Book chapter argues for trauma-informed approach in higher education

In a new book chapter, University at Buffalo School of Social Work faculty members and alumni make the case for a trauma-informed approach to higher education and the need to prioritize and promote self-care for students, faculty and administrators. 

Congratulations to Lisa Butler, PhD, associate professor; Kathryn McClain-Meeder, clinical associate professor in field education; and Kelly Mercer, MSW ’19, on publishing their chapter, "Self-Care as an Essential Part of Trauma-Informed Educational Practice and Policy in Graduate Education," in the book Supporting Student and Faculty Wellbeing in Graduate Education. 

This chapter argues for the integration of a trauma-informed approach in higher education, with a particular emphasis on self-care.

The conceptual backgrounds for trauma-informed practice and the emergence of the concept of self-care are outlined. Focusing primarily on graduate education, the authors describe stress, trauma and mental health issues among students and faculty, the rationale for a trauma-informed approach in education, and the role of self-care within it.

This chapter aligns with and extends previous calls for creating cultures of self-care that prioritize and promote, both explicitly and implicitly, self-care for students, faculty, staff and administrators. To create true cultures of self-care within higher education, all levels of educational programming need to be addressed, including accreditation standards, institutional policies and practices, educational programs, classroom instruction, mentorship and internships. Self-care must be modelled and taught to students, but also destigmatized and supported for everyone working in higher education.