ABSTRACT

While researchers have acknowledged student trauma as a source of stress for graduate students, clinicians, and social workers, little research has grappled with the substantial influence of student trauma on faculty and professionals working in higher education. The support and guidance required by students who have experienced trauma or acute stress now fall largely upon the faculty member. Faculty are often witness to and actors within the unfolding drama of the student experience. This social-scientific inquiry explores faculty exposure to student trauma, the experience of secondary traumatic stress and vicarious trauma, and coping mechanisms. Faculty report feelings of lower personal accomplishment, worry, and lack of sustained social support. Adaptive and maladaptive coping strategies were employed. Analysis suggests institutional recognition of secondary traumatic stress and vicarious trauma, including education and social support, are immanently necessary.

摘要

尽管研究人员承认学生创伤是研究生、临床医生和社会工作者的压力来源，但很少有研究探讨学生创伤对高等教育教师和专业人员的重大影响。经历过创伤或严重压力的学生所需的支持和指导现在主要落在教师身上。教师常常是学生经历的戏剧性事件的见证者和演员。这项社会科学调查探讨了教师遭受学生创伤的情况、继发性创伤压力和替代性创伤的经历以及应对机制。教师们表示，他们感到个人成就感较低、担忧，并且缺乏持续的社会支持。采用了适应性和适应不良的应对策略。