Trauma-Informed Interview Coaching: An Innovative Approach to Achieve Equal Opportunity and Social Justice in Field Education | Field Educator: Simmons School of Social Work
Danielle E. Brown, MSW University of Southern California; Susan L. Hess, MSW University of Southern California; Melissa Indera Singh, EdD University of Southern California
In 2018, field faculty at the University of Southern California Suzanne Dworak-Peck School of Social Work launched a pilot project called Trauma-Informed Interview Coaching (TIIC). The project’s goals were to support justice-involved MSW students during the field placement process, to decrease failed agency interviews, and to reduce agency replacements. This project is ongoing and data on its outcomes are being collected and evaluated.
Leave me alone: Violence against women in Trinidad and Tobago | Oxford University Press
Prakash, N., Singh, M. I., Prevot, J., Gopie, S., Vorster, J., & Averkiou, P.
Editors: Zaleski, K. L., Enrile, A., Weiss, E.L., & Wang, X. In this chapter the authors explore the prevalence of intimate partner violence and violence against women on the islands of Trinidad and Tobago. Contextual factors such as intersectionality and familial, political, and socio-cultural lens were used to analyze violence in the Caribbean. Recommendations are made to elevate the status of women and discussion questions are offered.
When the past is present in the classroom: Utilizing a trauma-informed approach in the virtual setting. | Cambridge Scholars Publishing: London.
Brown, D., Baron, M.W., Cardinal, L, Hess, S., & Singh, M.I.
Editor: R. Paul Maiden In this chapter, the authors explore how students in social work bring their histories into their practice. Faculty members need to be aware especially in a virtual learning environment that students may be grappling with challenges from the past in addition to current stressors. Using a Trauma-informed teaching methodology based on SAMHSA's guiding principles of trauma-informed care educators can begin to create a safe, empowering, and supportive learning environment.
The Virtual Field Practicum: Building core competencies prior to agency placement. | Journal of Social Work Education.
Phillips, E. S., Wood, G. J., Yoo, J., Ward, K. J., Hsaio, S. C., Singh, M. I., & Morris B.
This article describes Virtual Field Practicum, an online skill-building experience, designed to prepare social work interns for the demands of clinical practice and compares it to a traditional internship model.
Training social workers to be inclusive practitioners: The role of faculty development | Proquest Dissertations Publishing
Singh, M. I.
As the landscape of America changes, it is critical for social workers to successfully engage, assess, intervene, and evaluate diverse client populations. As such, it is important for schools of social work to prepare graduate students to engage in “diversity and difference in practice” (Council on Social Work Education, 2015, p. 7). Virtual education holds unique challenges and opportunities for teaching social work students how to address diversity. In this exploratory qualitative study, faculty teaching in an online master of social work degree program participated in focus groups (N=23), one-on-one interviews (N=3), and an online survey (N=70) regarding their experiences teaching diversity. Using the Clark and Estes’ (2008) framework, the findings are categorized by knowledge, motivation, and organizational influences to teaching diversity.
Implementing a Collaborative Support Model for Educators Reporting Child Maltreatment | Children & Schools
Bell, M. & Singh, M. I.
Educators periodically encounter the need to report a suspicion of child abuse or neglect. Studies show that school professionals recognize more than half of maltreated children. Because of uncertainty with reporting policies, practices, and procedures, this experience may be difficult for the educator before, during, or after a report is made, which precipitates a variety of emotions and a need for support. Many educators often encounter challenges and barriers with reporting procedures within the school settings. Educators who lack support in their educational institution may fail to report their suspicion of child maltreatment. This article explores child maltreatment reporting practices from the point of view of an educator in a school setting and proposes strategies to address reporting practices effectively. Appropriate intervention and services are required to meet the needs of children when there is a suspicion of abuse and neglect and are built into a model that can shape training, policies, and procedures. Therefore, strategies that cultivate immediately and legally responsive environments are imperative in the educational setting to begin to reduce the number of maltreated child cases that are unreported.
Virtual Academic Challenges To Real-Time Trauma | Practice Digest
Susan Hess, MSW University of Southern California; Melissa Indera Singh, MSW University of Southern California; Mary Walker Baron, MSW University of Southern California
Helping graduate-level social work students address and process recent mass-casualty violence is a challenge to any classroom. We feel it is especially challenging when the classroom is virtual. While the virtual format allows for video and audio contact, students and instructors maybe thousands of miles apart and see each other, like the old Hollywood Squares television program, from only the shoulders to the top of the head. Our Virtual Academic Center (VAC), while in most ways a marvel of technology, does present special challenges when faculty is confronted with such sensitive issues as the killings in Orlando, the deaths of Alton Sterling and Philando Castile and the shooting of police officers in Dallas and Baton Rouge.
