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Trauma-Informed Practice

The School of Social Work is committed to preparing students for ethical, compassionate, and trauma-responsive professional practice. The incorporation of trauma-aware, trauma-responsive, and trauma-informed principles within all learning practices is important for social work students. From the Specialized Practice Curricular Guide for Trauma-Informed Social Work Practice, part of the CSWE 2015 EPAS Curricular Guide Resource Series, as created by Fordham Graduate School of Social Service, ´óÏó´«Ã½ University’s School of Social Work we acknowledge the following three statements:

Trauma-informed social workers recognize the following: 

• Trauma and traumatic experiences are inherently complex. Trauma occurs in a broad context that includes an individual’s personal characteristics, life experiences, and current circumstances. Intrinsic and extrinsic factors influence an individual’s experience and appraisal of traumatic events; expectations regarding danger, protection, and safety; and the course of post-trauma adjustment.
• Trauma recovery is possible but presents specific challenges. Traumatic experiences often constitute a major violation of the expectations of the child, family, community, and society regarding the primary social roles and responsibilities of influential figures in the client’s life. These life figures may include family members, teachers, peers, adult mentors, and agents of social institutions such as judges, police officers, health-care and behavioral health-care providers, and child welfare workers. Practitioners are aware of the need to contend with issues involving justice, legal redress, and protection against further harm. In addition, working with trauma-exposed clients can evoke distress in providers that makes it more difficult for them to provide good care. Proper professional development and self-care are important parts of providing high-quality care and of sustaining personal and professional resources and capacities over time (National Child Traumatic Stress Network, 2023).
• Trauma informs organizational practice. Whether or not it is recognized, trauma shapes the organizational culture of all service-providing systems. Competent social work organizational practice reflects the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA, 2014) statement that “trauma-informed organizations, programs, and services are based on an understanding of the vulnerabilities or triggers of trauma survivors that traditional service delivery approaches may exacerbate, so that these services and programs can be more supportive and avoid re-traumatization.” Trauma-informed systems also consider the profound impact that working with and caring for traumatized clients can have on workers and caregivers and provide support to mitigate these effects.

In addition, as a Christian institution, ´óÏó´«Ã½ University’s School of Social Work also believes in the inherent worth of each human being as each person is created in the image of God. As such, we recognize that in order to provide a holistic framework of care, spirituality is a necessary facet. It is through the lens of one’s spirituality that individual and collective life experiences are viewed, and it is how meaning is discovered and created within these experiences. Trauma can significantly affect one’s sense of self and relationship with God. Examining how trauma impacts the spiritual self is part of holistic assessment of the human experience and can allow one to walk more fully in complete personhood as intended by the Creator.

The Substance Abuse and Mental Health Services Administration (SAMHSA) provides a six-category framework for trauma-informed content that includes the following principles, with an additional seventh principle that our International Center for Trauma Education & Care created, focusing on the interwoven element of spirituality. 

Safety
Safety refers to the physical, emotional, relational, spiritual, and cultural safety for students, faculty, and the communities served. Trauma-informed environments prioritize predictability, respectful interactions, and practices that reduce the risk of re-traumatization to the best of our abilities.

Trustworthiness and Transparency
Trust is built through clear communication, consistent expectations, professional boundaries, and follow-through. Decision-making processes, policies, and academic requirements are communicated openly to promote fairness and reliability.

Peer Support
Peer support recognizes the value of shared experiences in promoting healing, learning, and resilience. Mutual support among students, faculty, and professionals fosters connection, reduces isolation, and normalizes help-seeking.

Collaboration and Mutuality
Collaboration emphasizes shared power, partnership, and mutual respect. Learning and practice environments are grounded in the understanding that growth occurs through relationships and that everyone brings valuable knowledge and experience.

Empowerment, Voice, and Choice
This principle centers strengths, self-determination, and autonomy. Individuals are encouraged to share their perspectives, participate in decision-making, and develop confidence in their abilities through validation and supportive feedback.

Cultural, Historical, and Gender Responsiveness
Trauma-informed practice acknowledges the impact of culture, identity, historical trauma, and systemic oppression. Social work education and practice honor diversity, promote equity, and actively work to reduce bias and discrimination.

Spirituality

Spirituality recognizes that experiences of faith, meaning-making, and belief systems are deeply intertwined with trauma, healing, and resilience. Within trauma-informed practice at ´óÏó´«Ã½ University, spirituality is woven throughout each SAMHSA principle and is understood to significantly influence learning, social engagement, advocacy, and the capacity for sustainable and compassionate social work practice.