Integrating trauma-informed practices in child welfare: a process study of graduate education

Abstract

This study explored the experiences of child welfare professionals who participated in a graduate level Trauma-informed Care program in Ireland. Through three focus groups, thematic analysis revealed four overarching themes: 1. Program Acceptability; 2. Learning to Weave the Old with the New; 3. Integration into Practice and 4. Sustaining New Ground. Findings suggest participants experienced a process of change that led to knowledge integration which in turn led to concrete practice changes. Sustaining changes requires ongoing supports, a national strategy for trauma-informed practice integration in the Irish child welfare agency and across child serving systems of care.