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Preventing Burnout Of Counselors In Training: Identifying Protective Practices
Jaquasia C. Vandross
Department of Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflicts of interest to disclose.
Correspondence concerning this article should be addressed to .
Email:
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Abstract
This study examines the experiences of burnout and wellness in counseling programs, the coping
strategies of counselors-in-training (CIT), and how counseling programs can implement practices that
promote wellness and negate burnout. Semi-structured interviews will be conducted with ten master-level
counseling students who have a positive ACE score and acknowledge that these experiences, along with
the emotional and rational toll of being a counselor, can exacerbate the experiences of burnout and
negatively impact their wellness. A phenomenological methodology will be used to uncover how
counseling programs can support CITs who have experienced trauma by identifying and managing
burnout, creating wellness plans, and applying wellness to their personal and professional lives.
Keywords: adverse childhood experiences, burnout, counselors-in-training, wellness
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Research Proposal
Literature Review
Literature suggests that Adverse Childhood Experiences (ACEs) significantly impact an
individual's personal and professional functioning (Merrick et al., 2017; Cronholm et al., 2015; Thompson
et al., 2013; Shannon et al., 2014; Yellowlees et al., 2021; Parker et al., 2022). These experiences, in
combination with the emotional and relational toll of the counseling profession, may increase the chances
of burnout among Counselors in Training (CIT) (Parker et al., 2022;). To develop programs that promote
wellness and negate burnout, graduate counseling programs (GCP) need to consider the concerns,
challenges, and impairments that CIT might face during their graduate experience, all of which may lead
to increased rates of burnout and decreased perceived wellness (Nelson et al., 2018). Also of importance
are the ways in which GCPs address impairment among their CIT, which in some cases may lead to
recommendations or requirements that trainees engage in self-compassion activities and wellness
practices (Nelson et al., 2018, pp. 128-131).
Counselors in Training, Wellness, and Burnout. Counselors should be holders of hope for their
clients, but one cannot relinquish what one does not possess (Corey, 2000; Thompson et al., 2013).
Counselors who lack enthusiasm for their profession and compassion for their clients neglect an essential
part of their therapeutic work and may endanger their clients. Aforementioned, counseling is a very taxing
profession, and those who have a history of trauma have a higher risk of burnout. It is up to the counselor
educators and supervisors to teach CIT how to effectively take care of themselves during their training
and after (Thompson et al., 2013).
While many counseling programs typically prepare graduates with strong academic foundations
and require counseling-related work experience through practicum and internship requirements, many
mental health professionals are nonetheless unaware of the occupational hazards of therapeutic practice
that can arise due to the stressful nature of the work (Keim et al., 2008; Baldin et al., 2011). Moreover,
graduate training programs frequently require students to juggle multiple responsibilities and obligations,
including coursework, clinical experiences, research activities, and other professional commitments
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(Stevanovic & Rupert, 2004; Bamonti et al., 2014), which can also be attributed to increased levels of
burnout.
Integrating Wellness Programs into Graduate Counseling. GCPs can support CIT with a history
of trauma by “including education about vicarious trauma, exploring the personal and professional impact
of trauma while in training, and developing a wide variety of self-care strategies, including supervision,
consultation, and peer support” (Shannon et al., 2014, pp. 113-114). It is possible to successfully integrate
activities, approaches, strategies, and techniques focusing on wellness into GCPs (Nelson et al., 2018,
p.129). These wellness competencies, such as self-compassion activities, can be infused into several
courses, including ethics, techniques, practicum, and theories (Nelson et al., 2018, p.131).
Problem Statement
The goal of this study is to develop a better understanding of the personal and professional
choices that CIT with a history of trauma make regarding self-care and wellness. An increasing amount of
literature addresses not only professional burnout and impairment that CIT experience but also the
importance of self-care for mental health professionals. However, there is a lack of research that examines
how CIT practices self-care and views wellness. Future research could also provide insight into how
counseling programs can better help moderate burnout and foster student wellness throughout their
training (Parker et al., 2022, p. 137).
