Document Type (Journals)
Theory
Abstract
Students bring their life histories, including traumatic experiences, to their learning and education. Potentially up to 75% of the student body of occupational therapy programs may have experienced a traumatic event, which often leads to occupational disruption and challenges in academic performance. Thus, it is critical for occupational therapy educators to mitigate the impact of trauma by identifying the barriers and facilitators to occupational participation in education for occupational therapy students affected by trauma. Despite the high prevalence of adverse childhood experiences (ACEs), research shows that few health professions education programs, such as occupational therapy, attend to ACEs or utilize a trauma-informed care approach with their students. Occupational therapy educators must prepare students to address trauma effectively in practice settings due to the high prevalence of trauma histories among clients and the significant risk of vicarious trauma experienced by healthcare professionals. This paper highlights the trauma-informed care framework as an opportunity for occupational therapy educators to address the unique needs and challenges of diverse student populations, with the goal of enhancing occupational participation, promoting student well-being, and supporting overall academic success. Finally, this paper offers occupational therapy educators an opportunity to reflect on the trauma-informed approach, as well as on their own experiences in supporting students who have experienced trauma.
Biography
Cristina Scionti, MS, OTR/L is a PhD candidate in the Health Sciences Program at Rocky Mountain University of Health Professions. Cristina has worked in physical rehabilitation settings for 10 + years and OT education for 7 years. She is currently the Assistant Program Director for the Master’s Program in Occupational Therapy at Stanbridge University.
Mary Shotwell, PhD, OTR/L, FAOTA holds a BS in OT, MS in Health Professions Education, and a PhD in Adult Education. Mary has worked in entry-level and post-professional OT education for 25 + years. She has worked in numerous settings, including mental health, physical rehabilitation, pediatrics, and health promotion. Orcid number: https://orcid.org/0000-0001-7692-1840
Donnamarie Krause, PhD, OTR/L is an Associate Professor in Residence and current Director of Doctor of Occupational Therapy Programs at University of Nevada, Las Vegas. A licensed OTR/L since 1991 with additional specialty certifications in Leadership and Spiritual care. Scholarship interests flow from years serving occupational justice issues. She received a PhD in Rehabilitation Science in 2019.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Scionti, C. H., Shotwell, M., & Krause, D. (2025). Trauma-Informed Care in Occupational Therapy Education. Journal of Occupational Therapy Education, 9 (3). https://doi.org/10.26681/jote.2025.090311
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