Overview

The case-based curriculum has been converted to a 3-credit MSW course (Core Components and Skills for Trauma Informed Practice) which will be delivered by social work faculty in schools of social work across the country.

The Core Components and Skills for Trauma-Informed Practice course uses full-length cases to exemplify a range of different situations a professional might encounter. These cases vary by type of problem, race and ethnicity, client.

This course is taught using a Problem-based Learning methodology (PBL) to enhance student engagement and learning. PBL presents learners with complex problems that resemble those encountered by practicing professionals. These problems involve multiple decision-making points and require learners to process and integrate case information. population, and the professional decisions needed to provide trauma-informed care.

PBL is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.  Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first through three case scenarios. Students work in small groups for case analysis and treatment planning.

Relationship of Course to Human Rights, Social Justice, and Wellbeing

This course supports the development of trauma-informed practitioners who understand that trauma occurs within a broad context that includes individuals’ personal characteristics, life experiences, and current circumstances. The combined impact of disproportionate exposure to current trauma and experiences of historical trauma, marginalization, racism, and oppression shape the perceptions of the children and families, cultural groups, and the broader systems they live in. Practitioners are aware of the need to contend with issues involving justice, obtaining legal redress, and seeking protection against further harm. In addition, working with individuals who are trauma-exposed can evoke distress in providers that makes it more difficult for them to provide good care. Proper professional development and self-care is an important part of providing quality care and of sustaining personal and professional resources and capacities over time.