Step 1: Copy and paste the following paragraph to a Word document.

Practice article title:

Strategies for Teaching About Trauma to Graduate Social Work Students

Actual exposure to the details of trauma within the classroom setting is considered to be a necessary part of preparation for social work practice with traumatized clients. This article reviews the reasons why it is important for faculty to understand students’ possible reactions to exposure to trauma content. One factor believed to increase the risk of vicarious traumatization is a personal history of trauma. To determine the actual prevalence of early trauma in the lives of MSW students, 162 MSW students at one metropolitan university completed the Adverse Childhood Experiences (ACE) Survey during their final semester. The results show that nearly 80% of the students reported at least 1 ACE and that 27.3% had 4 or more ACEs. Only 22.4% of the students had no adverse experiences. Taking these findings into account, this article explores 13 teaching strategies that are intended to reduce the risk of vicarious traumatization that may interfere with learning. In addition, recommendations are presented for creating a trauma-informed implicit social work curriculum.

----------------------------------------------------------------------------------------------------------------------------------------------------------

Step2: Copy the citations to a new Word document & clean the citation format, & save the cleaned citation list into a .txt file.

Step3: Open ChatGPT 5, using your CSUDH account (https://chatgpt.com/).

Step 4: Type in the Asking box: "Please convert this citation file into MS Word XML file format for download, and in APA style: " 

Step 5: Upload the citation file onto ChatGPT box, and press "Enter". 

Step 6: When ChatGPT lists the result, click on the "Download source.XML" file. The file will be in the "Download" folder. Please save the file to your location drive.

Step 7: Then the instructions to insert the citation list to your Word Document.

REFERENCES

• Adams, K. B., Matto, H. C., & Harrington, D. (2001). The traumatic stress institute belief scale as a measure of vicarious trauma in a national sample of clinical social workers. Families in Society: The Journal of Contemporary Social Services, 82, 363–371. doi:10.1606/1044-3894.178
• Anda, R., Felitti, V., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., ... Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neuroscience, 256, 174–186. doi:10.1007/s00406-005-0624-4
• Baird, K., & Kracen, A. (2006). Vicarious traumatization and secondary traumatic stress: A research synthesis.
• Counselling Psychology Quarterly, 19, 181–188. doi:10.1080/09515070600811899.
• Black, P. N., Jeffries, D., & Hartley, E. K. (1993). Personal history of psychosocial trauma in the early life of social work and business students. Journal of Social Work Education, 29, 171–180.
• Black, T. G. (2006). Teaching trauma without traumatizing: Principles of trauma treatment in the training of graduate counselors. Traumatology, 12, 266–271. doi:10.1177/1534765606297816
• Black, T.  G.  (2008).  Teaching trauma without  traumatizing:  A  pilot  study of a graduate counseling psychology cohort. Traumatology, 14(3), 40–50. doi:10.1177/1534765608320337.
• Russel, P., Gill, P., Coyne, A., & Woody, J. (1993). Dysfunction in the family of origin of MSW and other graduate students. Journal of Social Work Education, 29, 121–129.
• Saakvitne, K., & Pearlman, L. A. (1996). Transforming the pain: A workbook on vicarious traumatization. New York, NY: Norton.
• Schauben, L. J., & Frazier, P. A. (1995). vicarious trauma The effects on female counselors of working with sexual violence survivors. Psychology of Women Quarterly, 19, 49–64. doi:10.1111/pwqu.1995.19.issue-1
• Stevens, M., & Higgins, D. (2002). The influence of risk and protective factors on burnout experienced by those who work with maltreated children. Child Abuse Review, 11, 313–331. doi:10.1002/car.754
• Tedeschi, R., & Calhoun, L. (2004). Target article: "Posttraumatic growth: Conceptual foundations and empirical evidence". Psychological Inquiry, 15, 1–18. doi:10.1207/s15327965pli1501_01
• Van der Kolk, B., & Fisler, R. (1995). Dissociation & the fragmentary nature of traumatic memories: Overview & exploratory Study. Journal of Traumatic Stress, 8, 505–525. doi:10.1002/(ISSN)1573-6598
• Van der Kolk, B. A., McFarlane, A., & Weisaeth, L. (1996). Traumatic Stress: The effects of overwhelming experience on mind, body, and society. New York, NY: Guilford Press.
• Williams, A., Helm, H., & Clemens, E. (2012). The effect of childhood trauma, personal wellness, supervisory working alliance, and organizational factors on vicarious traumatization. Journal of Mental Health Counseling, 34, 133–153. doi:10.17744/mehc.34.2.j3l62k872325h583
• Zosky, D. (2013). Wounded healers: Graduate students with histories of trauma in a family violence course. Journal of Teaching in Social Work, 33, 239–250. doi:101080/08841233.2013.795923