Presentation Title
Exploring ethical issues and training implications for self-care
Location
Fenn Tower Ballroom
Presentation Type
Roundtable Discussion
Start Date
4-11-2014 5:00 PM
End Date
4-11-2014 5:50 PM
Abstract
It is well known that psychologists and psychologists-in-training are susceptible to the same sources of distress and mental health diagnoses as are the general public (e.g., Kleespies et al., 2011; Gilroy, Caroll, & Murra, 2002). Additionally, psychologists are vulnerable to unique sources of distress by nature of their clinical work. Profession-related vulnerabilities may include compassion fatigue, burnout, vicarious traumatization, and countertransference (Barnett, Baker, Elman, & Schoener, 2007; Bearse, McMinn, Seegobin, & Free, 2013).
Self-care is often viewed as the antidote to preventing the slippery slope from stress to distress to impairment in psychologists. Researchers and scholars have acknowledged the possibility of distress for psychologists and implored them to engage in self-care practices to maintain their well-being (O’Connor, 2001; Webb, 2011). Self-care certainly has implications for increasing wellness, but self-care is still considered to be an optional practice for psychologists. It is possible that self-care is not only a preventive measure, but perhaps also an ethical obligation. Consequently, researchers have suggested the need for training programs to create a culture of self-care (Barnett & Cooper, 2009; Goncher, Sherman, Barnett, & Haskins, 2013).
The plan for the roundtable discussion is to explore distress levels among psychologists and trainees, self-care as an ethical obligation, and how self-care might be incorporated into counseling psychology training programs. The discussion will address the following questions: If a psychologist or trainee does not consistently engage in self-care practices, could he/she be increasing risk of harm for clients? Does the link between the personal and professional necessitate considering self-care as an ethical responsibility? How can programs create a culture of self-care for students? How might counseling psychology specifically, based on its prevention focus, lead the way in viewing self-care as a preventive measure of impairment?
Exploring ethical issues and training implications for self-care
Fenn Tower Ballroom
It is well known that psychologists and psychologists-in-training are susceptible to the same sources of distress and mental health diagnoses as are the general public (e.g., Kleespies et al., 2011; Gilroy, Caroll, & Murra, 2002). Additionally, psychologists are vulnerable to unique sources of distress by nature of their clinical work. Profession-related vulnerabilities may include compassion fatigue, burnout, vicarious traumatization, and countertransference (Barnett, Baker, Elman, & Schoener, 2007; Bearse, McMinn, Seegobin, & Free, 2013).
Self-care is often viewed as the antidote to preventing the slippery slope from stress to distress to impairment in psychologists. Researchers and scholars have acknowledged the possibility of distress for psychologists and implored them to engage in self-care practices to maintain their well-being (O’Connor, 2001; Webb, 2011). Self-care certainly has implications for increasing wellness, but self-care is still considered to be an optional practice for psychologists. It is possible that self-care is not only a preventive measure, but perhaps also an ethical obligation. Consequently, researchers have suggested the need for training programs to create a culture of self-care (Barnett & Cooper, 2009; Goncher, Sherman, Barnett, & Haskins, 2013).
The plan for the roundtable discussion is to explore distress levels among psychologists and trainees, self-care as an ethical obligation, and how self-care might be incorporated into counseling psychology training programs. The discussion will address the following questions: If a psychologist or trainee does not consistently engage in self-care practices, could he/she be increasing risk of harm for clients? Does the link between the personal and professional necessitate considering self-care as an ethical responsibility? How can programs create a culture of self-care for students? How might counseling psychology specifically, based on its prevention focus, lead the way in viewing self-care as a preventive measure of impairment?
