Date of Award

5-2026

Document Type

Project

Degree Name

Master of Social Work

Department

School of Social Work

First Reader/Committee Chair

Caroline Lim

Abstract

Background: Although social workers frequently engage with individuals and families who have experienced complex trauma, limited research has examined whether Master of Social Work (MSW) students feel prepared to apply trauma-informed principles in professional settings. Objective: This study examined MSW students perceived readiness to implement trauma-informed care (TIC) and identified factors that may influence their preparedness. Methods: This study used an exploratory sequential mixed-methods design. In Phase I, MSW students enrolled at CSUSB were invited to complete an anonymous online survey consisting of demographic questions, the Attitudes Related to Trauma-Informed Care (ARTIC) scale, and the Readiness to Work with Trauma-Exposed Patients Scale (RTEPS). Quantitative data were analyzed using descriptive and inferential statistics. In Phase II, a subset of participants participated in a voluntary focus group to further explore students’ perceptions of trauma-informed training and areas for improvement. Focus group data were audio-recorded, transcribed, and analyzed using thematic analysis. Results: Findings indicated that MSW students reported moderate perceived readiness to implement TIC in practice. On RTEPS, students reported being moderately prepared to conduct trauma-informed assessments, less prepared to implement treatment interventions, and least prepared to manage emotional responses when working with trauma-exposed clients. Students reported slight confidence in applying trauma-informed principles in practice, indicating a gap between knowledge and application. Despite these differences in perceived readiness and confidence, students demonstrated overall favorable attitudes toward trauma-informed care, reflecting strong alignment with trauma-informed values. Qualitative findings from the focus groups identified four primary factors influencing students perceived readiness: practical experience, classroom instruction, lived experiences, and peer discussion. Students emphasized that hands-on field experience was the most significant contributor to preparedness, while classroom instruction was often described as foundational but insufficient. Additionally, lived experiences and peer discussions supported emotional understanding, confidence, and the application of trauma-informed principles in practice. Conclusion: Findings suggest that MSW students’ readiness to deliver TIC is independent of their personal or educational characteristics.

Download

Included in

Social Work Commons

Share

COinS