Teaching trauma content in higher education has become more common and is often considered essential for social work programs to prepare students for their future careers. However, teaching trauma content contains a risk of adverse consequences for students. This article outlines best practices for teaching trauma content based on the current literature. A model for teaching trauma content is outlined with responsibilities for universities and departments, instructors, and students delineated. Best practices for use by the instructor in the classroom are outlined, including materials to include in the syllabus, creating a safe classroom environment, psychoeducation, self-care, in-class techniques, the use of models and theories, empowerment and social justice actions, and ongoing assessment. Areas of future research are discussed.
Gladden et al. (Thu,) studied this question.