155 - The Cost of Empathy: A Preliminary Grounded Theory Evaluation of Vicarious Trauma in Student Affairs Professionals

Abstract Information:
When discussing trauma-informed training within higher education, many researchers and mental health professionals aim to provide resources to faculty and administrators but often neglect the impact student affairs professionals have when working with students. Professionals in student services help facilitate student learning, aid student organizations including athletics, housing, and campus life, and provide instrumental services and resource centers for underrepresented groups. These student-facing positions support student growth and the realization of personal and professional goals, but also increasingly act as first responders to student crises subjecting themselves to vicarious trauma. This study was motivated by a desire to understand how those who support students during traumatic experiences care for themselves to avoid burnout, compassion fatigue, and vicarious traumatization. This preliminary grounded theory study also explored the limitations that hinder better support for students of trauma. Nine participants were recruited from a university’s academic student services division, with different job positions, levels of student interaction, years of experience, and exposure to trauma-informed training. Using semi-structured interviews and a grounded theory qualitative framework, the findings from this study expose the relational, structural, and political dimensions hindering and facilitating trauma-informed practices in university settings. These stories showcase the need for continued advocacy and administration of trauma-informed care training and highlight the vast importance of continued evaluation of support for student affairs professionals and higher education institutions.