Developing Self-Care Practices in a Trauma Treatment Course

Abstract

This article describes the development of self-care practices of social work students who were part of a larger study of students’ experiences in a graduate course on the treatment of trauma. Consensual qualitative research methods were used to analyze 17 participant journals submitted at 4 times during the course. Findings indicated that students benefited from being introduced to evidence-based practices for mediating the stress of trauma education, including journaling and mindfulness-based stress reduction. Although students reported struggling with developing effective self-care practices, they demonstrated an ability to integrate self-care into their professional practice behaviors. The authors review recommendations for research and pedagogy of self-care practices in courses on trauma treatment.

Additional information

Notes on contributors

Patricia J. Shannon

Patricia J. Shannon is assistant professor and Emily Becher is research assistant at the University of Minnesota.

Jennifer Simmelink-McCleary

Jennifer Simmelink-McCleary is assistant professor at Tulane University.

Hyojin Im

Hyojin Im is assistant professor at the Virginia Commonwealth University.

Emily Becher

Patricia J. Shannon is assistant professor and Emily Becher is research assistant at the University of Minnesota.

Rachel E. Crook-Lyon

Rachel E. Crook-Lyon is a private practitioner.