Abstract
Teaching trauma content in higher education has become more common and is often considered essential for social work programs to prepare students for their future careers. However, teaching trauma content contains a risk of adverse consequences for students. This paper outlines best practices for teaching trauma content based on the current literature, including a recent systematic literature review completed by this author, and a follow up paper including a model to implement best practices. A model for teaching trauma content will be discussed, and will outline the responsibilities for universities and departments, instructors, and students. Best practices for use by the instructor in the classroom are outlined, including materials to include in the syllabus, creating a safe classroom environment, psychoeducation, self-care, in-class techniques, the use of models and theories, empowerment and social justice actions, and ongoing assessment. This study emphasizes the areas in which instructors can work to reduce adverse consequences for all students, but particularly for students who may have previously experienced trauma in their own lives. Areas of future research are discussed.
Presenters
Jessica GladdenAssociate Professor, School of Social Work, Western Michigan University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teaching, Trauma, Self care, Retraumatization
