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首页> 外文期刊>Building Healthy Academic Communities Journal >Pouring from an Empty Cup: The Case for Compassion Fatigue in Higher Education
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Pouring from an Empty Cup: The Case for Compassion Fatigue in Higher Education

机译：从空杯中倾泻而言：高等教育中同情疲劳的情况

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Background: With the global pandemic, higher education has experienced unparalleled changes with abrupt transitions to remote and online learning. Faculty are working to provide continuity of teaching and support to students whose lives have been disrupted; therefore, faculty are finding themselves managing distressed students with a wide range of issues, while also managing their own intrapersonal stress. Consequently, faculty may experience feelings of being psychologically overwhelmed and emotionally exhausted. Aim: This article informs faculty in higher education on the concept of compassion fatigue along with the symptoms, warning signs, and risk factors. In addition, protective factors, including self-care plans and coping strategies are addressed. Methods: A comprehensive review of the literature on compassion fatigue was conducted including the application of the construct to teaching and education. The literature review illuminates the use of compassion fatigue, originating from the scientific disciplines of counseling and traumatology, within an emerging line of research findings occurring amongst educators prior to the COVID-19 pandemic. Results: The literature demonstrates that compassion fatigue as a prospective, intrapersonal condition may potentially affect some faculty in higher education, and the proposed conceptual application of the construct to teaching and education can assist with acknowledging and understanding an important aspect of faculty mental health. Conclusions: Given the crisis surrounding the pandemic, it's essential for faculty to be aware of compassion fatigue in order to mitigate potential intrapersonal psychological and emotional consequences. Elucidating the symptoms and implications of compassion fatigue for faculty in higher education is part of a broader, overlooked issue on faculty mental health and wellness.
机译：背景：随着全球大流行，高等教育经历了无与伦比的变化，突然转型到远程和在线学习。教师正在努力为生活中断的学生提供教学和支持的连续性;因此，教师正在寻找自己在广泛的问题中管理苦恼的学生，同时也管理自己的顽固压力。因此，教师可能会遇到心理上不堪重负和情绪疲惫的感受。目的：本文通知高等教育教师与症状，警告标志和危险因素的同情疲劳的概念。此外，解决了保护因素，包括自我保健计划和应对策略。方法：对富有同情疲劳的文献进行了全面审查，包括构建对教学和教育的应用。文献综述阐明了同情疲劳，来自咨询和创伤学的科学学科，在Covid-19大流行前的教育工作者中发生的新兴的研究结果中。结果表明，该文献表明，同情疲劳作为前瞻性，容许的病情可能会影响一些高等教育的教师，建议的构建概念应用于教学和教育可以协助承认和理解教师心理健康的一个重要方面。结论：鉴于大流行的危机，要意识到同情疲劳是必不可少的，以减轻潜在的内在心理和情绪后果。阐明了高等教育教师的同情疲劳的症状和影响是对教师心理健康和健康的更广泛的忽视问题的一部分。

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