Advancing the Trauma and Interpersonal Violence Workforce: Competency Development and Program Evaluation

Institutions of higher education play a critical role in preparing practitioners to respond to trauma and interpersonal violence, yet there is limited consensus on the core competencies required for effective practice and a lack of rigorous evaluation of training programs designed to build this capacity. This workshop presents a multi-phase, mixed-methods evaluation of the Certificate in Interpersonal Violence and Trauma (C-IVT) Program at Rutgers University, designed to both refine national competency standards and assess the effectiveness of competency-based training.

Grounded in a competency-based and translational framework, this project conceptualizes training as a mechanism for strengthening individual knowledge, skills, and professional dispositions while contributing to broader systems-level change. The study builds on an existing, empirically derived set of competencies in violence against women and children and expands them to reflect the broader scope of interpersonal violence and trauma, including attention to intersectionality, structural violence, and culturally responsive, survivor-centered approaches.

Phase 1 uses a national Delphi panel of researchers, practitioners, and policy leaders to refine and validate core competencies across domains such as trauma-informed practice, interpersonal violence dynamics, ethical response, systems navigation, and prevention. Through multiple rounds of structured feedback and consensus-building, this phase produces a validated, field-informed competency framework that can guide curriculum development, workforce training, and national benchmarking.

Phase 2 involves a longitudinal mixed-methods evaluation of C-IVT program participants to assess changes in competencies over time and examine how training translates into real-world practice. Quantitative data are collected at multiple time points (pre-, post-, and follow-up) using measures aligned with the competency framework, including self-assessments and scenario-based assessments. Qualitative data, collected through interviews and open-ended responses, provide insight into participants’ experiences, application of skills in practice settings, and barriers and facilitators to implementation. Integrated analysis allows for a comprehensive understanding of both measurable outcomes and the processes through which training influences practice.

This interactive workshop will engage participants in applying competency-based approaches to their own educational and training contexts. Attendees will be introduced to practical tools for developing competencies, designing mixed-methods evaluations, and translating findings into actionable program improvements. The session will also create space for discussion of common challenges in training evaluation, including measurement, sustainability, and alignment with workforce needs.

This work aligns with the conference theme, “Social Work Research at the Service of Democracy: Advancing Rigorous Inquiry for the Common Good,” by demonstrating how applied, rigorous research can strengthen the workforce responding to trauma and interpersonal violence and promote equitable, evidence-informed practice across systems. By advancing shared standards and generating evidence on what works in training, this project contributes to building a more responsive, accountable, and just social infrastructure where individuals and communities can thrive.