NEBRASKA WESLEYAN UNIVERSITY

Institutional Review Board (NWU-IRB)

5000 Saint Paul Avenue; Lincoln, Nebraska 68504
FWA 00024370
Application: Protocol Review for Use of Human Subjects in Research

The primary goal of the NWU-IRB is to protect the dignity, rights, safety, and welfare of all human participants
used in research carried out by students, faculty, and/or staff. NWU-IRB policies are based on the U.S.
Department of Health and Human Services (HHS) Code of Federal Regulations regarding the protection of
human subjects in research (CFR Title 45 Part 46). Students must submit application through their faculty
sponsor.

ANTICIPATED TYPE OF REVIEW: (check appropriate category; see guidelines for criteria for levels of review)
Exempt Exempt Category #:
X Expedited Review Expedited Category #:
Full Board Review Researchers must meet with IRB PRIOR to submitting in this category.
By Permission Only Date of meeting with IRB:

PROJECT TITLE:
Estimated date the data September 2018
collection starts:
Estimated date project is December 2018
completed:

INVESTIGATOR(S) INFORMATION:
Principal Investigator (PI): Jessica Fisher
Email: Jfisher3@nebrwesleyan.edu
Phone: 402-801-0702
Campus Address: N/A
Co-Investigator(s) Dr. Randy Ernst
Email: Rernst2@nebr.wesleyan.edu
Phone: 402-465-2310
Campus Address: Nebraska Wesleyan University, Smith- Curtis, 130C
Faculty Sponsor(s) (if PI is Dr. Tanya Martin
student):
Email: tmartin@nebr.wesleyan.edu
Phone: 402-465-2307
Campus Address: Nebraska Wesleyan University, Smith- Curtis, 130C

CHANGES IN PROCEDURES INVOLVING HUMAN SUBJECTS AS WELL AS ANY PROBLEMS CONNECTED WITH
THE USE OF HUMAN SUBJECTS ONCE THE PROJECT HAS BEGUN MUST BE IMMEDIATELY BROUGHT TO THE
ATTENTION OF THE NWU-IRB COORDINATOR OR CHAIR.

I agree to provide whatever supervision is necessary to ensure that the rights and welfare of the human
subjects are properly protected. I understand that I cannot initiate any contact with human subjects before I
have received approval from the NWU-IRB and/or complied with all contingencies made in connection with
that approval.

_________________________________________ _______________________
Signature of Principal Investigator Date
PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Approval by Faculty Sponsor (If this is a student project, the faculty sponsor must also sign):
I affirm the accuracy of this application and I accept the responsibility for the conduct of this research, and the
protection of human subjects, as required by law.

_________________________________________ _______________________
Signature of Faculty Sponsor Date

The Faculty Sponsor is responsible for submitting the completed application for student projects. The completed
application and all attachments should in PDF format, in one file, and submitted electronically. Submit to Nancy
Wehrbein, NWU-IRB Coordinator, nwehrbei@nebrwesleyan.edu.

Note: The following information must be included in the header of your documents distributed to
research participants. Your specific protocol number will be assigned if/when the project is approved

PI: (enter first initial and last name)

Title: (enter title of protocol)
Protocol #: (Assigned by NWU-IRB)

Application. NWU-IRB Protocol Review

(Updated October 10, 2016)
Page 2 of 21
 PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

NWU-IRB Application for Use of Human Subjects in Research

Code of Federal Regulations:

Title 45-Public Welfare; Department of Health and Human Services; Part 46 –Protection of Human Subjects)
http://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/#

BACKGROUND:
1. Provide a brief summary of your research project including review of relevant academic studies,
rationale, objectives/purposes and/or major hypothesis(es): (Include academic reference list as an appendix)
Description:
Upon entering my fourth year of teaching special education at a low income school, I

came to the realization that teaching can be exhaustive due to several factors, including the

output of compassion to students, staff, and student’s families. Students bring a lot of issues

from home and beg for attention from teachers. A high turnover rate at school also prompte d

me to look into the emotional stress teachers face. Due to direct and indirect trauma students

bring to the classroom, Title 1 middle school teachers feel the effects of compassion fatigue.

