Personal Histories of Trauma and Course Experience Among BSW Students Enrolled in a Trauma Course

Background

There is an abundance of literature describing personal childhood trauma histories among graduate social work students and child welfare providers. However, there is a dearth of research focusing on undergraduate social work students.  This is troubling as many direct service providers for children who have experienced trauma are bachelor’s level providers. 

It is important to acknowledge undergraduate social work students pursuing a career in child welfare may be motivated based, at least in part, by their own personal history of childhood trauma. Social work instructors must teach trauma related curriculum in a way that is sensitive to student’s potential to be triggered by the material, while keeping instruction based on academic, not therapeutic, goals for students.

Methods

Data was collected from six students enrolled in an elective childhood trauma course at three points during the study via written surveys.  Five students completed all 3 surveys.

 The researcher presented the study to students, in person, during their first class period and recruited interested student. Survey data was collected using an online survey program at the start of the semester, midterm, and final month of classes.

Thematic analysis was used to analyze the data.  

Results

All participants reported a history of childhood trauma with sexual abuse being the most common type reported.  Themes found in the data divided participants into three categories.  

Group A participants were motivated by their own trauma and were explicit in describing their trauma and identification with traumatized children at the initial survey. At the midterm survey Group A participants were experiencing distressing trauma symptoms and triggers. They also reported no or inadequate self-care strategies. At the end of the course Group A students gained new insight into the impact trauma currently has on them and acknowledged and sought out resolutions.

Group B students reported career motivations.  Although they also had trauma histories, their personal experiences were a secondary influence on their professional interests.  At the midpoint, Group B students gained closure in their reflection on their own trauma and applied knowledge to potential practice situations.  At the end of the course they described the development of their professional selves in being aware of personal bias.

One participant made up Group C.  This participant had a significant trauma history and described ongoing depression and anxiety for which she was receiving counseling and medication.  At the midpoint, she was not experiencing distressing symptoms, which she attributed to processing class content with her therapist.  Although she reported understanding her past better after taking the course, her main take away was academic and professional.

Conclusion and Implications

Childhood trauma was extremely prevalent among this study’s undergraduate social work students and served as motivation to pursue social work as a career.  Some students are especially at risk for re-traumatization in the classroom.  Educators should adopt trauma-informed teaching practices and provide students with outside resources.  Educators should also ensure course content includes instruction on the impact of personal trauma on professional trauma work. Self-care should be explicitly included in trauma course’s curriculums.