View in EDS HTML Full Text PDF Full Text

Building a Trauma-Informed Workforce Capacity and Legacy

Saved in:
Bibliographic Details
Title: Building a Trauma-Informed Workforce Capacity and Legacy
Language: English
Authors: Popescu, Marciana, Strand, Virginia, Way, Ineke, Williams-Hecksel, Cheryl, Abramovitz, Robert
Source: Journal of Teaching in Social Work. 2017 37(1):36-54.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Sponsoring Agency: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Contract Number: SU79SMO6127703
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Trauma, Social Work, Capacity Building, Caseworkers, Teaching Models, Educational Needs, Educational Practices, Educational Change, Career Readiness, Employment Potential, Labor Force Development, Qualitative Research, Narration, Career Choice, Intercollegiate Cooperation, Best Practices
DOI: 10.1080/08841233.2016.1265040
ISSN: 0884-1233
Abstract: Social workers encounter trauma in a majority of the populations they serve. It is therefore essential to train social work students to understand the impact of trauma, to assess trauma history and symptoms, and to effectively intervene with children and families. This article presents 3 qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model. The narratives identify common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations.
Abstractor: As Provided
Number of References: 31
Entry Date: 2017
Accession Number: EJ1126580
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Social workers encounter trauma in a majority of the populations they serve. It is therefore essential to train social work students to understand the impact of trauma, to assess trauma history and symptoms, and to effectively intervene with children and families. This article presents 3 qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model. The narratives identify common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations.
ISSN:0884-1233
DOI:10.1080/08841233.2016.1265040