Compassion fatigue can affect teacher job performance and lead to burnout if proper care is not

taken (Fowler, M., 2015). Educators receive minimal supports, which they need to lessen

compassion fatigue symptoms and lead healthier lives, both physically and mentally.

Though teaching is not a physical labor job, there is a lot of emotional stress and exhaustion

felt by teachers. This teacher stress can be tied to personal stress, interpersonal stress, and

organizational stress (Prillenltensky, I., Neff, M., & Bessell, A, 2016). Personal stress is when

someone experiences anxiety and loneliness whereas interpersonal stress is a secondary feeling of

stress from interacting with parents, teachers, and students. Organizational stress refers to the school

systems and policies, or lack thereof, that causes a stressful workplace. This stress can lead to the

emotional exhaustion, compassion fatigue, and burnout by teachers (Fisher, P., & Cleghorn, M.,

2013; Hoffman, S., Palladino, J. M., & Barnett, J., 2007; Mathieu, F., 2014; Shyman, E. 2010).

Compassion fatigue can be the defined as an outcome of people who work in the care-giving

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

profession, who work with others who have experienced extreme stressful events (Fowler, M., 2015;

Hoffman, S., Palladino, J. M., & Barnett, J., 2007). Simply put, compassion fatigue is the cost of

caring (Mathieu, F., 2007).

Hoffman, S., Palladino, J. M., & Barnett, J. mentions teachers are unable to keep control

and take on too many responsibilities at the cost of their emotions (2007). Mathieu, F. describes

factors affecting one’s risk of developing compassion fatigue include working conditions and

life circumstances. Fowler, M. noted teachers can experience physical pain, frustration, and

have a difficult time making decisions and completing tasks. She goes on to discuss the need

for coping and proper self-care (2015). Ways to prevent compassion fatigue include developing

a workplace norm for discussing and recognizing compassion fatigue, building a support

network, and taking care of yourself (2007). Fisher, P. & Etches, B. suggests in order to

address workplace stress [in firefighting], there must be a wellness program in place for staff,

information about the stress they experience and how to be resilient, and a shift in overall

culture of the workplace to one that values and fosters wellness and resiliency (2003).

The purpose of the study is to answer the research question: What supports are needed and

helpful to educators to resolve compassion fatigue?

POPULATION STUDIED; SAMPLE SELECTION PROCESS:

2. Describe the population to be studied and information on selecting of your sample. Explain how
participants will be recruited into your study. Include copies of any recruitment emails, letters, etc. as an
appendix: (Provide information about population from which the sample is drawn, anticipated number of
participants in the study, and relevant demographics (age, sex, etc.). Reminder: if you are selecting anyone
under the age of 19, including NWU students, you must seek permission from their parent/guardian first
before asking them to be in your study. Also, for any research on vulnerable populations, the researcher must
meet with the IRB PRIOR TO submitting a proposal. See IRB Guidelines for details.)
Description:
Special Education teachers at a Title 1 middle school will be asked to participate in the study.

Teachers will be recruited via email informing them of the study. Informed consent forms will be

Application. NWU-IRB Protocol Review

(Updated October 10, 2016)
Page 4 of 21
PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

handed out during a special education team meeting and teachers will have the option to choose

whether or not they participate. There are seven special education teachers will be asked to

participate in the study; two males and five females. The teachers ages range from 25-65 years old.

Six of the teachers are Caucasian/White and one is African America/Black and all speak English.

The years of experience as a teacher range from 0 years to 30 years. One teacher teaches students

with significant disabilities (Life Skills teacher), one teacher teaches students with emotional

disturbances (behavior support teacher), and five teachers teach students with mild to moderate

cross-categorical disabilities in inclusive classrooms. All seven special education teachers are

employed in an urban school district, but work at a low income school.

