The Ten Principles of Trauma-Informed Services and Application to School Environments

2019 ◽  
pp. 58-66
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Vicarious Trauma ◽  
Self Care ◽  
School Personnel ◽  
School Social Workers ◽  
Educational Settings ◽  
School Environments ◽  
Trauma Informed

For a school to be considered trauma-informed, the services and care must be provided in the context of an organization-wide approach grounded in an understanding of trauma and its consequences, with a focus on strengths, healing, and resilience. This requires a shift in the questions that are asked about children who have trouble learning or who interrupt the learning of others. Instead of asking a child, “what’s wrong with you?” the question becomes, “what happened to you?” Chapter 5 addresses the ten principles of trauma-informed services and delves into ways school social workers can create trauma-informed environments in educational settings to prevent children from being triggered and experiencing trauma in schools. Information and resources on self-care and vicarious trauma for school personnel are provided. The connection between culture and trauma is also explored.

Interpreting for Victims of Violence

2020 ◽  
pp. 227-259
Author(s):  
Lois M. Feuerle
Keyword(s):  
Vicarious Trauma ◽  
Self Care ◽  
Care Plan ◽  
Legal Basis ◽  
Victim Services ◽  
Trauma Informed ◽  
Important Quality ◽  
The Difference ◽  
Victims Of Violence ◽  
Forms Of Violence

Victims of violence and interpreters share one trait: they are susceptible to trauma-related sequelae. Direct victims may develop PTSD while interpreters may develop vicarious trauma. This chapter sets out the legal basis for language access in healthcare, noting the important quality dimension added by the ACA. It then reviews the statistics for various forms of violence and presents some of its enormous societal costs. It also highlights the similarity of some of the symptoms observed in persons suffering from vicarious trauma, PTSD and burnout, but notes the difference in the genesis of these three conditions. This is followed by an introduction to trauma-informed approaches in delivering victim services. Finally, it lays the basis for identifying VT symptoms, mentions two online instruments that might be useful in assessing the likelihood of vicarious trauma, and reviews types of self-care techniques for creating a personal self-care plan.

Introduction

2019 ◽  
pp. 1-8
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Current Knowledge ◽  
School Social Workers ◽  
School Outcomes ◽  
Negative Effects ◽  
Knowledge And Skills ◽  
Poor Academic Performance ◽  
Trauma Informed ◽  
Outcomes For Children

Chapter 1 explains the basic assumption of the book: that school social workers are in a position to provide leadership, knowledge, and skills to create trauma-informed schools and foster resilience in schoolchildren. Trauma-informed schools aim to address students’ dysfunctional academic and behavioral performance driven by affective and physiological arousal. The correlation between high rates of trauma exposure and poor academic performance is established in the scholarly literature, as is the need for trauma-informed schools and communities. However, researchers are now finding negative effects on school outcomes for children who have not directly experienced trauma, but whose classmates have. This means that all children benefit from trauma-informed schools. School social workers are in a prime position to prevent and address trauma, and this book provides current knowledge and concrete skills to guide development of trauma-informed schools, helping students succeed in school.

Developing Credibility and Establishing Trust

2021 ◽  
pp. 97-106
Author(s):  
Ricki L. Moran ◽  
Cristina Marquez ◽  
James Garner
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Worker ◽  
Code Of Ethics ◽  
School Setting ◽  
School Personnel ◽  
School Social Workers ◽  
Professional Relationship ◽  
The Social ◽  
Solid Foundation

This chapter discusses the importance of clearly establishing social worker roles within and outside of the building and the professional ramifications of differential training between school social workers and teachers. Steps are outlined for maintaining the social work code of ethics while partnering with other school personnel who are not bound to the same code. The importance of explaining confidentiality and its limitations early in the professional relationship is stressed. The social worker should remember to self-disclose only when it benefits the client. Advice is offered for building a solid foundation of trust and establishing credibility during a school social worker’s first three years in a school setting. Potential pitfalls will be discussed as well.

scholarly journals Radical Self-Care for Social Workers in the Global Climate Crisis

Social Work ◽  
2019 ◽  
Vol 65 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Meredith C F Powers ◽  
Sandra Engstrom
Keyword(s):  
Social Workers ◽  
Vicarious Trauma ◽  
Global Climate ◽  
Self Care ◽  
Modern Technology ◽  
Health Impacts ◽  
Sustainable Communities ◽  
The World ◽  
Care Practices ◽  
Climate Crisis

