The document provides an overview of the Intern Field Education Program Overview, provided in collaboration with The Department of Children and Family Services, San Bernardino California. The document is dated 2009. See page one for a table of contents.
This is an introductory to intermediate level module for undergraduate or graduate level social work students, or for public child welfare staff. It presents basic information about responses to trauma, along with a trauma-spotting practice tool. SSHARED can help identify trauma survivors and offers some best-practice strategies for planning interventions.
The learning objectives for the module are:
1. Be able to identify key signs (symptoms) of trauma
2. Be able to describe alternative contextual “meanings “ of such signs, most notably developmental stage & culture
3. Be able to describe the associated “lesson, result and help” for such symptoms, using the SSHARED handout
4. Gain an empathic understanding of the impact of trauma in the PCW context
5. Be able to apply SSHARED to a case example
The module consists of slides introducing the content, 9 self-assessment quiz questions with feedback for incorrect responses, and a list of references and resources for further study. A handout outlining the SSHARED assessment tool is provided as a downloadable attachment. The module can be used as a self-study professional development resource or to supplement an in-person course.
This is the San Diego County CWS Letter of Support that their employee students must have signed in order to be allowed to attend the MSW program once they are admitted.
Modules related to trauma-informed practice and systems change developed through the SJSU School Work emphasize active and experiential learning. Although the modules were designed for use with intermediate (MSW program) audiences, they are easily be adapted to courses or trainings for beginning or advanced audiences. The modules may be used independently or in conjunction with existing publicly available didactic materials (see Curriculum Resource Review document for recommended materials). The modules were developed Ryan Pickrell, Principal and Owner of Family Restoration Consulting, with Laurie Drabble, Professor, San Jose State University School of Social Work, and include the following: 1) building resilience in the context of cultural humility, 2) self assessment, 3) adaptive ways of addressing trauma across cultural differences, 4) principles of trauma-informed care, 5) developmental perspectives, 6) trauma-informed systems change, and 7) creating effective and sustainable trauma-informed practice.
Aimed at public child welfare (PCW) audiences, these three modules cover key areas of trauma informed practice delivery: the Neurobiology of Trauma; SSHARED: A Tool for Identifying Signs and Sequelae of Trauma; and Trauma Advocacy with Mental Health Systems. Module materials are multi-media, including assessments, and were designed for future or current PCW workers, with a sophistication level designed to be accessible to beginning masters level students.
The goal of this exercise is to have a learner watch an investigative interview, record their own case notes and then practice using those notes to complete the allegation conclusion and assessment sections of an investigation narrative. To achieve this, a video of an investigative interview is taken from a vignette and a partially completed investigation narrative template is provided.
This activity can be completed indpendently by a learner and submitted to an instructor or another classmate upon completion. In the activity, a learner views a video vignette showing an investigative interview with the biological mother of a child who has been abused by the Mother's boyfriend. Following the video, learners are asked to complete a case notes template, recording a couple paragraphs of their own notes. Learners are asked to also submit an additional self-reflection paragraph explaining what decisions the learner made regarding what was and was not included in their notes and why. Constructive feedback can be offered to help improve learners' use of fact and evidence or to edit for conciseness as well.