There are no more than the minimal risks associated with daily life if they decide to

participate in this study. Teachers will not lose any benefits for which they might otherwise be

entitled as a teacher. There will be no monetary compensation (or loss) for participation (or

nonparticipation). Teachers names will not be included in the data. Teachers can stop participation in

the research at any time. Teachers who agree to participate in the study will allow me to use their

responses to surveys and interview questions for the purpose of the study and do not receive any

benefit for doing so. Teachers may receive strategies to reduce compassion fatigue symptoms.

PROCEDURES FOR DATA COLLECTION (including any data collection instruments):

3. Describe the procedures for data collection:
(Provide information on the nature of the participants’ involvement; their time commitment; etc. include a copy of your
data collection instrument(s) in the appendix. If you are collecting data at a place of business, you must also include a
site permission letter showing that you are allowed to conduct research at/with members of that
business/organization. This does not include informal meetings with research participants in public places such as
coffee shops, etc.)

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Description:
The teachers will be asked to take the Professional Quality of Life Scale (ProQOL)

measuring their level of compassion satisfaction, burnout, and secondary traumatic stress in

September and in December. The ProQOL was developed to measure traumatic stress and is now

owned by and used to evaluate mental health staff at the Center for Victims of Torture as well as

nurses, firefighters, and others who experience suffering and trauma (Stamm, H. E., Hudnall Stamm,

B., Higson-Smith, C., Hudnall, A. C., & Piland, N.F., 2018). The ProQOL requires participants to

answer 30 items on a Likert scale. Scores will be added and collected per category: compassion

satisfaction, burnout, and secondary traumatic stress. Teacher names will not be included on the

survey. This survey will take approximately 15 minutes to complete the and will be completed at

the end of a special education meeting. Upon conclusion of the study, participants will complete a

reflection of the study by answering a survey of 10 items on a Likert scale. Scores will be collected

and teacher names will not be included on the survey. The survey will take approximately 10

minutes to complete and will be conducted at the end of the last session. Only the data of the

teachers who have consented will be used.

Four randomly selected teachers will be asked to participate in five, one-hour long training

sessions on compassion fatigue education over the course of a semester. Teachers will receive

training in identifying and reducing compassion fatigue symptoms. The sessions will be taught by a

trained and certified compassion fatigue educator, who has signed an informed consent form to

assist in the study. Teachers who are unable to attend each course will be removed from the sample.

In the first session, teachers learn what compassion fatigue is and its e ffects. The

teachers will be asked to take the Professional Quality of Life Scale (ProQOL) measuring their

level of compassion satisfaction, burnout, and secondary traumatic stress. The four remaining

sessions will run like a workshop, where teachers will review their results to the ProQOL and

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

develop an implementation plan for the supports discussed in each session. In each session,

teachers plan when they will use the supports discussed as well as rate the supports on a scale

of 1 (not helpful at all) to 5 (extremely helpful). Teachers will spend the second session

focusing on identifying and discussing potential supports to use personally. In the third session,

the teachers will pinpoint and apply potential supports to use interpersonally. Teachers will u se

the fourth session to develop and examine prospective workplace supports, based on what is

available to the school. In the final session, teachers will reflect on the supports and determine

whether or not the supports were helpful in helping them resolve their compassion fatigue

symptoms.

Teachers will be asked to complete take an opinion survey on the training to determine the

usefulness of the training. Teacher names will not be included on the survey. This survey will take

approximately 5 minutes to complete and will be completed at the end of a compassion fatigue

training. Only the data of the teachers who have consented and completed the training will be used.

RISKS AND BENEFITS FOR RESEARCH PARTICIPANTS:

4. Explain and justify any potential risks/discomforts to participants in the study. Include whether there
will be any cost to the participants for participating in the study (such as transportation, childcare,
etc.):
(Provide information on any physical, social, or psychological risks that could be experienced by the research
participants in this study. Describe any special arrangements to protect their safety, including protecting their
privacy and confidentiality. Specify where and how both physical/paper and electronic data will be
stored/protected. NWU policy requires that all data be kept in a secure location for a minimum of three
years after study completion.

