It is well established that secondary trauma is a phenomenon that affects professionals in a range of health and social care settings, including social work. Whilst students going into placement are often exposed to similar experiences as qualified colleagues, limited research has been undertaken to investigate whether students suffer secondary trauma from their placement experience. This quantitative exploratory study of forty-five students on a Social Work and a Health and Social Care undergraduate degree course examined the potential impact of secondary trauma in placements using a Secondary Traumatic Stress Scale. This article will explore secondary trauma, how students are prepared for placement and student well-being in general. The findings of the study indicated that no students appear to have suffered from secondary trauma in placements, suggesting that there may be other potential support mechanisms that could have reduced, impacted or negated the issue. A discussion of some of these mechanisms is explored. Finally, this article calls for educators and professionals in higher education and placement agencies/organisations to be aware of the potential impact on student well-being.
The proportion of young people taken into the care of the state has increased recently and there is evidence that this social group suffer negative long‐term outcomes that might be conceptualised by the emergent criminological category of ‘social harm’. Debates in social work around an ethics of care and justice offer different ways of thinking about responding to social harm. This paper reports findings from an innovative arts‐based intervention with Looked After Children and young people and concludes that holding these competing value sets in creative tension is central to the success of the programme in helping young people to cope with and contest social harm.
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