Associate Professor — Criminal Justice, Social Work & Sociology
MOST RECENT/NOTABLE PUBLISHED WORK
Branson, D. C. & Arlington, E. (In progress). The importance of rest in trauma-informed services: Perhaps we should consider naps.
Branson, D. C. (Under review). Using the biopsychosocial model to decrease social isolation in older adults and age bias in students: Experimental learning creates gerontological providers. In S. G. Taukeni (Ed.). Acceleration of the Biopsychosocial Model in Public Health. IGI Global.
Branson, D. C. (Under review). Inspiring macro practice through rural social work: Teaching notes on experiential learning. Contemporary Rural Social Work Journal.
Branson, D. C., Zalite, V., Stapleton, W. T., & Weakley, M. (Under review). Mentoring, partnering, and follow-through: TRIO programs provide a path through the wilderness. In J. Herron (Ed.). Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations. IGI Global.
Branson, D. C., & Koth, A. J. (In press). An educational catch-22: Why schools with the greatest need are least likely to have school social workers. In J. Etim and A. Etim (Eds.). Handbook of research and solutions for equality and social justice in education. IGI Global.
Branson, D. C. (2022). Time to move school social work to proactive services for students. In S. G. Taukeni (Ed.), Provision of Psychosocial Support and Education of Vulnerable Children. IGI Global.
Branson, D. C. (2022). Speed dating with older adults: Reducing ageism in social work students. Journal of Social Work Education.
Branson, D. C. (2021 October). Supporting those struggling with cancer. Cape Girardeau Living & Popular Bluff Living, Best Version Media.
Branson, D. C. (2021). Second publication: Student trauma, the hidden curriculum, and cultural humility: This trio needs a team approach. In Executive Editorial Board’s (Eds), Research anthology on navigating school counseling in the 21st Century. IGI Global
Branson, D. C., Martin, J. S., Westbrook, O. A., Ketcherside, R. J., & Bradley, C. S. (2021). “Why people gotta be so judgy?”: The importance of agency-wide, non-judgmental approach to client care. Alcohol Treatment Quarterly. https://doi.org/10.1080/07347324.2021.1955641
Branson, D. C. (2021). Posttraumatic growth: Educators and school social workers taking lemons and making lemonade. In C. Bernadowski & K Beasley (Eds.). Strategies and methods for implementing trauma-informed pedagogy. IGI Global.
Branson, D. C. (2021). Hidden occupational hazards for social service providers. In. R. Blasdell, L. Krieger-Sample, & M. Kilburn (Eds.). Invisible victims and the pursuit of justice: Analyzing frequently victimized yet rarely discussed populations. IGI Global.
Branson, D. C. (2021). When helping is dangerous: Benefits and risks for practitioners providing digital crisis intervention. In L. Oliveira, F. Tajariol, & L. Goncalves (Eds.), Multidisciplinary Approaches to Ethics in a Digital Age Book chapter in Digital Services in Crisis, Disaster, and Emergency Situations. IGI Global.
Branson, D. C. & Radu, M. B. (2020). Commonality of emotional trauma in performing arts: Implications for training programs. Journal of Education and Human Development, 9(4), 117-129. http://doi.org/10.15640/jehd.v9n4a12.
Branson, D. C.& Miller, K.A. (2020). Harnessing technology in the social work discipline: Moving forward ethically. Journal of Sociology and Social Work, 8(2), pp. 15-25. http://doi.org/10.15640/jssw.v8n2a2.
Branson, D. C. (2020). Negative outcomes of chronic stress and trauma are not prescriptive: Purposeful change can alter trajectory. In S. G. Taukeni (Ed.), Biopsychosocial Perspectives and Practices for Addressing Communicable and Non-communicable Diseases. IGI Global.
Branson, D. C. (2019). Student trauma, the hidden curriculum, and cultural humility: This trio needs a team approach. In S. G. Taukeni (Ed.), Addressing Multicultural Needs in School Guidance and Counseling. IGI Global.
Branson, D.C. (2019). Wanted: School social workers to assist schools with social services and beyond. Contemporary Rural Social Work Journal, 11(1), 1-15.
Branson, D. C. & Radu, M. B., & Loving, J. D. (2019). Adverse Childhood Experiences (ACE) scores: When social work students and trauma mix. Journal of Baccalaureate Social Work, 24 (1), p. 339-360. https://doi.org/10.18084/1084-718.104.22.1689.
Branson, D.C. & Radu, M.B. (2018). Do qualitative researchers experience vicarious trauma? And, does it matter? Journal of Sociology and Social Work, 6(1), p. 12-22. doi: 10.15640/jssw.v6n1a3
Branson, D. C. (2018). Vicarious trauma, themes in research, and terminology: A review of literature. Traumatology, 20(1), 2-10. doi: 10.1037/trm0000161
Branson, D. C. (2017). Vicarious Trauma. The SAGE Encyclopedia of Psychology and Gender. SAGE Publishers, Inc.
Article in Social Work Today (May/June 2015): Self-Care for Social Workers: Vicarious Trauma
Branson, D. C., Weigand, D. A., & Keller, J. E. (2014). Vicarious trauma and decreased sexual desire: A hidden hazard of helping others. Psychological Trauma: Theory, Research, Practice, and Policy, 6(4), 398-403. doi: 10.1037/a0033113