Explanation/justification:
There are no more than the minimal risks associated with daily life if they decide to participate in

this study. Teachers will not lose any benefits for which they might otherwise be entitled as a teacher

at Dawes. There will be no monetary compensation (or loss) for participation (or nonparticipation).

Teachers names will not be included in the data. Teachers can stop participation in the research at

any time.

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

5. Describe any benefits to participants:

(Provide information on any direct benefits, such as payments, gift cards, reimbursement for travel, etc., and any
indirect benefits that may result from participating in the study. This does not include benefits to the larger research
community, outside agencies, etc. This question is in regard to benefits to the participant.)
Description:
Teachers who agree to participate in the study will allow me to use their responses to surveys and

interview questions for the purpose of the study and do not receive any benefit for doing so.

Teachers may receive strategies to reduce compassion fatigue symptoms.

INFORMED CONSENT PROCEDURES:

6. Clearly explain Informed Consent procedures and attach applicable forms (if needed):
Description:
Teachers will be contacted via email regarding information about the study. Informed consent forms

(Appendix E) will be distributed at a special education team meeting to teachers. If teachers do not

wish to participate in the study, their data will not be included. Teachers can stop participation in the

study at any time and their data will not be included.

ATTACHMENTS TO APPLICATION:
7. Checklist of materials submitted with this application:

_X_ Reference list for academic sources (Appendix A)

_X_ Recruitment materials (emails, letters, social media communications, phone communications, etc.) (Appendix
D)
_X_ Site Permission letter(s) (Building- Appendix B; District, Appendix C)
_X_ Informed Consent form(s) (including parental consent form and youth assent form, if appropriate) (Appendix
E)
_X_ Data gathering instrument(s) [surveys, interview/focus questions, and/or other forms of data gathering]
(Survey: Appendix F; Training Reflection Questions: Appendix G)
_X_ Copy of certificate showing completion of “protection of human subjects training” for all project personnel
(NIH or CITI) (Appendix H)
__ Any other attachments relevant to your study. Please specify:

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix A

Fisher, P., & Cleghorn, M. (2013). Addressing workplace stress: A comprehensive wellness

imperative for individuals and their organizations. Huffington Post.

Fisher, P., & Etches, B. (2003). A comprehensive approach to workplace stress & trauma in fire-

fighting: A review document prepared for the international association of firefighters 17th

redmond symposium. TEND Academy.

Fowler, M. (2015). Dealing with compassion fatigue. The Education Digest.

Hoffman, S., Palladino, J. M., & Barnett, J. (2007). Compassion fatigue as a theoretical

framework to help understand burnout among special education teachers. Journal of

Ethnographic & Qualitative Research, 2(1), 15-22.

Mathieu, F. (2007). Running on empty: Compassion fatigue in health professionals. Rehab &

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Community Care Medicine.

Mathieu, F. (2014). Occupational hazards: Compassion fatigue, vicarious trauma, and burnout.

Canadian Nurse, 110(5).

Prillenltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it is important,

how it can be alleviated. Theory Into Practice, 55(2), 104-111.

Shyman, E. (2010). Identifying predictors of emotional exhaustion among special education

paraeducators: A preliminary investigation. Psychology in the Schools, 47(8), 828-841.

Stamm, H. E., Hudnall Stamm, B., Higson-Smith, C., Hudnall, A. C., & Piland, N.F. (2018).

Professional Quality of Life. The Center for Victims of Torture. Retrieved from

http://www.proqol.org/

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix B

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix C

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Dr. Leslie Eastman-

I am seeking your approval for the action research I will conduct to complete my Master’s Degree at
Nebraska Wesleyan. My master’s thesis topic is centered around compassion fatigue in teachers. The
problem of practice is teacher’s compassion decreases throughout the school year and are not given
effective coping strategies. I would like to study the impact of compassion fatigue education on
special education teacher’s well-being at Dawes Middle School.

