Teaching Social Workers about Trauma: Reducing the Risks of Vicarious Traumatization in the Classroom

Abstract

There is a growing need to prepare social work students to work with trauma survivors. The framework of vicarious traumatization is used to argue that social work students may be adversely affected by their exposure to trauma cases through reading assignments and classroom discussion. Several guidelines to reduce and alleviate this risk are suggested.

Additional information

Notes on contributors

Maddy Cunningham

Maddy Cunningham is assistant professor, Graduate School of Social Service, Fordham University.