Teaching Note--Drawn Together: Collaboration between Social Work and Education to Address Family Trauma

Autor/inn/en	Cryer-Coupet, Qiana R.; Wiseman, Angela M.; Atkinson, Ashley A.; Gibson, Stephen; Hoo, Ann M.
Titel	Teaching Note--Drawn Together: Collaboration between Social Work and Education to Address Family Trauma
Quelle	In: Journal of Social Work Education, 57 (2021) 4, S.817-824 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cryer-Coupet, Qiana R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2020.1764890
Schlagwörter	Social Work; Preservice Teacher Education; Interdisciplinary Approach; Partnerships in Education; Community Services; Trauma; Family Literacy; Fathers; Intervention; Institutionalized Persons; Substance Abuse; Homeless People; Parent Child Relationship; Graduate Students; Children + Suchen Sie Ihr Suchwort? Soziale Arbeit; Lehramtsstudiengang; Lehrerausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulpartnerschaft; Gemeindenahe Versorgung; Drug use; Drug consomption; Drogenkonsum; Homeless person; Homeless persons; Obdachloser; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Child; Kind; Kinder
Abstract	In the past few decades, scholars and practitioners have given increasing attention to the experiences of families affected by trauma related to substance use, homelessness, and incarceration. As parents seek to restore and maintain parental bonds during traumatic separations and transitions, interdisciplinary family literacy interventions can be impactful. Given their shared interests, social workers and educators are uniquely positioned to work with community-based stakeholders to implement trauma-informed interventions. Research suggests that MSW graduates do not feel confident in their ability to demonstrate clinical competencies related to assessing substance use, implementing family interventions, and engaging in interdisciplinary teamwork. This teaching note describes the implementation of a trauma-informed family literacy intervention and explores ways to use this model in an interdisciplinary social work and education course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01