In high-risk roles, such as peer support officers, self-awareness plays a pivotal role in maintaining well-being and effectively supporting others. To address the unique needs of helpers in these roles, this blog post explores evidence-based strategies that enhance self-awareness and promote resilience. Drawing upon the insightful meta-analysis conducted by Cieslak et al. (2014), titled “A Meta-Analysis of the Relationship Between Job Burnout and Secondary Traumatic Stress Among Workers with Indirect Exposure to Trauma,” we will delve into actionable approaches to cultivate self-awareness in high-risk helper roles.
Understanding the Study
Cieslak et al.’s (2014) meta-analysis sheds light on the relationship between job burnout and secondary traumatic stress among workers indirectly exposed to trauma. This study provides valuable insights into the impact of these factors on the wellbeing and resilience of helpers in high-risk roles.
Implementing Evidence-Based Strategies
By implementing evidence-based strategies, helpers can significantly enhance self-awareness and wellbeing in high-risk roles. Here are some actionable approaches to consider:
- Reflective Practices:
Encourage regular reflection on personal experiences, emotions, and reactions to stress-inducing situations. Engage in practises such as journaling, self-assessment exercises, or seeking feedback from trusted colleagues or mentors. Reflective practises enhance self-awareness and facilitate the identification of potential triggers or areas for personal growth.
- Mindfulness and Self-Care:
Promote mindfulness techniques and self-care practises as essential components of daily routines. Encourage helpers to engage in activities like meditation, deep breathing exercises, and hobbies that promote relaxation and rejuvenation. Prioritising self-care empowers helpers to recognise their own needs and maintain overall wellbeing.
- Emotional Regulation:
Provide training on emotional regulation to help helpers effectively manage and express their emotions. By understanding their emotional states, helpers can respond more skilfully to challenging situations, avoiding burnout and secondary traumatic stress. Techniques such as identifying and labelling emotions, practising empathy, and seeking support when needed are essential in this process.
- Seeking Supervision and Support:
Encourage helpers to seek regular supervision sessions with experienced professionals. Supervision offers a safe space for reflection, debriefing, and discussing challenging cases. It provides an opportunity for helpers to gain insights, receive guidance, and address personal or professional concerns, fostering self-awareness and resilience.
- Continuing Education and Training:
Promote ongoing education and training opportunities related to self-awareness, stress management, and wellbeing. These programs enhance helpers’ knowledge, skills, and self-awareness, enabling them to better recognise and address their own needs while effectively supporting others. Lifelong learning contributes to continuous personal and professional growth.
The Bottom Line
Enhancing self-awareness is crucial for helpers in high-risk roles to maintain well-being and provide effective support. By implementing evidence-based strategies, including reflective practises, mindfulness, emotional regulation, seeking supervision and support, and investing in continuing education, helpers can cultivate self-awareness and resilience. This empowers them to navigate the challenges of their roles while prioritising their mental health and offering optimal care to those they serve. By embracing self-awareness, we establish a stronger foundation for helper wellbeing in high-risk roles, fostering healthier and more resilient communities.
Author Teresa Coffey
Sources
Cieslak, Roman, Kotaro Shoji, Allison Douglas, Erin Melville, Aleksandra Luszczynska, and Charles C. Benight. 2014. “A Meta-Analysis of the Relationship Between Job Burnout and Secondary Traumatic Stress Among Workers with Indirect Exposure to Trauma.” – Psychological Services 11 (1):75–86.
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