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Teaching Trauma Without Traumatizing: A Pilot Study of a Graduate Counseling Psychology Cohort

Department of Educational Psychology and Leadership Studies, Faculty of Education, University of Victoria, Victoria, BC, Canada, tblack{at}uvic.ca

The author presents the findings of a pilot study examining students' experiences of Black's (2006) model for teaching a graduate trauma counseling course. Ten counseling psychology graduate students were administered an exit questionnaire following a trauma-counseling course in a Canadian university and, 9 questionnaires were returned. The pilot study is unique, and findings include the fact that students reported feeling more competent in dealing with trauma not only in their roles as counselors but also in their personal lives. Implications of the pilot study for future research and current teaching practice are discussed, along with recommendations for teaching counseling in general. Limitations of the pilot study include issues related to sample size and demographics, descriptive nature of the data, timing of the administration of the questionnaire, and the nature of self-report data. Results support the use of Black's (2006) model of teaching trauma to graduate students.

Key Words: trauma • counseling • graduate • students • principles

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