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Field Presenation

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Liz Brass

on 27 November 2012

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Transcript of Field Presenation

Liz Brass
SWRK 6700 Field Presentation Southwest Michigan Children's
Trauma Assessment Center CTAC How did we get here? Had a dream of having a center that focused on trauma work in child welfare

Multidisciplinary approach to trauma: OT, Speech, Pediatrics, Social Work, Psychology

Focus on the impact trauma has on children in welfare and complex
familial trauma Founded in 2001 by Jim Henry Primarily Grant Funded- Federal
First grant, $10,000 to teach interns on the assessment process
2003- first SAMHSA (fed) grant to spread idea of trauma (outreach and awareness)
2004 - OJJDP funds 'Safe Start' - violence prevention
Many more grants since then

Funding from State Contracts

Private Money from Trainings Sources of Funding Agency functions,
and processes Staff background 9 SW in core CTAC team
instruct student interns
pull together reports from assessments
community involvement: parent groups
different types of trainings
evaluation - programs
grant work (writing, planning, implementing) Social worker's Role Taking a closer look... Philosophy: The Southwest Michigan Children's Trauma Assessment Center recognizes that exposure to potentially traumatic events can affect child functioning within the cognitive, affective, behavioral, and physiological domains. primary Goal: To assess the impact to children following exposure to traumatic events and/or suspected fetal alcohol exposure. History Public Agency: Non-Profit and under University Primary Services Children Trauma Assessments
95% Referred through DHS
9 month waiting list Secondary services trainings for professionals (DHS and other child welfare service providers)
program evaluation (of grant funded programs) Mostly comprised of Social Workers
Public administration
Occupational therapy
Speech pathology Education:
Interns --> Ph.D's
Most have their master's degree Diversity:
Mostly white and female
Interns are more diverse Organizational Structure Jim -Director
Connie - Clinical Director
All Others (equal job responsibilities)
Interns Affiliations with Professional Organizations NCTSN - National Child Traumatic Stress Network Western Michigan University -Unified Clinics Federal Organizations that provide grant funding That provide legitimacy Other agencies in community that serve child trauma No other agency does the types of assessments or trainings that CTAC is known for in SW Michigan.

Agencies that serve the same children:
Child Welfare Agencies like: DHS, Child Abuse Center, Mental Health Agencies, and the Courts. Evaluation of program outcomes Currently, no formal way of measuring effectiveness of assessments or the impact of these assessments
Due to size of team, and the limited amount of time/resources to do so
A project in and of itself that someone could be hired in to do
Evaluation efforts are directed toward grant funded projects Employment qualifications Depends on the position
Most current employees were interns
Bachelor's Degree required
Master's Degree required for clinical positions
writing/communication skills are important Agency Contact Info Unified Clinics (3rd Floor)
Western Michigan University
1000 Oakland Drive
Kalamazoo, MI 49008
Phone: (269) 387-7073
Email: Assessments Every Friday from 8:30- about 4:00 PM @ CTAC

Anyone can go an observe! Relevant Journal Articles, Class Readings, and code of ethics Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social work, (52)1. Pp. 63-70. Prevalence of secondary traumatic stress among social workers. 2 purposes of the study: 1) investigate the frequency of STS in workers, 2) provide recommendations for the interpreting the STSS. "There are at least three approaches to interpreting an individual’s responses on an instrument of this sort" (p. 67). Important because it was unknown how they were going to interpret the results. Kraft, M. K., Nissen, L. B., and Merrigan, D. M. (2005). Moving mountains together: Strategic community leadership and systems change. Child Welfare, 84(2). Pp. 123-140. Moving Mountains together: strategic community leadership and systems change Authors present a framework for leadership and systems change that not only recognizes the need for change but also how to sustain that change. 5 part approach to framework: "(1) acknowledging community leadership precursors, (2) planning for collaboration, (3) emphasizing key leadership tasks and functions during collaboration, and (4) keeping a balanced eye on intermediate and (5) long-term outcomes" (p. 130). This article was mainly focused on collaboration of the Juvenile Justice System, but can be transferred into the work we are doing in Detroit with the SAMHSA (Substance Abuse and Mental Health Services Administration) Grant. November 12th September 23 class readings Sidell, N., and Smiley, D. (2008). Communicating in supervision. In, Professional Communication Skills in Social Work (82-99). United States: Pearson Education, Inc. Code of Ethics National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from, “” Chapter 5: communicating in supervision expectations of supervisor
strengths of a successful supervisor Chapter 14, Section 2: professional social work communication components Research in social work, Verbal communication,
nonverbal communication, and body language Section 3: Communication in Supervision "(m) Social workers who report evaluation and research results should protect participants’ confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure."
(Data entry)

"(e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants’ wellbeing, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research."
(Interviews) 5.02 Evaluation and Research I was able to notice the importance of closed and open-ended questions. Sidell and Smiley, (2008), discuss both types of questions where closed are more straight to the point and open-ended enable more flexibility in answers. At some points during the interview if I had asked a closed question, I noticed the abruptness and then would correct with an open-ended question to obtain more information. Sidell and Smiley (2008) also mention that overusing closed questions is a common error made by new workers. Similarly, I was able to utilize what they call narrowing the focus and be aware of leading questions, both mentioned in their book (Sidell and Smiley, 2008). Excerpt from Nov. 5th Journal
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