Social work practicum education placements of students with adverse childhood experiences an interpretative phenomenological inquiry

Abstract

This study explored the practicum education experience of social work students with adverse childhood experiences (ACEs). Using an Interpretive phenomenological lens, the researcher interviewed eighteen social work students from schools across the United States to understand their perception of how ACEs influenced their practicum placement. The results of this study emphasize the transformative role childhood adversity can have on social work students’ professional development. The researcher used purposive sampling to recruit participants which is an effective qualitative approach targeting the phenomenon of interest (Palinkas, et al., 2015). Through semi-structured interviews, the researcher elicited personal experiential statements and formulated shared group experiential statements to illuminate the practicum experience of social work students with adverse childhood experiences. The results demonstrated substantial implications for social work practicum education, administration, practice, policy, and research. Ultimately, this study serves as a catalyst for pedagogical and administrative changes to ensure equitable and successful practicum experiences for social work students with histories of childhood adversity. The participants’ voices highlighted their strengths, challenges, and advocated for enhancements in social work practicum education to better support their learning and emotional needs.