Frontiers in psychology · 2026
Development and piloting of a self-care psychoeducation program for mental health professionals.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Cingirit Aslıhan, Serim-Yildiz Begüm, Erdogan Tolga
Аннотация
BACKGROUND: Trauma counselors are exposed to sustained emotional demands and indirect trauma, which may increase the risk of burnout, secondary traumatic stress, and compassion fatigue. Although self-care is recognized as an important component of ethical professional practice and has increasingly been examined as a potential protective approach, structured self-care interventions for in-service trauma counselors remain limited. This qualitative study aimed to develop a multidimensional self-care psychoeducation program for trauma counselors and to explore participants' experiences and perceptions during the piloting of the program.
METHODS: The study was conducted in two interrelated phases within a qualitative research framework. In Study 1, a needs analysis was carried out with 11 trauma counselors to inform the development of a seven-session self-care psychoeducation program. In Study 2, the program was piloted with 17 trauma counselors over seven weeks. Data were collected through semi-structured interviews and session journal entries and analyzed using content analysis.
RESULTS: The needs analysis revealed prominent experiences of secondary traumatic stress and emotional exhaustion, as well as limited knowledge of self-care approaches despite the use of individual coping strategies. Participants described increased self-awareness of multidimensional self-care and reflected on cognitive-emotional, physical, spiritual, relational, and professional aspects of self-care throughout the pilot program. Participants also reflected on their perceptions of professional resilience and self-care habits.
CONCLUSION: This study provides preliminary insights into trauma counselors' experiences of participating in a multidimensional self-care psychoeducation program. Participants perceived group-based experiential learning, reflective practices, and peer support as valuable components of the program and described these experiences as contributing to their understanding of self-care strategies. These findings suggest that multidimensional self-care psychoeducation represents a promising area for further research. Future studies employing more rigorous designs are needed to examine the effectiveness and longer-term impact of such programs.
METHODS: The study was conducted in two interrelated phases within a qualitative research framework. In Study 1, a needs analysis was carried out with 11 trauma counselors to inform the development of a seven-session self-care psychoeducation program. In Study 2, the program was piloted with 17 trauma counselors over seven weeks. Data were collected through semi-structured interviews and session journal entries and analyzed using content analysis.
RESULTS: The needs analysis revealed prominent experiences of secondary traumatic stress and emotional exhaustion, as well as limited knowledge of self-care approaches despite the use of individual coping strategies. Participants described increased self-awareness of multidimensional self-care and reflected on cognitive-emotional, physical, spiritual, relational, and professional aspects of self-care throughout the pilot program. Participants also reflected on their perceptions of professional resilience and self-care habits.
CONCLUSION: This study provides preliminary insights into trauma counselors' experiences of participating in a multidimensional self-care psychoeducation program. Participants perceived group-based experiential learning, reflective practices, and peer support as valuable components of the program and described these experiences as contributing to their understanding of self-care strategies. These findings suggest that multidimensional self-care psychoeducation represents a promising area for further research. Future studies employing more rigorous designs are needed to examine the effectiveness and longer-term impact of such programs.