Trauma-Informed Contemplative Pedagogy: Implications for Undergraduate Course Revision

Abstract

Trauma-informed care has garnered considerable attention over the last 2 decades as neuroscientists and scholars have examined the implications of early childhood trauma across the lifespan (Felitti & Anda, 2009; Fallot & Harris, 2009). Although social work students are preparing to work in trauma-informed environments, the principles of trauma-informed care have not been applied to the classroom environment. These principles, combined with contemplative practices, are particularly relevant in undergraduate social work education where students grapple with complex issues related to trauma. Contemplative practices have been noted to improve self-awareness, mediate practice, and content-related stress in social work, and have positive implications for metacognitive and critical thinking skills. This article weaves together principles of trauma-informed care and contemplative practices and describes a course revision to an undergraduate social work course on crisis intervention and interpersonal violence.