Trauma-Informed Pedagogy: Social Work Students Informing Pedagogy.
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| Title: | Trauma-Informed Pedagogy: Social Work Students Informing Pedagogy. |
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| Authors: | Archer-Kuhn, Beth (AUTHOR), Boynton, Heather M. (AUTHOR), McMillan, Colleen (AUTHOR), Schmidt Hanbidge, Alice (AUTHOR), Hughes, Judith (AUTHOR) |
| Source: | Journal of Social Work Education. Winter2026, Vol. 62 Issue 1, p79-94. 16p. |
| Subjects: | Supervision of employees, Health services accessibility, Emotion regulation, Social workers, Research funding, Diversity & inclusion policies, Fieldwork (Educational method), Universities & colleges, Interviewing, Social work education, Teaching methods, Emotional trauma, Students, Surveys, Sound recordings, Thematic analysis, College teacher attitudes, Research methodology, Student attitudes, Data analysis software, Learning strategies |
| Geographic Terms: | Canada |
| Abstract: | Students from three Canadian universities (University of Calgary, University of Manitoba, University of Waterloo) participated in focus group interviews to share their experiences of how traumatic content was addressed in social work schools and their perceptions of trauma-informed pedagogy. In the focus groups, student participants were given a definition/description of trauma-informed pedagogy and then they were asked to share their perceptions of the strategies and practices that would support them on their journey from student to professional social worker. The focus groups occurred on a virtual platform (Zoom) and were audio recorded and transcribed. Braun and Clarke's framework for thematic analysis was used to analyze the data. Four themes emerged from the data: recognizing and understanding trauma, modeling trauma-informed pedagogy through safer spaces, elements of a trauma-informed learning environment, and pedagogical practices. Implications and recommendations speak to current shifts in postsecondary education, specifically postpandemic, that require attention to trauma-informed pedagogies to support students in online and face-to-face social work education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Students from three Canadian universities (University of Calgary, University of Manitoba, University of Waterloo) participated in focus group interviews to share their experiences of how traumatic content was addressed in social work schools and their perceptions of trauma-informed pedagogy. In the focus groups, student participants were given a definition/description of trauma-informed pedagogy and then they were asked to share their perceptions of the strategies and practices that would support them on their journey from student to professional social worker. The focus groups occurred on a virtual platform (Zoom) and were audio recorded and transcribed. Braun and Clarke's framework for thematic analysis was used to analyze the data. Four themes emerged from the data: recognizing and understanding trauma, modeling trauma-informed pedagogy through safer spaces, elements of a trauma-informed learning environment, and pedagogical practices. Implications and recommendations speak to current shifts in postsecondary education, specifically postpandemic, that require attention to trauma-informed pedagogies to support students in online and face-to-face social work education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10437797 |
| DOI: | 10.1080/10437797.2025.2601158 |
