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Thoughts From a Wounded Healer

Picture of By: Jesse Jonesberg, MSW, LCSW
By: Jesse Jonesberg, MSW, LCSW
March 4, 2025

Thoughts From a Wounded Healer

This is the second in a series of blogs examining the stigma surrounding mental health clinicians who live with the same conditions they treat. A variety of viewpoints and experiences will be presented.

I am a Licensed Clinical Social Worker (LCSW) and community-based therapist who lives with ADHD, complex trauma, and depression. After I was asked to write this article about my experience, I mentioned it to my own therapist for feedback. My therapist smiled when I told her about the potential blog article I would write, and she exclaimed “you are a wounded healer.” That got me thinking. So, I did a little research. And I was surprised to find how many of us mental health professionals have our own mental health issues. A 2022 study among professionals in the mental health field found that 80% of respondents had a history of mental struggles, while nearly 50% of respondents were currently diagnosed with a mental health disorder (Victor et al., 2022). This means that half of us therapists may be

living with a diagnosed mental health issue. Most of us therapists are likely covert wounded healers!

The wounded healer

Jung coined the term “wounded healer” to describe healers who are motivated to support others due to their own personal experiences of suffering and trauma (1968). Through life experiences, the wounded healer develops a deep sense of understanding and compassion for fellow humans on their recovery and healing paths. When used skillfully, this extraordinary compassion is a superpower that helps mental health professionals connect with and support others in mental distress. The compassion of the wounded healer can also serve as kryptonite for the mental health professional if used indiscriminately; it can result in overwhelm, limbic transference, and ultimately damage the therapeutic partnership (Mehta, 2024; Grand, 2013). Due to the perceived dangers of self-disclosure among therapists also with mental health stigma, wounded warriors have long been covert. Therapists have largely hidden their experiences with mental health both in the therapy room, and among clinical colleagues.

There has long been a taboo against the explicit use of the wounded healer superpowers among therapists. Self-disclosure is discouraged completely in many psychoanalytic approaches, while humanistic therapies have traditionally sometimes allowed for it (Hill, et al., 2001). But this is slowly changing. The newer peer support approach in mental health is built on sharing stories to support others, and it has certainly been helpful for folks in recovery (White, et. Al., 2020). Today in professional therapy circles, the idea of using self-disclosure to help others may be becoming more mainstream (Warrender, 2020). Some researchers are even proposing the adoption of self-disclosure as a formal therapeutic intervention (Ziv-Beiman, 2013). The most recent publication of the motivational interviewing (a newer humanistic approach to therapy) textbook now emphasizes the importance of therapists’ genuineness and authenticity (Miller & Rollnick, 2023). I think that as a profession (and as a society), we are moving towards transparency about our suffering, mental health, and general human messiness.

My experience as a wounded healer

As a therapist who has always struggled with my own mental health, I identify with Jung’s idea of the wounded healer. My experiences with trauma, mental health suffering, and social exclusion motivate me to serve others with similar life experiences. These experiences have shaped my worldview, and they have informed how I experienced and developed in the world around me from a very young age. This gives me insight and skills in connecting and supporting others with suffering and hopelessness. I can use my past (or

present) experiences as a garden bed to grow empathy with another person, and this skill comes quite naturally for me. In fact, upon reflecting on my employment history over the past few decades, I can confidently say that the role of being a wounded healer in community mental health has been the perfect fit for my skills, talents, and aspirations in this life.

Helping others as a therapist, case worker, or other mental health professional is life changing. I have witnessed the most miraculous of recoveries among those I serve, and I have also witnessed some of the most heartbreaking moments in suffering among those I work with. In all this work, the beauty of humanity shines through. It inspires me to embrace my own imperfections and innate human messiness. As a therapist I can use the anger, pain, and sadness that I carry as fuel. I can transmute these emotions into compassion. If I am skillful others will heal. If I make a mistake in relating to a client through these experiences (and I definitely have), I can apologize and recenter myself. So, I draw upon my past and present experiences with mental health as I would select a crayon. Self-disclosure is one of the colors in the therapy crayon box shared by the client and me. Sometimes we may be using my favorite hues of teal and red-orange, other times we may be creating an art piece using colors within a muted greyscale.

Self-disclosure in social work and therapy

I see self-disclosure language as one of many things I can say in the therapy room that could be, or could not be, helpful. The National Association of Social Work (NASW) reminds social workers to be very intentional and careful when using self-disclose to help a client (2001). For example, in a therapy room after obtaining client permission to disclose, I might share “when my thoughts are going down a spiral like you just described, I notice changes in my heartbeat, breathing, restlessness, etc… What is it like in your body when the thought spiral comes up?” This therapist statement could support the client in developing increased awareness of anxiety symptoms present in the body, and it also models the skill of focused mindfulness of body sensations.

