Susan Glassburn
- Ph.D., MSW, LCSW
- Associate Professor
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IU Indianapolis
Contact
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(317) 274-0050
- susglass@iu.edu
About
Susan Glassburn has been a faculty member at IUPUI since 2004, first as a recruiter and advisor, next as a lecturer, and currently as an Assistant Faculty member. Susan currently teaches practice skills courses as well as health concentration courses. Her background is in mental health and health care and her favorite jobs prior to joining the faculty were in home health care and hospice. She currently sees a few clients at a local private mental health clinic every week to keep her practice skills up to date. Her dissertation was titled : New Master of Social Work Graduates in the Workforce: The Journey from Student to Professional. This qualitative grounded theory study focused on the experience of 27 MSW grads in their first 9 – 18 months of employment. She believes that by better understanding the experience of these new grads, social work employers and educators can better prepare and nurture our new social work professionals in the field. She is currently focused on research and writing in the areas of curriculum development, interprofessional education, and geriatrics.
Education
PhD
Emphasis/Major: Social Work2015 - Indiana University
Dissertation: From Testing the Water to Riding the Waves: New Master of Social Work graduates Journey from Student to PRofessional
Master of Social Work
Emphasis/Major: Social Work1987 - Indiana University
BA
Emphasis/Major: Psychology & Communications1985 - Taylor University
Research Interests
Compassion fatigue and burnout, interprofessional education, designing quality student internships, and integrated care.
Teaching Interests
Counseling skills, health care, older adults, and grief and loss
Awards and Honors
2023 - American Geriatrics Society- Trustee Teaching Award
2022 - Indiana University School of Social Work
2021 - Faculty Academy on Excellence in Teaching
2017 - MSW Student Association Outstanding Teacher Award- Outstanding Teacher of the Year
2016 - MSW Student Association Award
Publications
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Pfeifle, A., Glassburn, S. L., Frank, K., Fulton, J., Garrison, E., Bo, N., Tong, Y., & Litzelman, D. (2023). Program evaluation of a new interprofessional geriatrics curriculum for advanced practice nursing and master of social work learners. Journal of Interprofessional Care, 37(5), 743-753. https://doi.org/10.1080/13561820.2022.2158182
The Indiana Geriatrics Workforce Enhancement Program (GWEP) implemented a new longitudinal ger-iatrics curriculum for advanced practice registered nurse (APRN) and master of social work (MSW) learners to prepare them for interprofessional collaborative practice in the care of older adults. This paper reports program outcomes of a novel longitudinal interprofessional geriatrics curriculum involving immersive learning for these learners. Outcomes are described in terms of learner reaction, modification of attitudes/ perceptions, acquisition of knowledge/skills, behavior change, impact on the organization, and impact on the patient or client using the Freeth/Kirkpatrick evaluation model. Program participation influenced graduates’ knowledge of and their perceived ability to participate in team care and job selection in geriatric-focused positions.
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Dennis, S. R., McCarthy, K. M., & Glassburn, S. L. (2022). Grievers, Skeptics, Pragmatists, Converts, and Champions: Social Work Educators’ Transition to Online Teaching. Journal of Social Work Education. Published. https://doi.org/doi.org/10.1080/10437797.2021.2019644
ABSTRACT Despite the surge in online social work education throughout the last two decades, scholarship examining the pedagogical transition to virtual environments from educators’ perspectives remains nascent. To address this gap, an interpretative phenomenological analysis explored the lived experiences of 17 social work educators across the United States who transitioned from solely onground instruction to partially or completely online teaching prior to July 2019. A typological framework emerged from the data that represented the perspectives of Grievers, Skeptics, Converts, Pragmatists, and Champions. Shaped by the convergence of multisystemic forces, these typologies conveyed fresh conceptualizations of roles and identities as educators navigated the digital migration. The framework offers clarity for social work educators as they make sense of their online teaching transitions.
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McCarthy, K. M., Larimer, S. L., & Larimer, S. R. (2021). Transitioning to online teaching: A phenomenological analysis of social work educator perspectives. Social Work Education- The International Journal, published online. https://doi.org/10.1080/02615479.2020.1869206
Online education in social work has been proliferating and is now ubiquitous due to COVID-19. To optimize instructor pedagogical wisdom and ensure student benefit, critical reflection is needed on the transition to online education. Prior to the pandemic, 17 social work educators were interviewed about their perspectives on the transition from teaching on-the-ground classes to online. This interpretative phenomenological study identified three themes that influenced the educator’s experience: personal qualities, pedagogical beliefs, and macro and institutional factors. It is this unique mix of each participants’ pedagogical beliefs, personal qualities, and macro or institutional factors which influenced the individual educator’s experience of satisfaction. Each educator’s perspective of online teaching is arrived at through calculations of costs and benefits as they balance their own and their students’ needs within the demands and supports of their respective institutions. These perspectives can be characterized by one of four standpoints: mutual benefit, compromised learning, instructor reservations, and incompatibility.Implications include enhancing social work educators’ critical reflexivity while navigating the evolving technological context and providing administrators with points of intervention to support instructors and develop online delivery modes.
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Glassburn, S. L., & Reza, M. H. (2021). Letting it sink in: The longer term impact of a social work short term study abroad course. Social Work Education: The International Journal, online. https://doi.org/https://doi.org/10.1080/02615479.2021.1900806
Short-term study abroad courses are increasingly common in higher education, but while brief, can deeply impact students’ cultural appreciation and competence. This qualitative study explored 17 former Master of Social Work students’ experiences one to two years after completing a study abroad course on human trafficking in India. Data was analyzed using thematic analysis and three themes emerged: Considering my Positionality, Personal Transformation, and Taking Action. There were three levels of taking action: some students found ways to use the learning in their professional setting, others found it encouraged them to speak out against injustice, and some actively engaged in some form of advocacy. Mezirow’s theory of transformative learning was used to frame and explore the findings.
