Author ORCID Identifier

0000-0002-5208-2525

Document Type

Article

Keywords

wounded healer, counselor education, wellness, self-compassion

Subject Area

Counselor Education

Abstract

Much has been written about the motivations for wounded healers to pursue work in the helping professions. Those with painful life experiences can have a unique ability to understand the pain of others, and through their recovery, they may gain insight and understanding to benefit others. The counselor development process can be fraught with challenges that may have a detrimental impact on wounded healers. As such, counselor educators can benefit from amending their approaches to ensure that wounded healers gain the skills necessary to support their mental health and well-being, effectiveness, and personal and professional development. This article introduces a framework for understanding wounded healers and recommends topics and practices for inclusion in the curriculum. With an emphasis on wellness and self-care, promoting help-seeking, building a community of support, and boosting shame resilience and self-compassion, this article highlights specific training elements tailored for wounded healers in counselor education.

Public Significance Statement

Wounded healers’ painful life experiences can offer profound insights into the struggles of others. However, these counselors may also face unique vulnerabilities that contribute to distress and burnout in their practice. This article outlines practical training elements for counselor education that can be easily integrated into training curricula, supervision, and clinical practice. In supportive environments, wounded healers can thrive and provide ethical, effective services to clients. A shift in the narrative is necessary to support and empower wounded healers in the helping professions.

DOI

http://dx.doi.org/10.70013/jbql59bj

Recommended Citation

Coaston, S. C. (2025). Parallel Journeys: Supporting Wounded Healers in Counselor Education. Journal of Counselor Preparation and Supervision, 19(1). http://dx.doi.org/10.70013/jbql59bj

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