Evaluating Trauma-Informed School Social Work

2019 ◽  
pp. 90-100
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Social Work ◽  
Learning Environments ◽  
School Environment ◽  
School Administrators ◽  
School Social Workers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
School Settings ◽  
Empirically Supported ◽  
Trauma Informed

Most school administrators and teachers agree that they want to create learning environments that are safe for all children. However, recognizing that some dynamics within the school environment can feel unsafe to children who have experienced trauma, and changing them, is another matter. Uniform standards for creating trauma-informed environments and metrics for evaluating their success are currently lacking in the fields of education and social work. Chapter 8 provides a program evaluation strategy for trauma-informed school social workers to utilize in determining the success of their programs and to adapt programs as needed based on outcomes. The aim is to build and expand the literature on empirically supported and evidence-based practices in school settings. Logic models are presented, and resources for evaluating trauma-informed schools are provided.

The Evolution of Trauma-Informed Schools

2020 ◽  
pp. 3-26
Author(s):  
Kathryn Simon ◽  
Sidonia E. Compton ◽  
Stacy Overstreet
Keyword(s):  
Empirical Research ◽  
Childhood Trauma ◽  
Implementation Strategies ◽  
Evidence Based ◽  
State Legislation ◽  
Evidence Based Practices ◽  
School Settings ◽  
The Core ◽  
Trauma Informed

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. As the trauma-informed schools movement gains momentum, educators, policymakers, and researchers are collaborating to identify the key components of trauma-informed schools, evaluate the effectiveness of varied approaches, and translate trauma-informed policies into practices that are sustainable within school settings. The first goal of this introductory chapter is to provide an overview of some of the factors fueling the growth of trauma-informed schools. The discussion highlights recent national and state legislation that has led to changes in policy and practices supporting trauma-informed approaches in schools and summarizes key advances in empirical research supporting the development of implementation strategies and evidence-based practices essential to the sustainment of trauma-informed schools. The second goal of the chapter is to summarize the core implementation elements required to establish trauma-informed schools. While describing the variety of frameworks available to establish trauma-informed schools, the authors identify cross-cutting assumptions of the varied approaches as well as key implementation elements critical for the development and sustainment of trauma-informed schools.

Clinical Interventions in Problem-Solving Courts

2019 ◽  
pp. 33-49
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
Problem Solving ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Therapeutic Communities ◽  
Evidence Based Practices ◽  
Clinical Interventions ◽  
Trauma Informed Care ◽  
Problem Solving Courts ◽  
Trauma Informed ◽  
Assessment Procedures

This chapter focuses on the clinical interventions most commonly delivered in problem-solving courts. The chapter begins with a discussion of the Risk-Needs-Responsivity Model, which provides a foundational context for the interventions used in problem-solving courts and highlights the importance of targeting offender needs—criminogenic needs—related to key outcomes (e.g., reduced recidivism, reduced relapse to drug use). The authors then discuss the various screening and risk assessment procedures used to admit offenders to problem-solving courts, the clinical interventions used in problem-solving courts (e.g., cognitive-behavioral interventions, 12-step programs, therapeutic communities, case management, trauma-informed care), and the use of evidence-based practices in problem-solving courts. The authors note the role of problem-solving courts as a watchdog for service provision and conclude with a section discussing “next steps” for expanding evidence-based interventions in problem-solving courts.

Promoting Evidence-Based, Trauma-Informed Social Work Practice

2019 ◽  
Vol 55 (4) ◽  
pp. 645-657 ◽  
Author(s):  
Joshua P. Mersky ◽  
James Topitzes ◽  
Linda Britz
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Evidence Based ◽  
Trauma Informed

scholarly journals How to Teach Evidence-Based Practice in Social Work: A Systematic Review

2019 ◽  
Vol 30 (1) ◽  
pp. 19-39 ◽  
Author(s):  
Florian Spensberger ◽  
Ingo Kollar ◽  
Eileen Gambrill ◽  
Christian Ghanem ◽  
Sabine Pankofer
Keyword(s):  
Systematic Review ◽  
Social Work ◽  
Systematic Reviews ◽  
Procedural Knowledge ◽  
Evidence Based Practice ◽  
Real Life ◽  
Social Work Students ◽  
Evidence Based ◽  
Eligibility Criteria ◽  
Empirically Supported

Purpose: This article presents a systematic review of research regarding how best to educate social work students and practitioners concerning of the process of evidence-based practice and/or the application of empirically supported treatments (ESTs). Method: We conducted a systematic review with a narrative synthesis, largely following the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Twenty-seven studies met our eligibility criteria. These consisted mostly of uncontrolled designs and their measures relied mainly on learners’ self-perception regarding acquisition of declarative and procedural knowledge, motivation, and satisfaction. Reports were mostly positive (88.7%). Conclusions: Research regarding the education of social work students and practitioners about the process of evidence-based practice as well as ESTs is limited. Further investigation is needed concerning the effectiveness of specific teaching methods using controlled designs and more rigorous outcome measures including observation of practice in real-life situations and/or in role-plays.

Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership

2020 ◽  
pp. 194-215
Author(s):  
Susan King Fullerton ◽  
Lisa D. Aker
Keyword(s):  
Teacher Knowledge ◽  
Program Improvement ◽  
Online Discussions ◽  
Reading Specialist ◽  
Evidence Based ◽  
Group Instruction ◽  
Literacy Leadership ◽  
Evidence Based Practices ◽  
School Settings ◽  
Individual Instruction

The roles of literacy professionals are organized and contextualized in school settings and are quite varied; university coursework must prepare teachers to serve in literacy teacher, reading specialist, interventionist, and coaching roles. In this chapter, the authors describe two Literacy M.Ed. mid-program practicums that (1) focus on literacy small-group instruction such as guided reading and (2) individual instruction of learners having difficulty with reading. They discuss evidence-based practices primarily focused on reflection—reflections of lessons, including videotaped lessons and peer coaching, online discussions and reflections. Based on the analyses of such practices, insights and implications for program improvement are suggested.

Evidence-Based Practices in Health Care: Social Work Possibilities

2004 ◽  
Vol 29 (4) ◽  
pp. 259-261 ◽  
Author(s):  
J. L. Zlotnik ◽  
C. Galambos
Keyword(s):  
Health Care ◽  
Social Work ◽  
Evidence Based ◽  
Evidence Based Practices

Evidence-Based Practice, Data Collection, and Progress Monitoring

2021 ◽  
pp. 118-125
Author(s):  
Whitney Freund ◽  
Brenda Coble Lindsey ◽  
Kevin Tan
Keyword(s):  
Social Workers ◽  
Progress Monitoring ◽  
Evidence Based Practice ◽  
School Social Workers ◽  
Evidence Based ◽  
Emotional Needs ◽  
Case Examples ◽  
Social And Emotional ◽  
Empirically Supported ◽  
Cyclical Process

This chapter discusses how school social workers can apply evidence-based practice to help meet the academic, social, and emotional needs of all children. Evidence-based practice broadly refers to two different approaches: infusing research and data use into school social work and applying empirically supported interventions in practice. The chapter details how school social workers can find and use effective evidence-based interventions. The process of implementing evidence-based interventions includes a cyclical process of assessing students’ needs, selecting the interventions, and monitoring progress by collecting data. Examples of interventions at tiers 1, 2, and 3 are presented, along with case examples that illustrate how school social workers have been successful at implementing these interventions. The chapter concludes with a discussion of the application of evidence-based practice as it relates to contemporary challenges with the COVID-19 pandemic and diversity, inclusion, and equity concerns in educational contexts.

Sign in / Sign up

Export Citation Format

Share Document