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Related Experiment Video

Updated: Jun 25, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Training students for a shared traumatic reality.

Orit Nuttman-Shwartz1, Rachel Dekel

  • 1Social Work Department, Sapir College, D.N. HofAshkelon 79165, Israel. orits@sapir.ac.il

Social Work
|March 12, 2009
PubMed
Summary
This summary is machine-generated.

Training social work students for crisis situations requires resources and a strong knowledge base. Addressing the gap between course design and implementation is crucial for ethical practice in shared reality events.

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Area of Science:

  • Social Work Education
  • Crisis Intervention Training
  • Trauma Studies

Background:

  • Shared reality events (e.g., terror acts, natural disasters) pose significant challenges to students' crisis management capabilities.
  • Effective helping relationships demand substantial resources, including financial support, a supportive environment, and a robust knowledge base.
  • Existing social work curricula often lack adequate preparation for students facing complex, high-stress scenarios.

Purpose of the Study:

  • To examine the gap between the intended design and actual implementation of crisis intervention training for social work students.
  • To propose modifications for enhancing student preparedness and ethical practice in 'shared reality' contexts.
  • To advocate for the integration of such training into core social work curriculums.

Main Methods:

  • Analysis of course design versus implementation in social work training programs.
  • Identification of necessary modifications to equip students with a 'professional shield' for ethical practice.
  • Consideration of the impact of shared reality on both students and educators.

Main Results:

  • A significant discrepancy was identified between the planned and delivered content of crisis intervention courses.
  • Modifications were introduced to better prepare students for ethical and effective work with adolescents in crisis.
  • The vulnerability of educators in shared reality situations was recognized as a factor affecting student engagement and support.

Conclusions:

  • Training social work students for shared reality events must be a core curriculum component, not an ad hoc addition.
  • Adequate time and resources are essential for both theoretical learning and practical application in crisis intervention.
  • Developing robust support systems for both students and faculty is critical for navigating the complexities of shared reality.