STEPHEN HYDON is a Clinical Professor, Field Education and serves as the Director, of the Social Work in Schools Program. His interests are in Secondary Traumatic Stress and social work practice in schools.
Dr. Hydon lead the co-development of an on-line educator curriculum on Secondary Traumatic Stress (statprogram.org), which was funded by SAMHSA. He has been a consultant for the U.S. Department of Education and has trained globally on secondary traumatic stress, compassion fatigue, educator resilience and the evidenced based intervention, Psychological First Aid: Listen, Protect, Connect, Model, and Teach.
He is a member of the National Child Traumatic Stress Network (NCTSN) and the Trauma and Services Adaptation Center for Resiliency, Hope and Wellness in Schools, where he serves as the liaison to the NCTSN’s Terrorism and Disaster Network.
Recently, Hydon co-wrote the new California Statewide Standards for School Social Work which will now be used for all California MSW Programs offering the credential in school social work.
Dr. Hydon was recently appointed President of the American Council on School Social Work, a national association dedicated solely to the profession of school social work.
Lastly, among several courses he has taught in field education, Hydon serves as lead of a newly developed course on Threat Assessment and Management.
University of Southern California: Ed.D. 2016
University of Connecticut: M.S.W. 1995
University of Connecticut: B.A. 1991
Areas of Expertise (6)
Secondary Traumatic Stress
Social Work Education
Social Work Practice
Industry Expertise (6)
Health Care - Services
Health and Wellness
Mental Health Care
Health Care - Providers
Writing and Editing
Research Articles & Publications (2)
Hydon, S., Wong, M., Langley, A.K., Stein, B.D., & Kataoka, S.H.
2015 Teachers can be vulnerable to secondary traumatic stress (STS) because of their supportive role with students and potential exposure to students' experiences with traumas, violence, disasters, or crises. STS symptoms, similar to those found in posttraumatic stress disorder, include nightmares, avoidance, agitation, and withdrawal, and can result from secondary exposure to hearing about students' traumas. This article describes how STS presents, how teachers can be at risk, and how STS can manifest in schools.
Lawson, Hal A., James C. Caringi, Ruth Gottfried, Brian E. Bride, and Stephen P. Hydon
In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trauma literacy, connecting it to students' trauma and educators' secondary traumatic stress (STS). Interactions with traumatized students is one cause of STS; others derive from other traumatic encounters in schools and communities. Undesirable effects of STS start with professional disengagement and declining performance, include spill-over effects into educators' personal lives, and, ultimately, may cause them to leave the profession. The authors contend that alongside trauma-informed pedagogies and mental health services for students, mechanisms are needed for STS prevention, early identification, and rapid response. To benefit from and advance this dual framework, educators need a trauma-informed literacy that enables self-care, facilitates and safeguards interactions with trauma-impacted students and colleagues, and paves the way for expanded school improvement models.