A Call for Trauma-Informed Interdisciplinary Educational Practice in Undergraduate Curriculum

2020 ◽  
Vol 25 (1) ◽  
pp. 147-163
Author(s):  
Joyce Hepscher
Keyword(s):  
Social Service ◽  
Educational Practice ◽  
Undergraduate Curriculum ◽  
Retention Rates ◽  
Trauma Symptoms ◽  
Graduate Curriculum ◽  
Social Work Training ◽  
Baccalaureate Education ◽  
Trauma Informed ◽  
Baccalaureate Curriculum

In this conceptual article, a call for trauma-informed interdisciplinary educational practice in baccalaureate education is made to decrease indirect trauma symptoms in bachelor’s-level trauma professionals. Social service professionals are routinely exposed to a range of physical, social, and mental traumatic client experiences. Repeat exposure can lead to both personal and professional indirect traumatic impairment. Two social work training tools will be examined for future consideration of use to build professional resilience practices within baccalaureate curriculum. Trauma-informed educational practice has been increasingly incorporated into graduate curriculum to progress student resilience yet has not been included in baccalaureate curriculum. Many social service professionals’ highest level of education is a bachelor’s degree. In this article, the author argues that inclusion of trauma-informed educational practice in interdisciplinary baccalaureate curriculum will assist bachelor’s-level professionals seeking employment in social service positions by providing them with useful tools to alleviate indirect traumatic symptoms and increase retention rates.

scholarly journals Social Work Training and Readiness for Trauma-Informed Care in Nursing Homes

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 718-718
Author(s):  
Nancy Kusmaul ◽  
Todd Becker
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Nursing Homes ◽  
Social Service ◽  
Social Work Training ◽  
Trauma Informed Care ◽  
Work Training ◽  
Significant Difference ◽  
Bachelor Of Social Work ◽  
Trauma Informed

Abstract Most adults have experienced traumatic events (SAMHSA, 2017). Late-life traumas may compound upon trauma histories (Maschi, et al., 2013), accentuating the risks confronting older adults. Per CMS’ updated Requirements for Participation, nursing homes (NHs) must implement trauma-informed care (TIC) approaches, effective November 2019. Many NHs do not staff Masters of Social Work (MSWs), despite their expertise in providing mental health care. Notwithstanding, employed MSWs feel unprepared to help their NHs implement TIC. This presentation discusses findings from a national survey of NH social service directors (N = 932). Results showed 71% (n = 650) reported moderate to strong interest in TIC training. A Kruskal-Wallis H test revealed a statistically significant difference in TIC training interest χ2(1) = 43.690, p < .001, such that MSWs reported higher interest (M = 486.47) than non-MSWs (M = 375.23). There was no difference between those with and without a Bachelor of Social Work.

Translating Trauma-Informed Principles into Social Work Practice

Social Work ◽  
2020 ◽  
Vol 65 (3) ◽  
pp. 288-298
Author(s):  
Jill Levenson
Keyword(s):  
Social Work ◽  
Service Delivery ◽  
Work Practice ◽  
Social Work Practice ◽  
Trauma Symptoms ◽  
Trauma Narratives ◽  
Helping Relationship ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
And Coping

Abstract Trauma-informed social work is characterized by client-centered practices that facilitate trust, safety, respect, collaboration, hope, and shared power. Many agencies have adopted trauma-informed care (TIC) initiatives and many social workers are familiar with its basic principles, but it is challenging to infuse these ideals into real-world service delivery. This article offers 10 trauma-informed practices (TIPs) for translating TIC concepts into action by (a) conceptualizing client problems, strengths, and coping strategies through the trauma lens and (b) responding in ways that avoid inadvertently reinforcing clients’ feelings of vulnerability and disempowerment (re-traumatization). TIPs guide workers to consider trauma as an explanation for client problems, incorporate knowledge about trauma into service delivery, understand trauma symptoms, transform trauma narratives, and use the helping relationship as a tool for healing.

