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Dissertation/Thesis Abstract

Retraumatization during MSW Training: A Trauma-Informed Narrative Approach
by Carello, Janice, Ph.D., State University of New York at Buffalo, 2018, 194; 10823893
Abstract (Summary)

Despite movement toward integrating trauma and trauma-informed care into the clinical training curriculum in general and the social work curriculum in particular, there is scant research on retraumatization during training. The purpose of this study was to describe and analyze narratives gathered from MSW program students, course and field educators, and staff about situations during training that were perceived as retraumatizing in order to better understand the complex problem of retraumatization during social work training. A web-based qualitative survey was used to collect responses. Narrative and positioning analysis of data from the full sample (n = 186) and narrative subsample (n = 43) yielded results that fit under four major categories: prevalence, sources, severity, symptoms, and impact; situations that are perceived as retraumatizing; repositioning strategies and positioning types; and what can be learned from growth narratives. Findings from this study help to improve our understanding of retraumatization during training and help to further development of trauma-informed educational principles, practices, and policies which can be used in a variety of educational settings.

Indexing (document details)
Advisor: Smyth, Nancy J.
Commitee: Critelli, Filomena M., McVee, Mary B.
School: State University of New York at Buffalo
Department: Social Work
School Location: United States -- New York
Source: DAI-A 79/10(E), Dissertation Abstracts International
Subjects: Social work, Higher education
Keywords: Education, Narrative, Positioning theory, Retraumatization, Trauma-informed
Publication Number: 10823893
ISBN: 978-0-438-04986-4
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