years, more than years)? What are the differences in child social workers' self-care based on the levels of vicarious trauma (low, average, high) and years of experience (less than 5 years, more than years)? The purpose of this quantitative non-experimental study was to examine four identified variables: two dependent variables (vicarious trauma and years of experience) and two independent variables (levels of perceived stress and self-care). Constructivist Self-Development Theory was used as the theoretical framework. Constructivist Self-Development Theory provides a foundation for how individuals perceive trauma as it relates to their own world. The theory offers a thorough understanding of trauma, its impact on individuals, and its lasting effects. Method Participants were child social workers from The Department of Children and Family Services. They were selected from two offices: Compton East office located in the city of Compton, and Compton West office located in the city of Hawthorne. Participant's age was at least 18 years and older with a combination of females and males. Child social workers were in the following units: Emergency Response, Family Reunification/Family Maintenance/Permanent Placement, Dependency Investigation, Voluntary, Adoption units. Child social workers were invited to participate on a voluntary basis. Four instruments were used for this study. They included a Demographic Questionnaire, the Professional Quality of Life Scale (ProQOL), the Perceived Stress Scale, and the Wellness Assessment. The Demographic Questionnaire uses six items to assess demographics of participants -- including questions about gender, current employment, department, unit, age range, and years of experience. The ProQOL is a 30-item questionnaire developed by Stamm (2009) to measure both positive and negative aspects of helping others who experience suffering and trauma. The Secondary Traumatic Stress (STS) subscale was used in this study. STS is a secondary component of Compassion Fatigue that measures secondary exposure to stressful events (Stamm, 2010). The Perceived Stress Scale (PSS) is a 10-item questionnaire developed in 1983 to measure the degree to which situations in one's life are appraised as stressful (Cohen, Kamarck, & Mermelstein, 1983; Cohen & Williamson, 1988). Questions on the PSS ask about feelings and thoughts during the last month (Cohen & Williamson, 1988). Although the PSS was designed for junior high-school education, the 10 items are general in nature, easy to read, and can be administered to any sub-population (Cohen et al., 1983). Cohen et al. (1983) conducted studies in three populations: high school students, freshman college students, and college students enrolled in an introductory personality psychology class. The final measuring tool was the Self-Assessment Worksheet (SCAW) used to measure self-care. The SCAW is a 65-item assessment developed by Saakvitne and Pearlman (1996) to measure self-care strategies. There are 6 sub-scales: physical self-care (14-items), psychological self-care (12-items), emotional self-care (10-items), spiritual self-care (16-items), workplace or professional self-care (11-items), and balance (2-items). (Abstract shortened by ProQuest.).

ISBN: 9780438680715Subjects--Topical Terms:

2122788
Behavioral psychology.

Vicarious Trauma, Perceived Stress, and Self-Care Among Social Workers: A Quantitative Analysis.
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520 $a Vicarious traumatization is the result of empathic engagement with clients' trauma experiences and their sequelae. Such engagement includes listening to graphic descriptions of horrendous events, bearing witness to people's cruelty to one another, and witnessing and participating in traumatic reenactments. Vicarious traumatization symptoms can include physical experiences that are similar to post-traumatic disorders. A person can have disturbing symptoms, flashbacks, nightmares, obsessive thoughts, numbing and dissociation. Vicarious traumatization causes psychological effects that can be disruptive and painful, which is experienced by professionals who work with traumatized victims. The psychological effects can last from several months up to several years. Professionals who continuously listen to accounts of traumatic events can experience traumatic symptoms and distorted cognitive schemas that can cause changes in the way self, others, and the world are viewed. The effects of vicarious trauma can have a negative impact on professionals by limiting their ability to engage with their clients and by increasing stress-related symptomatology. Several different factors such as personal trauma history, work caseloads, organizational support, self-care, and years of experience were examined in this study to understand the effects of vicarious trauma on child social workers (CSWs). Research questions were as follows: What are the differences in child social workers' levels of perceived stress based on the levels of vicarious trauma (low, average, high) and years of experience (less than 5 years, more than years)? What are the differences in child social workers' self-care based on the levels of vicarious trauma (low, average, high) and years of experience (less than 5 years, more than years)? The purpose of this quantitative non-experimental study was to examine four identified variables: two dependent variables (vicarious trauma and years of experience) and two independent variables (levels of perceived stress and self-care). Constructivist Self-Development Theory was used as the theoretical framework. Constructivist Self-Development Theory provides a foundation for how individuals perceive trauma as it relates to their own world. The theory offers a thorough understanding of trauma, its impact on individuals, and its lasting effects. Method Participants were child social workers from The Department of Children and Family Services. They were selected from two offices: Compton East office located in the city of Compton, and Compton West office located in the city of Hawthorne. Participant's age was at least 18 years and older with a combination of females and males. Child social workers were in the following units: Emergency Response, Family Reunification/Family Maintenance/Permanent Placement, Dependency Investigation, Voluntary, Adoption units. Child social workers were invited to participate on a voluntary basis. Four instruments were used for this study. They included a Demographic Questionnaire, the Professional Quality of Life Scale (ProQOL), the Perceived Stress Scale, and the Wellness Assessment. The Demographic Questionnaire uses six items to assess demographics of participants -- including questions about gender, current employment, department, unit, age range, and years of experience. The ProQOL is a 30-item questionnaire developed by Stamm (2009) to measure both positive and negative aspects of helping others who experience suffering and trauma. The Secondary Traumatic Stress (STS) subscale was used in this study. STS is a secondary component of Compassion Fatigue that measures secondary exposure to stressful events (Stamm, 2010). The Perceived Stress Scale (PSS) is a 10-item questionnaire developed in 1983 to measure the degree to which situations in one's life are appraised as stressful (Cohen, Kamarck, & Mermelstein, 1983; Cohen & Williamson, 1988). Questions on the PSS ask about feelings and thoughts during the last month (Cohen & Williamson, 1988). Although the PSS was designed for junior high-school education, the 10 items are general in nature, easy to read, and can be administered to any sub-population (Cohen et al., 1983). Cohen et al. (1983) conducted studies in three populations: high school students, freshman college students, and college students enrolled in an introductory personality psychology class. The final measuring tool was the Self-Assessment Worksheet (SCAW) used to measure self-care. The SCAW is a 65-item assessment developed by Saakvitne and Pearlman (1996) to measure self-care strategies. There are 6 sub-scales: physical self-care (14-items), psychological self-care (12-items), emotional self-care (10-items), spiritual self-care (16-items), workplace or professional self-care (11-items), and balance (2-items). (Abstract shortened by ProQuest.).
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