Trauma-informed Teaching and Learning: Principles, Practices, and Grading in Online Courses -- #SWDE2021

These are the slides from a conference session at the 2021 Social Work Distance Education Conference. SESSION DESCRIPTION: Trauma-informed teaching and learning (TITL) has become increasingly important as a key way to remove possible barriers to learning. Trauma-informed social work education includes understanding the ways in which trauma can impact students and ways to minimize the possibility of (re) traumatization and maximize educational success. This interactive presentation will cover TITL principles, practices, and grading for both asynchronous and synchronous online social work classes. CONFERENCE CHAT DOCUMENT--Sharing ideas re: trauma-informed teaching and learning - #SWDE2021: https://docs.google.com/document/d/1BJMYlPR90zZTnNDmGUyaxYnLsiVVtIDd6v6Vv1wxO_

Retraumatization during MSW Training: A Trauma-Informed Narrative Approach

Despite movement toward integrating trauma and trauma-informed care into the clinical training curriculum in general and the social work curriculum in particular, there is scant research on retraumatization during training. The purpose of this study was to describe and analyze narratives gathered from MSW program students, course and field educators, and staff about situations during training that were perceived as retraumatizing in order to better understand the complex problem of retraumatization during social work training. A web-based qualitative survey was used to collect responses. Narrative and positioning analysis of data from the full sample (n = 186) and narrative subsample (n = 43) yielded results that fit under four major categories: prevalence, sources, severity, symptoms, and impact; situations that are perceived as retraumatizing; repositioning strategies and positioning types; and what can be learned from growth narratives. Findings from this study help to improve our understanding of retraumatization during training and help to further development of trauma-informed educational principles, practices, and policies which can be used in a variety of educational settings

One Small Step for Basic Communication; One Large Step for WAC: Adopting a Common Handbook in order to Facilitate a Culture of Writing

In the spring of 2011, the faculty at SUNY Buffalo State began the process of adopting a common writing handbook to be used in all College Writing Program courses, and eventually in courses across the campus. This decision was made in response to a number of programmatic and campus-wide concerns, including limited understanding of first-year writing course content, inconsistent expectations of both faculty and students for student writing competencies post-basic communication courses, and inconsistent utilization of writing in writing intensive and non-writing intensive courses across the curriculum. This presentation will outline the institutional challenges that provoked the adoption of a common writing handbook, articulate the rationale behind adopting a common handbook, review the process of choosing a handbook, and describe the ways in which the handbook is currently being used to further a culture of writing at SUNY Buffalo State