Building Trauma-Informed Capacity in Clinical Social Work Education: A Developmental Framework

Trauma-informed care (TIC) has become a widely endorsed framework across behavioral health and social service systems, positioning clinical social workers at the forefront of traumaresponsive practice. As expectations for trauma-informed engagement continue to expand, attention has increasingly turned to the role of social work education in preparing clinicians for trauma-exposed practice environments. While existing scholarship has documented variability in trauma-related training, less attention has been given to how trauma-informed capacity is intentionally cultivated across educational and professional contexts. This paper advances a capacity-building framework for understanding trauma-informed preparation in clinical social work education. Drawing on qualitative insights derived from doctoral research with licensed clinical social workers and interdisciplinary scholarship on professional education, the analysis conceptualizes trauma-informed capacity as a developmental process integrating knowledge, applied skills, and professional stance. The paper examines how classroom instruction, field education, supervision, and alignment between educational institutions and practice settings contribute to capacity development over time. Implications for curriculum design, faculty development, field education, and collaboration with practice organizations are discussed. Framing trauma-informed preparation as a developmental capacity may support ethical practice, professional confidence, and sustainability within trauma-exposed service environments. Keywords: trauma-informed care; social work education; clinical training; professional development; capacity building This manuscript is a preprint and has not undergone peer review.