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

By Maddy Cunningham. 2004

148 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/b3ecbee5817b7121d89b019ced3d5e88d0686d77

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In Clinical Psychology

In General Health Professions

Citations in the corpus

Practicing What We Teach: Trauma-Informed Educational Practice (2015, background): “Several clinical educators have documented their experiences teaching trauma courses and have provided valuable recommendations for maximizing student resilience and reducing student risk (Black, 2006; Cunningham, 2004; Graziano, 2001; Mattar, 2011; McCammon, 1999; Miller, 2001).”
Intrapsychic Correlates of Professional Quality of Life: Mindfulness, Empathy, and Emotional Separation (2010, background): “Various authors (Badger et al., 2008; Cunningham, 2004; Figley, 1995b; Siebert, 2004) have expressed concern about the potential negative effects of a clinician‘s stressed or distressed condition for clients as well as the clinician, especially when the clinician has lost his or her capacity for…”
Professional burnout, vicarious trauma, secondary traumatic stress, and compassion fatigue: A review of theoretical terms, risk factors, and preventive methods for clinicians and researchers. (2010, unknown): “The emotional and psychological risks associated with providing direct social work services to vulnerable populations have been largely overlooked in social work educational curriculum and agency training (Cunningham, 2004; Courtois, 2002; Shackelford, 2006).”
Emotional Resilience in the Helping Professions and how it can be Enhanced (2014, background): “Case studies, role plays and simulated practice, for example, can be used to improve emotion regulation, reflective ability, emotional intelligence and empathy (Cunningham 2004, Gair 2011, Foster & McKenzie 2012).”
Professional Burnout, Vicarious Trauma, Secondary Traumatic Stress, and Compassion Fatigue (2010, unknown): “Lastly, discussion of these conditions with students in field placement during seminar and practicum courses may be the best way to integrate this material in a way that is meaningful to students as beginning practitioners (Cunningham, 2004; O’Halloran & O’Halloran, 2001).”
A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators (2014, background): “…work profession, their underdeveloped abilities to practice professional self-awareness and reflection, and their lack of practice experience (Cunningham, 2004; Knight, 2011); therefore, it is important that educators expose social work students to material on the practice of professional…”
From Theory Toward Empathic Self-Care: Creating a Mindful Classroom for Social Work Students (2011, background): “mental health practitioners have a personal history of trauma, they are often uncomfortable talking about their traumatic experiences (Cunningham, 2004).”
Relationship Between Vicarious Traumatization and Turnover Among Child Welfare Professionals (2015, unknown): “…validate vicarious traumatization prevention and mitigation strategies among child welfare organizations, several strategies are recommended within the social work education and practice literature (Bell et al, 2003; Cunningham, 2004; Dane, 2000; Gillis & Lewis, 2004; Huber, 1999; Sommer, 2008).”