Marciana Popescu

Using the Core Curriculum on Childhood Trauma to Strengthen Clinical Knowledge in Evidence-Based Practitioners

The high prevalence of trauma exposure in mental health service-seeking populations, combined with advances in evidence-based practice, competency-based training, common-elements research, and adult learning make this an opportune time to train the mental health workforce in trauma competencies. The Core Curriculum on Childhood Trauma (CCCT) utilizes a five-tiered conceptual framework (comprising Empirical Evidence, Core Trauma Concepts, Intervention Objectives, Practice Elements, and Skills), coupled with problem-based learning, to build foundational trauma knowledge and clinical reasoning skills. We present findings from three studies: Study 1 found that social work graduate students’ participation in a CCCT course (N = 1,031) was linked to significant pre–post increases in self-reported confidence in applying core trauma concepts to their clinical work. Study 2 found significant pre–post increases in self-reported conceptual readiness (N = 576) and field readiness (N = 303) among social work graduate students participating in a “Gold Standard Plus” educational model that integrated classroom instruction in core trauma concepts, training in evidence-based trauma treatment (EBTT), and implementation of that EBTT in a supervised field placement. Students ranked the core concepts course as an equivalent or greater contributor to field readiness compared to standard EBTT training. Study 3 used qualitative methods to “distill” common elements (35 intervention objectives, 59 practice elements) from 26 manualized trauma interventions. The CCCT is a promising tool for educating “next-generation” evidence-based practitioners who possess competencies needed to implement modularized, individually tailored trauma interventions by strengthening clinical knowledge, clinical reasoning, and familiarity with common elements.

Childhood Victimization and its Impact on Coping Behaviors for Victims of Intimate Partner Violence

This study explores patterns of victimization and coping in a conservative Christian denomination. Four types of coping behaviors are identified: informal coping, professional help-seeking, negative coping and crisis outreach. While religious behaviors are less influential than expected for this particular population, current victimization and childhood victimization play a significant role in establishing a model of coping and help-seeking for intimate partner violence (IPV) survivors in faith communities. Childhood victimization acts as an aggravating factor, predicting negative coping with IPV. At the same time, childhood victimization significantly increases the likelihood of seeking professional help. The study adds to the body of knowledge by contributing to a better understanding of the impact of childhood victimization on coping and help-seeking.

Gender Variation in Partner Abuse: Findings From a Conservative Christian Denomination

This study examines three areas of intimate partner violence in a conservative Christian denomination, noting gender differences in patterns of abuse among men and women. Specifically investigating patterns of victimization, the study identifies women as targets of intimate terrorism. Women who experienced escalating violence and sexual violence also reported emotional abuse, controlling behaviors, and symptoms of posttraumatic stress disorder (PTSD) that are typical of intimate terrorism. Women who endured potentially lethal violence had the added associated action of calling the police or 911. Although factors that are associated with male victimization also feature controlling behaviors, the control is not associated with PTSD or associated fear behaviors that are typical of intimate terrorism.

Building Agency Capacity for Trauma-Informed Evidence-Based Practice and Field Instruction

Through this article the authors describe how schools of social work offering a child and adolescent trauma specialization actively partnered with their community-based field placement agencies to achieve a dual purpose: help agencies sustain the capacity for evidence-based trauma treatment (EBTT) and provide sufficient EBTT MSW student field placement sites that support preparation of trauma-informed practitioners by schools of social work. Development and description of the specific conceptual framework used to inform the trauma-informed organizational change initiative is described. Results of an Organizational Readiness assessment undertaken at six agencies reflect a strong alignment between implementation drivers identified in the literature (Fixsen, Blase, Naoom, & Wallace, 2009) and the conceptual framework. The manner in which these results are being used by schools of social work and their agency partners in sustaining the implementation of evidence-based trauma treatment is reviewed, and implications for future research, education, and practice is discussed.

Building Field Agencies' Capacity to Prepare Staff and Social Work Students for Evidence-Based Trauma Treatments

Preparing MSW students to use an evidence-based approach to practice and implement empirically supported treatment protocols is imperative for social work education. Both classroom education and field experience are needed. Six schools of social work collaborated with field agencies to assist them in developing the capacity to implement evidence-based trauma treatments (EBTTs) and train social work students in these models. The study used a multisite, interrupted-time series design to assess organizational readiness to implement EBTTs at an agency. Faculty used the National Implementation Research Network implementation framework in their consultation with agencies. Findings from three agencies are used to explore the tasks in each implementation stage. Implications include the possibility of leveraging the motivation of field agencies to collaborate with schools of social work in order to implement evidence-based practice. Results also point to the relevance of using an implementation framework to guide capacity building.

Trauma-Informed Organizational Readiness Assessment

Within the complex context of child welfare policies and practice, child welfare agencies are pushed to adopt and sustain new evidence-based trauma-informed practices. Their readiness to do so effectively, however, needs to be measured and used to inform the implementation processes. Focusing on six not-for-profit agencies that sponsored programs or services under contract with the local child welfare agency, the chapter describes the development and implementation of a trauma-sensitive organizational readiness tool designed to measure agency readiness for trauma-informed practice. The implications of this project include the importance of understanding organizational readiness, the usefulness of trauma-informed measures of organizational readiness for effective implementation of evidence-based models of practice, and the enhanced capacity for field instruction through effective partnerships with schools of social work. Developing the evidence to support organizational change, build organizational capacity, and adopt trauma-informed practices contributes to addressing the many challenges faced by the child welfare system.

An effective pedagogy for child welfare education

ABSTRACT Preparing social workers for child welfare practice with the complexly traumatized children now in the system has created the need for schools of social work to integrate trauma content into the curriculum. This article presents findings of an evaluation of a child welfare course designed to prepare MSW level trauma-informed child welfare practitioners. Findings indicate that students in 29 schools of social work not only significantly increased their confidence in working with traumatized children and families but also are significantly more prepared to work toward these three child welfare goals of safety, permanency, and well-being.

Social Work With Migrants and Refugees

This special issue of Advances in Social Work focuses on current challenges and best practices with migrants and refugees, in an increasingly difficult global context. Over the past decade, forced migration and displacement reached record numbers, while complex geopolitical, economic, and environmental factors contributed to escalating current challenges. International human rights and migration laws provide a framework too narrow and too limited for these recent developments. Political pressure and a growing identity crisis add to the xenophobia and climate of fear, in which security has in some cases become the primary rationale underpinning rapidly changing migration policies. Social work as a profession – in education and practice – has an important (if largely unfulfilled) role to play in advancing the human rights of migrants and refugees. In this commentary, we outline the macro contexts that shape social work practice with migrants and refugees, highlighting the great potential for social work to do much more to advance the rights and interests of those fleeing conflict, economic or natural disasters, or other upheavals.

Building a Trauma-Informed Workforce Capacity and Legacy

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.

Preparing Social Work Students for International Interdisciplinary Practice: A Teaching Model and Its Impact on Self-Efficacy

To promote international social work education and prepare MSW graduates for international careers, several teaching models have been developed, including intensive teaching in international settings, hybrid teaching with study abroad components, and applied learning through service learning and international internships. Benefits of international social work education range from increased knowledge and skills in addressing global issues through policy and advocacy, to significant improvements in multi-cultural competence and awareness upon participation in structured cultural immersion programs. Current challenges for social workers in international development careers point to the need for an interdisciplinary approach to best address complex global social issues. This paper proposes an international interdisciplinary teaching model that aims to prepare social work students for international development practice. Based on a pilot study of the proposed model, students showed significant increases in the self-efficacy of interdisciplinary international knowledge and skills.