Vicarious growth among social work students: What makes the difference?

Abstract

This study examined the contribution of background variables, personal factors (professional commitment) and environmental factors (peer support and supervision) to social work students' vicarious growth as an implication of their field practicums with trauma victims. Special emphasis was placed on examining the role of secondary traumatisation in the growth process. The sample consisted of 259 social work students at three social work schools in Israel. All students conducted their field practicums in social services and worked with trauma victims. The findings indicated that the mean level of growth was moderate and significant contribution was made by the student's year of study. Specifically, students in their third year of social work school showed more growth than did students in their first year. In addition, a positive contribution was made by the students' supervision satisfaction, professional commitment and secondary traumatisation. The findings thus highlight the possibility of students' growth during their field practicums. In addition, the study emphasises the significant role played by supervisors in these practicums, in terms of both helping students grow as well as dealing with the distress they may feel during this part of their social work training. K E Y W O R D Sgrowth, professional commitment, social work, students, supervision | 663 BEN-PORAT ET Al.

Contributing factors to secondary traumatic stress and vicarious posttraumatic growth in therapists

“…A surprising finding was that satisfaction with clinical supervision was not a significant factor in the development of STS of VPTG. This is in contrast with previous studies of both student and qualified therapist samples, which have found that satisfaction with supervision has explained variance in growth (Ben-Porat et al, 2020); however, the current sample may have been more heterogenous in terms of expectations and experiences of supervision given the diverse backgrounds, work settings, and countries of practice included.…”

“…It is important to highlight, however, that the association between exposure and growth is more nuanced, as the level of clinician experience (i.e., years qualified) negatively predicted VPTG, which is contrary to the intuitive assumption that more vicarious exposure directly equates to more years of experience (Kjellenberg et al., 2014). One interpretation could be that the earlier stage of professional development and aspirations of newer therapists may lead to them processing their experiences more positively, enabling growth (Ben‐Porat et al., 2020). More experienced therapists who have been negatively impacted by therapy work may be more likely to reduce their level of trauma work or leave the profession completely (Pearlman & McIan, 1995).…”

An empirical model of social and healthcare educators' continuing professional development in Finland

“…Additionally, healthcare researchers have found that their programmes of study can themselves adversely affect student well-being (Hughes & Byrom, 2019). However, studies on social work education have shown that a challenging field practicum can enhance students' professional growth if they receive appropriate pedagogical support from their supervisors (Ben-Porat et al, 2020).…”

“…Additionally, healthcare researchers have found that their programmes of study can themselves adversely affect student well‐being (Hughes & Byrom, 2019). However, studies on social work education have shown that a challenging field practicum can enhance students' professional growth if they receive appropriate pedagogical support from their supervisors (Ben‐Porat et al., 2020). Nursing mentors also experience challenges when guiding students from linguistic minorities (Oikarainen et al., 2018), and social work educators acknowledge difficulties with gay and lesbian students and seek ways of showing respect to minorities in pedagogical situations (Papadaki, 2017).…”

Psychosocial impacts of training to provide professional help: Harm and growth

“…Research regarding the helping process has focused on established helping professionals more than trainees with few studies describing positive changes, growth, and PTG experienced by trainee helping professionals, 22–24 but none regarding positive responses related specifically to VPTG. It seems that the research that exists on harmful responses experienced by trainees is also limited and does not adequately explore how VT, MI, CF, STS, and burnout might apply; furthermore, existing research indicates that trainees require unique forms of support, but that such support is not consistently designed and provided.…”