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

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References

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2014Emotional Resilience in the Helping Professions and how it can be Enhanced

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2014A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators121 cited

2010Intrapsychic Correlates of Professional Quality of Life: Mindfulness, Empathy, and Emotional Separation112 cited

2013Indirect Trauma: Implications for Self-Care, Supervision, the Organization, and the Academic Institution105 cited

2011From Theory Toward Empathic Self-Care: Creating a Mindful Classroom for Social Work Students101 cited

2015Relationship Between Vicarious Traumatization and Turnover Among Child Welfare Professionals97 cited

2010Indirect Trauma in the Field Practicum: Secondary Traumatic Stress, Vicarious Trauma, and Compassion Fatigue Among Social Work Students and Their Field Instructors84 cited

2016Secondary traumatic stress and licensed clinical social workers.83 cited

2013Hearts and Minds: Aspects of Empathy and Wellbeing in Social Work Students81 cited

2017Teaching Note—Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example76 cited

2019Promoting Evidence-Based, Trauma-Informed Social Work Practice65 cited

2014The Impact of Compassion Fatigue and Compassion Satisfaction on Social Work Students64 cited

2015Strategies for Teaching About Trauma to Graduate Social Work Students62 cited

2014Developing Self-Care Practices in a Trauma Treatment Course58 cited

2011Trauma Exposure and the Social Work Practicum55 cited

2008Trauma Response and Recovery Certificate Program: Preparing Students for Effective Practice55 cited