The Development of Trauma and Resilience Competencies for Nursing Education

2019 ◽  
pp. 107839031987877
Author(s):  
Kathleen Wheeler ◽  
Kathryn E. Phillips
Keyword(s):  
Nursing Education ◽  
Core Competencies ◽  
Delphi Survey ◽  
Trauma Symptoms ◽  
Education Practice ◽  
Institutional Review ◽  
Trauma Informed ◽  
Education Design ◽  
Practitioner Education ◽  
Early Trauma

BACKGROUND: Trauma and its consequences have been identified as a high-priority public health risk. A growing body of research reveals the devastating long-term consequences from common and widespread adverse events across the life span. In addition, recent research links medical procedures and medical illnesses with posttraumatic stress disorder. Nurses too are at risk and suffer vicarious trauma. Nurses must be able to recognize and assess for early trauma symptoms and assist in enhancing resilience in order to prevent and care for those with trauma. However, there is a lack of trauma-informed and trauma-specific training in nursing education. Given the ubiquity of traumatic events, the pervasive physical and emotional sequelae of trauma, and the existence of evidence-based treatment for trauma; there is a critical need to develop core competencies for nursing education and practice. OBJECTIVE: The purpose of this study is to develop and validate Trauma and Resilience Competencies for Nursing Education. DESIGN: An expert panel of 16 nurses met in 2018 to develop Trauma and Resilience Competencies for undergraduate and graduate nursing programs, and for psychiatric mental health nurse practitioner education. Following the Expert Panel’s work and approval from the institutional review board, a modified e-Delphi survey was sent to experts in trauma and resilience to validate this work. RESULTS: The competencies were validated and edited to 88 competencies through two rounds of a Delphi survey. CONCLUSIONS: Implications for education, practice, and research are discussed. The Trauma and Resilience Competencies for Nursing Education will be disseminated widely through publications and are available online.

scholarly journals Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education

2021 ◽  
Vol 46 (5) ◽  
pp. 91-107
Author(s):  
Tom Brunzell ◽  
◽  
Lea Waters ◽  
Helen Stokes ◽  
◽  
...  
Keyword(s):  
Compassion Fatigue ◽  
Interpretative Phenomenological Analysis ◽  
Methodological Approach ◽  
Positive Education ◽  
Trauma Symptoms ◽  
Negative Effects ◽  
Global Pandemic ◽  
Teacher Reflections ◽  
Teacher Wellbeing ◽  
Trauma Informed

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order to privilege the language, voices and experiences of participants. Results yielded a new set of domains of trauma-informed teacher wellbeing to assist teachers to increase their own wellbeing when working with students. The likely upsurge in students and teachers across the world experiencing trauma symptoms (primary and vicarious) arising from the COVID-19 global pandemic makes this research timely and relevant.

Delivering Trauma-Informed Care in the Juvenile Justice Setting

2021 ◽  
pp. 139-152
Author(s):  
Darson Rhodes ◽  
Carol Cox ◽  
Patrick Hebert ◽  
Haley Bylina ◽  
Parker Heman ◽  
...  
Keyword(s):  
Juvenile Justice ◽  
Emotional Regulation ◽  
Traumatic Event ◽  
Care Plan ◽  
Trauma Symptoms ◽  
Post Traumatic Stress ◽  
Stress Symptoms ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
Training Community

Youth taken from the home and placed in emergency shelter, secure detention, and residential set-tings are exposed to new sources of trauma and danger that may re-activate severe stress symptoms leading to re-traumatization. A juvenile justice center planned a trauma-informed, system-focused in-tervention that included recommended elements: appropriate assessments of trauma symptoms, evi-dence-based programs and treatments to build resilience skills in youth and families, staff training, community collaboration and partnerships, and a safe environment to reduce the risk of re-traumatization. The purpose of this study was to describe the implementation over two years of the trauma-informed, system-focused intervention in the juvenile justice center and associated effects on youth trauma symptoms. Current and past traumatic event exposure, change in youth participants’ emotional regulation, effects of an evidence-based, trauma-informed therapeutic intervention on youth participants’ stress symptoms, and quality of the organizational trauma-informed care plan were assessed. Although efforts to improve participant emotional regulation and post-traumatic stress symptoms did not demonstrate significant differences, efforts to screen for trauma exposure at intake provided important information about participant multiple traumas to assist with the therapeutic pro-cess. Efforts in changing organizational culture and policy did result in minor self-reported facility envi-ronmental improvements. For the practitioner, even when an intervention is well planned, results are not always positive in actual practice.

