Assess and Address Vestiges of Childhood Trauma in the Social Work Classroom

Abstract

Studies indicate that, for some, the appeal of the helping professions—including medicine, psychology, and social work—is their own history of trauma. Often labeled “wounded healers,” these people are believed to be motivated to help others, in part, by their own wounds. As social work educators, we have an obligation to remain informed about this phenomenon. Rates of depression and suicide as well as the important role of adverse childhood experiences (ACEs) in the lives of professional helpers behoove us to assess the challenges and provide effective classroom management and methods. This quantitative design, with consideration of action and translational research, included use of the Adverse Childhood Experiences, Brief Resilience, and Life Satisfaction scales. The BSW and MSW students in the study were found to have relatively high levels of adverse childhood experiences but also overall positive scores in resilience and life satisfaction. No relationship was found between ACEs and either brief resilience or life satisfaction. A low positive correlation was found between resilience and life satisfaction. The lower scores among non-White cultural groups demand further inquiry.