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Glassburn, S. L., Westmoreland, G. R., Frank, K., Fulton, J. S., Garrison, E., Roth, sarah, Na, B., Tong, yan, & Litzelman, D. K. (2020). Preparing advanced learners for geriatric team care: A short-term curricular model that works. Gerontology & Geriatrics Education. Published. https://doi.org/https://doi-org.proxy.ulib.uits.iu.edu/10.1080/02701960.2020.1795648
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Glassburn, S. L., McGuire, L., & Lay, K. (2019). Reflection as self-care: models for facilitative supervision. Reflective Practice, 20(6), 692-704. https://doi.org/10.1080/14623943.2019.1674271
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Glassburn, S. L., Sullivan, P., Wahler, B., & McCabe, H. (2018). No More Silos: Animating Integrated Health and Behavioral Health Care Practices in the Classroom. Journal of Teaching in Social Work, 38(4), 363-378. https://doi.org/https://doi.org/10.1080/08841233.2018.1503216
Over the last decade, there has been increased momentum to bring the worlds of physical and behavioral health care together. Instead of social work education simply reacting to this change, it is imperative that we be proactive and prepare students to be “multilingual,” that is, be able to speak and function in both the worlds of health and mental health so they can move seamlessly into the new world of integrated care. The purpose of this article is to explore curricular and pedagogical strategies needed to prepare graduate social work students for the coming shift in practice toward integrated health and mental health care.
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Glassburn, S. L. (2018). Where’s the roadmap? The transition from student to professional for new Master of Social Work graduates. Qualitative Social Work, 19(1), 142-158. https://doi.org/https://doi.org/10.1177/1473325018807746".
In 2015, more than 25,000 Master of Social Work (MSW) students in the U.S. graduated
and embarked on their career, and while some studies have discussed this transition
for undergraduates, few studies have focused solely on the school to work
transition for MSWs. This grounded theory study focused on the professional journey
of 27 new MSWs employed for less than 18 months. A conceptual five-stage model
called Riding the Waves is proposed, which captures the transition experience.
Implications for social work students, educators, and employers are discussed, including
better preparing students for the transition, improving orientation and supervision, and
providing the support that these new professionals require and deserve. -
Lay, K., & Glassburn, S. L. (2018). Vigilance: The Lived Experience of Women in Recovery. Qualitative Social Work, 1-15. https://doi.org/DOI: 10.1177/1473325016683244
Recovery from addiction is an individualized process and necessitates understanding the
phenomenon from the perspective of the individual living the experience. This qualitative
study seeks to understand women’s lived experience of recovery. Data were collected
through participant interviews of women self-identifying as in recovery and interpreted
from a phenomenological lens. The overarching theme is vigilance—a way to maintain
recovery from addiction through remembering, being careful, and seeking community -
Bai, J., Glassburn, S. L., Riner, M. E., & , . (2016). Cross-Cultural Pedagogy: Practical Strategies for a Successful Interprofessional Study Abroad Course. Journal of the Scholarship of Teaching and Learning, 16(3). https://doi.org/ http://dx.doi.org/10.14434/josotl.v16i3.19332
This article discusses some practical strategies for designing and implementing a cross-cultural interprofessional study abroad course, including pre-departure preparation, facilitating small groups with local students, establishing a weekly theme, utilizing role-play and reflective assignments, and implementing meaningful evaluation strategies. These strategies were based on three years of experience and were found to effectively increase students’ cultural competence and self-confidence, as evidenced by student evaluations and results from a focus group conducted one year after the course. Short term study abroad courses with appropriate pedagogical design are significant strategies for health profession programs in the face of growing diversity and globalization.
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Riner, M. E., Bai, J., & Glassburn, S. L. (2015). Intercultural Global Health Assessmetn and Reflection Framework for Teaching Study Abroad Courses. Journal of Nursing Education and Practice, 5(5). https://doi.org/10.5430/jnep.v5n5p65
Objective: In this paper we describe the development and use of the Intercultural Global Health Assessment and Reflection
(IGHAR) Framework. The framework is based on dimensions of Leininger’s Sunrise Model and a structured reflection process to
guide student journaling.
Methods: The framework was tested in a cross-cultural comparison course in China that included didcatic and experiential
learning components about Chinese healthcare practcies and the healthcare system. The course included nurisng, social work and
public helath students and included a three week immersion component in Beijing. Healthcare issues studies were cancer, mental
health and migrant health. Student reflection journals were analyzed using NVivo software.
Results: Students demonstrated an increased understanding of similarities and differences in each of the dimensions. In addition,
key global perspective taking outcomes were evident.
Conclusions: We found that a systematic approach to using the dimensions of the Sunrise Model helped students demonstrate
understanding of contextual factors related to healthcare. Interprofessional students learned to use a conceptual intercultural
model and reflective learning process for exploring a new culture and healthcare system they can use in the future in both local
and global settings. At the school level, the IGHAR framework can be used across disciplines to demonstrate changes in student
global perspectives.
Key Words: Sunrise model, Social determinants of health, Interculture, International health, Study abroad, Global learning,
Reflection, Nursing and social service professions -
Glassburn, S. L., Delbridge, E., Loghmani, T., Newton, A. D., Binion, K., Romito, L., & Willis, D. R. Communication Tools and Strategies for Interprofessional Teamwork in a Comprehensive Pain Assessment Clinic in Primary Care. Journal of Interprofessional Education and Practice, 29. https://doi.org/doi.org/10.1016/j.xjep.2022.100541
The Comprehensive Pain Assessment Clinic (CoPAC) is a grant-funded clinic embedded in a family medicine residency center providing care to an under-resourced urban population. This interprofessional clinic brings together 10 professions, including healthcare professionals, university faculty, and learners to assess patients with chronic pain. The focus of the clinic is to develop a functional and dynamic model of teamwork including communication strategies to facilitate assessment. The communication/teamwork tools and strategies include pre-visit preparation sheets, pre-visit team huddles, “teamlet” visits, handoff communication tools, care plan development, patient education, follow-up care coordination, and post-clinic debriefs, which are used for continuous quality improvement. The process model for the clinic, communication tools, and qualitative comments from learners are described. Lessons learned are discussed, including time management, intentional mentoring, interprofessional education and collaborative practice (IPECP) coordination, and implementation of best practices.
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Glassburn, S. L., , ., , ., , ., , ., , ., & , . An Interprofessional Year-Long Geriatrics Fellowship Program for Advanced Practice Nursing and Social Work Students. Nurse Educator, 47(5). https://doi.org/10.1097/NNE.0000000000001212
Background: The care of older adults with complex medical conditions requires effective team-based care. Problem: Nursing and social work students need a curriculum which provides them with immersive experiences in geriatrics to prepare them for competent practice. Approach: This Geriatric Workforce Enhancement Program supported 5 advanced practice nursing (APN) and 5 master of social work (MSW) student fellows in a two-semester program, with 3 cohorts completing the fellowship over 3 years (N=30). Outcomes: By the completion of the fellowship, students had 1) demonstrated increased knowledge of age-related changes and health problems experienced by older adults, 2) developed clinical competencies in providing patient-centered health care for older adults, and 3) assessed the fellowship as helpful in preparing for interprofessional team care.