Alcoholism Education in the Undergraduate Curriculum

1976 ◽  
Vol 6 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Toby Thierman ◽  
Joseph C. Kern ◽  
Stewart R. Paul
Keyword(s):  
Private Sector ◽  
Undergraduate Curriculum ◽  
Treatment Facility ◽  
Alcoholism Treatment ◽  
Public And Private ◽  
The Public ◽  
College And University ◽  
Graduate Curriculum ◽  
College Development ◽  
Public And Private Sector

There is an absence of alcoholism education in the College and University undergraduate and graduate curriculum. This lack continues to breed ignorance and misconceptions regarding alcohol and the alcoholic. To remedy this situation, the authors constucted a curriculum for a Mini-Mester course in alcoholism at an area College. This paper describes the establishment of liaison between a publicly financed alcoholism treatment facility and an area College; development of curriculum and evaluation of results. It is concluded that there is a need for such curriculum and that the public and private sector can cooperate in it's establishment and execution.

scholarly journals Decrease in Behavioral Problems and Trauma Symptoms Among At-Risk Adopted Children Following Trauma-Informed Parent Training Intervention

2015 ◽  
Vol 8 (3) ◽  
pp. 201-210 ◽  
Author(s):  
Karyn B. Purvis ◽  
Erin Becker Razuri ◽  
Amanda R. Hiles Howard ◽  
Casey D. Call ◽  
Jamie Hurst DeLuna ◽  
...  
Keyword(s):  
At Risk ◽  
Parent Training ◽  
Behavioral Problems ◽  
Training Intervention ◽  
Adopted Children ◽  
Trauma Symptoms ◽  
Trauma Informed

Trauma Symptoms and Relationship With Child and Family Team Meeting Characteristics and Outcomes in a Statewide System of Care

2020 ◽  
pp. 106342662098069
Author(s):  
Alayna Schreier ◽  
Mark Horwitz ◽  
Tim Marshall ◽  
Jeana Bracey ◽  
Mary Cummins ◽  
...  
Keyword(s):  
Systems Of Care ◽  
Trauma Symptoms ◽  
Family Outcomes ◽  
Potentially Traumatic Events ◽  
Conditional Effects ◽  
Trauma Informed ◽  
Care Coordinators ◽  
The Relationship ◽  
Community Based Services

Systems of care (SOCs) are comprehensive, community-based services for youth with emotional and behavioral disorders. For these youth, little is known about how trauma symptoms influence participation in SOC care coordination through the Child and Family Team (CFT) meeting. The current study assessed the extent to which exposure to potentially traumatic events (PTEs) and trauma symptoms were associated with participation in CFTs and youth and family outcomes. Participants were 464 youth ( Mage = 11.02, SD = 3.72) and their caregivers. Families completed measures of youth and caregiver functioning, PTEs, and trauma symptoms at enrollment and 6-month follow-up. Care coordinators completed surveys assessing CFT characteristics following each meeting and assessments of youth functioning. Moderated multiple regression analyses tested the conditional effects of youth trauma symptoms on the relationships between CFT characteristics and youth and caregiver outcomes. Trauma symptoms moderated the relationship between the number of days to the first CFT meeting and youth impairment and the relationship between CFT meeting duration and youth impairment. Results suggest the presence of trauma and other contextual factors contributed to difficulty in initiating services and to changes in youth impairment. Implications for the provision of trauma-informed SOC services are discussed.

scholarly journals An Association Between Implementing Trauma-Informed Care and Staff Satisfaction

2017 ◽  
Vol 18 (1) ◽  
pp. 300-312 ◽  
Author(s):  
Travis W. Hales ◽  
Thomas H. Nochajski ◽  
Susan A. Green ◽  
Howard K. Hitzel ◽  
Elizabeth Woike-Ganga
Keyword(s):  
Retention Rates ◽  
Satisfaction Survey ◽  
Staff Retention ◽  
Staff Satisfaction ◽  
Agency Staff ◽  
Social Service Agencies ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
The Impact ◽  
Service Agencies

Despite its widespread adoption there is limited research on the influence of trauma-informed care (TIC). The current study examined the impact of implementing TIC on the satisfaction of agency staff by comparing the results of a satisfaction survey taken in January of 2014, a month prior to the agency's implementation of TIC, and again twelve months later. As collaboration, empowerment, and self-care are primary components of a TIC organizational approach, its implementation was expected to increase staff satisfaction. Following the implementation of TIC, agency staff reported higher scores on all but one of the six satisfaction survey factors. Increases in staff satisfaction have been associated with better staff retention rates, increased organizational commitment and better performance. In consequence, TIC implementation is associated with increased staff satisfaction, and may positively influence organizational characteristics of significance to social service agencies. 

Practicing What We Teach: Trauma-Informed Educational Practice

2015 ◽  
Vol 35 (3) ◽  
pp. 262-278 ◽  
Author(s):  
Janice Carello ◽  
Lisa D. Butler
Keyword(s):  
Educational Practice ◽  
Trauma Informed
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