CHAPTER 9:
KEEPING ALIVE IN AGENCY SETTINGS
NOTE FROM AUTHORS
Our experience working in various human service agencies through the years has
taught us the importance of finding ways of ‘keeping alive’, given the heightened risk of
burnout for human service professionals. With this in mind, we conclude with this
BRIEF OVERVIEW OF THE CHAPTER
Adequate closure is not possible without taking a look at the stressors relevant to
working in human services and the ever-present danger of burnout so often
experienced by human service professionals. In this concluding chapter we emphasize
the importance of “keeping alive” in agency settings and thus consider both the major
KEY CONCEPTS AND TERMS
Major Reinforcers in Agency Work
The Beauty of Agency Work
Opportunity for Teamwork
Challenges of an Introspective Profession
Major Stressors in Agency Work
Compassion Fatigue and Vicarious Traumatization
Symptoms, Stages and Cornerstones of Burnout
Impact of Stress and Burnout
Prevention and Intervention
Self-Awareness
Realistic Expectations and Proper Limit Setting
Professional and Social Support
Goal Setting
GOALS AND OBJECTIVES
Upon completion of this chapter it is anticipated that the following goals and
objectives will have been met:
▪ Awareness of the major reinforcers of agency work including the beauty working
in agencies, the benefits of teamwork and high interaction with others, and the
challenge of introspection.
▪ Recognizes the major stressors or working in agencies: Coping with
overwhelming realities, working with difficult clients and angry or hostile
co-workers and/or agency staff, challenge of self-imposed limitations, and
documentation and paperwork demands.
▪ Familiarity with the concept of Burnout including understanding the scope of the
problem, its’ definition, symptomatology, stages and cornerstones of “burnout”.
1. Students are asked to engage in a self-inventory where they are to describe:
(1) The major reinforcers experienced in their agency, and
2. Based on the self-inventory taken above, the class is to identify both the most
common reinforcers and stressors in those human agency settings being
3. Students are asked to present their own definition of burnout and to share which
symptoms they have personally experienced and how it affected them. They are
1. Students are asked to divide into groups of three. Each group is asked to describe a
particular agency where stressors are numerous, morale is low, and the
2. Students are asked to provide a written description in vignette form in which a
professional helper, (either real or imagined) is experiencing major burnout. They
are to include a history that might help in understanding possible causes for the
3. Students are asked share, in small groups, personal experiences with burnout
(situation and symptoms) and ways in which they coped. Based on feedback from
each group member the group as a whole is to develop a list of typical coping skills
used that can be compared with those ‘Interventive Considerations’ suggested in the
text. What were the similarities, differences, etc. Can any other coping strategies
be added to this list? If so, which ones? Do any of the recommended strategies
deem removal? If so, why?
IDEAS FOR DISCUSSION AND FURTHER THOUGHT
1. As a reminiscing exercise, students are asked to review their agency experience and
specifically identify the joys they felt and what contributed to these. This can be
2. Students are asked to take the stress questionnaire as well as assess their coping
skills using the self-assessment rating scale presented in the text. Based on the
3. As a final exercise, students are asked to review their entire learning experience and
delineate those areas where they have witnessed the most progress and
professional growth along with those areas where additional emphasis may be
deemed necessary. Given the results, students can develop a future learning plan
EXAM QUESTIONS
MULTIPLE CHOICE QUESTIONS
1. As noted in the text, which of the following is a major reinforcer to agency work?
a. High interaction with family members.
b. Opportunity to work solo without having to interact with others.
2. What are some major stressors of agency work that are cited in the text?
a. Coping with overwhelming feelings.
b. Opportunity for teamwork.
3. The DSM IV definition of ‘Depression’ is similar to some of the symptoms of
BURNOUT. Which definition below best describes BURNOUT:
a. “A state of mind….accompanied by an array of symptoms that include a general
malaise: emotional, physical, and psychological fatigue; feelings of helplessness,
hopelessness, and a lack of enthusiasm about work and even about life in general.
4. What is the correct order for the stages of Burnout.
d. Enthusiasm, apathy, frustration, stagnation
e. Enthusiasm, stagnation, apathy, frustration
5. Which is not considered a Cornerstone of Burnout?
a. Role Conflict
b. Role Overload
6. In battling burnout, stress reduction techniques are not enough. In the text there are
various key components identified that increase stress and must also be taken into
consideration if prevention and/or intervention is to be successful. Which below is
one of these key components?
a. Work problems
b. Family pressures
SHORT ANSWERS
7. Based on the text, what are the reasons the authors believe documentation is
important?
8. Describe ‘Compassion Fatigue’ and ‘Vicarious Traumatization’?
9. What does a Personal Stress Management Plan mean? What might yours include?
ESSAY QUESTION
10. Based on the material described in the text, list the causes, symptoms and
cornerstones of BURNOUT. Share a personal example of burnout from your own
fieldwork experience and present at least five ways of effectively coping with stress.
ADDITIONAL SUGGESTIONS:
Self Awareness Assignments:
Take an honest look at yourself and your experience with stress and burnout. Identify
symptoms of burnout you have personally experienced and describe how you handled
these. Based on the knowledge you know have regarding prevention and intervention,
delineate effective coping strategies you might consider using.
Final Exam
MULTIPLE CHOICE QUESTIONS
Chapter 9
19. As noted in the text, which of the following is a major reinforcer to agency work?
a. High interaction with family members.
b. Opportunity to work solo without having to interact with others.
20. What are some major stressors of agency work that are cited in the text?
a. Coping with overwhelming feelings.
b. Opportunity for teamwork.
21. The DSM IV definition of “Depression” is similar to some of the symptoms of
BURNOUT. Which definition below best describes BURNOUT:
a. “A state of mind….accompanied by an array of symptoms that include a general
malaise: emotional, physical, and psychological fatigue; feelings of helplessness,
hopelessness, and a lack of enthusiasm about work and even about life in general.
22. What is the correct order for the stages of Burnout?
d. Enthusiasm, apathy, frustration, stagnation
e. Enthusiasm, stagnation, apathy, frustration
23. Which is not considered a Cornerstone of Burnout?
a. Role Conflict
b. Role Overload
24. In battling burnout, stress reduction techniques are not enough. In the text there
are various key components identified that increase stress and must also be taken
into consideration if prevention and/or intervention is to be successful. Which below
is one of these key components?
a. Work problems
b. Family pressures
SHORT ANSWERS
10. Based on the text, what are the reasons the authors believe documentation is
important?
11. Describe ‘Compassion Fatigue’ and ‘Vicarious Traumatization’?
12. What does a Personal Stress Management Plan mean? What might yours include?
ESSAY QUESTIONS
4. Based on the material described in the text, list the causes, symptoms and
cornerstones of BURNOUT. Share a personal example of burnout from your own
fieldwork experience and present at least five ways of effectively coping with stress.