Conclusions: An interprofessional gerontology fellowship for APN and MSW students can develop knowledge and skills in team-based care for older adults. Recommendations for creating a fellowship curriculum are provided. -
Glassburn, S. L., Dennis, S. R., & McCarthy, K. M. Navigating Identity Changes through the Digital Migration: A Collaborative Autoethnography of Social Work Educators. American Journal of Distance Education. Accepted.
Presentations
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Glassburn, S. L. (2023). Empathetic LIstening. Indiana Geriatrics and Training Center.
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Glassburn, S. L. (2023). Holiday Mental Health. Indiana University.
This was for a podcast for IU to talk about relevant and important topics
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Glassburn, S. L. (2023). Diversity, Equity, and Inclusion in Hospice. Flanner and Buchanan, Indianapolis, IN.
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Glassburn, S. L., & Canada, M. (2023). The Lived Experience of Compassion Fatigue and Burnout for Social Workers. ICQI, Urbana, IL.
Compassion fatigue and burnout evoke a professional and often personal crisis. We interviewed 12 social workers who had a self-reported episode of either compassion fatigue or burnout to understand their lived experience. We used interpretative phenomenological analysis to explore how social workers made meaning of the experience, including the seeming inadequacy of self-care, navigating self-blame and shame, and the impact on their personal and professional identities. The role of moral distress will be discussed as it appears to be a big contributor to burnout/compassion fatigue.
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Glassburn, S. L., & Warden, M. L. (2023). Real-Play Versus Role-Play in the Classroom: Student Vulnerability and Risk-Taking. Indiana University.
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Glassburn, S. L. (2022). Coping with Grief from chronic illness/pain: This is NOT what I had planned. IU School of Public Health, Indianapolis, IN.
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Glassburn, S. L. (2022). When the Walls Fall Down: Navigating Boundary Work in Hospice Social Work. Flanner and Buchanan Funeral Homes, Indianapolis, IN.
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Glassburn, S. L., & Ernst, L. (2022). Not your Mama’s Healthcare. IU Alumni Association.
Title: Not Your Mama’s Healthcare Social Work: New Integrated Care Models
Target audience: Social Workers in healthcare, or those interested in working in healthcare, social work students, administrators
Objectives:
Learn about what integrated care is, and the types of models in practiceUnderstand the skill set needed for working in health care with mental health skills, and the types of clients that are best served in this setting. Provide a forum for those currently working in integrated care, or those interested in doing so in the future, to discuss the strengths and challenges.
Abstract:
Many health care settings are beginning to use a model of integrated health care in which social workers in health care settings are addressing the mental health needs of patients. Integrated care models provide an opportunity for healthcare social workers to expand the range of skills that they will offer to patients in that setting. While this is happening in many places in Indiana, this workshop will look at best practices for integrated care, skills that are crucial, and how systems can be structured for this to best happen. Attendees with experience in integrated care will be encourage to share their experiences as well. The two presenters are health care faculty at the IU School of Social Work, and will discuss upcoming curriculum changes to facilitate these new models.
BIO:
Susan Glassburn, LCSW, PhD, Assistant Professor, has been a clinical social worker for over 30 years. She has been teaching at the Indiana University School of Social Work since 2004 in the MSW program. She teaches counseling skills and health care social work, as well as leading several study abroad courses. Her work experience includes being a mental health clinician, a clinical manager in home health care and a Bereavement Coordinator in a hospice program. She is currently interested in compassion fatigue and burnout, interprofessional work, and geriatric social work. She is the current President for the Indiana Network of Healthcare Social Workers. She is an empty-nester, has an active Siberian Husky, and is constantly covered in dog fur
Bio:
Lisa Ernst, LCSW, full-time lecturer at Indiana University School of Social Work since 2014. Prior to that Lisa spent the 25 years in clinical practice and leadership at Riley Hospital for Children. During her time at Riley she gained invaluable clinical experience in working with families facing both acute and chronic distress related to their child’s health status including helping to navigate the issues of child maltreatment, palliative care, end-of-life and long-term illness or disability. The last 8 years at Riley, Lisa took on first the leadership position of manager and then director of the social work department. Under her guidance the department would transition into Integrated Care Management, being compromised both of nursing and social work professionals. Lisa is also an empty nester who lives on the northwest side of Indianapolis with her husband and their three dogs and to be sure would beat out Susan for the most dog hair on any surface!
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Newton, A. D., Loghmani, T., Glassburn, S. L., & Willis, D. (2022). Bridging the Gap: Health Professions learners’ involvement with an interprofessional education and collaborative practice model addressing the opioid crisis in an urban area. National Academies of Practice, san diego, CA.
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Glassburn, S. L., & Lay, K. (2022). Motivational Interviewing. Strengthening Indiana Families, Indianapolis, IN.
Conducted two workshops for community providers about motivational interviewing over two weeks.
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Glassburn, S. L. (2022). Being a professor in the classroom.
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Glassburn, S. L. (2022). Classroom Incivility.
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Glassburn, S. L., & Warden, R. (2022). Real-Play Versus Role-Play in the Classroom: Vulnerability and Risk-Taking in Learning Counseling Skills. International Congress of Qualitative Inquiry.
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Newton, A., Loghmani, T., Glassburn, S. L., Dellinger, C., & Willis, D. (2022). Bridging the Gap: Health Professions learners’ involvement with an interprofessional education and collaborative practice model addressing the opioid crisis in an urban area. NAP, San Diego, CA.
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Glassburn, S. L. (2022). Real Talk about Grief and How to Help Grieving People. Indiana Professional Management Group, Indianapolis, IN.
“Real Talk about Grief and How to Help Grieving People”
Objectives: Participants will:
1) Learn about uncomplicated grief (the normal, but awful feelings)
2) Understand the factors involved in complicated grief (Suicide grief, violent death, unexpected death)
3) Receive concrete ideas about how to help those with uncomplicated grief, and differentiate and refer those with complicated grief
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Glassburn, S. L. (2021). Ethical Issues in Hospice Social Work. Flanner & Buchanan Funeral Homes, Indianapolis, IN.
