“The glue that makes the glitter stick”: Preliminary outcomes associated with a trauma-informed, resiliency-based, interprofessional graduate course for child welfare, mental health, and education

ABSTRACT

Among school-age children, there is a high prevalence of trauma-related mental health needs across child welfare, mental health, and education settings. The purpose of this manuscript is to describe an interprofessional graduate course which aims to build capacity among community providers to improve well-being for children and families. Specifically, it is the goal of this Academy to increase the number of professionals across professions who enter the field equipped to effectively support the strengths and complex needs of children, youth, and families who have been adversely impacted by trauma. Specifically, this paper will share findings from a pre-experimental study of the “Academy” measuring pre-post change on: (a) trauma knowledge, (b) trauma skills application, (c) job-related self-efficacy, (d) job outcome expectations, and (e) interdisciplinary collaboration and interprofessional practice. Implications for workforce development and system initiatives are discussed. With replication and more rigorous study, the trauma-informed, interprofessional curriculum holds promise.

KEYWORDS:

• Trauma
• workforce development
• education
• child welfare
• mental health

Additional information

Notes on contributors

Haley Woodside-Jiron

Haley Woodside-Jiron, Ph.D., is Associate Professor in the Department of Education at the University of Vermont. She is a multidisciplinary scholar dedicated to improving self-efficacy and resilience among children and families who experience trauma and stress.

Simon Jorgenson

Simon Jorgenson, PhD, is an Assistant Professor in the Department of Education at the University of Vermont. His research focuses on sustainability transitions and the resilience of social-ecological systems.

Jessica Strolin-Goltzman

Dr. Jessica Strolin-Goltzman is a Professor in the College of Education and Social Services at the University of Vermont. Jessica is an implementation scholar focusing on interventions to improve social and emotional wellbeing of children, youth, families across child welfare, mental health, and school settings.

Jennifer Jorgenson

Jennifer Jorgenson, MSW, LICSW is the Team Lead for the Kin, Foster and Adoptive Families (KFAF) training team with the Vermont Child Welfare Training Partnership (CWTP) at University of Vermont.  Her work focuses on trauma informed parenting and systems.