Enhancing ‘best practice’ in trauma-informed social work education: insights from a study exploring educator and student experiences

Cavener, John; Lonbay, Sarah

doi:10.1080/02615479.2022.2091128

Cited by 4 publications

(2 citation statements)

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“…This qualitative study is one of very few exploring perceptions and experiences among students and educators in higher education pertaining to teaching of sensitive material (see Cavener and Lonbay, 2022). These findings present important outlooks on student's and educators' knowledge and concerns regarding trauma-informed pedagogy.…”

Section: Discussionmentioning

confidence: 93%

“…A number of educators that were interviewed in our study spoke in relation to creating a safe learning space (or sanctuary) for the students, an element consistent with one of Carello and Butler's 5 principles of trauma-informed care in classroom settings (Carello and Butler, 2015). The element of ensuring safety among students in higher education was encapsulated in a recent study by Cavener and Lonbay that explored educator and student experiences of teaching and learning traumatic material in two UK universities, and found that educators actively took steps to create a safe environment for their students on social work programs (Cavener and Lonbay, 2022). Like the study by Cavener and Lonbay, our study was conducted in a UK setting and focused on undergraduate and postgraduate experiences in relation to trauma-informed learning.…”

Section: Perceptions On Trauma-informed Educationmentioning

confidence: 99%

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Gauging trauma-informed pedagogy in higher education: a UK case study

Bitanihirwe,

Imad

2023

Front. Educ.

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IntroductionA substantial amount of evidence suggests a negative association between traumatic experiences and mental health among primary and secondary school students. These vulnerable students are at an increased risk of academic, social, and emotional problems. However, there is limited evidence on the connection between traumatic experiences and student mental health in higher education, especially regarding trauma-related content in classrooms. This study aims to explore students’ experiences with traumatic material in a UK university setting and to understand educators’ perceptions of trauma-informed pedagogy.MethodsEight students from the University of Manchester and seven educators (from the humanities and social sciences departments) participated in one-on-one semi-structured interviews. The analysis adopted an inductive thematic approach.ResultsFour major themes emerged from the interview data: Inclusion and delivery of trauma-related content in higher education; Effects of trauma-related content on class attendance; Availability of support systems for handling trauma-related content; Perceptions on trauma-informed education.DiscussionThe implications of this study for future research and current teaching practices are discussed. Recommendations are provided for teaching sensitive material. Limitations of this study, such as sample size and demographics, are acknowledged. Additionally, a conceptual framework for trauma-informed pedagogy is introduced, laying the groundwork for an upcoming concept paper.

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Section: Discussionmentioning

confidence: 93%

Section: Perceptions On Trauma-informed Educationmentioning

confidence: 99%

Gauging trauma-informed pedagogy in higher education: a UK case study

Bitanihirwe,

Imad

2023

Front. Educ.

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Making a difference for the future: the views of Educators by experience about their involvement in social work education

Lonbay,

Brandon,

O’Driscoll

2023

Social Work Education

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The involvement of people with lived experience of social work intervention is a crucial aspect of social work education and is firmly embedded in social work programmes within the UK. The benefit of such involvement by 'Educators by Experience' for students is well documented. For example, learning directly from people with lived experience can help students to develop their knowledge and skills. However, the benefit and impact of involvement for Educators by Experience is less well explored. This qualitative project aimed to understand why people with lived experience choose to become involved in social work education and how they felt about their involvement. 12 semi structured interviews were undertaken and analysed using thematic analysis. The findings revealed the motivations for people's involvement as well as a range of benefits that people experience as a result of this work. The paper highlights the support and ongoing work that is required in order to support the meaningful

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