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Perceptions of a Culturally Affirming Multidisciplinary Pre-service Social and Emotional Learning Training

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This article provides a grounded theory study of student experiences while participating in a multidisciplinary pre-service training. Pre-service students from social work and education participated in culturally affirming multidisciplinary training in social and emotional learning and implemented what they learned in the training in their internships. An in-person focus group (N = 4) was used to capture student experiences during training and implementing what they learned. Findings from this grounded theory study have important implications for engaging pre-service students in multidisciplinary collaborations, including challenging them to engage with colleagues outside of their disciplines to incorporate culturally affirming interventions.

Keywords: CULTURALLY AFFIRMING; MULTIDISCIPLINARY; PRE-SERVICE TRAINING; SOCIAL AND EMOTIONAL LEARNING

Document Type: Research Article

Affiliations: 1: Jane Addams College of Social Work, University of Illinois Chicago, IL 2: College of Education, University of Illinois Chicago 3: Graduate School in Child Development, Erikson Institute, Chicago, IL

Publication date: March 1, 2022

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