On the other hand, as a therapist I could say to a client, “I have had a really hard time lately staying focused when listening to others, my ADHD symptoms are acting up for some reason and my mind keeps wandering when others talk more than 5 minutes.” This type of sharing is likely to damage the therapeutic alliance, cause the client to feel like a burden, and it may lead to a pattern of a role reversal in the client-therapist relationship. In social work, we are always told to ask ourselves “Whose needs are being met here?” when using the powerful tool of self-disclosure (Reamer, 2006). I think this is good advice. I also think that self-disclose can and should be used more than we think in therapy. It can humanize the therapist, it can create a strong therapeutic connection, it can make the session feel

more natural, and it can model our compassionate messiness for others striving to accept themselves. We might make a mistake when using this skill, but we might make mistakes when we use any skill. Skills take practice, and so we learn carefully and honestly. When we make mistakes, we apologize and repair.

I was told just the other day by a newer client who spoke in an astonished tone, “did you just say that you also have ADHD!?” Initially I felt a surge of anxiety, worry and self-consciousness. Did I make a mistake? Was that too much information, too early, and too personal? Was this statement self-serving, for my benefit somehow?

After a pause they continued, “you mean to tell me that you are neurodivergent?… I have never had a therapist or any other professional tell me that… This is beautiful, this tells me that I am in the right place – that you would share that with me, and you can understand some of this stuff.” After the client explained how they were processing this information, I felt relieved. I was happy to hear that this particular utterance from this wounded healer was helpful and not harmful in this particular context.

Common Humanity

Kristin Neff and Chris Germer have identified common humanity as one of the three key principles in Mindful Self-Compassion (2020). For me, the principle of common humanity is my guiding light in the fog of therapy. I can trust that I and the client are two humans, sitting together, sharing space and time, in our humanity. It is important that I set my intentions on helping the client heal, that I hold them with compassion. I need to act as skillfully as possible and collaborate with the client when selecting our therapeutic color pallet. Through all of this, I need to stay attuned with myself, the client, and the relationship.

As a wounded healer I can draw on personal experiences with mental health to build connection, compassion, and community with others. As a professional, I have been trained in many skills and theories that can help along the way. When I can integrate my professional training and life experiences in mental health, I show up as my best self for the sake of helping fellow travelers on the path of recovery and healing.

Hill, C. E., & Knox, S. (2001). Self-disclosure. Psychotherapy: Theory, Research, Practice, Training, 38(4), 413.

Jung CG. (1968) The Archetypes and the Collective Unconscious. Princeton University

Jesse Jonesberg
Picture of Jesse Jonesberg, MSW, LCSW

Jesse Jonesberg, MSW, LCSW

Jesse is a Licensed Clinical Social Worker (LCSW) and certified brainspotting therapist at brainspottingonline.xyz. He has over 15 years’ experience working with folks in community mental health settings. During his career as a community focused social worker, Jesse has served as a community support specialist, intake specialist, supervisor, manager, academic advisor, professor, trainer, and even executive director of a small nonprofit. Jesse has been trained and continues to grow in a variety of helping and therapy approaches. He is an active member of the Motivational Interviewing Network of Trainers (MINT), he is a Certified Self-Compassion in Psychotherapy (SCIP) therapist, and he is a candidate to become a Brainspotting Consultant. Jesse maintains the website www.intrinsicchange.com that features free learning resources for helpers. He maintains an active blog Change Talk which provides in-depth discussion of compassion, equity, and other topics related to the helping professions. He also manages a blog specifically about therapy Brainspotting Blog at brainspottingonline.xyz. Jesse currently provides therapy to individuals in mental health and substance use recovery through Wisconsin Community Services (WCS) and remotely through his private practice using brainspotting, motivational interviewing, and mindful self-compassion in Wisconsin and Missouri. He regularly offers trainings in motivational interviewing, cultural humility, and mindful self-compassion to organizations in the Milwaukee area.

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Examples of What We Offer

Here are some specific examples of what partnership with us can look like. Every plan is customized — this is just a starting point.

