The social work student as the wounded healer and their experiences in their integrative practicum seminar: An interpretative phenomenological inquiry

Abstract

This qualitative study explored the practicum education seminar experiences of social work students with histories of childhood adversity (ACEs). The practicum education seminar is also referred to as the integrative seminar or field seminar in existing literature (Fortune et al., 2017). The premise for this study was that an increasing number of students entering social work programs have experienced adverse childhood experiences. Social work programs across the globe are grappling with how best to meet the learning needs of students with symptoms consistent with experiences of childhood adversity, including mental health diagnoses, burnout, secondary trauma, compassion fatigue and vicarious traumatization, while also maintaining the professionalism of social work and ensuring that client’s needs are effectively met. Social work practicum educators are in a challenging position, as they are responsible for ensuring that emotionally ready social work students deliver quality social work practice. Using an interpretive-phenomenological lens, the researcher interviewed 18 social work students with self-identified ACEs from schools across the United States to shed important light on their experiences in their practicum seminar course. The results of this study emphasize the transformative role childhood adversity can have on social work students’ professional development. The participants’ voices highlighted the strengths and challenges of their practicum education seminar. They also advocated for enhancements in social work practicum seminars to better support their learning and emotional needs.