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The Crisis of Caring: Compassion Sat...

Bernstein Chernoff, Cara R.

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The Crisis of Caring: Compassion Satisfaction and Compassion Fatigue among Student Conduct and Behavior Intervention Professionals.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Crisis of Caring: Compassion Satisfaction and Compassion Fatigue among Student Conduct and Behavior Intervention Professionals./
Author:	Bernstein Chernoff, Cara R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103867
ISBN:	9781339674094

The Crisis of Caring: Compassion Satisfaction and Compassion Fatigue among Student Conduct and Behavior Intervention Professionals.
Bernstein Chernoff, Cara R.

The Crisis of Caring: Compassion Satisfaction and Compassion Fatigue among Student Conduct and Behavior Intervention Professionals. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 194 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2016.

The purpose of this study was to explore the self-perception of compassion satisfaction, compassion fatigue, and burnout by student conduct administrators working in the United States of America. Additionally, this study looked at the years of experience, job responsibilities, on-call responsibilities and direct student contact hours which may impact an individual's overall professional quality of life. To accomplish the objectives outlined in the purpose statement, the following research questions were explored: 1. What is the relationship between student conduct professionals' compassion satisfaction, burnout, and secondary traumatic stress? 2. What is the relationship between student conduct professionals' years of experience and compassion satisfaction, burnout, and secondary traumatic stress? 3. What is the relationship between student conduct professionals' responsibility areas and compassion satisfaction, burnout, and secondary traumatic stress? 4. What is the relationship between student affairs professionals serving in an on-call capacity and compassion satisfaction, burnout, and secondary traumatic stress? 5. What is the relationship between student conduct professionals' amount of direct student contact and the compassion satisfaction, burnout, and secondary traumatic stress?

ISBN: 9781339674094Subjects--Topical Terms:

2122863
Higher education administration.

The Crisis of Caring: Compassion Satisfaction and Compassion Fatigue among Student Conduct and Behavior Intervention Professionals.
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100 1 $a Bernstein Chernoff, Cara R. $3 3341835
245 1 4 $a The Crisis of Caring: Compassion Satisfaction and Compassion Fatigue among Student Conduct and Behavior Intervention Professionals.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 194 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: William H. Young, III.
502 $a Thesis (Ph.D.)--University of South Florida, 2016.
520 $a The purpose of this study was to explore the self-perception of compassion satisfaction, compassion fatigue, and burnout by student conduct administrators working in the United States of America. Additionally, this study looked at the years of experience, job responsibilities, on-call responsibilities and direct student contact hours which may impact an individual's overall professional quality of life. To accomplish the objectives outlined in the purpose statement, the following research questions were explored: 1. What is the relationship between student conduct professionals' compassion satisfaction, burnout, and secondary traumatic stress? 2. What is the relationship between student conduct professionals' years of experience and compassion satisfaction, burnout, and secondary traumatic stress? 3. What is the relationship between student conduct professionals' responsibility areas and compassion satisfaction, burnout, and secondary traumatic stress? 4. What is the relationship between student affairs professionals serving in an on-call capacity and compassion satisfaction, burnout, and secondary traumatic stress? 5. What is the relationship between student conduct professionals' amount of direct student contact and the compassion satisfaction, burnout, and secondary traumatic stress?
520 $a This study utilized a quantitative methodology to collect data. For the purposes of this study, members of the Association for Student Conduct Administration were selected as the intended sample population. The study sample was comprised of 381 individuals (n=381). The web-based survey included Stamm's (2010) Professional Quality of Life Scale (ProQOL), closed-ended questions as well as a demographic survey.
520 $a The study findings indicated that student conduct and behavior intervention professionals exhibited average levels of compassion satisfaction, burnout, and secondary traumatic stress. Correlations within the study sample existed negatively between compassion satisfaction and secondary traumatic stress with a positive correlation between burnout and secondary traumatic stress. Statistically significant results included the relationship between compassion satisfaction and the job responsibilities of academic integrity and alternative dispute resolution. Additionally, a statistically significant finding between burnout and the job responsibilities of student organizational conduct and Title IX investigation and adjudication. Lastly, a statistically significant difference between hours of direct student contact hours and secondary traumatic stress as well as a statistically significant predictor between hours of direct student contact hours and compassion satisfaction were established.
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710 2 $a University of South Florida. $b Adult, Career and Higher Education. $3 1678418
773 0 $t Dissertation Abstracts International $g 77-09A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103867