PD Workshop Examples

Classroom wellbeing audit 

Classroom teachers assess their current wellbeing supports, identify specific strengths and gaps, and actively engage with research-based strategies to create an action plan for supporting student wellbeing in the classroom. This audit is more than a checklist—it’s a mirror that reflects how your everyday choices shape the mental health and wellbeing of everyone in your classroom. By pausing to rate, reflect, and plan, you will:

  1. Surface hidden stress points and strengths in your routines, environment, and relationships
  2. Connect concrete teaching practices (pacing, feedback, space design) to student and educator wellbeing
  3. Build shared language and data‐driven insights to guide micro‐interventions and systemic change
  4. Empower yourself and colleagues to co‐design evidence-based strategies that boost resilience, engagement, and trust
  5. Establish a continuous improvement cycle: audit → act → measure → refine

Specialized mental health skill-building workshops 

This goes beyond basic literacy to provide staff with practical skills and techniques for managing specific situations and promoting positive mental health within the school. 

Examples

  1. “De-escalation Strategies for School Staff.” A hands-on workshop teaching verbal and non-verbal techniques for safely de-escalating agitated or distressed students. 
  2. “Building Resilience and Coping Skills in the Classroom.” A training focused on equipping teachers with activities and strategies they can directly implement with students to foster resilience, teach coping mechanisms for stress, and promote emotional regulation. 
  3. “Creating Trauma-Informed Classrooms.” A workshop series exploring the impact of trauma on learning and behavior, and providing practical strategies for creating a safe, predictable, and supportive classroom environment that promotes healing and learning.
  4. “Mental Health & Wellbeing First Operational Mindset for Administrators”: When school leaders shift from a purely operational mindset to a mental‑health‑first mindset, the entire culture changes—students feel safer, staff feel supported, and families feel more connected. This workshop provides high‑impact, administrator‑friendly strategies. They’re concrete, actionable, and designed to fit into the real world of school leadership.

Adult SEL development 

Just as students benefit from developing social-emotional skills, so do adults. Adult SEL focuses on educators understanding their own emotions, managing impulses, setting goals, showing empathy, building healthy relationships, and making responsible decisions. 

Examples

  1. Interactive Workshops: Conduct workshops exploring each of the core SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) through activities, group discussions, and reflection exercises.  
  2. SEL Integration Training: Train staff on how to weave SEL into their daily interactions, curriculum, and classroom management strategies. This includes explicit instruction on SEL concepts for students, creating opportunities for students to practice SEL skills, and integrating SEL into academic content.
  3. Emotion Regulation Strategies: Provide specific training on recognizing and managing challenging emotions in the workplace, including strategies for de-escalation and maintaining composure during stressful situations.

Integration of mental health into curriculum 

Embedding mental health education within the regular curriculum normalizes these topics, reduces stigma, and equips all students with foundational knowledge and skills related to their emotional well-being. Rogers’ understanding of key mental health concepts can inform curriculum development.

Examples

  1. Developing SEL Lessons with Mental Health Components: Collaborate with teachers to integrate lessons on topics like emotional regulation, empathy, and conflict resolution into existing Social-Emotional Learning (SEL) curricula, drawing on Rogers’ therapeutic approaches.
  2. Incorporating Mental Health Themes into English Language Arts: Suggest age-appropriate literature that explores themes of mental health, resilience, and seeking help, and provide teachers with discussion guides developed with input from mental health professionals.
  3. Creating Interactive Activities for Health Class: Develop engaging activities and projects for health classes that teach students about common mental health conditions, coping strategies, and how to access support.

PD Training Examples

Mental health literacy training 

This partnership focuses on equipping school staff with a foundational understanding of mental health concepts, common disorders in children and adolescents, and the importance of early identification and intervention.

Examples

  1. Elementary School Workshop: “Understanding Childhood Anxiety.” Topics could include:
    1. Different types of anxiety in elementary-aged children (separation anxiety, social anxiety, generalized anxiety).
    2. Observable signs and symptoms in the classroom (e.g., avoidance behaviors, physical complaints, difficulty concentrating).
    3. Strategies teachers can use to create a more supportive and less anxiety-provoking classroom environment (e.g., predictable routines, clear expectations, calming techniques).
  2. High School Professional Development Day: “Recognizing and Responding to Teen Depression and Suicidal Ideation.” Topics could include:
    1. Distinguishing between typical adolescent moodiness and signs of depression.
    2. Understanding risk factors and warning signs for suicide.
    3. Evidence-based strategies for talking to students who may be struggling.
    4. School protocols for reporting concerns and accessing support services.
  3. Customized Training for Special Education Staff: “Mental Health Considerations for Students with Learning Differences.” A tailored workshop addressing the unique mental health challenges that students with IEPs may face and strategies for integrating mental health support into their educational plans.

