Overview of the Level of Compassion Fatigue Among Guidance Counselors in Madiun

Main Article Content

Dwi Sri Rahayu
Setyorini
Nila Zaimatus Septiana
Alfin Mifathul Khairi

Abstract

The dynamics of compassion fatigue is when the counselor is no longer able to show compassion, care and empathy for the counselee. This is because the counselor experiences serious physical and emotional exhaustion as a result of continuous exposure to the counselor with counselees who have deep emotional pain. The purpose of this study was to describe the compassion fatigue of Middle School Guidance and Guidance Teachers in Madiun City. The research method used is a descriptive method with survey techniques. The participants in this study were all BK SMP teachers in Madiun City, totaling 69 BK teachers. The data collection tool used is the Compassion Satisfaction and Fatigue (CFT) Test scale adapted from Charles R. Figley. The data analysis technique used is categorization according to Azwar. The results of the study showed that junior high school counseling teachers in the city of Madiun experienced moderate level of compassion fatigue.

Downloads

Download data is not yet available.

Article Details

Section

Artikel

How to Cite

Rahayu, D. S., Setyorini, S., Septiana, N. Z., & Khairi, A. M. (2025). Overview of the Level of Compassion Fatigue Among Guidance Counselors in Madiun. Nusantara of Research : Jurnal Hasil-Hasil Penelitian Universitas Nusantara PGRI Kediri, 12(1), 76-84. https://doi.org/10.29407/nor.v12i1.19817

References

Adams, R. E., Boscarino, J. A., & Figley, C. R. (2006). Compassion fatigue and psychological distress among social workers: A validation study. American Journal of Orthopsychiatry, 76(1), 103-108.

Alkema, K. (2008). A Study Of The Relationship Between Self-Care, Compassion Satisfaction, Compassion. Journal of Social Work in End-of-life & Palliative Care, 4(2), 101-119.

American Psychological Association. (2018). Self-Care Toolkit. https://www.apa.org/practice/programs/self-care/toolkit.pdf

Association for Experiential Education. (n.d.). What is Experiential Education? https://www.aee.org/what-is-ee

Azwar, S. (2013). Sikap Manusia: Teori dan Pengukurannya (Edisi Revisi). Pustaka Pelajar.

Bahri, S. (2020). Studi Evaluasi Kinerja Guru Bimbingan dan Konseling Di Sekolah. Jurnal Pencerahan, 14(1), 1-23.

Coetzee, S. K., & Klopper, H. C. (2010). Compassion fatigue within nursing practice: A concept analysis. Nursing & Health Sciences, 12(2), 235-243.

Cuartero, M. E. (2018). Self-care behaviours and their relationship with Satisfaction and Compassion Fatigue levels among social workers. Social Work and Healthcare Journal, 1-17.

Duggal, D.S. (2019). Self-Care: A Vital Part of Overall Wellness. Indian Journal of Community Medicine, 44(2), 82-85. https://doi.org/10.4103/ijcm.IJCM_484_18

Fahy, A. (2007). The Unbearable Fatigue Of Compassion: Notes From A Substance Abuse Counselor Who Dreams Of Working At Starbuck’s. Journal Clinic And Social Work, 35, 199-205.

Fahy, A. (2007). The Unbearable Fatigue of Compassion: Notes From A Substance Abuse Counselor Who Dreams Of Working At Starbucks. Journal Clinic And Social Work, 35, 199-205.

Figley, C. R. (1995). Compassion fatigue: Toward a new understanding of the costs of caring. In B. H. Stamm (Ed.), Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators (pp. 3-28). Lutherville, MD: Sidran Press.

Hoffman, S. (2007). Compassion Fatigue as a Theoretical Framework to Help Understand Burnout among Special Education Teachers. Jurnal of Ethnographic & Qualitative Research, 2, 15-22.

Jenkins, S. R., & Baird, S. (2002). Secondary traumatic stress and vicarious trauma: A validational study. Journal of Traumatic Stress, 15(5), 423-432.

Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

Lee, W. (2014). A time for self-care? Frontline health workers’ strategies for managing mental health during the COVID-19 pandemic. Journal Genetic Counselor, 24, 358-370.

LeRoy, S. U. (2008). The Psychic Costs of Empathic Engagement: Personal and Demographic Predictors of Genetic Counselor Compassion Fatigue. Journal Genetic Counselor, 17, 459-471.

Meadors, P. (2008). Compassion Fatigue and Secondary Traumatization: Provider Self Care on Intensive Care Units for Children. Journal Pediatri Health Care, 22, 24-34.

Meadors, P. (2008). Compassion Fatigue and Secondary Traumatization: Provider Self Care on Intensive Care Units for Children. Journal Pediatri Health Care, 22, 24-34.

Meriman, J. (2015). Enhancing Counselor Supervision Through Compassion Fatigue Education. Journal Counseling Development, 93, 370-378.

Mullen, P. R. (2017). School Counselors’ Perceived Stress,. 21(1), 1-10.

Ondrejková, N. (2021). Prevalence of compassion fatigue among helping professions and relationship to compassion for others, self-compassion and self-criticism. Healt Social Care Community, 30, 1680-1694

Ristian, T. (2021). Gambaran Professional Quality of Life Guru Bimbingan Dan Konseling. Jurnal Konseling dan Pendidikan, 9(1), 102-110.

Ristian, T. (2021). Gambaran Professional Quality of Life Guru Bimbingan Dan Konseling. Jurnal Konseling dan Pendidikan, 9(1), 102-110.

Ruggero, C. J., & Madden, E. A. (2018). Experiential Learning to Reduce Compassion Fatigue and Burnout in Master’s-Level Counselor Trainees. Journal of Creativity in Mental Health, 13(3), 285-299

Ruggero, C. J., & Madden, E. A. (2018). Experiential Learning to Reduce Compassion Fatigue and Burnout in Master’s-Level Counselor Trainees. Journal of Creativity in Mental Health, 13(3), 285-299.

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

Shundidu, A. M., & Musa, R. (2019). Self-Care Practices among Counselors and Its Effects on Compassion Fatigue. Journal of Human Sciences, 16(3), 437-445.

Skovholt, T. M., & Trotter-Mathison, M. J. (2016). The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. Routledge.

Smith, K. (2018). Self-Care Practices and the Professional Self. Journal of Social Work in Disability & Rehabilitation, 16, 186-203.

Smith, M.K. (2010). David A. Kolb on Experiential Learning. The Encyclopedia of Informal Education. http://infed.org/mobi/david-a-kolb-on-experiential-learning/

Stamm, B. H. (1995). Helping the Helpers: Compassion Satisfaction and Compassion Fatigue in Self-Care, Management, and Policy of Suicide Prevention Hotlines. 1-4.

Stamm, B. H. (1995). Helping the Helpers: Compassion Satisfaction and Compassion Fatigue in Self-Care, Management, and Policy of Suicide Prevention Hotlines. 1-4.

Stamm, B. H. (2010). The concise ProQOL manual. Pocatello, ID: ProQOL.org.

Sugiyono. (2019). Metode Penelitian Pendidikan (Kuantitaif, Kualitatif, Kombinasi, R&D dan Penelitian). Bandung: Alfabeta.

Vincett, J. (2018). Researcher self-care in organizational ethnography: lessons from overcoming compassion fatigue. Journal Organizational Etnograph, 1-20. Organizational Etnograph, 1-20.

Similar Articles

You may also start an advanced similarity search for this article.