An effective pedagogy for child welfare education

ABSTRACT

Preparing social workers for child welfare practice with the complexly traumatized children now in the system has created the need for schools of social work to integrate trauma content into the curriculum. This article presents findings of an evaluation of a child welfare course designed to prepare MSW level trauma-informed child welfare practitioners. Findings indicate that students in 29 schools of social work not only significantly increased their confidence in working with traumatized children and families but also are significantly more prepared to work toward these three child welfare goals of safety, permanency, and well-being.

KEYWORDS:

• Social work education
• trauma
• evaluation

Additional information

Notes on contributors

Virginia C. Strand

Dr. Virginia C. Strand is Professor, Fordham University Graduate School of Social Service, and formerly Co-Director, National Center for Social Work Trauma Education and Workforce Development. She has over 35 years of experience in social work practice, research, education and training focused on preparing practitioners for trauma practice. Dr. Strand has authored over 30 journal articles and is co-editor of a recently published book on Trauma Responsive Child Welfare Systems.

Marciana Popescu

Dr. Marciana Popescu is an Associate Professor at Fordham University, Graduate School of Social Service. She was the director of evaluation for the National Center for Trauma Social Work Education and Workforce Development (NCTSWEWD), a SAMSHA-funded project focusing on trauma-informed organizational practices, from 2010 to 2016. Her expertise is in the area of program evaluation, women’s rights, forced migration, and international social work.