Trauma-Informed Care in Social Work Education (eBook, ePUB)

Implications for Students, Educators, Pedagogy, and Field
Redaktion: Tufford, Lea; Dylan, Arielle

• Format: ePub

Produktbeschreibung

Structured and informed by social justice orientations, this essential volume explores how trauma-informed care can be integrated in all aspects of social work education.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Erscheinungstermin: 28. März 2025
• Englisch
• ISBN-13: 9781040307168
• Artikelnr.: 73383150

Autorenporträt

Lea Tufford, Ph.D., is a professor in the School of Social Work at Laurentian University, Ontario. Her research interests include social work education, child abuse and neglect, eco-social work, and contemplative practices. Arielle Dylan, Ph.D., is a professor in the School of Social Work at St. Thomas University. Her research interests include spirituality and social work, eco-social work, and contemplative practices in direct practice with individuals and groups.

Inhaltsangabe

Part 1: Conceptualizing Trauma 1. A Conceptualization of Trauma for Social
Work Education 2. Navigating Trauma: A Prerequisite for Social Work
Excellence 3. Understanding the Impact of Trauma on the Human Brain,
Relationships, and Learning 4. An Ecological Conceptualization and
Healing-Centered Approach to Trauma: Implications for Social Work Education
5. Integrating a Trauma-informed Perspective in the Generalist / Foundation
Practice Curriculum 6. Fostering Trauma-informed Relationships in
Education: Recognition, Respect and Remembering 7. Trauma-informed
Approaches in Embodied Social Work Part 2: Trauma and the Social Work
Classroom 8. Special Considerations for Trauma-informed Online Teaching:
Implications for Educators 9. Creating Safety and Community in the
Classroom: Equipping a New Generation of Social Workers 10. An Integrated
Trauma-informed and Anti-oppressive Framework Across Social Work Courses:
Curriculum and Classroom Support 11. Spirituality, Trauma, and
Healing-Centred Care 12. Promoting Trauma-Informed Practice in Social Work
Education Through Experiential Learning Program 13. Trauma-Informed
Teaching during Triggering Times: COVID-19, Radical Violence and Revisiting
the Importance of Naming Trauma 14. Trauma-informed Pedagogy and Online
Social Work Education and Field Instruction 15. Trauma-informed
Simulation-based Learning: Considerations for Students and Standardized
Clients Part 3: Trauma and the Social Work Curriculum 16. Trauma-informed
Teaching of Sensitive Subjects: Strategies for Instructors 17. Social Work
Education Curriculum Design: Applying a Feminist Informed Trauma Model 18.
Fostering Critical, Reflective, Trauma-informed Social Work Education: A
Polyvagal-informed Approach to Pedagogy 19 Black and Indigenous Trauma and
Ethics of Care in Neoliberal Registration Part 4: Trauma and Social Work
Field Education 20. Trauma and Social Work Field Education: Supporting
Students, Instructors, and our Team 21. Trauma and Field Education 22.
Preparation, Integration and Practice: A Field Placement Model for Creating
Resiliency and Longevity in the Social Workers of Tomorrow Part 5:
Promoting Trauma-Informed Care through Educational Policy and Community
Involvement and Research 23. Structural Violence, Trauma and the Pursuit of
Happiness 24. Homelessness Research and Vicarious Tramatization: Preparing
Students for Social Work Research and Practice with Diverse Populations 25.
Creating a Trauma-Informed School of Social Work: Curriculum, Policies and
Practices, and University-Community Partnerships 26. Universal Design and
Trauma-Informed Teaching: Integration, Inclusion, and Social Justice Part
6: Trauma-Support Services for Social Work Students, Staff, and Educators
27.Systemic Self-Care 28. "Let's Get Physical": Integrating Trauma-Informed
Physical Activity into Social Work Education 29. Relational Impacts:
Trauma-related Risk, Protection, Social Work Practice and Education 30. Why
Students Enter Social Work: Embracing the "Wounded Healer" Part 7:
Concluding Thoughts and Future Directions 31. Summary and Implications