In this article we discuss the importance of anticipating and addressing the emotional difficulties students experience in graduate-level courses on trauma and violence. Herman's (1997) model for treating survivors of trauma serves as a framework for recommendations for ameliorating secondary traumatic stress in the classroom; we draw on a variety of sources to suggest self-care strategies that students can use outside of the classroom. We also address the importance of self-care for instructors of classes on trauma and violence.
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