Final Thoughts

Over the course of this 13 weeks, this experiential learning journey has truly inspired so much learning and growth, for myself and the people around me. 

Gracehaven signboard along Yio Chu Kang Road

The greatest challenge I faced during our project would have to be learning to how to actively apply the concept of "detached concern". 

In a classic formulation, a physician practicing detached concern is “sufficiently detached or objective in his attitude toward the patient to exercise sound medical judgment and keep his equanimity, yet he also has enough concern for the patient to give him sensitive, understanding care” (Fox, 2006). 

Using Kolb's Experiential Learning Model, I will extending the concept of detached concern to my personal experience with the youths-at-risk at Gracehaven. 

Concrete Experience

Over the course of the semester, I have been given the opportunity to interact with, and listen to the personal stories as well as troubles faced by the youth-at-risk in Singapore. 

Though not to the extent of compassion fatigue, which refers to the negative effects on clinicians due to work with traumatized clients (Bride, Radey & Figley, 2007), there were times when I felt emotionally affected by their stories as I was unable to detach myself while showing concern. 

I found myself thinking about the possible situations of each resident, their physical and emotional well-being. This was especially pertinent during my first visit and first session with Gracehaven.

Pre-Evaluation Form from a 13 year old female resident who engaged in self-harm

For example, during the first workshop session, I saw the 'barcodes' on the arms of few of the female residents who engaged in self-harm. I was really shocked and it got me thinking,"Will these residents be okay?", "What must they be going through everyday to make them turn to this?" and "Is there anything I can do to help them stop cutting?". 

Reflective Observation 

When I left after the first session, my heart was heavy. I knew that the female residents' cutting behaviour is not something within my control, yet I constantly thought about what the emotional turmoil they must be going through and what I could do to help them. 

Also during the first session, the female residents were yelling for snacks. One part of me felt that we should not give in to the youths, because this could reinforce their behaviour of yelling in order to get what they want. However, the other side of me thought that, if these are their little joys in life, why not just give in? At the young tender age of 14, they have already been through enough. 

I was torn between the idea of truly caring for the youths, yet being able to detach myself and remain objective in my attitude towards them. 

Abstract Conceptualisation

I decided to read up more about how to deal with compassion fatigue in order to be able to strike a balance in terms of my detached concern.

Volunteering Stages and Transitions Model (Haski-Leventhal & Bargal, 2008)

Based on the Volunteering Stages and Transitions Model, it was found that volunteers who do not go through ‘renewal’ may experience burnout, fatigue and detached concern, and eventually leave the organization (Haski-Leventhal & Bargal, 2008).

There are different ways of self-renewal that volunteers can engage in - taking up new roles (Moreland & Levine, 2002), self-reflection and taking time off (Haski-Leventhal & Bargal, 2008).

For me, self-reflection was the most applicable and useful in dealing with volunteering and compassion fatigue. By reflecting on my own experience and the process I have went through on my personal experiences and achievements, I am better able to engage in self-renewal.  

Understanding the limitations of volunteer control was crucial for me, that volunteers have little prospect of changing clients, supervisors, or the agency and I can only be responsible for my own behaviours (Cyr & Dowrick, 1991). This helped me deal with compassion fatigue better, as well as learning how to detach myself from the individual experiences of the residents. 

Active Experimentation

I realised that these concepts of detached concern and self-renewal can be applied to my everyday life. Though it might be more difficult for my personal relationships, but these concepts can still be applied when showing care and concern to my friends and family as well.

I have a friend who is going through a tough time in her family right now, and I really feel for her. As an outsider to her family, all I can do is to offer her a listening ear and the support that she needs. I am not in power to be able to help with anything with regards to her family situation and I have to accept that. 

There are many problems and challenges that we all face in our lives, many of which are due to circumstances that are not within our control. Though it is important not to suppress our emotions, eventually we have to be able to accept the situation for what it is and to be able to carry on our lives with renewed energy. 

Conclusion

The issue of rising income inequality in Singapore is very real (Dhamani, 2018), and coming from a lower income family increases the stress on youths, putting youths at greater risk of poor mental and behavioural health (Sun, 2012). The residents at Gracehaven though youth-at-risks, some of them might be victims, suffering the consequences of the rising income inequality in Singapore. 

Though we only had a short three sessions with the residents, it was nevertheless heartening to see the residents' growth in their own little ways, and also for Gracehaven to acknowledge the gradual but significant change. 

I am now better able to acknowledge and accept my limitations as a volunteer for the youths-at-risk in Gracehaven. Experiential Learning has enabled me to not just have first hand experience with youths-at-risk, but through reflecting on my personal growth, apply it to my everyday life as well. 

Thank you for being part of my journey. ☺️🙌🏻


(990 Words)


References:

Dhamani, I. (2008). Income inequality in Singapore: Causes, consequences, and policy options. Singapore: National University of Singapore.

Bride, B. E., Radey, M., & Figley, C. R. (2007). Measuring Compassion Fatigue. Clinical Social Work Journal, 35(3), 155–163. doi: 10.1007/s10615-007-0091-7

Cyr, C., & Dowrick, P. W. (1991). Burnout in Crisisline Volunteers. Burnout in Crisisline Volunteers, 18(5), 343–354. doi: https://doi.org/10.1007/BF00707000

Fox, J. (2006). “Notice How You Feel”: An Alternative to Detached Concern Among Hospice Volunteers. Qualitative Health Research, 16(7), 944–961. doi: 10.1177/1049732306290233

Haski-Leventhal, D., & Bargal, D. (2008). The volunteer stages and transitions model: Organizational socialization of volunteers. Human Relations, 61(1), 67–102. doi: 10.1177/0018726707085946

Moreland, R. L., & Levine, J. M. (2002). Socialization and Trust in Work Groups. Group Processes & Intergroup Relations, 5(3), 185–201. doi: 10.1177/1368430202005003001

Sun, P., Unger, J. B., Palmer, P., Ma, H., Xie, B., Sussman, S., & Johnson, C. A. (2012). Relative income inequality and selected health outcomes in urban Chinese youth. Social Science & Medicine, 74(1), 84–91. doi: 10.1016/j.socscimed.2011.10.010