Reducing Compassion Fatigue, Secondary Traumatic Stress, and Burnout addresses the vital questions helpers, responders and organizations have regarding self-care and its relationship to resilience and sustained effectiveness in the midst of daily exposure to trauma victims and or situations.

The minute you begin the first session you realize you are more a participant than a reader. Each session begins by asking you to answer a series of questions or complete several activities. Packed with activities, worksheets, and assessment tools, the text provides neuro-based and trauma-sensitive recommendations. Each ‘session’ helps readers to identify their personal self-care needs and arrive at an effective personal self-care plan that aids in recovery and prevention while promoting resilience in the face of daily exposure to trauma-inducing situations. 


Integrating research with practical applications and best practices, Reducing Compassion Fatigue, Secondary Traumatic Stress, and Burnout is an essential workbook for helpers, responders and organizations looking to enhance compassionate care. 

 Packed full of thoughtful, interactive, and practical advice, Dr. William Steele takes readers on a journey that promotes awareness, sensitivity and practical application of knowledge to combat secondary trauma, burnout and related conditions.  This workbook should be within arm’s reach on any trauma professional’s bookshelf. Dr. Ginny Sprang, Professor, University of Kentucky, College of Medicine & Psychiatry, Executive Director, UK Center on Trauma and Children and Co-Chair of The National Child Traumatic Stress Network’s (NCTSN) Secondary Traumatic Stress Committee

A wealth of information, strategies and tools professionals and responders in a variety of fields and their organizations can use to better recognize, understand and mitigate the adverse effects of compassion fatigue, secondary traumatic stress and burnout. I strongly recommended this resource for all those exposed to trauma victims and or trauma inducing situations.

David Conrad, LCSW, Senior Clinical Instructor with Distinction, Department of Pediatrics, School of Medicine, University of Colorado and Secondary Trauma Consultant for Division of Child Welfare in Colorado, Wyoming and North Dakota. NOTE:Please add"4=Always" to the Resilence Characteristics Survey  for correct scoring



Optimizing Learning Outcomes: Proven Brain-Centric, Trauma-Sensitive Practices (December, 2016)


If you’re an educator or school mental health specialist, this book is a must read! 

Steve Sandoval, PhD, executive director of special services with Westminster Public Schools, Colorado, and one of Education Week’s 2016 “Leaders to Learn From



A much needed resource…a comprehensive review of examples, strategies, and tools based on research of effective trauma-informed practices. Regena F. Nelson, PhD, professor and chair of the Department of Teaching, Learning and Educational Studies at Western Michigan University

Book cover: Trauma Informed Practices with Children and Adolescents

For a fantastic selection of books visit The Self Esteem Shop at

Trauma Informed Practices with Children and Adolescents

(Steele, W. & Malchiodi, C. 2012, Routledge, Taylor and Francis Group, NY)




 “…A gift for those interested in best practices with children and their families.”

Charles R. Figley, PhD, the Paul Henry Kurzweg, MD, Distinguished Chair in Disaster Mental Health at Tulane University


“…an integrated guide to assessment and intervention, one that demonstrates best practices that go beyond cognitive interventions to reach children at a sensory level, helping them to feel more safe, empowered, in control of themselves, and related to others. This book should be used in all mental-health programs.” Susan Gere, PhD, director division of counseling and psychology, Lesley University.

Book cover: Working with Grieving and traumatized Children and Adolescents: Discovering What Matters Most Through Evidence-Based, Sensory Intervention

Working with Grieving and traumatized Children and Adolescents: Discovering What Matters Most Through Evidence-Based, Sensory Intervention

(Steele, W. & Kuban, C. 2013. John Wiley & Sons, NJ)




 “… (It) demonstrates practical sensory-based activities so kids can discover and reconnect with their bodies' agency and vitality. Refreshingly, this vehicle creates an emotionally safe journey for the child into the mystery of the experiential, embedded in implicit memory. It's chock full of invitations to explore self-impressions and worldview in a way that children feel seen; not assessed.”Peter A. Levine, Ph.D. originator and founder of the Somatic Experiencing Trauma Institute & Maggie Kline, MS, LMFT, School Psychologist, SE Faculty, co-author of Trauma Through a Child's Eyes and Trauma-Proofing Your Kids.

Book cover: Trauma in Schools and Communities: Recovery Lessons from Survivors and Responders (2015). NY. Routledge

Trauma in Schools and Communities: Recovery Lessons from Survivors and Responders (2015). NY. Routledge




“I appreciate the author’s emphasis on “the power of story.”  We know that bearing witness and honoring the stories of those who were at the epicenters of community traumas—the survivors who were directly impacted—is at the heart of all interventions that promote psychological resilience and posttraumatic growth in the aftermath of disasters. The author is skilled at highlighting the implications of these accounts for modifying and enhancing specific, structured strategies that readers can include in their school and community disaster plans.”

