Evaluating the Impact of Trauma-Informed Care (TIC) Perspective in Social Work Curriculum

Wilson, Bincy; Nochajski, Thomas H.

doi:10.1080/02615479.2016.1164840

Cited by 15 publications

(6 citation statements)

References 12 publications

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“…51 Our final analysis included 55 studies. 52–106 The list of included studies is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B351.…”

Section: Resultsmentioning

confidence: 99%

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Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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Purpose Trauma-exposed persons often experience difficulties accessing medical care, remaining engaged in treatment plans, and feeling psychologically safe when receiving care. Trauma-informed care (TIC) is an established framework for health care professionals, but best practices for TIC education remain unclear. To remedy this, the authors conducted a multidisciplinary scoping literature review to discern best practices for the design, implementation, and evaluation of TIC curricula for health care professionals. Method The research team searched Ovid MEDLINE, Cochrane Library, Elsevier’s Scopus, Elsevier’s Embase, Web of Science, and the PTSDpubs database from the database inception date until May 14, 2021. Worldwide English language studies on previously implemented TIC curricula for trainees or professionals in health care were included in this review. Results Fifty-five studies met the inclusion criteria, with medicine being the most common discipline represented. The most prevalent learning objectives were cultivating skills in screening for trauma and responding to subsequent disclosures (41 studies [74.5%]), defining trauma (34 studies [61.8%]), and understanding trauma’s impact on health (33 studies [60.0%]). Fifty-one of the studies included curricular evaluations, with the most common survey items being confidence in TIC skills (38 studies [74.5%]), training content knowledge assessment (25 studies [49.0%]), participant demographic characteristics (21 studies [41.2%]), and attitudes regarding the importance of TIC (19 studies [37.3%]). Conclusions Future curricula should be rooted in cultural humility and an understanding of the impacts of marginalization and oppression on individual and collective experiences of trauma. Moreover, curricula are needed for clinicians in more diverse specialties and across different cadres of care teams. Additional considerations include mandated reporting, medical record documentation, and vicarious trauma experienced by health care professionals.

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“…51 Our final analysis included 55 studies. 52–106 The list of included studies is available in Supplemental Digital Appendix 2 at http://links.lww.com/ACADMED/B351.…”

Section: Resultsmentioning

confidence: 99%

“…Confidence in trauma-informed care skills 38 (74.5) [52][53][54][55][57][58][59][60][61][62][64][65][66][67][68][70][71][72][74][75][76][77]81,83,84,87,88,90,[92][93][94]96,97,[99][100][101]103,105 Training content knowledge assessment 25 (49.0) 53,55,58,[60][61][62][63][64][65]71,75,78,80,83,85,86,…”

Section: Survey Item No (%) Of Studies Referencesmentioning

confidence: 99%

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

et al. 2022

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“…There are also training initiatives in schools of social work (cf. Barnett et al, 2018; Dueweke et al, 2019; Niimura et al, 2019; Wilson & Nochajski, 2016). Evaluations of each of these initiatives demonstrated positive effects in the area of knowledge and some effects in practice.…”

Section: Significance Of Tic For Child Welfarementioning

confidence: 99%

Toward a trauma-informed state: An exploration of a training collaborative.

Beck¹,

Carmichael²,

Blanton³

et al. 2022

Traumatology

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This case study explores the Child Welfare Training Collaboration (CWTC), an interagency initiative that is designed to support trauma-informed and trauma-responsive care in the state of Georgia. The CWTC was developed by a former director of the Georgia's public child welfare agency who knew the effects of trauma and retraumatization on children from his own experience in foster care. The idea of shared training spaces is the first unique aspect of the CWTC and grounds its work. Recognizing that children have multiple points of contact between and within agencies throughout the length of their involvement with the child welfare system, the CWTC works to ensure basic knowledge, support psychological safety, build resilience, and eliminate retraumatization, thereby seeking to ensure that the trauma-informed work of one agency or individual is not undone by another that is not traumainformed. The additional inclusion of a strategy geared toward K-12 educators and their partners further supports this goal. The interagency advisory council helps to support a shared understanding of trauma and break down silos among agencies working with children as they champion the CWTC across the state. We begin our discussion of the CWTC by offering a brief history then turning to look the advisory council, as it steers all aspects of the work and accounts for much of the success. We explore training, curriculum, and some of the key partnerships in which the CWTC participates, and evaluation. We then discuss impact and report on data from participant surveys and interviews with advisory council members.

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“…Gitterman & Knight (2016) also advocate for the inclusion of education on resilience and post-traumatic growth in social work education. Preliminary research has demonstrated that students indicate an increase in self-efficacy around trauma work after taking an MSW trauma course (Wilson & Nochajski, 2016). To date, the overwhelming majority of social work trauma courses has focused on individual trauma work or the impacts of collective/societal trauma-in contrast, social work education has given very little focus to training social workers to provide group psychotherapy with traumatized groups (Giacomucci, 2019).…”

Section: Trauma and Social Work Educationmentioning

confidence: 99%

Trauma, Social Work, and Psychodrama

Giacomucci

2021

Social Work, Sociometry, and Psychodrama

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The history and principles of trauma-informed practice in social work are presented while differentiating trauma-informed and trauma-focused practices. The practice of trauma-focused group therapy and trauma-focused psychodrama is outlined while acknowledging the recent calls for increased trauma content in graduate curriculums. Safety, play, and spontaneity are elevated as core elements in psychodrama’s effectiveness in working with trauma survivors. Psychodrama’s unique capacity for treating post-traumatic stress disorder (PTSD) is presented while outlining two trauma-focused psychodrama models—the Therapeutic Spiral Model and the Relational Trauma Repair Model.

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Evaluating the Impact of Trauma-Informed Care (TIC) Perspective in Social Work Curriculum

Cited by 15 publications

References 12 publications

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Trauma-Informed Care Curricula for the Health Professions: A Scoping Review of Best Practices for Design, Implementation, and Evaluation

Toward a trauma-informed state: An exploration of a training collaborative.

Trauma, Social Work, and Psychodrama

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