Public schools support, educate, and care for all children who enroll. It is also the charge of p... more Public schools support, educate, and care for all children who enroll. It is also the charge of public schools to care for the staff members educating these children. Secondary traumatic stress (STS) can impact an individual’s ability to regulate emotions, leading to depression and the manifestation of other anxieties. Numbing, avoidance, hyperarousal, and the re-experiencing of intrusive thoughts are all symptoms of STS that can affect an educator’s ability to perform. Three steps are needed to address STS: knowledge generation, identification, and intervention. Trauma-informed systems including multitiered systems of support can provide a framework within which awareness, identification, and intervention can be defined. Systems for addressing STS must include broad district-level support, building-level school community planning, and individual specific assistance. The “ABCs” identified in this chapter offer strategies for identifying and addressing STS on all three levels of the ...
This article introduces a complex partnership developed in a Northeastern state. Its aim is to op... more This article introduces a complex partnership developed in a Northeastern state. Its aim is to optimize and stabilize the public child welfare workforce and thereby improve outcomes for clients as well as results for country and borough agencies. To achieve this aim, this partnership has implemented a comprehensive, multi‐faceted strategy. Intermediaries play pivotal roles in this partnership system. Originating with a focus on social work education, this partnership quickly focused on research. Participatory workforce research aimed at understanding turnover led to a hybrid, complex intervention involving team‐driven articipatory action research and learning in local agencies. These design teams, facilitated by social workers, connect professional development and organizational development to retention planning and ultimately, to workforce optimization initiatives. (Author abstract)
Objectives Human papillomavirus (HPV) vaccination rates among adolescents are lower in rural area... more Objectives Human papillomavirus (HPV) vaccination rates among adolescents are lower in rural areas than in urban areas of the United States. The objective of this study was to identify barriers to and facilitators of adolescent HPV vaccination in Montana, a large, primarily rural state. Methods Using a mixed-methods design, we integrated quantitative analyses of Montana’s National Immunization Survey–Teen (NIS-Teen) data from 2013-2017 with qualitative data collected at a statewide meeting in October 2018 and from stakeholder interviews conducted from October 2018 through June 2019. Using NIS-Teen data, we identified trends and estimated adjusted prevalence ratios (aPRs) to identify factors associated with vaccine uptake. Using directed content analysis of qualitative data, we identified themes related to vaccine uptake. Results In Montana, initiation of the HPV vaccine series among adolescents aged 13-17 increased from 34.4% in 2013 to 65.5% in 2017. We identified 6 themes related ...
In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trau... more In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trauma literacy, connecting it to students' trauma and educators' secondary traumatic stress (STS). Interactions with traumatized students is one cause of STS; others derive from other traumatic encounters in schools and communities. Undesirable effects of STS start with professional disengagement and declining performance, include spill-over effects into educators' personal lives, and, ultimately, may cause them to leave the profession. The authors contend that alongside trauma-informed pedagogies and mental health services for students, mechanisms are needed for STS prevention, early identification, and rapid response. To benefit from and advance this dual framework, educators need a trauma-informed literacy that enables self-care, facilitates and safeguards interactions with trauma-impacted students and colleagues, and paves the way for expanded school improvement models.
Secondary traumatic stress (STS) in human service professionals has only recently become a focus ... more Secondary traumatic stress (STS) in human service professionals has only recently become a focus in mental health. This study examines how social workers (LCSWs) in Montana are impacted by STS, compassion fatigue, and burnout. It also seeks to explain how specific organizational factors might potentially reduce the impact of these phenomena. This study utilized a mixed methodology, with a mail survey (N=256) using four measures, including the Social Work Demographics/Workplace Questionnaire, the Secondary Traumatic Stress Scale (Bride 2005), and the Professional Quality of Life Scale (Hudnall-Stamm, 1999). Statistical analyses were conducted to provide a picture of the prevalence and nature of STS in the sample, including subgroup comparisons and analysis of organizational factors. A smaller sample (N=15) of follow-up semi-structured interviews were conducted to collect qualitative data. Template analysis was used for the qualitative data and credibility of findings was evaluated th...