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Glassburn, S. L., & McCarthy, K. M. (2021). From Grievers to Champions: Pre-pandemic Perspectives on the Transition to Online Teaching. Council on Social Work Education, , FL.
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Glassburn, S. L., & , . (2021). Motivational Interviewing in Pain Management. Indiana University School of Public Health - ECHO program.
Presented concepts of motivational Interviewing for an interprofessional audience.
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Glassburn, S. L., McCarthy, K. M., & Dennis, S. R. (2021). Building the Plane While Flying: An Autoethnography of Social Work Educators. ICQI.
The swift emergence of online teaching is forcing a titanic shift in how many social work educators conceive of and deliver social work curricula. This Collaborative Autoethnography explored the transitions that occurred for three social work faculty who began to teach partially or fully online while serving as non-tenure track lecturers completing their doctorates. Data collection involved participants writing individually about their experiences followed by concurrent discussion and critical dialogic reflection on the narratives. Themes from the narratives were explored using an analytic/interpretive approach and positioned within the sociopolitical context of the economics of an evolving social work program delivery landscape and the standards of social work education. Themes include locating the social work educator identity and role in the virtual classroom, meaning-making in an online environment, and finding new ways of infusing the art of teaching amid the technocratic impulses emanating from an increasingly automated online platform
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Glassburn, S. L., McCarthy, K. M., & Dennis, . (2021). Building the Plane While Flying: Teaching Social Work Online Pre and Post Pandemic.
International Congress of Qualitative Inquiry 2020 Abstract Submission
Co-Presenters: Katie McCarthy, Susan Glassburn, and Sheila Dennis
Building the Plane While Flying: Teaching Social Work Online Pre and Post Pandemic
Prior to the pandemic, social work education was rapidly adopting online teaching and forcing a titanic shift in how social work educators conceive of and deliver social work curricula. This Collaborative Autoethnography explored the transitions that occurred for three social work faculty who began to teach partially or fully online while serving as non-tenure track lecturers completing their doctorates before and after the COVID-19 pandemic. Data collection involved participants writing individually about their experiences prior to and subsequent to the onset of the pandemic, followed by concurrent discussion and critical dialogic reflection on the narratives. Themes from the narratives were explored using an analytic/interpretive approach. Themes include locating the social work educator identity and role in the virtual classroom, meaning-making in an online environment, and navigating new ways of teaching in increasingly automated online platforms.
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Glassburn, S. L. (2021). Motivational Interviewing for physical therapists. Interprofessional education center, IUPUI, Indianapolis.
Provided training to physical therapy class at IUPUI on motivational interviewing. Designed training materials and presented.
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Baenziger, J., Glassburn, S. L., FRank, K., & Westmoreland, G. (2021). QI on the QI: Improving Quality Improvement Education for Interprofessional Learners. Indiana University , Indianapolis.
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Glassburn, S. L., Lay, K., & Canada, M. (2020). Deconstructing the Perfect Storm: Compassion Fatigue and Burnout in Social Work. Council on Social Work Education.
Title: Deconstructing the Perfect Storm: The Lived Experience of Compassion Fatigue and Burnout
Overview (50 words)
Compassion fatigue and burnout evoke a professional and often personal crisis. This interpretative phenomenological analysis explores how social workers make meaning of the experience, including the seeming inadequacy of self-care, navigating self-blame and shame, and the impact on their personal and professional identities.
Objectives (up to three, 50 words each)
Understand how the literature defines the constructs of compassion fatigue and burnout.
Recognize the ways that social workers try to manage the episode and how self-care pales in the face of the perfect storm.
Discuss the aftermath of compassion fatigue and burnout on professional and personal meaning-making and identity
Proposal text: (750 words)
Background:
Compassion fatigue and burnout are well-known phenomena in the helping professions. Burnout is characterized by emotional exhaustion, cynicism, a sense of ineffectiveness, depersonalization, and decreased satisfaction with one’s accomplishments at work (Maslach & Leiter, 2016; Thomas, Kohli, & Choi, 2014). Lloyd, King and Chenoweth (2002) state that risk factors associated with burnout appear to include, “lack of challenge on the job, low work autonomy, role ambiguity, difficulties in providing services to clients, and low professional self-esteem” (p. 263). Burnout in social work also leads to poor job performance, and reduced client satisfaction with services (Morse, Salyers, Rollins, Monroe-DeVita, & Pfahler, 2012). Ga-Young (2011) found that social workers with higher levels of burnout have more physical health complaints, specifically headaches, gastrointestinal problems, and respiratory infections. And, they added that social workers most at risk for burnout were those who were entry-level or newer in their careers. Han, Lee and Lee (2012) found that even entering MSW students manifest some level of burnout due to prior work experience.
Compassion fatigue is often referred to as the “cost of caring,” (Figley, 1995, p.3) and can further be defined as the behavior and emotions resulting from helping clients with traumatic experiences (Kapoulitsas & Corcoran, 2015). It can be seen as a natural phenomenon resulting from ongoing exposure to others’ pain (Pelon, 2017). Compassion fatigue has been conceptualized as an overarching term, encompassing other constructs such as secondary traumatic stress and vicarious traumatization (Kapoulitsas & Corcoran, 2015).
Both burnout and compassion fatigue can result in similar emotional and physical consequences such as exhaustion, anxiety, and physical illness (Nolte, Downing, Temane, & Hastings-Tolsma, 2017). The definitions of these experiences are complex and intertwined in scholarly work; however, the symptoms of each overlap in ways that make determining the classification less important than understanding the resulting personal and professional sequelae.
Several studies have explored the rates of compassion fatigue and burnout in social work. In the largest study of 1359 social workers in the UK, McFadden (2015) found 91% of social workers scored moderate to high on levels of emotional exhaustion on the Maslach Burnout Inventory (1986). Siebert (2005) surveyed 751 social workers and found that that three-fourths reported having had an episode of burnout during their career with almost 40% reporting having burnout at the time of the study. In a sample of 77 social workers in Spain, 37.6% reported burnout (Caravaca-Sánchez, Barrera-Algarín, Pastor-Seller, & Sarasola-Sánchez-Serrano, 2019).
