Combating Compassion Fatigue in Counselors: Enhancing Student Achievement
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| Title: | Combating Compassion Fatigue in Counselors: Enhancing Student Achievement |
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| Language: | English |
| Authors: | Dwi Sri Rahayu, Adi Atmoko, Muslihati, Arbin Janu Setiyowati, Nila Zaimatus Septiana, Setyorini, Ni Komang Sri Yuliastini |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Altruism, Counselor Attitudes, Academic Achievement, Counselor Client Relationship, School Counselors, Psychological Patterns, Influences, Well Being, Burnout, Empathy, Foreign Countries |
| Geographic Terms: | Indonesia |
| Abstract: | The challenges in achieving student learning success are complex and involve various factors, including the psychological condition of school counselors. Counselors often engage in intense emotional interactions with students facing issues. This can lead to compassion fatigue, which refers to emotional, mental, and physical exhaustion resulting from repeatedly feeling or witnessing others' suffering and difficulties. This study discusses the importance of intervening in compassion fatigue among school counselors and its impact on student learning success. This case study involved five school counselors as participants. Data collection techniques included focus groups and open questionnaires. The results indicate that (1) compassion fatigue affects counselor performance; without appropriate intervention, counselors' ability to provide support and guidance becomes ineffective; (2) counselors experiencing compassion fatigue encounter difficulties in delivering counseling services; (3) their emotional and mental well-being can influence how they interact with students as well as their level of empathy; (4) when students do not receive optimal counseling support, their ability to reach academic potential is hindered. The limitations of this study include a small sample size that may restrict generalization of findings and limited data collection techniques that do not capture all dimensions of compassion fatigue effectively. Recommendations for future research include expanding sample sizes to encompass more school counselors from diverse backgrounds and experiences while utilizing varied data collection methods to explore specific strategies that can assist school counselors in managing their compassion fatigue. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678990 |
| Database: | ERIC |
| Abstract: | The challenges in achieving student learning success are complex and involve various factors, including the psychological condition of school counselors. Counselors often engage in intense emotional interactions with students facing issues. This can lead to compassion fatigue, which refers to emotional, mental, and physical exhaustion resulting from repeatedly feeling or witnessing others' suffering and difficulties. This study discusses the importance of intervening in compassion fatigue among school counselors and its impact on student learning success. This case study involved five school counselors as participants. Data collection techniques included focus groups and open questionnaires. The results indicate that (1) compassion fatigue affects counselor performance; without appropriate intervention, counselors' ability to provide support and guidance becomes ineffective; (2) counselors experiencing compassion fatigue encounter difficulties in delivering counseling services; (3) their emotional and mental well-being can influence how they interact with students as well as their level of empathy; (4) when students do not receive optimal counseling support, their ability to reach academic potential is hindered. The limitations of this study include a small sample size that may restrict generalization of findings and limited data collection techniques that do not capture all dimensions of compassion fatigue effectively. Recommendations for future research include expanding sample sizes to encompass more school counselors from diverse backgrounds and experiences while utilizing varied data collection methods to explore specific strategies that can assist school counselors in managing their compassion fatigue. [For the complete proceedings, see ED678959.] |
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