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ScholarWorks > HHS > Social Work > JSSW > Vol. 51 > Iss. 3 (2024)

 

Keywords

racial trauma, guided notes, concept mapping, group work, relationship

Abstract

Black adolescents are exposed to race-based forms of historical, structural, cultural, and interpersonal dimensions of trauma. However, social work educators have little evidence-based guidance on how to teach this content in a way that improves graduate students’ sense of self-efficacy (i.e., belief in their ability) to work with Black adolescents who experience trauma. The purpose of this sequential mixed methods study was to examine and understand possible reasons for changes in students’ self-efficacy after completing a graduate-level, elective course in social work that aimed to prepare students to professionally work with Black adolescents who experienced trauma. Quantitative findings from a retrospective pretest-posttest showed that after taking the course, students reported significant improvement in their self-efficacy to provide services to Black adolescents who experienced trauma. Furthermore, qualitative findings revealed that improvements were due to the evidence-based instructional approaches employed by the instructor. Additionally, qualitative findings indicated how students applied the content after participating in the course. Results suggest that prioritizing relationships in the classroom and using evidence-based teaching approaches may be beneficial in supporting students learning and competence about race-based trauma.

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