Abstract Gradual environmental degradation, more extreme climate change events, and related environmental injustices affect individuals and communities every day. Social work entities around the world are increasingly highlighting professional responsibilities for addressing the global climate crisis. Often, social workers experience vicarious trauma from work with those immediately affected. Working within the context of the global climate crisis brings further risk. Social workers may be personally affected, or experiencing their own challenges, such as climate anxiety and eco-grief. Thus, radical self-care is a dire need as social workers promote sustainable communities and environments and seek ecological justice for all. This article discusses the health and mental health impacts of the compounding factors of the climate crisis, modern technology, and current political contexts. Activism for change and ecotherapeutic strategies are presented as radical self-care for social workers, in both academic and practice-based settings. These strategies are essential for recognizing, legitimizing, and addressing the need for radical self-care practices in the global climate crisis.

The Essential Relationships Between School Social Workers and Teachers, Paraprofessionals, and Other School Personnel

2021 ◽  
pp. 45-52
Author(s):  
Deirdre N. Scott ◽  
Summer G. Woodside ◽  
Melissa Bunch ◽  
Abby Cobb
Keyword(s):  
Social Workers ◽  
Interdisciplinary Collaboration ◽  
School Personnel ◽  
School Social Workers ◽  
Ethical Considerations ◽  
Professional Boundaries ◽  
Unique Position ◽  
The Difference

This chapter offers practical strategies that school social workers can use to build relationships and establish trust with teachers, paraprofessionals, and other school personnel. The chapter illustrates the difference between interdisciplinary collaboration and parallel practice. With an understanding of systems and the person-in-environment fit, school social workers are in a unique position to serve as the vital link that pulls the various disciplines together on behalf of students and families. The chapter offers suggestions on ways school social workers can support teachers, students, and families by using a strengths-based perspective and a trauma-sensitive approach. Finally, the chapter explores ethical considerations and issues related to professional boundaries.

Creating Trauma-Informed Schools

2019 ◽  
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Workers ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Traumatic Event ◽  
School Social Workers ◽  
Traumatic Experiences ◽  
Social And Emotional ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
The Impact

Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.

Self-Care and Self-Advocacy

2021 ◽  
pp. 164-173
Author(s):  
Jenny Braunginn ◽  
Katie Larsen-Klodd ◽  
Lauri Pagano ◽  
Nancy Vargas
Keyword(s):  
Quality Of Life ◽  
Social Workers ◽  
Self Care ◽  
Workplace Stress ◽  
Life Assessment ◽  
School Social Workers ◽  
New Professionals ◽  
Self Advocacy

New professionals in the school social work field must be able to identify the symptoms of stress related to their work with students and families. This chapter explores the art and necessity of self-care for the school social workers and provides basic information about workplace stress, tools for quality-of-life assessment, and strategies to build immediate and long-term self-care routines. The goal is to enable school social workers to accurately assess their own quality of life and develop strong self-care practices in order to increase their engagement. Basic strategies are offered to increase compassion satisfaction, self-advocacy, and engagement within the helping profession.

scholarly journals Practice in a Pandemic: School Social Workers’ Adaptations and Experiences During the 2020 COVID-19 School Disruptions

2021 ◽  
pp. 104438942110098
Author(s):  
Michael S. Kelly ◽  
Rami Benbenishty ◽  
Gordon Capp ◽  
Kate Watson ◽  
Ron Astor
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Social Workers ◽  
Online Survey ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
Virtual School ◽  
School Social Workers ◽  
Traditional Practice

In March 2020, as American PreK-12 schools shut down and moved into online learning in response to the global COVID-19 pandemic, there was little information about how school social workers (SSWs) were responding to the crisis. This study used a national online survey to understand how SSWs ( N = 1,275) adapted their school practice during the initial 2020 COVID-19 crisis. Findings from this study indicate that SSWs made swift and (relatively) smooth adaptations of their traditional practice role to the new context, though not without reporting considerable professional stress and personal challenges doing so. SSWs reported significant concerns about their ability to deliver effective virtual school social work services given their students’ low motivation and lack of engagement with online learning, as well as significant worries about how their students were faring during the first months of the pandemic. Implications for school social work practice, policy, and research are discussed.

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