Purpose Statement
This study aims to explore the thoughts, feelings, and experiences of CIT to better understand
their unique professional and personal challenges. In addition, this study will explore the means used by
CIT to prevent burnout and maintain wellness in an emotionally intense profession that requires caring for
clients with various problems. Individuals with a history of trauma are more likely to experience burnout,
vicarious trauma, secondary trauma, and compassion fatigue (Parker et al., 2022, p. 137; Gilin &
Kauffman, 2015). If graduate counseling programs are aware of these vulnerabilities and of CIT's views
on wellness and self-care practices, they can better support students by developing programs that address
these issues.
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Research Question(s)
The research question for this study is: How do adverse childhood experiences (ACEs) impact the
mental health and wellness of counselors in training with a history of trauma? This question is essential
because Individuals with a history of trauma are more susceptible to various forms of trauma through
their work, inevitably leading to increased rates of burnout and decreased wellness. If graduate counseling
programs are aware of these vulnerabilities, programs that address burnout prevention and promote self-
care and wellness can be developed.
Research Design
This study examined self-care and wellness in CIT with a history of trauma using a qualitative,
phenomenological approach. The participants are ten Master level Mental Health Counseling students.
Age ranges are 18-26. Races and Ethnicity consist of Hispanic or Latino (two participants), Black or
African American (two participants), Asian American (two participants), American Indian or Alaska
Native (two participants), and White (two participants). All self-identified as female, born in the U.S.,
fluent in English, and have experienced one or more forms of ACEs. Participants will complete a brief
demographic questionnaire. A semi-structured interview protocol based on a series of research questions
will be developed to assess CIT’s experience with self-care, their views on wellness, and how counseling
programs can support CITs who have experienced trauma by identifying and managing burnout, creating
wellness plans, and applying wellness to their personal and professional lives. Data will be analyzed using
an iterative phenomenological method, and the transcripts will be reviewed and analyzed after each
interview to generate deeper insight and meaning. Data will be reviewed for significance, relevance, and
repetitiveness or overlapping statements.
Implications for the Counseling Field
The study emphasizes the importance of GCPs developing and implementing programs that
support CIT with identifying, acknowledging, and managing burnout and fostering overall wellness. To
ensure these programs are practical and successful, GCPs must be aware of graduate students' challenges.
Also of importance are the CIT’s experiences with self-care, their views on wellness, and their overall
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understanding of burnout. If individuals with a history of trauma are more susceptible to burnout,
secondary trauma, and compassion fatigue (Shannon et al., 2014), GCPs need to be aware of this as well.
Integration
For many, the Bible provides direction and wisdom on how to live a righteous life; it speaks to
crisis, trauma, grief, healing, and overcoming. While not explicitly stated, several passages in the Bible
speak to the importance of individuals attending to their wellness and practicing self-care. Psalm 34:18
states, “The Lord is close to the brokenhearted; he rescues those whose spirits are crushed.” This verse
reminds us of God’s love for his people. It reminds us that even if we feel alone/ isolated, we are not
because He is close to us. It reminds us that prayer/ mindfulness can be a coping strategy to assist when
we find ourselves in trying/ challenging times.
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References
Baldwin, K. D., Barmore, C., Suprina, J. S., & Weaver, A. (2011). Burnout syndrome in licensed mental
health counselors and registered mental health counselor interns: A pilot study. American
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Corey, G. (2000). Theory and practice of group counseling (5th ed.). Wadsworth/Thomson Learning.
Cronholm, P. F., Forke, C. M., Wade, R., Bair-Merritt, M. H., Davis, M., Harkins-Schwarz, M., Pachter,
L. M., & Fein, J. A. (2015). Adverse Childhood Experiences: Expanding the Concept of
Adversity. American journal of preventive medicine, 49(3), 354–361.
https://doi.org/10.1016/j.amepre.2015.02.001
Gilin, B., & Kauffman, S. (2015). Strategies for teaching about trauma to graduate social work Students.
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Support. Journal of Counselor Leadership and Advocacy, 9(2), 126–141.
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Shannon, P. J., Simmelink, J., Im, H., Becher, E., & Crook-Lyon, R. E. (2014). Exploring the experiences
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