Scenario:One evening Mom Sara was in the Kitchen putting finishing touches on her apple pie when they phone rang she noticed it was Julie the principal hi its Sara hi Its Julie we need to talk about Joey he looks really exhausted and has dark circles under his eyes and I am worried he is headed for burn out I think we need to intervene before Joey body gives out and he ends up in the hospital and Sara said thank you for bringing this to my attention I will go talk to Joey to see what we can do to reduce his stress level and the work load he has on his life and coping strategies and other unconvential methods.
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One evening Mom Sara was in the Kitchen putting finishing touches on her apple pie when they phone rang she noticed it was Julie the principal hi its Sara hi Its Julie we need to talk about Joey he looks really exhausted and has dark circles under his eyes and I am worried he is headed for burn out I think we need to intervene before Joey body gives out and he ends up in the hospital and Sara said thank you for bringing this to my attention I will go talk to Joey to see what we can do to reduce his stress level and the work load he has on his life and coping strategies and other unconvential methods.
Sara
She is a high school counselor at Oakdale High School. She is caring, observant, and supportive. Sara notices Joey's exhaustion and dark circles under his eyes and is concerned about his wellbeing. She shares her observations with Julie, the principal, suggesting they intervene to help Joey manage his stress and workload. Sara offers to talk to Joey and explore options to reduce his stress, ensuring his health and stability are prioritized.
Joey
He is a high school teacher at Oakdale High School. He is dedicated, overworked, and struggling. Joey is often seen as a "tiger" working long hours, including weekends, to ensure students catch up. He appears exhausted with dark circles under his eyes and seems withdrawn. Sara notices his wornout appearance and expresses concern for his wellbeing. Despite his dedication, Joey's heavy workload and stress are taking a toll on his health.
Julie
She is the principal at Oakdale High School. She is supportive, concerned, and proactive. Julie shares Sara's worry about Joey's condition and decides to take action by reaching out to him to discuss support options. She trusts Sara's insight into school dynamics and values her input on addressing Joey's struggles. Julie prioritizes the wellbeing of both students and staff, creating a nurturing school environment.
One evening, I was in the kitchen putting the finishing touches on my apple pie when the phone rang.
I noticed it was Julie, the principal of Oakdale High School, where I worked as a counselor.
"Hi, Its Sara," I said, answering the phone.
"Hi, Sara, its Julie. I am calling to talk about Joey. Have you seen him lately?"
"Yes, of course I have. Why?"
"He looks terrible. Hasn’t been himself lately. I am worried he is headed for burn out. Have you noticed anything?"
"Yes, I have. He looks exhausted and has dark circles under his eyes. I was thinking of talking to him about reducing his work load and maybe coming up with some coping strategies."
"That’s a great idea! I was thinking of calling him tomorrow and talking to him about it. Maybe we can reach out to him together?"
"That sounds like a plan. I will talk to him first and see what we can do. Then we can discuss the details."
"Sounds good to me. I am worried if we don’t intervene soon, he will end up in the hospital."
"I will go talk to him tomorrow and see what we can do."
"Great! Thanks for bringing this to my attention."
"You are welcome. Take care!"
I hung up the phone and finished my apple pie.
The next day, I went into work early and caught up on my paperwork.
Then, I went over to Joey’s classroom and knocked on the door.
"Come on in," he said.
I walked inside and closed the door behind me.
His classroom was dimly lit, with only a few overhead lights on.
He was sitting at his desk, hunched over and grading papers.
The room smelled of stale coffee and chalk dust.
I walked over to his desk and noticed that there were several empty coffee cups scattered around his workspace.
He didn’t even look up as I approached him.
He just kept mechanically marking the assignments with his red pen.
His hand shook slightly as he wrote.
I pulled up a chair next to his desk and sat down.
Finally, he looked up at me.
His eyes were bloodshot and there were deepened wrinkles around his mouth.
The fluorescent lights cast harsh shadows on his pale face.
I pull up a chair beside Joey's desk, watching him struggle with basic arithmetic on a student's math worksheet.
His red pen hovers uncertainly over the simple calculations, something I've never seen from our star math teacher.
The sound of dragging footsteps makes me turn.
Mark appears in the doorway, his usual cheerful expression replaced with concern.
Joey's shoulders tense at the new presence, his grip tightening on the pen until his knuckles turn white.
Before Mark can speak, Joey drops the pen, sending it clattering across the desk, and presses his palms against his temples.
I lean closer, trying to make out what he's muttering under his breath.
"What if everyone came to school naked?" he whispers, staring blankly at the wall.
His words shock me—this isn't like him at all.
Mark steps fully into the room now, his eyes wide with worry.
"What did you say?"
Mark asks, but Joey doesn't respond.
He continues rambling, his voice growing louder.
"What if we all just decided to show up naked? How would that change things? Would we still be able to teach?"
I exchange worried glances with Mark.
This is more than burnout; it's like Joey's exhaustion has pushed him over an edge.
Suddenly, Joey starts laughing, a manic sound that sends chills down my spine.