Public schools support, educate, and care for all children who enroll. It is also the charge of p... more Public schools support, educate, and care for all children who enroll. It is also the charge of public schools to care for the staff members educating these children. Secondary traumatic stress (STS) can impact an individual’s ability to regulate emotions, leading to depression and the manifestation of other anxieties. Numbing, avoidance, hyperarousal, and the re-experiencing of intrusive thoughts are all symptoms of STS that can affect an educator’s ability to perform. Three steps are needed to address STS: knowledge generation, identification, and intervention. Trauma-informed systems including multitiered systems of support can provide a framework within which awareness, identification, and intervention can be defined. Systems for addressing STS must include broad district-level support, building-level school community planning, and individual specific assistance. The “ABCs” identified in this chapter offer strategies for identifying and addressing STS on all three levels of the ...
This article introduces a complex partnership developed in a Northeastern state. Its aim is to op... more This article introduces a complex partnership developed in a Northeastern state. Its aim is to optimize and stabilize the public child welfare workforce and thereby improve outcomes for clients as well as results for country and borough agencies. To achieve this aim, this partnership has implemented a comprehensive, multi‐faceted strategy. Intermediaries play pivotal roles in this partnership system. Originating with a focus on social work education, this partnership quickly focused on research. Participatory workforce research aimed at understanding turnover led to a hybrid, complex intervention involving team‐driven articipatory action research and learning in local agencies. These design teams, facilitated by social workers, connect professional development and organizational development to retention planning and ultimately, to workforce optimization initiatives. (Author abstract)
Objectives Human papillomavirus (HPV) vaccination rates among adolescents are lower in rural area... more Objectives Human papillomavirus (HPV) vaccination rates among adolescents are lower in rural areas than in urban areas of the United States. The objective of this study was to identify barriers to and facilitators of adolescent HPV vaccination in Montana, a large, primarily rural state. Methods Using a mixed-methods design, we integrated quantitative analyses of Montana’s National Immunization Survey–Teen (NIS-Teen) data from 2013-2017 with qualitative data collected at a statewide meeting in October 2018 and from stakeholder interviews conducted from October 2018 through June 2019. Using NIS-Teen data, we identified trends and estimated adjusted prevalence ratios (aPRs) to identify factors associated with vaccine uptake. Using directed content analysis of qualitative data, we identified themes related to vaccine uptake. Results In Montana, initiation of the HPV vaccine series among adolescents aged 13-17 increased from 34.4% in 2013 to 65.5% in 2017. We identified 6 themes related ...
In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trau... more In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trauma literacy, connecting it to students' trauma and educators' secondary traumatic stress (STS). Interactions with traumatized students is one cause of STS; others derive from other traumatic encounters in schools and communities. Undesirable effects of STS start with professional disengagement and declining performance, include spill-over effects into educators' personal lives, and, ultimately, may cause them to leave the profession. The authors contend that alongside trauma-informed pedagogies and mental health services for students, mechanisms are needed for STS prevention, early identification, and rapid response. To benefit from and advance this dual framework, educators need a trauma-informed literacy that enables self-care, facilitates and safeguards interactions with trauma-impacted students and colleagues, and paves the way for expanded school improvement models.
Secondary traumatic stress (STS) in human service professionals has only recently become a focus ... more Secondary traumatic stress (STS) in human service professionals has only recently become a focus in mental health. This study examines how social workers (LCSWs) in Montana are impacted by STS, compassion fatigue, and burnout. It also seeks to explain how specific organizational factors might potentially reduce the impact of these phenomena. This study utilized a mixed methodology, with a mail survey (N=256) using four measures, including the Social Work Demographics/Workplace Questionnaire, the Secondary Traumatic Stress Scale (Bride 2005), and the Professional Quality of Life Scale (Hudnall-Stamm, 1999). Statistical analyses were conducted to provide a picture of the prevalence and nature of STS in the sample, including subgroup comparisons and analysis of organizational factors. A smaller sample (N=15) of follow-up semi-structured interviews were conducted to collect qualitative data. Template analysis was used for the qualitative data and credibility of findings was evaluated th...
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