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Social and Behavioral Sciences Commons™
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Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
Child Welfare Partnership For Research And Training: A Title Iv-E University/Community Collaborative Research Model, Laurie Drabble, Kathy Lemon, Amy D'Andrade, Brett Donoviel, Julia Le
Child Welfare Partnership For Research And Training: A Title Iv-E University/Community Collaborative Research Model, Laurie Drabble, Kathy Lemon, Amy D'Andrade, Brett Donoviel, Julia Le
Faculty Publications
University-community partnerships are increasingly recognized as valuable in educating students for professional practice and bridging the gap between research and practice. This manuscript describes the evolution and design of a university-community partnership between a School of Social Work in one urban university and local child welfare agencies: the Child Welfare Partnership for Research and Training (CW-PART). This local partnership illustrates types of opportunities and outcomes that emerge when state and local entities leverage greater results from federal funding through partnerships with local universities. The manuscript describes 1), the community-engaged framework used to inform the overall approach and partner roles; 2) …
Advancing Trauma-Informed Systems Change In A Family Drug Treatment Court Context, Laurie Drabble, Shelby Jones, Vivian Brown
Advancing Trauma-Informed Systems Change In A Family Drug Treatment Court Context, Laurie Drabble, Shelby Jones, Vivian Brown
Faculty Publications
A growing body of literature documents the importance of trauma-informed and trauma-specific services and systems change in both addiction treatment and child welfare fields. The overall aim of this qualitative study was to explore barriers, benefits, and facilitating factors associated with a trauma-informed systems assessment and improvement initiative conducted in the context of a family drug treatment court (FDTC). Semistructured in-depth interviews with 12 key informants and historical analyses of project documents over a 4-year time span were conducted. Results underscore the relevance of trauma-informed systems change in collaborative contexts designed to address the complex needs of children and families.