Trauma Response and Recovery Certificate Program: Preparing Students for Effective Practice

Abstract

This paper describes an innovative approach to preparing MSW students for work with traumatized clients via a trauma certificate program. It explores conceptual and ethical principles of the program and presents results of the formative evaluation done with faculty, field instructors and students from the program's pilot year. Students reported gains in self-ratings of their efficacy in working with trauma in children, adults and communities, as well as articulating what parts of trauma theory were most useful to them in post-graduation. Field instructors were enthusiastic about the knowledge and skills students were building, and suggested further refinements to the program, including increased communication and networking on the topic of trauma.Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <docdelivery@haworthpress.com> Website: <http://www.HaworthPress.com>

Practicing What We Teach: Trauma-Informed Educational Practice

“…There is also preliminary evidence that indirect exposure to trauma during training can contribute to vicarious trauma in students, faculty, and field educators (Bussey, 2008;Knight, 2010), particularly in those with less trauma training and experience (Adams & Riggs, 2008;Knight, 2010;Michalopoulos & Aparicio, 2012). Recent studies suggest that interactions with field instructors can serve as both a protective and a risk factor for vicarious trauma (Didham, Dromgole, Csiernik, Karley, & Hurley, 2011;Litvack, Mishna, & Bogo, 2010) and that qualified field instructors and supervisors are not always available (Bussey, 2008).…”

“…Recent studies suggest that interactions with field instructors can serve as both a protective and a risk factor for vicarious trauma (Didham, Dromgole, Csiernik, Karley, & Hurley, 2011;Litvack, Mishna, & Bogo, 2010) and that qualified field instructors and supervisors are not always available (Bussey, 2008).…”

Integrating a Trauma-Informed Care Perspective in Baccalaureate Social Work Education: Guiding Principles

“…Many of these programs have a clinical emphasis, and include specific training in interventions like trauma-focused cognitive behavioral therapy (TF-CBT), crisis/disaster intervention models, and trauma-informed care (see Bussey, 2008). These programs may be included as part of the graduate curriculum, or housed within continuing education programs, with graduate students and practicing social workers being able to participate.…”

“…Indeed, a growing number of MSW programs have begun integrating trauma content into their curriculum (Abrams & Shapiro, 2014;Bussey, 2008;Strand, Abramovitz, Layne, Robinson, & Way, 2014). Yet, to date, there has been little discussion calling for the inclusion of trauma content in BSW education (McKenzie-Mohr, 2004).…”

The Fairy Tale Model: Secure Facility Therapist Perceptions

“…Qualitative research is not uncommon in the evaluation of therapeutic experience. A wide range of therapies, including trauma recovery programs, have been evaluated using a variety of methods such as questionnaires (Bussey 2008), interviews (Alisic 2012), and focus groups (Barron and Abdallah 2012). The focus is typically on therapist and/or client perceptions of therapeutic experience and outcomes.…”