Engaged Trauma Training Through Role-Play Observations during COVID-19

Authors

Emily Horton, The University of Texas at San AntonioFollow
Claudia G. Interiano-Shiverdecker, The University of Texas at San AntonioFollow
Crystal L. Hughes, The University of Texas at San AntonioFollow
Mica Stumpf, The University of Texas at San AntonioFollow

Document Type

Article

Keywords

role-play, trauma, counselor education, online education, COVID-19

Subject Area

Counselor Education

Abstract

This phenomenological investigation explored counselors'-in-training experiences while observing role-plays of trauma-specific cases. Three themes emerged: (a) learning to be a trauma counselor, (b) growth as counselors-in-training, and (c) connection and engagement through multiple delivery methods. The findings from this study showed that observing role-plays can be an efficacious teaching approach in trauma counseling courses. Findings also suggest that integrating role-plays into trauma curricula helped students understand the complexity of trauma, increase self-competency, self-efficacy, and emotional intelligence, and engage with the content in face-to-face and online formats. The authors provide a further discussion on implications for counselor education and research.

Recommended Citation

Horton, E., Interiano-Shiverdecker, C. G., Hughes, C. L., & Stumpf, M. (2022). Engaged Trauma Training Through Role-Play Observations during COVID-19. Journal of Counselor Preparation and Supervision, 15(2). Retrieved from https://digitalcommons.sacredheart.edu/jcps/vol15/iss2/18