The Role of Field Education in Preparing Social Work Students for Trauma-Informed Care: A Scoping Review

Abstract

ABSTRACT With mounting evidence over the last 20 years regarding the prevalence and severity of trauma histories among social work clients, there has been a concerted effort across schools of social work to embed trauma-informed principles within course content and training. As students work to integrate classroom skills into field practicums, field education departments play a critical role in guiding application of these skills and incorporation of self-care strategies into daily practice. We conducted a scoping review to understand what role field education departments across the United States have assumed in preparing students to work with trauma-affected populations. Following an exhaustive database search (1,523 titles and 895 abstracts were screened; 116 full texts were reviewed), 20 studies met inclusion criteria. The vast majority of initiatives, many of which were externally funded, involved facilitating trauma-informed field placements. Several studies described trauma-informed education models that paired coursework in core trauma concepts with a trauma-focused field placement. Only six initiatives explicitly detailed efforts to equip students with self-care awareness and skills. Findings suggest that while field education departments participate in or design trauma-informed programming, more cross-site and cross-discipline scholarship on best practices is needed.