対人援助職者を対象としたストレスおよびトラウマに関連する心理教育的介入の文献レビュー

This study undertook a literature review to explore psychoeducational interventions pertaining to stress and trauma, the primary causes of compassion fatigue and burnout among human service professionals. The goal was to discern trends in implementation, effectiveness, and challenges. The keywords used for this literature review included “burnout,” “compassion fatigue,” “secondary traumatic stress,” “human service professionals,” “social workers,” “nurses,” “health professionals,” “psychotherapists, “psychological education,” and “trauma-informed care.” These terms were used to search the Japan Medical Abstracts Society and CiNii Research databases, yielding nine relevant articles. The research questions focused on whether differences exist in terms of the interpersonal support field , whether effectiveness is measured using objective indicators, and what challenges arise in practice. The literature review results indicate a notable lack of studies in Japan, resulting in limited evidence on psychoeducational interventions. Recently, traumainformed care (TIC) has emerged as the primary psychoeducational intervention, with a significant bias toward healthcare professionals such as nurses (66.7%). It is crucial for future research to focus more on human service professionals in social welfare sectors, including child welfare, crime victim services, and homeless services. These professionals often work directly with victims of interpersonal violence, such as abuse, domestic violence, neglect, and social isolation, and are themselves susceptible to trauma, necessitating psychoeducation. The TIC training program reportedly affects human service workers’ understanding of trauma, their confidence in providing help, and their problem-solving behavior. However, only one study employed a scale confirmed to be reliable and valid. Future practice challenges include defining clear objectives, targets, and indicators; using psychologically sound scales to measure TIC knowledge, attitudes, and practices; simplifying topics so participants are not overwhelmed by the information volume; customizing training to participants’ condition and competence level; and integrating interventions with other methods, such as self-care. Furthermore, programs should consider individual differences, because participants may have unprocessed traumatic experiences from their past. The study reveals a broad spectrum of considerations for implementing psychoeducational interventions. Future research on stress- and trauma-related psychoeducational interventions needs to clarify what variables mediate changes in mental health and professional performance of human service professionals.