Elizabeth Aparicio

Vicarious Trauma in Social Workers: The Role of Trauma History, Social Support, and Years of Experience

Vicarious trauma, a disruption in schemas and worldview often accompanied by symptoms similar to those of posttraumatic stress disorder, occurs as a result of chronic secondary exposure to traumatic material. The aim of this study was to examine the role of personal trauma history, social support, and experience level in the development of vicarious trauma among licensed social workers in Maryland (N = 160). Results indicated an increase in social support and in experience level of social workers predicted less severe vicarious trauma. In addition, an interaction effect between trauma history and social support trending on significance indicated higher levels of social support might help protect those without a trauma history but not those with a trauma history against vicarious trauma. Research and clinical implications are discussed.

Interprofessional Leadership Training in MCH Social Work

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 Marylands School of Social Work. The University of Marylands Interprofesisonal Training Model is described along with the components needed to formulate an interdisciplinary learning experience. Various outcomes and lessons learned are discussed.

Family satisfaction, pain, and quality-of-life in emerging adults with spina bifida: a longitudinal analysis.

ObjectiveThis study uses the Life Course Model for Spina Bifida (SB) to advance knowledge of factors associated with change in quality-of-life (QOL) among emerging adults with SB. DesignForty-eight participants (mean [SD], 22.04 [2.16] yrs) completed self-report questionnaires at two time points, 15 mos apart. Four QOL domains (physical health, psychological, social relationships, and environment) were measured using the World Health Organization QOL–BREF version. SB clinical data were collected via chart reviews. Paired t tests and reliable change indices evaluated group- and individual-level QOL change, respectively. Multiple regression analyses tested the contributions of the Life Course variables in explaining change in QOL over time. ResultsNo significant group-level differences in the QOL domains were found between time 1 and time 2, but there was substantial individual variation in QOL over time. SB severity was related to a decline only in psychological QOL (B = −0.68, P = 0.02). Increased pain was associated with reduced physical health (B = −0.29, P = 0.049) and psychological (B = −0.29, P = 0.03) QOL at time 2, whereas greater family satisfaction was related to improved QOL in several domains. ConclusionsClinicians should be aware of the negative impact of pain and the protective influence of family satisfaction on QOL in emerging adults with SB.

“I Can Get Through This and I Will Get Through This”: The unfolding journey of teenage motherhood in and beyond foster care:

Using a series of 18 in-depth qualitative interviews from six participants, the present study employed Interpretative Phenomenological Analysis (IPA) to explore emerging conceptualizations of motherhood among young mothers who gave birth as teenagers while living in foster care. Analysis revealed three themes: Ambivalent Beginnings, Coming into Our Own, and Finding Our Way, which, together, offer an understanding of youths’ interpretation of their experiences of motherhood over time. Findings extend and complicate a risk-only view of teenage pregnancy within foster care settings. They call for a compassionate view of mothering and attuned intervention in these challenging circumstances in order to support both mother and infant mental health and well-being. Study findings further suggest a need for ongoing, relationship-based parenting support coupled with thoughtful pregnancy planning, foster parent training in coming alongside teens rather than either withdrawing or taking over, and nurturing postpartum support.