Overall, there is less data than should be expected regarding these fairly common phenomena. Preparation for the potential of either of these occurring is critical, as the experience is not at all uncommon (Smart et al., 2014). While the quantitative research on the incidence of compassion fatigue and burnout for social workers is limited, there is even less qualitative data about the personal experience of having an episode/experience. This study seeks to fill that gap and explore the lived experience of these phenomena.
Methods:
Interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) was employed to understand the lived experience of social workers experiencing an episode of compassion fatigue and/or burnout. After approval from the university IRB, social workers were recruited via listserves and social media. Twelve social workers participated in the study and reported having a self-defined episode of compassion fatigue and/or burnout. Interviews were recorded and transcribed. Data analysis entailed an iterative and inductive multi-step cycle that began with line-by-line analyses and culminated with the development of an interpretive narrative (Smith, Flowers, & Larkin, 2009). Findings explored how these experiences affected the participants’ psychosocial functioning and professional performance, and how they made sense of the episodes in the context of their lives.
Results and Implications for Practice:
The emerging themes for this qualitative phenomenological study explore the experience of meaning-making in compassion fatigue and burnout, including the inadequacy of self-care, predisposing factors, navigating self-blame and shame, and the impact on personal and professional identity. Implications for social work education include preparation for and understanding of these phenomena as early career risk factors. Implications for practice include the need for self-compassion as compassion fatigue/burnout can be a normative response to difficult working environments and clients experiencing trauma. The need for a contextual understanding and application of self-compassion is tantamount to recovery.
References (500 words)
Caravaca-Sánchez, F., Barrera-Algarín, E., Pastor-Seller, E., & Sarasola-Sánchez-Serrano, J. L. (2019). Prevalence and risk factors associated with burnout syndrome among social work professionals in municipal social services in Spain. Global Social Work, 9(17), 89-109.
Figley, C. R. (1995). Compassion fatigue: Toward a new understanding of the costs of caring. In B. H. Stamm (Ed.), Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators (p. 3–28). New York: Sidran Press.
Ga-Young, C. (2011). Organizational impacts on the secondary traumatic stress of social workers assisting family violence or sexual assault survivors. Administration in Social Work, 35(3), 225-242. doi: 10.1080/03643107.2011.575333
Han, M., Lee, S., & Lee, P. (2012). Burnout among entering MSW students: Exploring the role of personal attributes. Journal of Social Work Education 48(3), 439-457.
Kapoulitsas, M., & Corcoran, T. (2015). Compassion fatigue and resilience: A qualitative analysis of social work practice. Qualitative Social Work, 14(1), 86-101.
Lloyd, C., King, R., & Chenoweth, L. (2002). Social work, stress and burnout: A review. Journal of Mental Health, 11(3), 255-265.
Maslach, C, & Jackson, S. (1986). Maslach Burnout Inventory Manual (2nd Ed.). CA: CPP, Inc. CA
Maslach, C., & Leiter, M. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15, 103-111.
McFadden, P. (2015). Measuring burnout among UK social workers: A community care study. Retrieved from https://www.qub.ac.uk/sites/media/Media,514081,en.pdf.
Morse, G., Salyers, M., Rollins, A., Monroe-DeVita, M., & Pfahler, C. (2012). Burnout in mental health services: A review of the problem and its remediation. Administration and Policy in Mental Health and Mental Health Services Research, 39(5), 341-352.
Nolte, A. G., Downing, C., Temane, A., & Hastings-Tolsma, M. (2017). Compassion fatigue in nurses: A metasynthesis. Journal of Clinical Nursing, 26, 4364-4378.
Pelon, S. B. (2017). Compassion fatigue and compassion satisfaction in hospice social work. Journal of Social Work in End-of-Life & Palliative Care, 13(2-3), 134-150.
Siebert, D. C. (2005). Personal and occupational factors in burnout among practicing social workers: Implications for researchers, practitioners, and managers. Journal of Social Service Research, 32(2), 25-44.
Smart, D., English, A., James, J., Wilson, M., Daratha, K. B., Childers, B., & Magera, C. (2014). Compassion fatigue and satisfaction: A cross-sectional survey among US healthcare workers. Nursing & Health Sciences, 16(1), 3-10. doi: 10.1111/nhs.12068
Smith, J. A., Flowers, P., & Larkin, M. (2009). Doing interpretative phenomenological analysis: A practical guide to method and application. London: SAGE.
Thomas, M., Kohli, V., & Choi, J. (2014). Correlates of job burnout among human services workers: Implications for workforce retention. Journal of Sociology and Social Welfare, 41(4), 69-90.
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Glassburn, S. L. (2020). Motivational Interviewing Techniques. IU School of Nursing.
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glassburn, susan L., & Lay, K. (2020). Acceptance and Commitment Therapy in a Nutshell. Indiana Society for Social Work Leadership in health care.
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Glassburn, S. L. (2020). Hospice Town Hall - Hospice during the pandemic. Flanner & Buchanan.
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Glassburn, S. L., McCarthy, K. M., & Dennis, S. R. (2020). Tradeoffs: The lived experience of social work educators transitioning to online teaching. ICQI.
(Not presented due to COVID)
Tradeoffs: The Lived Experiences of Social Work Educators Transitioning to Online Teaching
The surge in online course delivery is forcing a reconstitution of professional social work education. This study used interpretive phenomenological analysis to explore the lived experiences of social work educators across the United States who transitioned from solely traditional face-to-face instruction to partial or completely online teaching formats. Through semi-structured interviews, the faculty participants (n=16) provided in-depth, storied accounts of how this shift is precipitating changes in their teaching role. Data analysis entailed an iterative and inductive multi-step cycle that began with line-by-line analyses and culminated with the development of an interpretive narrative (Smith, Flowers, & Larkin, 2009). Findings from the data analysis reveal shifts in pedagogical epistemology, educator identity, and the place of intersubjectivity in the teaching and learning exchange. While faculty participants identified themes of loss, they recognized benefits and employed compensatory strategies to navigate the evolving teaching landscape.
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Glassburn, S. L. (2020). Normal and Complicated Grief in Older Adults. IU Geriatrics.
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Glassburn, S. L. (2020). Goal Setting in Motivational Interviewing. Iu Fairbanks school of public health.
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Glassburn, S. L. (2020). Grief and Loss for Older Adults. Indiana Geriatrics Association.
