Implementing Coursework on Common Trauma-Informed Practice Elements with a Racial Equity Focus

Overview: Barriers to the implementation of evidence-based practice, particularly for Black, Indigenous and People of Color has led to the identification of the common treatment elements. The way trauma-informed practice elements were identified and used in an MSW intervention course development is described and results from a pilot training discussed.Proposal text: Background/Rationale: The implementation of evidence-based trauma treatments (EBTTs) remains a challenge, particularly for Black, Indigenous and People of Color (BIPOC) where culturally congruent interventions are needed and trauma is usually untreated.1 To address this challenge with a focus on equity, we developed, in partnership with a diverse team of national experts, advisory board and pilot faculty group, a Common Trauma-Informed Practice Elements (CTIPE) MSW course.
The challenges to dissemination and uptake of evidence-based treatments (EBTs) led to the exploration of alternative methods for increasing utilization of effective intervention strategies. Chorpita and Daleiden2 were among the first to examine specific treatment components of EBTs for children and adolescents, identifying ‘common elements’, components commonly occurring across multiple EBTs. Trauma-informed common elements were subsequently identified in a study coding child and adolescent evidence-based trauma-treatment (EBTT) manuals.3,4 The 12 most commonly occurring practice elements form the foundation for the Common Trauma Informed Practice Elements curriculum.

Methods: Development of the MSW Course: Drawing on strategies of community-based participatory research and engaged scholarship, an Advisory Board was convened, reflecting a diverse population and including people with lived and professional expertise, to review the cases and course materials. Three case vignettes were developed which vary by trauma type, race and ethnicity of both the client and therapist, and family composition. Using the three case vignettes, a course syllabus and a faculty facilitator manual for a 3-credit social work course were created with input from the Advisory Board and pilot faculty (i.e., the faculty from fifteen schools of social work who were recruited to teach the course).
We followed the recommendations of the Department of Health and Human Services Action Plan to strengthen workforce and infrastructure by recruiting and prioritizing MSW programs in historically Black colleges and universities (HBCUs) or with majority BIPOC students.5 Seven faculty from MSW programs in HBCUs were part of the first faculty cohort. These faculty participated in a summer institute where they were trained in a Problem-based Learning (PBL) method to pilot the new three-credit course in their MSW program.

Results: Faculty attending the summer institute (Nf15) completed a pre and posttest that measured their knowledge about CTIPE, trauma and their skill and experience in teaching using a PBL method. A self-efficacy measure assessed faculty level of confidence in teaching an intervention course focused on trauma, trauma-informed practice elements and in using the PBL method. Findings from this evaluation will be presented.

Conclusions: Social justice and the inclusion of a focus on racial equity is part of our mission as social work educators. Yet, data shows that a barrier to evidence-based, trauma-informed care begins at the training level and disproportionately impacts BIPOC, creating disparities in access to quality care. We have demonstrated that it is feasible to develop curriculum based on evidence and to begin to address these injustices by including the voices of those impacted, and purposely focusing resources to address disparities.