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Webinar

Trauma-Informed, Community-Engaged Research (Virtual)


Total Credits: 1.5 including 1.5 Category II CEs

Bundles:
F22- ADR.Aparicio
Category:
800 Online |  Special Offers
Instructor:
Elizabeth Aparicio, PhD, LCSW-C
Course Levels:
Intermediate
Duration:
1 Hour 30 Minutes

Dates


Description

During this presentation, we will explore how to employ SAMHSA’s trauma-informed care framework in research settings.

Handouts

Instructor

Elizabeth Aparicio, PhD, LCSW-C's Profile

Elizabeth Aparicio, PhD, LCSW-C Related seminars and products


Elizabeth Aparicio, PhD, is an assistant professor in the Behavioral and Community Health department in the University of Maryland School of Public Health. She is the deputy director for clinical training and intervention for the University of Maryland Prevention Research Center, which aims to improve mental health and wellbeing among LGBTQ communities. Dr. Aparicio directs the Community THRIVES Lab, a research group that conducts Community-engaged Transformative Health Research at the Intersection of family Violence, Early childhood, and adolescent Sexual health intervention. She is a clinically licensed social worker and community-engaged scholar whose work aims to improve health equity through informing and testing mental health and sexual and reproductive health interventions for trauma-affected and marginalized children, youth, and families. Using a trauma-informed care and reproductive justice framework, Dr. Aparicio has particular expertise in addressing the mental health and sexual and reproductive health needs of youth in and formerly in foster care and youth experiencing homelessness. Her research has been funded by the Annie E. Casey Foundation, NIH, CDC, and U.S. HHS Office of Population Affairs. Follow Dr. Aparicio on Twitter at @DrLizAparicio and @commTHRIVESLab.


Learning Objectives

Following this presentation, attendees will be able to: 

  • Describe what a trauma-informed, community engaged approach involves.
  •  Articulate how to apply a trauma-informed, community-engaged approach in their own work.

Bibliography & References

BIBLIOGRAPHY & REFERENCES

 

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Butler, A., Ford, D., & Tregaskis, C. (2007). Who Do We Think We Are?: Self and Reflexivity in Social Work Practice. Qualitative Social Work, 6(3), 281–299. https://doi.org/10.1177/1473325007080402

Collins, S. E., Clifasefi, S. L., Stanton, J., The Leap Advisory Board, Straits, K. J. E., Gil-Kashiwabara, E., Rodriguez Espinosa, P., Nicasio, A. V., Andrasik, M. P., Hawes, S. M., Miller, K. A., Nelson, L. A., Orfaly, V. E., Duran, B. M., & Wallerstein, N. (2018). Community-based participatory research (CBPR): Towards equitable involvement of community in psychology research. The American Psychologist, 73(7), 884–898. PubMed. https://doi.org/10.1037/amp0000167

Egid, B. R., Roura, M., Aktar, B., Amegee Quach, J., Chumo, I., Dias, S., Hegel, G., Jones, L., Karuga, R., Lar, L., López, Y., Pandya, A., Norton, T. C., Sheikhattari, P., Tancred, T., Wallerstein, N., Zimmerman, E., & Ozano, K. (2021). “You want to deal with power while riding on power”: Global perspectives on power in participatory health research and co-production approaches. BMJ Global Health, 6(11), e006978. PubMed. https://doi.org/10.1136/bmjgh-2021-006978

Goodwin, J., & Tiderington, E. (2020). Building trauma-informed research competencies in social work education. Social Work Education. https://www.tandfonline.com/doi/abs/10.1080/02615479.2020.1820977

Guillemin, M., & Gillam, L. (2004). Ethics, Reflexivity, and “Ethically Important Moments” in Research. Qualitative Inquiry, 10(2), 261–280. https://doi.org/10.1177/1077800403262360

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Luescher, T. (2016). Academic Rigour as Praxis: What Place for Reflexive Journaling?

Malacrida, C. (2007). Reflexive Journaling on Emotional Research Topics: Ethical Issues for Team Researchers. Qualitative Health Research, 17(10), 1329–1339. https://doi.org/10.1177/1049732307308948

Meyer, K., & Willis, R. (2019). Looking Back to Move Forward: The Value of Reflexive Journaling for Novice Researchers. Journal of Gerontological Social Work, 62(5), 578–585. https://doi.org/10.1080/01634372.2018.1559906

Muhammad, M., Wallerstein, N., Sussman, A. L., Avila, M., Belone, L., & Duran, B. (2015). Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes. Critical Sociology, 41(7–8), 1045–1063. PubMed. https://doi.org/10.1177/0896920513516025

Murphy, M., McCloughen, A., & Curtis, K. (2019). The impact of simulated multidisciplinary Trauma Team Training on team performance: A qualitative study. Australas Emerg Care, 1–7. Pubmed.

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Reflexivity in Organization and Management Theory: A Study of the Production of the Research `Subject’—Cynthia Hardy, Nelson Phillips, Stewart Clegg, 2001. (n.d.). Retrieved February 3, 2022, from https://journals.sagepub.com/doi/abs/10.1177/0018726701545001

SAMHSA. (2014). Building a Trauma-Informed Workforce. In Trauma-Informed Care in Behavioral Health Services. NCBI. https://www.ncbi.nlm.nih.gov/books/NBK207194/

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Voith, L., Hamler, T., Francis, M., Lee, H., & Korsch-Williams, A. (2020). Using a Trauma-Informed, Socially Just Research Framework with Marginalized Populations: Practices and Barriers to Implementation. Social Work Research, 44(3), 169–181.

Wang, K. H., Ray, N. J., Berg, D. N., Greene, A. T., Lucas, G., Harris, K., Carroll-Scott, A., Tinney, B., & Rosenthal, M. S. (2017). Using community-based participatory research and organizational diagnosis to characterize relationships between community leaders and academic researchers. Preventive Medicine Reports, 7, 180–186. PubMed. https://doi.org/10.1016/j.pmedr.2017.06.007

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Yang, K.-H. (2015). Participant Reflexivity in Community-Based Participatory Research: Insights from Reflexive Interview, Dialogical Narrative Analysis, and Video Ethnography. Journal of Community & Applied Social Psychology, 25(5), 447–458. https://doi.org/10.1002/casp.2227

 

Target Audience

Social Workers, LCPCs, and Psychologists

All those interested in Topic Welcomed

Course Completion & CE Information

 

Category II Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1.5  Category II Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.

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