Below is the link to the conference flyer:
https://www.indianageriatricssociety.org/uploads/3/4/1/6/3416300/2020_annual_fall_conference_flier__002_.pdf
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Glassburn, S. L. (2020). Podcast: The Social Work Role on the Interprofessional Team. Indiana University Interprofessional Education Center.
Direct link to podcast:
https://anchor.fm/iu-ipe/episodes/The-Social-Workers-Role-on-an-Interprofessional-Team-ekf844
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Glassburn, S. L. (2020). Social Work’s Role on the Interdiscipinary Team. IU IPE center.
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Glassburn, S. L. (2020). Ethics in Hospice and End of Life Care.
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Glassburn, S. L. (2020). Moral Distress in Social Work. IPE Center at IUPUI.
Below is a link to the moral distress podcast, which has also been added to the UCA Shared Resources group.
https://drive.google.com/file/d/1MK3dq9CSc2R_bSkMLsQXd5vYONlWtEY6/view?usp=sharing
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Glassburn, S. L. (2020). Moral distress in hospice social work. flanner & buchanan funeral home.
Examining the role of moral distress in hospice social work. 1.0 ethics CEU
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Glassburn, S. L., & Romito, L. M. (2020). Motivational Interviewing Training. IU Interprofessional Education Center.
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Glassburn, S. L. (2020). Grief and Chronic Pain. Fairbanks IU School of Public HEalth.
Discussion of how grief is a part of the chronic pain experience.
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Glassburn, S. L. (2019). When the Walls Fall Down: Maintaining Good Professional Boundaries. same, Indianapolis, United States.
Discussion of professional boundaries in practice to care providers for those with developmental disabilities and serious mental health issues
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Glassburn, S. L. (2019). Human Trafficking. IUPUI McKinney School of Law.
Panel members each presenting didactic on their perspective on trafficking and then took questions from the audience of attorneys
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Glassburn, S. L. (2019). Moral Distress in Hospice. Flanner & Buchanan, indianapolis, United States.
Presented the concept of moral distress in social work and gave cases for discussion and application.
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Glassburn, S. L. (2019). Effective communication facilitates team coordination and collaboration in addressing chronic and acute patients at a primary care interprofessional clinic. Collaborating ACross Borders, Indianpolis, IN.
Presented with colleagues about the interprofessional pain clinic
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Glassburn, S. l, & Lay, K. (2019). Motivational Interviewing Basics. Marion County Drug court, Indianapolis, IN United States.
Taught basic motivational interviewing skills to professionals from multiple areas.
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Glassburn, S. L. (2019). The Secret to Becoming a Good Social Worker: Mentoring. same, Greenwood, IN United States.
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Glassburn, S. L. (2019). SexTrafficking - Global Perspectives. IUPUI Law School, Indianapolis, United States.
Spoke on a panel at a law school conference about sex trafficking.
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Glassburn, S. L. (2019). Qualitative Research - Grounded Theory. Graduate nursing class, Indianapolis, IN.
Presentation regarding grounded theory for a PhD nursing class (Joan Haase)
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Glassburn, S. L. (2019). The Overseer of the Poor. IUSSW, indianpolis, IN United States.
Presentation on the historic origins of social work with Bob Vernon to two social work classes in 2019
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Glassburn, S. L., & Lay, K. (2019). Motivational Interviewing Workshop. Marion Co Drug Court.
Presented workshop to paraprofessionals on MI skills
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Westmoreland, G., Glassburn, S., Fulton, J., & Frank, kathryn. (2019). A New Geriatrics Interprofessional Curriculum for Advanced Practice Nursing, Master of Social Work, and Third Year Medical Students (Poster). AGS, Portland, OR United States.
Geriatrics online instruction plus clinical and IP team exposure = increased knowledge and positive attitudes toward IP team care
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Pfeifle, A., Westmoreland, G., Glassburn, S., Fulton, J., & Frank, K. (2019). Learning Outcomes of a New Interprofessional Geriatrics Curriculum for Residents, APN and MSW Learners. AGS, portland, OR United States.
Curriculum for advanced learners with evaluation by the Kirpatrick framework
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Reza, H., & Glassburn, S. L. (2018). Bringing Home Activist Selves: The Longer term Impact of Short-term Study Abroad (Glassburn & Reza, Poster). Council on Social Work Education, orlando, FL.
This study investigates the longer-term personal and professional impact of the above short-term study abroad course. We investigated how students have made sense of the course and whether they have been engaged in any activism since their return from the trip. The study used an exploratory qualitative approach for a complex phenomenon such as transformative learning-led praxis among social workers (Rubin & Babbie, 1997).
The sample was recruited from the 29 MSW students who have participated in this course in the past two years. After IRB approval was secured, nine individual interviews were conducted in addition to a focus group of five students. Eight of the students had previous study abroad experience. Each interview was recorded, transcribed, and analyzed by the researchers for common themes. Applied thematic analysis (Guest, MacQueen, & Namey, 2012) was used to conceptualize major themes. Applied thematic analysis integrates methods from many other qualitative frameworks, and is a “rigorous, yet inductive, set of procedures designed to identify and examine themes from textual data in a way that is transparent and credible” (Guest, et al., p. 15).
The researchers used a semi-structured interview guide. Some of the questions asked were: What was the experience of learning about global sex trafficking like for you? What made the experience of the course challenging for you (being in Kolkata, travel, agency visits, speakers)? Did anything personally or professionally shift for you as a result of taking this course? If so, how are you different as a result of your learning in this course?
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Glassburn, S. L., Lay, K., & , . (2018). Managing Anxiety using Acceptance and Commitment Therapy (ACT). ISSWLHC, Greenwood, IN.
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Dennis, S. R., Glassburn, S. L., & , . (2018). Applied Educational Neuroscience Practices in Classrooms: A Grounded Theory Study. ICQI, Urbana.
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Westmoreland, G. R., Frank, K., Fulton, J. S., glassburn, susan l, & Litzelman, D. K. (2018). Development of a New Geriatrics Interprofessional Curriculum for Medical, Advanced Practice Nursing, and Master of Social Work Students(Poster). Indiana University, Orlando, FL United States.
Development of the curriculum to teach learners about geriatric practice
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Glassburn, S. L. (2018). Finding Joy, Bearing the Grief. ALS Society, Indianapolis, IN.
