In the wake of a natural disaster, the psychological ramifications can ripple through communities long after the physical damage has been assessed and repaired. One such event that continues to pose challenges for mental health professionals is the earthquake, which is known to leave deep emotional scars on both victims and counselors alike. Recent research has unveiled the intricate dynamics between trauma and the counseling process, particularly highlighting the phenomenon of the “wounded healer.” This term encapsulates the struggles faced by school counselors who aim to assist students grappling with shared trauma from earthquakes.
Counselors inherently bear the weight of their students’ experiences, serving as both guides and support systems in recovery. However, as they navigate the complexities of their roles, their own emotional histories often resurface. The paper presented by Atli and Çitil Akyol in “School Mental Health” sheds light on how these professionals experience secondary trauma while trying to facilitate healing for others. This dynamic not only complicates the counseling process but can also lead to burnout and vicarious trauma if not appropriately managed.
In an earthquake-affected community, school counselors find themselves in a unique position. They are tasked with addressing the immediate needs of students who may have lost family members, homes, or a sense of safety. Alongside these challenges, counselors must also monitor their well-being and develop coping mechanisms to ensure they remain effective in their roles. The paper emphasizes that this dual challenge can lead to a profound sense of disillusionment.
What complicates this scenario further is the shared trauma that exists in tightly-knit communities impacted by natural disasters. When an earthquake strikes, the entire collective experiences a form of trauma; this communal suffering can create an atmosphere of heightened emotional sensitivity among both counselors and students. Atli and Çitil Akyol explore how this shared experience can sometimes enable deeper connections between counselors and their students, yet equally, it can lead to a mirroring of trauma that counselors must work deftly to manage.
Individual counseling sessions turn into spaces where genuine emotions often surface. The paper suggests that it becomes crucial for counselors to employ self-care techniques and engage in reflective practices to avoid becoming overwhelmed. Peer support networks and professional supervision are identified as essential components for counselors dealing with shared trauma. These practices help sustain their emotional health and improve their efficacy as facilitators of recovery.
Moreover, the study highlights the importance of training programs that equip school counselors with strategies to handle the effects of vicarious trauma. Often, such programs include training in trauma-informed care, emphasizing the requirement for counselors to recognize signs of trauma in both themselves and their students. By understanding these dynamics, counselors can develop resilience and enhance their coping strategies.
The concept of the “wounded healer” is particularly poignant in this setting. Counselors often feel a strong connection to their students’ suffering. Their personal histories may resonate with those they are helping, which can create an emotional bond but also complicate their ability to maintain professional boundaries. Atli and Çitil Akyol suggest that acknowledging one’s own trauma can be the first step in breaking the cycle of pain and enabling healthier interactions within the counseling relationship.
Additionally, counselors are encouraged to integrate mindfulness practices into their routines, demonstrating that holistic approaches can serve as effective countermeasures against the heaviness of shared trauma. Mindfulness promotes a present-focused awareness that allows counselors to process their experiences without becoming overwhelmed. Furthermore, simple strategies such as breathing techniques or guided visualization can assist counselors in grounding themselves during stressful moments.
The findings underscore the critical need for systemic support within educational institutions to promote mental wellness among counselors. Schools should prioritize mental health resources that not only benefit students but also offer support for staff, highlighting the idea that taking care of the caretakers is essential for sustainable mental health practices. Institutions are urged to invest in creating environments where counselors feel secure and supported, enabling them to thrive in their roles.
Looking forward, Atli and Çitil Akyol’s research advocates for ongoing dialogue regarding the mental health risks faced by counseling professionals, particularly within the context of natural disasters. This dialogue is vital; it highlights the need for continued research into effective intervention strategies that account for both the counselors’ and students’ mental health needs in the aftermath of traumatic events.
Ultimately, creating an understanding of shared trauma within these contexts is essential for healing to occur at both individual and collective levels. The challenges posed by shared trauma during the counseling process are significant but not insurmountable. With the right tools, training, and support systems in place, both counselors and students can journey toward recovery together, fostering resilience in the face of adversity.
In conclusion, the consequences of shared earthquake trauma challenge school counselors on multiple fronts. As outlined by Atli and Çitil Akyol, recognizing the wounds of the healer and addressing them through innovative response strategies is imperative. Only then can both counselors and students emerge from the shadows of traumatic experiences into a brighter, more hopeful future.
Subject of Research: Challenges faced by school counselors dealing with shared trauma from earthquakes.
Article Title: School Counselors’ Challenges with Shared Earthquake Trauma During the Counseling Process: The Wounded Healer.
Article References:
Atli, A., Çitil Akyol, C. School Counselors’ Challenges with Shared Earthquake Trauma During the Counseling Process: The Wounded Healer. School Mental Health (2026). https://doi.org/10.1007/s12310-026-09850-w
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s12310-026-09850-w
Keywords: trauma, school counseling, wounded healer, shared trauma, earthquake, mental health.
