Your course textbook, Human Behavior and the Social Environment, can be accessed via the Getting Started module in your course.
Schriver, J. M. (2020). Human behavior and the social environment: Shifting paradigms in essential knowledge for social work practice (7th ed.). Allyn & Bacon.
Read Chapter 6: Contemporary and Emerging Theories, Perspectives and Practice Models: Neuroscience, Trauma, and Interventions.
This chapter explores the history and background and recent research related to contemporary and emerging theories, perspectives and practice models for social work practice with individuals.
Note: Please read Chapter 6 in the Shriver (2020) textbook which reviews the approaches covered in Lecture 6 in-depth; you will need to reference this content for the Week 6 Assignment.
Blundo, R., & Savage, T. E. (2020). Neuroscience-based mindfulness social work practice in schools. Children & Schools, 42(4), 236–243. A study exploring how mindfulness can support children who are exposed to toxic stress, learn to self-regulate, and participate academically.
Copeland, R. J., Howard, A. H., & Razuri, E. B. (2021). Teaching note—Understanding the impact of childhood adversity on social work students. Journal of Social Work Education, 57(2), 398–404. This teaching note discusses the research literature regarding the impact of adverse childhood experiences and attachment on helping professionals and offers recommendations on how to address it in the social work classroom.
Episode #1 - ACEs and their effects | Adverse childhood experiences. (n.d.). PBS LearningMedia. Retrieved November 15, 2023, from
https://tn.pbslearningmedia.org/resource/c66588f7-3159-4c7f-8650-215bc1b1f673/episode-1-aces-and-their-effects/ An indepth look at ACEs within a community.
Larkin, H., & Esaki, N. (2013). Prevalence of adverse childhood experiences (ACEs) among child service providers. Families in Society: The Journal of Contemporary Social Services, 94, 31–37. This exploratory study is the first investigation of ACE prevalence among workers in an agency that provides residential treatment, day treatment, and schooling for children with histories of trauma. Study results suggest a high prevalence of ACEs among these workers.
Levenson, J. (2020). Translating trauma-informed principles into social work practice. Social Work, 65(3), 288–298. This article offers 10 trauma-informed practices (TIPs) for translating TIC concepts into action by (a) conceptualizing client problems, strengths, and coping strategies through the trauma lens and (b) responding in ways that avoid inadvertently reinforcing clients' feelings of vulnerability and disempowerment (re-traumatization).
Obeng, J. K., Kangas, K., Stamm, I., & Tolvanen, A. (2023). Promoting sustainable well-being through nature-based interventions for young people in precarious situations: Implications for social work. A systematic review. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being. Implications for social work include collaborating with other experts to implement nature-based interventions to address well-being problems, advocacy for the introduction of nature-based activities into schools and recognition of nature-based interventions as alternative avenues for meaningful participation.
Piazza, L. (Host). (2023, August 15). What is vicarious trauma (No. 84) [Audio podcast episode]. In Live Violence Free. https://rss.com/podcasts/oneconversation/952656/ This podcast explores vicarious trauma among helping professionals.
