Developing self-care practices in a trauma treatment course

Patricia J Shannon, Jennifer S McCleary, Hyojin Im, Emily Becher, Rachel E. Crook-Lyon

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


This article describes the development of self-care practices of social work students who were part of a larger study of students experiences in a graduate course on the treatment of trauma. Consensual qualitative research methods were used to analyze 17 participant journals submitted at 4 times during the course. Findings indicated that students benefited from being introduced to evidence-based practices for mediating the stress of trauma education, including journaling and mindfulness-based stress reduction. Although students reported struggling with developing effective self-care practices, they demonstrated an ability to integrate self-care into their professional practice behaviors. The authors review recommendations for research and pedagogy of self-care practices in courses on trauma treatment.

Original languageEnglish (US)
Pages (from-to)440-453
Number of pages14
JournalJournal of Social Work Education
Issue number3
StatePublished - Jul 3 2014


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