ABSTRACT To fill a gap in research on the incorporation of neuroscience in social work education, this article describes Master of Social Work (MSW) student and alumni experiences learning a neuroscience-informed model for practice with clients who have endured developmental trauma. The Neurosequential Model of Therapeutics (NMT) is a clinical decision-making tool that provides an estimate of how a client’s current neurobiological functioning may have been impacted by trauma during the developmental period in order to inform the selection and sequencing of interventions. MSW students and alumni participated in focus groups exploring their perspectives on learning the NMT, the utility of the model in their work, and the fit between the model and social work theory and practice. Participants found the model helpful in conceptualizing client cases and applicable to their work, but challenging to implement due to others’ lack of familiarity with the model, and insufficient infrastructure. These findings suggest the NMT may be a valuable tool for teaching neuroscience within schools of social work.

中文翻译：

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在社会工作教育中纳入神经科学：将研究生介绍给治疗学的神经顺序模型

摘要为了填补将神经科学纳入社会工作教育的研究空白，本文介绍了社会工作硕士（MSW）的学生和校友在学习神经科学知识的模型以应对遭受发展创伤的客户方面的实践。神经序贯治疗模型（NMT）是一种临床决策工具，可估计在发展时期创伤可能如何影响客户当前的神经生物学功能，从而为干预措施的选择和排序提供依据。MSW的学生和校友参加了焦点小组，探讨了他们学习NMT的观点，模型在工作中的实用性以及模型与社会工作理论和实践之间的契合度。参与者发现该模型有助于将客户案例概念化并适用于他们的工作，但由于其他人对该模型缺乏熟悉以及基础设施不足，因此难以实施。这些发现表明，NMT可能是在社会工作学校中教授神经科学的宝贵工具。