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Summary PDF: What works to reduce burnout and vicarious trauma among refugee service providers?

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What works to reduce burnout and vicarious trauma among refugee service providers?

There is strong evidence for a variety of strategies to reduce vicarious trauma, secondary traumatic stress, compassion fatigue, and burnout among helping professionals.

  • A strong body of evidence has developed in the past twenty years on reducing stress reactions among a variety of professional helpers in a wide range of settings and professions.
  • Strategies to reduce stress reactions share common features across all the types of staff stress reactions: vicarious trauma, secondary traumatic stress, compassion fatigue, and burnout.

 

Effective strategies encompass both organizational and self-care interventions.

  • The evidence suggests that self-care contributes to reduced stress, but that self-care alone is insufficient to mitigate staff stress and that organizational interventions to foster lower-stress work environments are vital.

 

Suggestive findings for resettlement staff mirror those for helping professionals generally.

  •  Three studies on resettlement staff suggest that their stressors and strategies for addressing them are similar to those of helping professionals in other settings. Furthermore, the evidence from studies of refugee service providers suggests that organizational transformation plays a vital role in staff well-being.

 

Refugee service providers should develop, implement, and evaluate policies and practices to mitigate staff stress reactions.

  • Evidence suggests that agencies should implement broad-based staff stress reduction strategies that:
    • Educate and engage senior leadership on the need to address staff stress reactions
    • Decrease staff workloads
    • Create comfortable, confidential workspaces and retreat spaces
    • Practice proactive, trauma-informed supervision
    • Enhance peer support opportunities
    • Individualize stress reduction approaches for each staff member
  • Refugee-serving organizations should encourage self-care among their staff, and provide opportunities for staff to use personal activities to reduce stress, but should recognize that self-care is not enough.
  • Because the evidence suggests that organizational factors are vital to the well-being of refugee service providers, organizations should examine steps they can take to lower their employees’ stress, such as those listed above. These steps should be based on the work-related risk factors identified in the literature, such as unreasonable workload expectations, lack of management support, and poor communication.

Post TitleStrength of EvidenceType of StudyDirection of Evidence
A Systematic Review on the Impact of Trauma-Informed Education Programs on Academic and Academic-Related Functioning for Students Who Have Experienced Childhood AdversityPositive impactSystematic reviewPositive impact
Buffering the effects of childhood trauma within the school setting: A systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youthPositive impactSystematic reviewPositive impact
A Scoping Review of School-Based Efforts to Support Students Who Have Experienced TraumaInconclusive or mixed impactSystematic reviewInconclusive or mixed impact
Effects of trauma-informed approaches in schools: A systematic reviewNo evidence about impactSystematic reviewNo evidence about impact
Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic ReviewPositive impactSystematic reviewPositive impact
A critical review of empirical support for trauma-informed approaches in schools and a call for conceptual, empirical and practice integrationInconclusive or mixed impactSystematic reviewInconclusive or mixed impact
Trauma-Informed Practices in Schools: A Narrative Literature ReviewPositive impactSystematic reviewPositive impact
Trauma-informed programs in Australian schools: A systematic review of design, implementation and efficacyPositive impactSystematic reviewPositive impact
Trauma-Informed High Schools: A Systematic Narrative Review of the LiteraturePositive impactSystematic reviewPositive impact
Relationship building strategies within trauma informed frameworks in educational settings: a systematic literature reviewPositive impactSystematic reviewPositive impact
Trauma-Informed Programs Based in Schools: Linking Concepts to Practices and Assessing the EvidencePositive impactSystematic reviewPositive impact
Trauma-sensitive school concepts for students with a refugee background: A review of international studies.No evidence about impactSystematic reviewNo evidence about impact
Promoting Resilience Through Trauma-Focused Practices: A Critical Review of School-Based ImplementationPositive impactSystematic reviewPositive impact
Systematic Review of School-Wide Trauma-Informed ApproachesPositive impactSystematic reviewPositive impact
Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of ResearchPositive impactSystematic reviewPositive impact

Websites and Databases Population Terms Methodology Terms Target Outcome Terms
EBSCO Discovery Service
Google Scholar
ERIC
Elementary and secondary students review
OR
meta-analysis
Trauma informed schools
OR
Trauma sensitive schools
OR
Trauma aware schools