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ABSTRACT
The coronavirus pandemic may be characterized as a disaster because it presents (a) a threat of harm or death to a large group of people, (b) disruption of social processes, and (c) secondary consequences among those affected. Universities may support students exposed to this disaster event by using the trauma-informed care (TIC) approach. Using a convergent, parallel, mixed methods design, this study evaluated the TIC approach that a bachelor’s of social work program used at the start of COVID-19 during spring of 2020. A survey measured the extent to which students believed the program exhibited TIC. Focus groups explored how the students benefited from the program’s TIC response. Descriptive results showed that the program scored highly in the TIC approach in the following domains: cultural responsiveness and inclusivity (M=2.9; SD=0.07), environment of agency and mutual respect (M=2.83; SD=0.11), and emphasis on strengths (M=2.79; SD=0.05). Qualitative themes were (a) the program’s swift and proactive response fostered a sense of safety, (b) the program encouraged students’ empowerment and autonomy, and (c) the program created opportunities for human connection and support. Programs should consider TIC as an option to support students during and post-COVID-19.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 FG denotes which of the seven focus groups is being quoted.
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Notes on contributors
Liza Barros-Lane
Liza Barros-Lane is an assistant professor at the University of Houston-Downtown. Dr. Dana S. Smith is an assistant professor and director of field education for the BSW program at the University of Houston-Downtown. Dr. Dawn McCarty is a professor and BSW program director at University of Houston-Downtown. Sandra Perez is a licensed master social worker in Houston, TX. Leslie Sirrianni, LCSW-S, is the training director at the Health Behavior Research and Training Institute, Steve Hicks School of Social Work, University of Texas-Austin.