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Glassburn, S. L., Lay, K., & , . (2018). Cutting through the Smoke Screen: Preparing Social Workers to Spark an Interest in Smoking Cessation for People with Severe Mental Illness. same, Dublin, Ireland.
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Glassburn, S. L., & Pfeifle, A. (2018). An Innovative Geriatrics Interprofessional Curriculum: Impact on Advance Practice Nursing and Master’s Level Social Work Students.
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Glassburn, S. L. (2018). Where’s the Roadmap: New MSW Graduates in the Workforce. Council on Social Work Education, Orlando, FL United States.
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Westmoreland, G., & Glassburn, S. L. (2017). Development of a New Geriatrics Interprofessional Curriculum for Medical, Advanced Practice Nursing, and Master of Social Work Students. IUPUI.
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Glassburn Larimer, S. L., Lay, K., Tanner, R., & , . (2017). Fried Social Worker: Compassion Fatigue and Burnout in the Profession.
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Glassburn, S. L. (2017). Empowerment of Women in the Sex Trade: Lessons from India. IU Alumni ASsociation, Greenwood, IN United States.
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Glassburn, S. L., & Richards, T. (2016). Staying Fresh: Dealing with Compassion Fatigue and Burnout. Indiana Association of Resources and Child Advocacy (IARCA), Indianapolis.
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Larimer, S. (2016). New MSWs in the Workforce: The Journey from Student to Professional. ISSWLHC, Indianapolis, IN.
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Glassburn, S. L., & Richards, T. (2016). Staying Fresh: Preventing Compassion Fatigue & Burnout. Iu Alumni social work, Greenwood, IN.
Contract Fellowship Grants
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Study Abroad Innovation Grant
Susan Glassburn -
Geriatric Workforce Enhancement Grant
Co-PD/PI: Debra Litzelman
Supporting Personnel: Susan Glassburn -
Comprehensive Pain Clinic - Grand Challenges Grant
Supporting Personnel: Susan Glassburn -
Geriatric Workforce Enhancement PRoject (GWEP)
Steven Counsell
Supporting Personnel: Susan Glassburn
Clinical Services
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Social Worker - clinical & preceptor
2019 - IU Family PracticeSee chronic pain patients at IU Family Practice clinic alone and with students as a preceptor for the Comprehensive Pain Program grant.
Institutional Services
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Faculty Advisor/Mentor
2022 - Master of Social Work Student AssociationLiaison between student association, faculty, and administration -
Committee Member
2021 - FACET retreat planning committeeMember of retreat planning committee for next year's FACET retreat (Faculty Academy on Excellence in Teaching) -
Committee Member
2021 - IPE Curriculum CommitteeJoined the interprofessional education curriculum committee to assist with develop activities and cases for future IPE events for all campuses. -
Committee Member
2021 - Doctoral Dissertation Committee for PhD student Marcia FrenchServe as a part of a doctoral committee for Marcia French -
Committee Member
2021 - Integrated Care Health MeetingWork with committee to change health care curriculum to having more of an integrated focus -
Committee Member
2021 - Doctoral dissertation committee for Dustin PiferActive committee member for PhD student, assisting him with grounded theory methods for dissertation -
Organizer/Coordinator
2021 - ECHOFacilitator of ECHO pain management program twice a month, plus participate in planning and evaluation meetings -
Committee Member
2021 - Faculty SenateAttend Faculty Senate meetings as an active participant -
Committee Member
2021 - MSW CommitteeAttend monthly committee meetings as an active participant -
Committee Member
2021 - MSW Curriculum Workgroup CommitteeServe on a committee to discuss revision of the curriculum -
Committee Member
2021 - PhD CommitteeServe on committee for admissions and curriculum planning -
Committee Member
2021 - Search Committee for Director of the Interprofessional CenterMember of university search committee for the director of interprofessional education at IUPUI -
Faculty Advisor/Mentor
2020 - Out of the Darkness Walk faculty sponsorFaculty advisor for suicide prevention walk - will also be a part of the walk. MSW student is Hailey Brown. -
Adjudicator/Judge
2020 - Advances Journalreviewer for Advances Journal for our school -
Committee Chair
2020 - IU School of Social Work Grading Equity CommitteeCommittee Chair for Grading Equity committee -
Committee Member
2020 - Integrated Care TeamParticipate as a part of a committee on integrating health and behavioral health throughout the Indiana University Healthcare system. -
Committee Member
2020 - Dissertation Committee MemberDissertation committee member for Dustin Pifer -
2020 - Dissertation Committee member - FrenchMember of dissertation committee for Marcia French -
Attendee, Academic Ceremony/Event
2019 - Faculty retreatAttended faculty retreat at Connor Prairie and participated in committee work. -
Task Force Member
2019 - Dean's Advisory CouncilServed on the Dean's advisory council as a member -
Committee Member
2020 - UCA Shared Resources Committee - IPE schools working togetherAttended meetings with other schools to share resources and supports during COVID -
Committee Member
2016 - MSW CommitteeMSW Committee -
Committee Member
2021 - International and Global Affairs CommitteeActive member of committee on international affairs in the school of social work. -
Faculty Advisor/Mentor
2021 - Mentor to doctoral student in Interprofessional educationAssisted doctoral student with qualitative design and data analysis for her dissertation -
Organizer/Coordinator
Interprofessional Education Event - TEACH curriculumFacilitated multiple sessions for an interprofessional education event with students from multiple disciplines at IUPUI -
Committee Chair
2021 - Grading Equity CommitteeCommittee chair for committee on grading equity to revise grading policy in our syllabi. -
Faculty Advisor/Mentor
2021 - Mentoring of other professors teaching social work courseMentored three faculty teaching a practice course to social work students -
Task Force Member
2021 - MSW Admissions committeeScreened MSW applicants for admission, attended meetings, and had discussions with coordinator about applicants -
Committee Chair
2018 - MSW CommitteeRun meetings, collect agenda items, coordinate with other committee -
Committee Chair
2021 - Integrated Care Sub-committeeCoordinated committee members, attended meetings on integrating social work into IU health system -
Committee Member
2021 - Curriculum WorkgroupCurriculum workgroup to help with planning MSW coursework -
Faculty Advisor/Mentor
2021 - IUPUI Interprofessional CenterWorked as a part of a team to create videos on Motivational Interviewing for viewing as a part of the Grand Challenges Grant -
Committee Member
2021 - Search Committee for Director of Interprofessional Education CenterServed as part of an interprofessional committee to interview candidate for the position of Director of Interprofessional Education for all of IUPUI. -
Committee Chair
