Barriers to Traumatic Stress Screening in Child Welfare Settings (PN #28)
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Barriers to Traumatic Stress Screening in Child Welfare Settings (PN #28)
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2017
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Center for Advanced Studies on Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota
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Abstract
Many children entering the child welfare system have been exposed to traumatizing events or situations that can have profound adverse effects, including unstable behaviors, cognitive difficulties, problematic relationships, and mental health issues. Unfortunately, multiple factors hinder efforts to screen for traumatic stress in child welfare. It is paramount to identify these children so that they can receive appropriate interventions and services in a timely manner.
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Practice Notes #28 was created in partnership with The Institute for Translational Research in Children’s Mental Health (ITR). ITR advances quality research, evidence-based clinical training, and information dissemination focused on children’s mental health and development ages 0 to 18.
Practice Notes is published by the Center for Advanced Studies in Child Welfare (CASCW), School of Social Work, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by grant #GRK%80888 from Minnesota Department of Human Service, Children and Family Services Division.
The opinions expressed are those of the authors and do not necessarily reflect the views of the Center, School, College, University or their funding source.
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This issue was supported, in part, by grant #GRK%80888 from Minnesota Department of Human Service, Children and Family Services Division.
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Previously Published Citation
Tseng, A., Barry, K., Bray, C., LaLiberte, T. (2016) Barriers To Traumatic Stress Screening In Child Welfare Settings. No. 28. Available at: http://cascw.umn.edu/portfolio-items/ pn28
Suggested citation
Tseng, A; Barry, K; Bray, C; LaLiBerte, T. (2017). Barriers to Traumatic Stress Screening in Child Welfare Settings (PN #28). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/185497.
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