Dialogical Narrative Analysis as a Responsive Approach to Compassion Fatigue Reduction in Teachers

The purpose of the PhotoStory Professional Development (PPD) action researchstudy was to explore the relationship between dialogical narrative analysis and reducing compassion fatigue in teachers working in a trauma-informed behavior management program. The PPD was designed to elicit conversations related to the psychological effects of compassion fatigue which were identified in previous cycles of action research. Through the iterative process, teachers identified they needed administrative support and mitigation strategies for stress reduction related to working in a trauma-informed context. As a result, the PPD was developed to provide opportunity for disclosure, discussion, and reflection regarding experiences with compassion fatigue related to the school context. The study was grounded in a constructivist framework, and aspects of trauma theory, connection, and storytelling were explored. The literature review includes studies centered on professional development for teachers working in trauma-informed programs, and psychological effects and mitigations strategies related to compassion fatigue. The PPD study participants included six kindergarten through eighth grade educators. Participants completed a presurvey, attended three workshops over the course of four weeks, and completed a postsurvey. Each workshop provided an opportunity for participants to create and present a PhotoStory collage, participate in a Talking Circle discussion, and write journal reflections. All six participants completed a 30-minute individual mid-study interview. The results of the study indicated that providing participants with an opportunity to engage in dialogue regarding compassion fatigue reduced the negative psychological effects associated with their roles as trauma-informed educators.