NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1074404
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0884-1233
Strategies for Teaching about Trauma to Graduate Social Work Students
Gilin, Barbara; Kauffman, Stephen
Journal of Teaching in Social Work, v35 n4 p378-396 2015
Actual exposure to the details of trauma within the classroom setting is considered to be a necessary part of preparation for social work practice with traumatized clients. This article reviews the reasons why it is important for faculty to understand students' possible reactions to exposure to trauma content. One factor believed to increase the risk of vicarious traumatization is a personal history of trauma. To determine the actual prevalence of early trauma in the lives of MSW students, 162 MSW students at one metropolitan university completed the Adverse Childhood Experiences (ACE) Survey during their final semester. The results show that nearly 80% of the students reported at least 1 ACE and that 27.3% had 4 or more ACEs. Only 22.4% of the students had no adverse experiences. Taking these findings into account, this article explores 13 teaching strategies that are intended to reduce the risk of vicarious traumatization that may interfere with learning. In addition, recommendations are presented for creating a trauma-informed implicit social work curriculum.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A