A Glimpse into the Landscape of Trauma Education in Bachelor of Social Work Programs in Quebec
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Social workers with a bachelor-level education regularly work with trauma-affected populations, yet little is known about the trauma-related training they receive in their generalist education to prepare them to provide adequate trauma support while maintaining their well-being. As such, this research project aims to understand the current state of trauma education in Bachelor of Social Work (BSW) programs in North America, with a particular focus on the local landscape in Quebec. An Appreciative Inquiry-inspired survey was used to assess the presence of trauma education modalities and gather insights from educators on their priorities for enhancing trauma education in their programs.Findings confirm a multi-source interest in trauma education across the academic landscape and reveal the presence of multiple trauma education modalities within BSW curricula, providing insight into the current state of trauma education in Quebec. These findings also highlight the priorities of BSW-level programs’ representatives regarding pathways to enhancing trauma education.The findings of this research may have implications for local curriculum designers, educators interested in enhancing trauma education within their programs. Additionally, this research identifies several areas for further exploration that could guide future research on trauma education at the BSW-level.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it