Lennis G. Echterling, PhD, professor and the doctoral coordinator of counseling programs, department of graduate psychology, James Madison University.

"The compelling stories and lessons in this book draw the reader's attention to the clear and undeniable fact that trauma-based strategies will be the most effective way to help students, staff, and community recover and move through devastating critical incidents. Learning from the lessons presented in this book will most certainly allow schools to more quickly get back to the business of teaching their students the academics necessary to succeed in life, as well as strategies to help them cope with the ever changing and often chaotic life circumstances they will undoubtedly face." Nancy Buyle, MA, LPC, NBCC, LSW, school safety/student assistance consultant, Macomb Intermediate Schools, Michigan

It is extremely important that educators and community resources are trauma informed and engage trauma informed practices. The practices Dr. Steele presents come from the direct experiences of survivors and responders. This is an excellent resource for all. Margaret DeLillo-Storey, PsyD, PCC, TLC-S, certified trauma consultant/supervisor and clinical counselor for Perry Local Schools, Massillon, Ohio


  • Steele, W. (2015). Play Therapy for Children Experiencing Grief and Traumatic Loss: What Matters Most. In Crenshaw, D., Stewart, A. (Eds). Play Therapy: A Comprehensive Guide To Theory and Practice. New York. Guilford Press, 304-320. 
  • Steele, W. and Kuban, C. (2012). TLC: The Experience Matters. Reclaiming Children and Youth. 20:4, 59-62.
  • Steele, W. and Kuban, C. (2011). Respond to the Experience-Not the Symptoms: Advancing trauma - informed practices. Child & Family. 14:3, 24-31.
  • Steele, W. and Kuban, C. (2011). Trauma-Informed Resilience and Post- traumatic Growth (PTG). Reclaiming Children and Youth. 20:3, 44- 46.
  • Raider, M. and Steele, W. (2010). Structured sensory therapy (SITCAP- ART) for traumatized adjudicated adolescents in residential treatment. National Social Sciences Journal. 32(1), pp. 111-121.
  • Steele, W. (2009). Drawing: An Evidence-based Intervention for Trauma Victims. Reclaiming Children and Youth. 18:1, 20-23.
  • Steele, W., Kuban, C. and Raider, M. (2009). Connections, Continuity, Dignity, Opportunities Model: Follow-up of Children Who Completed the I Feel Better Now! Trauma Intervention Program. School Social Work Journal. 33:2, 98-111.
  • Steele, W., Raider, M., Delillo, M., Jacobs, J. and Kuban, C. (2008). Structured Sensory Therapy (SITCAP-ART) For Traumatized Adjudicated Adolescents in Residential Treatment. Residential Treatment for Children and Youth. 25:2, 1-17.
  • Steele, W., Malchiodi, C. and Kuban, C. (2008). Drawing as Intervention with Child Witnesses to Violence. In Creative Interventions with Traumatized Children, C. Malchiodi (Ed.). New York: Guilford Press.
  • Steele, W., Malchiodi, C. and Kuban, C. (2008). Interventions for Parents of Traumatized Children. In Creative Interventions with Traumatized Children, C. Malchiodi (Ed.). New York, NY: Guilford Press.
  • Steele, W., Malchiodi, C. and Kuban, C. (2008). Resilience and Posttraumatic Growth in Traumatized Children. In Creative Interventions with Traumatized Children, C. Malchiodi (Ed.). New York, NY: Guilford Press.
  • Steele, W. (2007). He Blew Our House Down: Natural Disaster and Trauma. In Duggar, S., & Carlson, L. Critical Incidents in Counseling Children. American Counseling Association. VA. (pp. 76-79).
  • Steele, W. (2003). Helping Traumatized Children. In Social Work and Mass Violence. S. Straussner and N. Phillips (Eds.). New York, New York: Allyn & Bacon.
  • Steele, W. and Raider, M. (2003). Drawing as intervention with child witnesses to violence research study. Journal of Social Sciences, 1:2, 127-140.
  • Steele, W. (2003). Using drawing in short-term trauma resolution. In Clinical Handbook of Art Therapy. C. Malchiodi (Ed.). New York, New York: Guilford Press.
  • Steele, W. (1996). Assessing teen suicide. Adolescent Health Series, NY, NY: McGraw Hill.
  • Steele, W. (1991). Perceptions and marketing positioning in nonprofit or-ganizations. Administration and Policy in Mental Health, 19:2, 81-82.
  • Steele, W. (1985). Preventing the spread of suicide among adolescents. USA Today, November, 58-62.