Trauma-Informed practices 

Trauma-informed practice recognizes the widespread impact of trauma and understands potential paths for recovery. In a school setting, this means understanding that students (and staff) may have experienced trauma and that these experiences can affect behavior, relationships, and learning. Training helps staff recognize the signs of trauma, respond in a way that avoids re-traumatization, and create a safe and supportive environment. It also includes understanding secondary trauma or compassion fatigue that educators may experience when working with individuals who have experienced trauma.

Examples

  1. Introductory Workshop: A foundational training on the prevalence and impact of trauma, the principles of trauma-informed care (safety, trustworthiness, peer support, collaboration, empowerment, cultural humility), and recognizing signs of trauma in students and colleagues.
  2. Skill-Building Sessions: Workshops focused on specific trauma-informed strategies, such as creating predictable routines, using de-escalation techniques, fostering a sense of safety and control, and promoting student voice and choice.
  3. Addressing Secondary Trauma: Training specifically addressing the impact of working with traumatized individuals on the helper, providing strategies for self-care and seeking support to prevent compassion fatigue and burnout.

Educator Resilience-Building Workshop Examples

Mindfulness and stress reduction workshops for staff 

Mindfulness involves paying attention to the present moment without judgment. Stress reduction techniques are practical strategies designed to lower physiological and psychological responses to stress. Training in these areas equips educators with tools to manage the inherent demands and pressures of their job, cultivate a sense of calm, and increase their capacity to be present and responsive.

Examples

  1. Workshop Series: A series of workshops (30-60 minutes each) delivered after school or during professional development time. 
  2. Short, Practical Sessions: Offer 15-minute guided mindfulness or breathing exercises before staff meetings or during designated breaks.
  3. Online Modules: Provide access to self-paced online modules on stress management and mindfulness techniques.

Building resilience (CLE)

Resilience is the ability to adapt well in the face of adversity, trauma, tragedy, threats, or significant sources of stress. Training in resilience helps educators identify their strengths, develop positive coping mechanisms, cultivate optimism, and build strong support networks. 

Examples

  1. Interactive Workshops: Sessions exploring the key components of resilience (e.g., self-awareness, self-regulation, optimism, connection, purpose). Activities could include identifying personal strengths, developing positive self-talk strategies, and practicing problem-solving skills.
  2. Goal Setting and Action Planning: Training on setting realistic goals and developing action plans to navigate challenges and achieve a sense of accomplishment.
  3. Building Support Networks: Facilitating discussions and activities that encourage staff to build strong relationships with colleagues and identify external sources of support.

Enhancing school climate – for the staff

School climate refers to the quality and character of school life. A positive school climate for staff is characterized by trust, respect, collegiality, collaboration, and a sense of belonging. Consultation focuses on identifying areas for improvement and implementing strategies to foster a more supportive and positive environment.

Examples

  1. Team-Building Activities: Recommending and facilitating team-building activities that promote positive relationships and a sense of community among staff.
  2. Recognition and Appreciation Programs: Consulting on developing formal or informal programs to recognize and appreciate staff contributions and efforts.
  3. Creating Opportunities for Social Connection: Advising on creating spaces and opportunities for informal social interaction among staff.

Systemic Examples

Needs assessment and strategic planning (CLE)

A systematic process of gathering information about the current state of staff wellbeing within the school, identifying key stressors, and understanding the needs and preferences of the staff. This data then informs the development of a targeted and effective plan for implementing wellbeing initiatives.

Examples

  1. Administering Surveys: Using anonymous surveys to gather data on staff stress levels, workload perceptions, access to resources, and interest in different types of wellbeing support.
  2. Conducting Focus Groups: Facilitating small group discussions with staff from different roles (teachers, administrators, support staff) to gain deeper qualitative insights into their experiences and needs.
  3. Reviewing Existing Data: Analyzing existing school data such as attendance records (staff absences), staff turnover rates, and incident reports (if relevant to stress/conflict).
  4. Collaborative Goal Setting: Working with the school leadership team and wellbeing committee to set specific, measurable, achievable, relevant, and time-bound (SMART) goals for improving staff wellbeing.

Developing supportive policies and practices 

Examining existing school policies, procedures, and unwritten norms to identify those that may contribute to staff stress or hinder wellbeing. Consulting on modifications or new policies that actively promote a healthy work environment.

