@article{wiseman_atkinson_cryer-coupet_2020, title={"As We Talk About This More, a Box Opens Up": Family Literacy Programs for Fathers in Treatment for Substance Use Disorder}, ISBN={1936-2706}, DOI={10.1002/jaal.1115}, abstractNote={AbstractParenting while transitioning out of incarceration, homelessness, or drug addiction has received inadequate attention despite the fact that these factors affect more and more of the U.S. population each day. This article is about a family literacy program implemented in a residential treatment facility where the fathers, most of whom were previously incarcerated and now receiving treatment for substance use disorder, have been parenting from afar with limited access to their children. Fathers participated in a family literacy program where they respond to children’s literature with the intention of eventually reading with their children. Our research was guided by the following question: How do fathers who are separated from their children while in a residential treatment program, read and respond to children’s literature in a small‐group setting? Findings reflect how fathers wanted to share their feelings about parenting and also consider their identities as fathers who were also addicts.}, journal={JOURNAL OF ADOLESCENT & ADULT LITERACY}, author={Wiseman, Angela M. and Atkinson, Ashley A. and Cryer-Coupet, Qiana R.}, year={2020} }
 @article{cryer-coupet_wiseman_atkinson_gibson_hoo_2021, title={Teaching Note-Drawn Together: Collaboration Between Social Work and Education to Address Family Trauma}, volume={57}, ISSN={["2163-5811"]}, DOI={10.1080/10437797.2020.1764890}, abstractNote={ABSTRACT In the past few decades, scholars and practitioners have given increasing attention to the experiences of families affected by trauma related to substance use, homelessness, and incarceration. As parents seek to restore and maintain parental bonds during traumatic separations and transitions, interdisciplinary family literacy interventions can be impactful. Given their shared interests, social workers and educators are uniquely positioned to work with community-based stakeholders to implement trauma-informed interventions. Research suggests that MSW graduates do not feel confident in their ability to demonstrate clinical competencies related to assessing substance use, implementing family interventions, and engaging in interdisciplinary teamwork. This teaching note describes the implementation of a trauma-informed family literacy intervention and explores ways to use this model in an interdisciplinary social work and education course.}, number={4}, journal={JOURNAL OF SOCIAL WORK EDUCATION}, author={Cryer-Coupet, Qiana R. and Wiseman, Angela M. and Atkinson, Ashley A. and Gibson, Stephen and Hoo, Ann M.}, year={2021}, month={Oct}, pages={817–824} }