Collective self-care involves addressing issues at their source through communal efforts, emphasizing that burnout, especially systemic burnout, requires a systems-level response. This approach recognizes that burnout is not just an individual problem but is deeply rooted in the broader system within which individuals operate. By identifying which parts of the system are most linked to burnout, collective self-care seeks to implement changes that can alleviate stressors on a larger scale, fostering a supportive environment where everyone contributes to and benefits from shared well-being.
Dr. Stephanie Carnes, LCSW, LL.M is a bilingual social worker/PhD with over a decade of clinical, research, and advocacy experience in culturally responsive and sustaining education and mental health. In her clinical work, she primarily worked with Central American immigrant youth, first in a federally funded shelter program and subsequently at a large public high school in New York’s Westchester County. As a consultant, she regularly works with school districts and community organizations to provide professional development on culturally responsive education and supporting the development of policies and practices to support newcomer immigrant students. Additionally, she has conducted extensive research on interdisciplinary collaboration and burnout in public schools and works closely with schools to help professionals and educators develop personalized “toolkits” for effective self-care. Dr. Carnes is a member of the School Social Workers Association of America (SSWAA) National Working Group on SEL, an advisory board shaping school social work policy. She frequently authors peer-reviewed articles related to culturally responsive education and mental health with refugee and immigrant youth.
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