Field Note—Creating Trauma-Informed Library Spaces: Lessons Learned From a Pilot Program

ABSTRACT

Public libraries play an increasingly vital role as a public hub and safe haven open to all, with innovative programming and services that increase literacy, access to resources, and capacity-building. This field note describes the implementation of a federally funded academic–community partnership integrating a trauma-informed care framework and social work field placements into a public library to address the needs of vulnerable patrons in accessing community resources. It describes the process of developing this pilot program, including placing MSW student interns, assessment, implementation, training, and community integration of services. It concludes by discussing implications, strategies and lessons learned from this innovative pilot project with attention to navigating the challenges of adapting services and field placements during a global pandemic.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project was made possible in part by the Institute of Museum and Library Services [Grant #LG-94-18-0264-18]. The views, findings, conclusions or recommendations expressed in this field note do not necessarily represent those of the Institute of Museum and Library Services.

Notes on contributors

Caroline N. Sharkey

Caroline N. Sharkey, LCSW, is a PhD candidate at the University of Georgia, School of Social Work. Jennifer Elkins, PhD, is an associate professor and MSW Program Director at the University of Georgia, School of Social Work. Zoe Johnson, PhD, is Director of Field Education at the University of Georgia, School of Social Work.