Survey of Compassion Fatigue Education in APA-Accredited Clinical and Counseling Psychology

151 Pages·2017·2.43 MB·English

Antioch University
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Dissertations & Theses
2015
Survey of Compassion Fatigue Education in APA-
Accredited Clinical and Counseling Psychology
Programs
Marissa Joy Scroggins
Antioch University - Seattle
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Scroggins, Marissa Joy, "Survey of Compassion Fatigue Education in APA-Accredited Clinical and Counseling Psychology Programs"
(2015).Dissertations & Theses. 250.
http://aura.antioch.edu/etds/250
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Survey of Compassion Fatigue Education in APA-Accredited
Clinical and Counseling Psychology Programs
A Dissertation
Presented to the Faculty of
Antioch University Seattle
Seattle, Washington
In Partial Fulfillment
of the Requirements of the Degree of
Doctor of Psychology
By
Marissa Joy Scroggins
June 2015
Survey of Compassion Fatigue Education in APA-Accredited
Clinical and Counseling Psychology Programs

This dissertation, by Marissa Scroggins, has
been approved by the Committee Members signed below
who recommend that it be accepted by the faculty of the
Antioch University Seattle at Seattle, WA in partial fulfillment
of requirements for the degree of

DOCTOR OF PSYCHOLOGY

Dissertation Committee:

________________________
Suzanne Engelberg, Ph.D.
Chairperson

________________________
Colin Ward, Ph.D.

________________________
Kelly Brown, Ph.D.

________________________
Date
ii
© Copyright by Marissa Scroggins, 2015
All Rights Reserved
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Abstract
Survey of Compassion Fatigue Education in APA-Accredited
Clinical and Counseling Psychology Programs
Marissa Scroggins
Antioch University Seattle
Seattle, Washington

The purpose of this study was to examine the present state of compassion fatigue (CF)
education in APA-accredited clinical and counseling doctoral level training programs. It
also sought to identify the number of training programs that require CF training or offer it
as optional, attempted to discern the type of setting in which it is taught (class,
supervision, etc.), as well as identified some of the reasons why it may not have been
included (cost, time, interest, etc.) in programs without CF training. A researcher-
developed survey was designed and consisted of a mixture of yes/no and multiple choice
questions. Program chairs in 287 programs served as representatives of their programs and
were invited to participate in this study. Participants included 69 program chairs from
APA-accredited clinical and counseling programs that met study criteria. Descriptive and
inferential statistics were used to analyze the data. In response to the first question of
“Does your program offer any form of compassion fatigue prevention training,” the
majority of participants (75.4%) indicated that they did not have any formal CF
prevention training though several indicated that CF training likely occurs in spontaneous
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class and supervision discussions. In response to the question “if no CF training exists,
why not,” the majority of participants sited “other” (58.5%) or “lack of time” (34%). The
results and interpretations are explained; contributions to the current literature,
implications, and limitations are discussed; and recommendations for future research are
provided. The electronic version of this dissertation is at OhioLink ETD Center,
www.ohiolink.edu/etd

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This dissertation is dedicated to all the healers and helpers of the world- mental health
professionals, medical professionals, first responders, and care givers; anyone trying to
make this world a better place. Thank you for your willingness to bear witness to the pain
and suffering of the world. This dissertation helps serve as an important reminder that
we are all in this together and that we need to make caring for ourselves a priority while
we go about our work caring for others.

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Acknowledgements and Gratitude
The journey to earning my doctoral degree has been long and often times stressful. I
know that I could not have accomplished this substantial achievement without the support,
guidance, and occasional push of many individuals. I first want to thank my amazingly
loving husband, Nic. Without his endless daily support and encouragement I likely would
not have been able to complete this journey. Whether it was providing our family with the
financial stability so I could pursue my dreams or his patience as I continued to reach my
educational goals he always found a way to support me. He provided the emotional support I
needed as well as an unwavering belief in me even when I had lost confidence in myself. I
would also like to thank my parents who have been my biggest fans. They have been there
for me providing unconditional love, support, and reassurance every step of the way. I
especially want to thank my mom for helping edit my dissertation throughout this grueling
process.
To all my friends and family who stood by me and believed in me- thank you. In
particular, I would like to recognize Nikki who along with being a dear friend was also my
peer editor and provided much needed advice, tech help, edits, and support. I would also like
to acknowledge the individuals who were influential in my professional development from
the beginning including my previous educators at Saint Martin’s University along with all
those at Antioch University, my peers, colleagues, and supervisors. I am also extremely
appreciative and grateful for the guidance and dedication of my dissertation committee, Dr.
Suzanne Engelberg, Dr. Colin Ward, and Dr. Kelly Brown. Throughout this challenging and
often tedious journey, you have all helped shape my professional identity.
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Table of Contents Page
Dedication…………………………………………………………………………….... vi
Acknowledgments……………………………………………………………………… vii
List of Tables……………………………………………………………………………. xi
Chapter I: Introduction…………...……………………………………………………. ... 1
Chapter II: Literature Review….……………………………………………………….. 14
Chapter III: Methodology………………………………………………………………. 47
Chapter IV: Results…………………………………………………………………….. 58
Chapter V: Discussion…………………………………………………………….……. 70
References………………………………………………………………………………. 90
Appendix A: Listserv of APA-Accredited Clinical Psychology Programs in the United
States………………………………………………………………………………..…. 100
Appendix B: Listserv of APA-Accredited Counseling Psychology Programs in the United
States................................................................................................................................122
Appendix C: Compassion Fatigue Training Survey (CFTS)………………………….. 130

Appendix D: Recruitment Letter……………………………………………………….133
Appendix E: “Other” Responses………………………………………………………. 136
Appendix F: Chi Square Analysis……………………………………………………... 139

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List of Tables Page

Table 1. Frequency and Percentage Rates of Program Characteristics………………….60
Table 2. Frequency and Percentage Rates of Compassion Fatigue Training……..…..…61
Table 3. Frequency and Percentage Rates of Actual Responses for Reasons Why No CF
Training…..............................................................................................................…62
Table 4. Researcher-Corrected Data of Frequency and Percentage Rates for Reasons Why
No CF Training……………………………………………………………….……63
Table 5. Researcher-Corrected Data of Frequency and Percentage Rates of Compassion
Fatigue Training……..…………………………………………………………...…64
Table 6. Frequency and Percentage Rates of Required or Optional Compassion Fatigue
Training…………...………………………………………………………………...65
Table 7. Frequency and Percentage Rates for Manner in Which CF Training Is Taught..66
Table 8. Chi Square Analysis H : Level of CF Training…………..……………………67
o1
Table 9. Researcher-Corrected Data Chi Square Analysis H : Level of Training…...…68
o1
Table 10. Chi Square Analysis H : Type of CF Training (Required/Optional)…….…..69
o2

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