My study would include giving the seven special education teachers the Professional Quality of Life
Survey that measures compassion satisfaction, burnout, and secondary traumatic stress. I will give
this survey in September (pending approval by then). I will then randomly select half the participants
to participate in a few compassion fatigue education sessions from our school social worker, who is
trained in this area. I will interview those teachers by asking them to reflect on the helpfulness of the
training. To conclude, I will give the survey again to all the special education teachers in December.

I have already received approval from my building principal, Angie Plugge. I have attached her
approval letter to this email. With your approval, I will be able to submit my proposal to the Nebraska
Wesleyan Institutional Review Board. Thank you for your time and consideration.

Sincerely,

Jessica Fisher
Special Education Teacher
Dawes Middle School

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix D

Dear Special Education Team-

I am seeking your participation for the action research I will conduct to complete my Master’s Degree
at Nebraska Wesleyan. My master’s thesis topic is centered around compassion fatigue in teachers.
Due to direct and indirect trauma students bring to the classroom, Title 1 middle school teachers
feel the effects of compassion fatigue. Compassion fatigue can affect teacher job performance and
lead to burnout if proper care is not taken (Fowler, M., 2015). Educators receive minimal supports
they need to lessen compassion fatigue symptoms and lead healthier lives, both physically and
mentally. Teachers need some supports in order to cope with the stress of teaching. I would like to
study what supports are needed and helpful to resolve compassion fatigue in .

My study would include giving the seven special education teachers the Professional Quality of Life
Survey that measures compassion satisfaction, burnout, and secondary traumatic stress. I will give this
survey in September (pending approval by then). I will then randomly select half the participants to
participate in a few compassion fatigue education sessions from our school social worker, who is
trained in this area. I will interview those teachers by asking them to reflect on the helpfulness of the
training. To conclude, I will give the survey again to all the special education teachers in December.

I will be discussing my research study at the next special education team meeting. There, you will be
asked to sign an informed consent form, if you choose to participate. Your participation is optional and
will have no effect on our work relationship or your standing at Dawes Middle School. Thank you for
your time and consideration.

Sincerely,

Jessica Fisher
Special Education Teacher
Dawes Middle School

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix E

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix E (cont.)

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix F

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Appendix G

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

Please reflect on the education and training you received on compassion fatigue.

1) Compassion fatigue is a topic that we should continue to talk about as a school.

Strongly Disagree Disagree Neutral Agree Strongly Agree

2) I have a better understanding of compassion fatigue after attending the training sessions.

Strongly Disagree Disagree Neutral Agree Strongly Agree

3) The personal supports were taught, practiced, and worked well for me as an educator.

Strongly Disagree Disagree Neutral Agree Strongly Agree

4) Write the personal supports that you used. Rate their helpfulness in reducing compassion
fatigue. (1- extremely not helpful, 2- mostly not helpful, 3- neutral, 4- mostly helpful, 5-
extremely helpful)
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5

5) The interpersonal supports were taught, practiced, and worked well for me as an educator.

Strongly Disagree Disagree Neutral Agree Strongly Agree

6) Write the interpersonal supports that you used. Rate their helpfulness in reducing compassion
fatigue. (1- extremely not helpful, 2- mostly not helpful, 3- neutral, 4- mostly helpful, 5-
extremely helpful)
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5

7) The workplace and organizational supports were taught, practiced, and worked well for our
school.
Strongly Disagree Disagree Neutral Agree Strongly Agree

8) Write the workplace and organizational supports that you used. Rate their helpfulness in
reducing compassion fatigue. (1- extremely not helpful, 2- mostly not helpful, 3- neutral, 4-
mostly helpful, 5- extremely helpful)
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5
___________________________________________ 1 2 3 4 5

Application. NWU-IRB Protocol Review

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PI: J. Fisher
Title: For love of teaching: Compassion fatigue in teachers
Protocol #: (Assigned by NWU-IRB)

9) I found this information helpful to me as an educator.

Strongly Disagree Disagree Neutral Agree Strongly Agree

10) I would participate in this training again.

Strongly Disagree Disagree Neutral Agree Strongly Agree

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Appendix H

Application. NWU-IRB Protocol Review

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