The need to train health social workers to practice interprofessionally is an essential goal of social work education. Although most health social workers have exposure to multidisciplinary practice within their field work, few social work education programs incorporate interprofessional learning as an integrated component of both course work and field experiences (McPherson, Headrick, & Moss, 2001; Reeves, Lewin, Espin, & Zwaranstein, 2010; Weinstein, Whittington, & Leiba, 2003). In addition, little is written about the kinds of curricula that would effectively promote interdisciplinary training for social work students. These findings are particularly puzzling since there is increasing and compelling evidence that interdisciplinary training improves health outcomes (IOM, 2001). This article describes a social work education program that incorporates an Interprofessional education and leadership curriculum for Maternal and Child Health Social Work (MCHSW) at the University of Maryland's School of Social Work. The University of Maryland's Interprofesisonal Training Model is described along with the components needed to formulate an interdisciplinary learning experience. Various outcomes and lessons learned are discussed.
Methods of incorporating culturally competent practice and social justice curricula often are addressed in a required course or across courses using an infusion model. This research explored multicultural curricula and MSW students' attitudes about race and diversity. Data were collected from 297 MSW students enrolled at two universities. Multivariate analysis of variance revealed significant differences between students in programs with required multicultural coursework and those utilizing an infusion model, with respect to attitudes toward African Americans but not on measures of diversity or social equality and justice. The results indicate the differential outcomes based on curriculum models and support the need for further research in this area.
The links between individual and structural racism and trauma are insubstantial in the trauma literature. Drawing on a few of the tenets of critical race theory (CRT), the ordinariness of racism, differential racialization, and counterstorytelling narratives, this article provides a brief history of CRT and makes connections between CRT and trauma-informed practices. The authors position CRT as a useful vehicle in more intentionally linking trauma work to discussions of race and racism. They offer a perspective about ways to begin explicit conversations about race, racism, and Whiteness in the context of trauma work. This article addresses a gap in the trauma literature that does not take up racial oppression as a form of "trauma" and ultimately disrupts the trauma narrative by centering race, racism and whiteness.
Racial and ethnic inequities persist in teenage pregnancy rates, prompting examinations of how to provide better attuned teen pregnancy prevention in key affected communities. The current study focused on sociocultural factors of teen pregnancy in Latino communities, using in-depth, semi-structured qualitative interviews to elicit the experiences and perspectives of young adult Latino/as (some who prevented and others who directly experienced teen pregnancy in their own lives). Using a grounded theory approach to data analysis, avoiding teen pregnancy emerged as related to 7 facets of youth experience. Findings offer a critical window into the complex interplay of these experiences in Latino teens' lives, particularly when using a gender-sensitive lens. Implications and future research directions are discussed.Authors' note. The authors gratefully acknowledge the team of MSW candidates from the University of Maryland School of Social Work who assisted with participant recruitment and data collection.
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