Trauma-informed group work in social work academia: responding to students’ indirect trauma

Abstract

ABSTRACT Indirect trauma and its effects on helping professionals present a unique challenge for social work educators and institutions whose students may be indirectly exposed to trauma in field placements, communities, and social media. In times of trauma, political and social unrest, group work offers the opportunity for connection among social isolation, empowerment through voice, and mutual aid to support coping. Social workers in academia have an ethical commitment to competence and cultural awareness, prompting further investigation into how to best meet the needs of students who may be impacted by indirect trauma exposure. This paper demonstrates the application of trauma-informed principles to group practice in the aftermath of a hate crime among a diverse group of graduate students, offering an innovative approach for responding to students’ needs, while modeling group work practice in social work, trauma-informed organizational practices, culturally grounded social work practice, and effective practices for self-care.