Examples

  1. Communication Protocols: Advising on establishing clear and efficient communication protocols to reduce ambiguity and information overload.
  2. Meeting Structures: Consulting on making meetings more efficient and purposeful, perhaps by designating some meetings specifically for collaboration or wellbeing check-ins rather than just information dissemination.
  3. Establishing Boundaries: Providing guidance on establishing and respecting professional boundaries regarding work emails and communication outside of school hours.

Consultation on school mental health systems 

This involves leveraging Rogers’ understanding of best practices in mental health care to advise schools on the development and implementation of comprehensive systems that support student and staff well-being.

Examples

  1. Developing a School-Wide Mental Health Protocol: Consulting with a school district to create a clear and consistent protocol for identifying students in need of mental health support, conducting initial assessments, making referrals, and collaborating with external providers (including Rogers, if appropriate).
  2. Implementing a Multi-Tiered System of Supports (MTSS) for Mental Health: Advising a school on integrating mental health supports within their existing MTSS framework, ensuring that all students receive appropriate levels of support based on their needs.
  3. Conducting a Mental Health Needs Assessment: Partnering with a school to administer surveys and conduct focus groups with students, staff, and parents to identify key mental health needs and inform the development of targeted interventions and supports.

Integrating wellbeing into existing structures 

Embedding wellbeing initiatives within the school’s existing operational framework rather than treating them as separate, add-on programs. This ensures long-term sustainability and demonstrates that wellbeing is a priority.

Examples

  1. Professional Development Alignment: Integrating wellbeing topics into regular professional development days or staff training sessions.
  2. Staff Meeting Agendas: Including a dedicated agenda item for staff wellbeing check-ins or sharing wellbeing tips during weekly staff meetings.
  3. School Improvement Plans: Incorporating goals related to staff wellbeing into the school’s overall improvement plan.

 

Coaching Examples

Leadership coaching

Coaching specifically designed for school administrators and team leaders. This focuses on developing their leadership skills related to supporting staff wellbeing, creating a positive team culture, and effectively managing workplace dynamics that can impact stress levels.

Examples

  1. Promoting Work-Life Balance: Coaching leaders on modeling healthy work-life boundaries and encouraging their staff to do the same.
  2. Building Team Cohesion: Working with leaders on strategies to foster a sense of teamwork, trust, and psychological safety within their teams.
  3. Mentor Coaching for New School Administrators on Fostering a Positive School Climate: Pairing experienced administrators with new leaders and providing coaching focused on creating a supportive and mentally healthy environment for both students and staff.

Individual wellbeing coaching

A confidential and supportive partnership between a trained coach and an individual staff member. The coach helps the staff member identify their wellbeing goals, explore challenges, develop strategies, and build self-awareness and resilience. This is particularly helpful for staff experiencing high levels of stress, burnout, or those seeking to proactively enhance their wellbeing.

Examples

  1. Goal Setting Sessions: Initial coaching sessions focused on helping the staff member clarify their wellbeing goals (e.g., reducing stress, improving work-life balance, developing better coping skills).
  2. Strategy Development: Working with the staff member to identify and practice specific strategies for managing stressors and improving wellbeing (e.g., time management techniques, communication skills, boundary setting).
  3. Reflection and Problem-Solving: Providing a space for the staff member to reflect on their experiences, process challenges, and problem-solve difficult situations.

Instructional coaching with a wellbeing lens 

Integrating conversations and support around wellbeing into existing instructional coaching cycles. This recognizes that teacher wellbeing is intertwined with their classroom practice and provides a holistic approach to support.

Examples

  1. Managing Classroom Stressors: Coaches can work with teachers to develop strategies for managing challenging student behaviors, reducing classroom disruptions, and creating a more calm and predictable learning environment.
  2. Building Positive Student Relationships: Coaching on techniques for building strong, positive relationships with students, which can be a source of both joy and stress for teachers.
  3. Workload Management within Instruction: Helping teachers prioritize tasks related to planning, grading, and differentiation in a way that feels manageable.
  4. Reflecting on Emotional Responses: Coaching teachers to reflect on their emotional responses to classroom situations and develop strategies for managing those emotions constructively.

Peer coaching programs 

Training selected staff members to serve as peer coaches for their colleagues. This leverages internal expertise and fosters a culture of mutual support within the school. Peer coaches can provide a confidential and relatable source of support, sharing strategies and offering encouragement.

Examples

  1. Coach Training: Training peer coaches in basic coaching skills, active listening, confidentiality, and boundary setting.
  2. Structured Check-ins: Establishing a structure for peer coaching interactions, such as regular informal check-ins or more formal scheduled conversations.
  3. Providing Resources: Peer coaches can share relevant wellbeing resources with their colleagues.