Enhancing ‘best practice’ in trauma-informed social work education
Insights from a study exploring educator and student experiences
Bibliographic Data
| ID | 21495745 |
|---|---|
| Authors | John Cavener (0000-0002-0333-8969, Northumbria University, corresponding author), Sarah Lonbay (0000-0002-5122-9505, Social Sciences and Engagement, Sunderland University) |
| Year | 2024 |
| Volume | 43 |
| Issue | 2 |
| Pages | 317-338 |
| Publication date | 2024-02-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Work Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-5479 • E-ISSN: 1470-1227 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02615479.2022.2091128 |
| OpenAlex | W4283453877 |
| Language | EN |
| Citations received | 12 |
| References cited | 43 |
This paper reports findings of a study exploring educator and student experiences of teaching and learning trauma-material. Two participant samples were recruited. Sample one included seven educators teaching trauma-material across two Higher Education Institutes (HEIs) delivering Social Work Programmes approved by Social Work England. Sample two included eight student social workers enrolled at the HEIs. Methods included educator semi-structured interviews and a student survey. Analysis used a deductive-inductive thematic approach. Highest frequency of comparable statements within data were coded into five themes indicative of trauma-informed teaching principles identified within literature including: (1) ensuring safety (2) maximising choice (3) encouraging collaboration (4) establishing trustworthiness and (5) prioritising empowerment. A sixth theme (6) promoting resilience was identified. Findings highlight educators’ understanding of vicarious trauma and relevance for risk of (re)traumatisation in the classroom of students’ experience of childhood adversity. This understanding was embedded in educators’ pedagogical practice(s) and how trauma-informed teaching principles were implicitly applied was identified. Experiences of receiving teaching in a trauma-informed way were shared by students. Findings indicate essential to ‘best practice’ is educators’ need to enhance awareness of trauma-informed teaching to help moderate risks to students and themselves associated with exposure to trauma-material in the classroom
Best practice · Empowerment · Medical education · Pedagogy · Qualitative research · Sociology · Thematic analysis · Child Abuse and Trauma · Homelessness and Social Issues · Medicine · Psychology · Social Work Education and Practice · Social Work
Navigating realities
Gauging trauma-informed pedagogy in higher education
Shared Wounds, Same Suffering
How Would You Treat a Friend? Part 3
Knowledge from displacement
Making a difference for the future
Collaging connection, stitching survival
Medical student perceived psychological safety in sensitive topic teaching
Enhancing ‘Best Practice’ in trauma-informed police education
Cultivating Safe Spaces for Critical Reflection and Staff Care
Safeguarding Student Well-Being
A commentary on forging a path for CHANGE
Compassion fatigue, burnout, and compassion satisfaction among Colorado child protection workers
Social work, stress and burnout
Secondary traumatic stress and vicarious trauma
Potentially Perilous Pedagogies
Enhancing Wellbeing in Social Work Students
Choice of Social Work as a Career
Advancing resilience
Trauma-Informed Social Work Practice
Personal History of Psychosocial Trauma in the Early Life of Social Work and Business Students
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults
Enhancing Educator by Experience led social work training
Doing Qualitative Research
Trauma, stress, and self-care in clinical training
Expression of Emotion
Educating and training the next generations of traumatologists
The Role of Education in Developing Students’ Professional Resilience for Social Work Practice
Trauma Exposure and the Social Work Practicum
Adverse Childhood Experiences Among MSW Students
Practicing What We Teach
Strategies for Teaching About Trauma to Graduate Social Work Students
Troubling knowledges and difficult pedagogical moments for students learning
Student Reflections on Vulnerability and Self-awareness in a Social Work Skills Course
Personal and Occupational Factors in Burnout Among Practicing Social Workers
Prevalence of Secondary Traumatic Stress among Social Workers
Integrating a Trauma-Informed Care Perspective in Baccalaureate Social Work Education
Demonstrating Rigor Using Thematic Analysis
| Citations per year | 4 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |