Indirect Trauma in the Field Practicum: Secondary Traumatic Stress, Vicarious Trauma, and Compassion Fatigue Among Social Work Students and Their Field Instructors
By Carolyn Knight. Journal of Baccalaureate Social Work, 2010
97 citations recorded by the source corpus.
A sample of BSW students and their field instructors was assessed for the presence of indirect trauma, including secondary traumatic stress, vicarious trauma, and compassion fatigue. Results indicated that students were at greater risk of experiencing vicarious trauma than their field instructors and research participants in previous studies. Risk factors for students and social workers included age, experience, gender, and placement in a child welfare setting. Race was a risk factor only for students. The results underscore the protective effects of advance preparation, agency support, and agency supervision, but also suggest that specific education about indirect trauma is lacking. Also discussed are the links among indirect trauma, burnout, and students’ career aspirations, as well as suggestions for future research.
View Paper: https://www.semanticscholar.org/paper/0e513c2bf2a054a2061517a8cc1ac5b3cfc0ffd4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
Citations in the corpus
- Vicarious Trauma, Themes in Research, and Terminology: A Review of Literature (2019, background): “Numerous studies indicate that being female is a risk factor for VT development (Baum, Rahav, & Sharon, 2014; Knight, 2010; Possick et al., 2015; Van Hook & Rothenberg, 2009).”
- Practicing What We Teach: Trauma-Informed Educational Practice (2015, background): “…exposure to trauma during training can contribute to vicarious trauma in students, faculty, and field educators (Bussey, 2008; Butler & Carello, 2014; Knight, 2010), particularly in those with less trauma training and experience (Adams & Riggs, 2008; Knight, 2010; Michalopoulos & Aparicio, 2012).”
- A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators (2014, background): “…work practice unaware that the effects of the chronic dayto-day exposure to clients and the distress they experience (and subsequently describe) may become emotionally taxing; this is particularly true for students placed in trauma-focused settings (Black, 2006; Courtois, 2002; Knight, 2010).”