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Date of Graduation
5-14-2026
Semester of Graduation
Spring
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Graduate Psychology
First Advisor
Debbie Sturm
Second Advisor
Stephanie Crockett
Third Advisor
Robin Anderson
Abstract
This dissertation explored the development of trauma competency. Considering the prevalence of trauma and the ethical demand for counselors to work within their scope of competence, it is necessary they have skills to work with trauma. The intent of this dissertation was to contribute to the literature by providing strategies for counselor educators aiming to support counselors-in-training in their trauma development. Grounded in attachment theory, these articles acknowledge the personal lived experiences of counselors and their professional needs. The first article, a conceptual manuscript, provides strategies for counselor educators to integrate trauma competencies at the master’s level. Using both experiential and lecture-based strategies, counselor educators can integrate trauma competencies in developmental building blocks including trauma-aware, trauma-sensitive, trauma-informed, and trauma-responsive. Through these developmental phases, counselors in training will learn what trauma is, consider the needs of traumatized clients, practice working with clients experiencing trauma, and consider systemic advocacy and changes to assist the traumatized. The second article, a quantitative study, examined if personal experiences predict readiness to work with trauma-exposed clients and if a strong supervisory alliance moderated the relationship. This study sought to explore the intersection of personal and professional experiences as they related to readiness to work with trauma. The third article, a qualitative study, sought to explore the intersection of personal and professional experiences as the relate to trauma competency. Through reflexive thematic analysis, the emergent themes suggested the need for both personal and professional support when developing trauma competency. Together, these three articles acknowledge the humanness of counselors-in-training, as well as the needs for trauma-specific training. This research provides implications and suggestions for counselor educators and supervisors who are aiming to integrate trauma learning into their training.
