Date of Conferral
8-1-2026
Date of Award
August 2026
Degree
Ph.D.
School
Psychology
Advisor
Sandra Rasmussen
Abstract
Social workers report limited formal training in trauma-informed approaches, and implementation of trauma-informed care varies widely across settings, with inconsistent training uptake and organizational support for sustained practice change. The purpose of this qualitative phenomenological study was to explore the lived experiences of social workers in trauma-informed training. The study was guided by trauma-informed care principles and an experiential learning framework. The research question examined how social workers develop trauma-informed competence and how systemic factors influence practice. Data were collected through 11 semi structured interviews with social workers and analyzed using thematic analysis. Three key themes emerged: (a) trauma-informed competence develops through fragmented learning, emotional labor, and experiential practice; (b) systemic and structural gaps limit trauma-informed practice; and (c) effective trauma-informed care requires integrated support, reflection, and individualized, relational approaches. Findings indicate that participants rely heavily on self-directed learning and practical experience due to limited formal training, and systemic barriers such as time constraints and organizational expectations restrict implementation. Recommendations include expanding access to training, increasing organizational support, and providing grant funding to support trauma-informed initiatives. Implications for positive social change include improving the consistency and quality of trauma-informed care, enhancing practitioner well-being, and better outcomes for individuals affected by trauma.
Recommended Citation
Johnson, Ashley Ann, "Social Workers’ Lived Experiences of Trauma-Informed Training" (2026). Walden Dissertations and Doctoral Studies. 20424.
https://scholarworks.waldenu.edu/dissertations/20424