2021 - Liaison to Indiana University HealthCoordinated a team of faculty with healthcare providers at Indiana University Medical Center to look at ways to integrate health care social work into primary care office -
Committee Member
Academic Steering CommitteeAttend meetings on behalf of the school regarding interprofessional education -
Committee Member
Faculty SenateCommittee member -
Task Force Member
2019 - International and Global Affairs CommitteeParticipated in the international committee for the school and helped shape policy and procedures -
Committee Member
2016 - Curriculum committee - healthMember of Curriculum Committees for Foundation and Intermediate Curriculum -
Committee Member
2004 - MSW CommitteeMember of Curriculum Committees for Foundation and Intermediate Curriculum -
Task Force Chair
2020 - Strategic Planning CommitteeOrganized group for strategic planning meetings and led group sessions. Reported findings to Assoc Dean. -
Committee Member
2020 - Diversifying our Curriculum WorkgroupParticipated in committee to discuss diversifying our curriculum -
Faculty Advisor/Mentor
Teaching Peer ReviewProvided teaching observation and report for Sada Fukui -
Committee Member
2020 - Search Committee for IU Health Social Work DirectorParticipated in interviews for social work director at IU Hospital. -
Other
2018 - Faculty SenateSecretary, takes minutes, manages multi-campus attendance, runs elections -
Designer
IPE Center Videos on Motivational InterviewingWrote and participated in role plays regarding Motivational Interviewing techniques which will be used for teaching. -
Task Force Member
2019 - Pain Clinic Committeeparticipate actively in pain clinic regular meetings regarding quality improvement -
Committee Member
International Affairs - Fulbright Review CommitteeReviewed applications for International Affairs to recommend Fulbright applicants -
Other
2019 - TEACH curriculum facilitatorFAcilitated one-day sessions for the TEACH curriculum interprofessional sessions. -
Other
ClassGAve guest lecture on end of life care for J. Lee's class -
Faculty Advisor/Mentor
2019 - IU Pain ClinicHelped develop the pain clinic program as well as mentor MSW students at the clinic -
Faculty Advisor/Mentor
2016 - Student Outreach ClinicFaculty advisor for students at the clinic -
Task Force Member
AMPATH Kenya ProjectTraveled to Kenya as part of an IUSSW delegation to explore opportunities for collaboration -
2017 - Doctoral Dissertation Committee MemberServed on the doctoral dissertation committee for Sheila Dennis -
Committee Member
2018 - IUSSW - Search CommitteeWorked on admission committee reviewing admission applications to the MSW program -
Committee Chair
MSW Gala CoordinatorCoordinated an MSW Gala along with Kim Moffett to give MSW students opportunities for networking, collaboration, and connection as a way to build community -
Faculty Advisor/Mentor
2016 - Student Outreach ClinicWorked at the Student Outreach Clinic as a Faculty Advisor -
Task Force Member
2016 - CSWE Workshop for AccreditationAttended Curriculum Workshops with CSWE facilitator for two-day conference -
Committee Member
Search CommitteeParticipated in selection committee for the IUSSW Trustee Teaching Award -
Committee Chair
2023 - Curriculum Revision CommitteeChair of Committee for Curriculum Revision across 7 IU campuses -
Other
2023 - Interprofessional EducationFacilitated multiple IPE sessions as a part of the TEACH program for students -
Committee Member
2023 - Dean Search Committee -
Other
Interprofessional Education CenterFacilitated three sessions for the IPE Center -
Committee Member
2023 - Doctoral Committee MemberDoctoral committee member for Eprise Armstrong Richardson -
Committee Member
2023 - Doctoral Committee Member - qualifying examQualifying Exam Committee for Meredith Canada, doctoral student -
Committee Member
Dissertation CommitteeServe on dissertation committee for Tayon Swafford -
Committee Member
Dissertation Committee
Licensure
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Licensed Clinical Social Worker
Indiana Behavioral Health Licensing BoardMaintain licensure
Media Appearance
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IU Interprofessional Education Podcast
2020 - IU
Read the Story IU Interprofessional Education Podcast -
Moral Distress
2020 - IU Interprofessional Education podcast
Read the Story Moral Distress
Memberships
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National Academies of Practice
2021 to Present -
Indiana Association of Social Work Educators
2020 to Present -
Council on Social Work Education
2016 to Present -
National Association of Social Workers
2016 to 2016 -
Indiana Network of Healthcare Social Workers
2006 to Present
Professional Services
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Committee Chair
2021 to 2023 - Indiana Association of Social Work EducatorsCommittee chair for this state-wide conference, which was held online again this year due to COVID.
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Chairperson
2020 to 2020 - Indiana Association of Social Work Educators (IASWE)Helped to re-start this organization after an eight year hiatus and co-chaired the conference (virtual) in October of 2020 along with colleagues from Purdue Northwest.
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Board of Directors
2019 to 2024 - Indiana Network for Social Work Leadership in Healthcare - TreasurerServe as Treasurer of the Indiana Society for Leadership in HealthCare f
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Reviewer, Journal Article
2019 to 2020 - Advances Social Work JournalReviewer for Advances for THREE journal articles
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Other
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Assisted with screening and hiring of new social worker for the clinic
2019 to 2019 - IU Family PracticeWorked with physician and office manager at IU Family Practice to screen resumes and hire a new social worker for the clinic
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Attendee, Meeting
2016 to 2016 - Hearts in MotionAttended a study abroad course in Guatemala with another social work school to look at the future involvement of the IU School of Social Work and connect with this organization for future practicum connections.
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Board of Directors
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Treasurer
2015 to 2021 - Indiana Society for Social Work Leadership in Health CareServe as Treasurer
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Reviewer, Journal Article
to 2021 - The Clinical Supervisor JournalReviewed an article for the journal
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to 2019 - Marion County Drug courtPresentation on Motivational Interviewing to employees of Marion County Drug court
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Reviewer, Ad Hoc Reviewer
to 2023 - BMC PsychiatryReviewed journal article for BMC Psychiatry
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Reviewer, Ad Hoc Reviewer
to 2023 - Social Work JournalReviewed journal article
Public Services
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Other
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member
to 2019 - Komen WalkWalked with the team from the school of social work in the Komen walk and raised money to benefit breast cancer