Understanding Self-Care: Exploring Its Impact of Secondary Traumatic Stress Among Social Work Students

Purpose: This study explores the relationship among self-care practices and Secondary Traumatic Stress experiences (STS), among Master of Social Work (MSW) students in field training. In recent years, the recognition of the profound impact of traumatic stress experiences (STS) on mental health professionals has garnered increasing attention within the field. As caregivers navigate the complex terrain of trauma exposure, the quest for effective coping mechanisms and support systems has become paramount. The concept of self-care has appeared as a pivotal domain, often hailed as a crucial buffer against the effects of STS. However, the nuanced relationship between self-care practices and STS remains a subject of ongoing research. This study explores the relationship among self-care practices, Secondary Traumatic Stress experiences (STS), and the utilization of professional mental health support within the context Social Work student’s well-being. Method: The focus of the current study is to explore the mediating effects of self-care on Secondary Traumatic Stress. This study is part of a larger parent study, which employs an exploratory and mixed-methods research design. The parent study is cross-sectional and includes both quantitative and qualitative methods, for analysis in order to explore MSW experiences of secondary trauma and shared trauma in their field placement during COVID-19. The exploratory, qualitative study adopted a cross-sectional design. Data were collected from 141 graduate students. Results: Despite there are no significant direct effects of self-care on STS, a notable relationship was observed between traumatic stress experiences and professional mental health support. Specifically, while trauma exposure was associated with increased arousal levels (STDYX = .42; 95% CI [.27, .57], p < .05), the receipt of professional support for COVID-related secondary trauma significantly mitigated arousal (STDYX = -.18; 95% CI [-.34, -.02], p < .05). Discussion: This study examined the dynamics surrounding self-care, traumatic stress experiences, and the role of professional mental health support. While prior research has explored the direct effects of self-care on mitigating STS, our findings reveal a nuanced perspective. Contrary to expectations, we observed no significant direct effects of self-care on STS. However, this seemingly paradoxical finding points to a compelling narrative, highlighting the intricate interplay between self-care practices, traumatic stress exposure, and the crucial role of professional mental health support systems. Finding that those students who received professional mental health counseling was a protective factor in developing STST, the dialogue about self-care for students should include professional mental health counseling for those that might be experiencing collective or shared trauma. Conclusion: Our study offers valuable insights into the complex dynamics surrounding self-care, and Secondary Truamatic Stress (STS), and the use of professional mental health support among social worker students. While the direct impact of self-care on mitigating STS did not appear as significant, our findings underscore the nuanced nature of coping mechanisms in the face of trauma exposure. The discernible association between STS and the engagement with professional support services highlights the pivotal role of institutional frameworks and organizational support in fostering resilience and well-being.