The Journal of College and University Student Housing - Volume 45, No. 3 - 51

An Interdisciplinary Approach

future challenges. This self-care plan could be
done at the beginning of each academic year
during professional staff training, during an
early staff meeting, or during supervisor meetings. The plan can then be reviewed at the end
of each semester or as needed. Finally, supervisors and departments could engage in activities
where practitioners are asked to intentionally
reflect on their self-concept and specific competencies related to trauma support. One such
activity includes keeping a reflective log or
journal throughout the year which may also be
added as a part of regular supervisory reports.
At the end of each semester or year, practitioners may be asked to read through their entries
and engage in meta-reflection or meta-journaling (Stevens & Cooper, 2009) to identity key
aspects of positive and negative self-concept
and self-efficacy.

External Factors (I Have)
Factors involving personal competence and
acceptance of self can be directly addressed
through supervisory and departmental interventions such as structured questions during
supervisory meetings or group processing
during staff meetings. Yet the development of
the I have factor may be more complex. Most
directly, supportive supervision has been found
to be a significant factor in mitigating or exacerbating the negative effects of trauma support
work (Gentry et al., 2004; Lynch, 2017). Training supervisors should be a key imperative for
departments and the profession at large, particularly in recognizing signs and symptoms of
maladies such as secondary traumatic stress.
Housing and Residence Life departments
may also increase practitioners' perceived
support by simply holding regular discussions
about their experiences supporting residents

through trauma or using debriefing models
to review particularly complex student trauma
cases in order to bolster competencies and
allow practitioners to express their experiences
and emotions (Bercier, 2013). Periodic group

Using this framework,
practitioners, supervisors, and
national organization leaders may
be better equipped to cultivate
interventions aimed at developing
trauma resilience in live-in
residential life practitioners thus
preparing them for the current
landscape of student support and
potentially buffering the onset of
burnout, secondary trauma, and
compassion fatigue.

debriefing or support groups help to normalize practitioner emotions and experiences. On a
national level, organizations such as ACUHO-I,
ACPA, and NASPA may increase perceived
support by creating national standards for addressing issues of burnout, secondary trauma,
and compassion fatigue. Additionally, national
organizations may consider funding research
to better understand outcomes associated with
trauma support duties in residence life or

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The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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