Effectiveness of a Trauma-Informed Education and Self-Care Intervention in Undergraduate Social Work Students: A Protective Intervention Study Against Secondary Traumatic Stress
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 80
- 试验地点
- 1
- 主要终点
- Change in Secondary Traumatic Stress Scale Total Score
研究概览
简要总结
This study aims to evaluate the effectiveness of a structured Trauma-Informed Education and Self-Care Intervention in reducing secondary traumatic stress among undergraduate social work students completing their field practicum.
During field education, social work students may have direct professional contact with individuals affected by child abuse and neglect, domestic violence, poverty, loss, and other potentially traumatic experiences. Repeated indirect exposure to clients' traumatic experiences may place students at risk for secondary traumatic stress.
A total of 80 fourth-year undergraduate social work students will participate in the study. Participants will be allocated to an intervention group (n=40) or a control group (n=40) according to the geographic location of their routine field practicum. Students completing their field practicum in Manisa Province will constitute the intervention group, whereas students completing their field practicum outside Manisa Province, including İzmir and other provinces, will constitute the control group.
The intervention group will receive a two-hour Trauma-Informed Education and Self-Care workshop before or at the beginning of field practicum, followed by three structured self-help and peer-sharing group sessions during the practicum period. The control group will continue the routine field practicum process and standard university internship orientation without receiving the study-specific intervention during the study period.
Secondary traumatic stress will be assessed repeatedly in both groups throughout the approximately four-month practicum period. Psychological resilience will be assessed at baseline as a supportive participant characteristic. Intervention-related knowledge and skills will also be assessed in the intervention group.
The primary hypothesis is that students participating in the Trauma-Informed Education and Self-Care Intervention will demonstrate a more favorable change in secondary traumatic stress over time compared with students in the control group.
详细描述
This prospective, non-randomized, parallel-group, quasi-experimental controlled study will be conducted among fourth-year undergraduate students enrolled in the Department of Social Work, Faculty of Health Sciences, Manisa Celal Bayar University, during the Fall Semester of the 2026-2027 academic year.
Participants will not be individually randomized. Group allocation will be based on the geographic location of the students' routine field practicum assignments. Students completing their practicum in institutions located in Manisa Province will constitute the intervention group, while students completing their practicum in İzmir or other provinces outside Manisa will constitute the control group. This geographical separation is intended to reduce contamination between intervention and control participants.
The study will include 80 participants, with 40 participants in each study arm.
Before beginning regular client contact in the field, baseline data will be collected using a sociodemographic information form, the Secondary Traumatic Stress Scale, the Resilience Evaluation Scale, and, where applicable, the Trauma-Informed Education and Self-Care Intervention Module Knowledge and Skills Assessment Form.
Following baseline assessment, participants in the intervention group will receive a two-hour interactive Trauma-Informed Education and Self-Care workshop. The workshop will address the nature and indirect effects of trauma, recognition of physiological and emotional stress responses, coping with professional stress, breathing and grounding techniques, cognitive flexibility, professional boundaries, and self-care strategies.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 20 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Fourth-year undergraduate student enrolled in the Department of Social Work, Faculty of Health Sciences, Manisa Celal Bayar University, during the Fall Semester of the 2026-2027 academic year
- •Enrolled in the required Social Work Practice course
- •Actively completing a field practicum involving direct professional contact with social work clients
- •Willing to participate in the study and able to provide written informed consent
排除标准
- •Not actively participating in the required field practicum at the time of enrollment
- •No direct professional contact with social work clients during the practicum
- •Declining or being unable to provide written informed consent
研究组 & 干预措施
Trauma-Informed Education and Self-Care Intervention
Trauma-Informed Education and Self-Care Intervention Participants assigned to this arm will receive the standard university internship orientation and field practicum activities in addition to the study-specific Trauma-Informed Education and Self-Care Intervention.
The intervention consists of one two-hour interactive psychoeducational workshop delivered before or at the beginning of field practicum and three structured 60-minute Self-Help and Peer-Sharing Group sessions delivered during the practicum period.
干预措施: Trauma-Informed Education and Self-Care Intervention (Behavioral)
Standard Field Practicum and Internship Orientation
Standard Field Practicum and Internship Orientation Participants in the control arm will continue their routine field practicum and receive the standard academic internship orientation provided by the university. They will not receive the study-specific Trauma-Informed Education and Self-Care Intervention or structured Self-Help and Peer-Sharing Group sessions during the study evaluation period.
After completion of the final study assessment, control participants may receive the educational module and a digital Trauma-Informed Self-Care Guide upon request.
结局指标
主要结局
Change in Secondary Traumatic Stress Scale Total Score
时间窗: Baseline and Weeks 4, 8, and 12 after the start of field practicum
Secondary traumatic stress will be assessed using the 17-item Secondary Traumatic Stress Scale. Each item is rated on a five-point Likert scale. Total scores range from 17 to 85, with higher scores indicating greater secondary traumatic stress and therefore a worse outcome. The scale will be administered at baseline and at three follow-up assessments during the field practicum. The primary outcome will be the change in Secondary Traumatic Stress Scale total scores over time and the difference in this change between the intervention and control groups.
次要结局
- Change From Baseline in Resilience Evaluation Scale Total Score(Baseline and Weeks 4, 8, and 12 after the start of field practicum)
研究者
Hakan Baydur
Prof.Dr.
Manisa Celal Bayar University