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The University of North Carolina at Chapel Hill
School of Social Work
COURSE NUMBER:
COURSE TITLE:
TIME:
VENUE:
SEMESTER AND YEAR:
INSTRUCTOR:
SOWO 855.001
Treatment of Trauma and Violence, Section 2
9:00-11:50 AM
Room 107, Tate-Turner-Kuralt Building
Fall 2014
Michael Canute Lambert, MSS, MA, PhD, L.P. with HSP Cert
Office: 402K Tate-Turner-Kuralt Building
Phone: 919-962-6436
Email: mclamber@email.unc.edu
OFFICE HOURS:
Mondays 5pm-6pm and Tuesdays from 12 noon-1pm, or by appointment
COURSE DESCRIPTION:
This course reviews models of trauma and violence within the biopsychosocial context. You will learn
foundation skills for intervening in a variety of direct practice settings with diverse client populations.
COURSE OBJECTIVES
1. Critical Understanding of Theory for Practice: You will demonstrate a critical understanding
of the primary theories that guide assessment and intervention for violence (e.g. macro, feminist,
socio-cultural) as well as a capacity to explain how these theories inform and guide social work
practice decisions.
2. Comprehensive Assessment: You will demonstrate the ability to assess clients for trauma
histories, understand risk and resiliency issues for this population. You will also be able to use
your assessment skills to formulate cases and develop comprehensive treatment plans based on
evidence, client needs/issues and your knowledge of theory and research to adequately address the
issues facing clients.
3. Knowledge of and Skills in Best Practices: You will demonstrate knowledge of and skill in best
practices for trauma survivors and perpetrators of sexual abuse (based on current empirical
knowledge and theories) as well as an understanding of the importance of simultaneously
intervening with frequently co-occurring problems (e.g., comorbidity with other mental health
syndromes).
4. Understanding the Impact of Diversity: You will assess and evaluate how current assessment
procedures and treatment practices effectively address issues related to diversity, considering age,
class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin,
race, religion, spiritual development, sex, sexual orientation, and populations at risk.
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5. Values, Ethics and Self-Awareness: Using professional ethics and values as guidelines, you will
demonstrate a capacity to manage your own personal values and feelings related to violence and
trauma.
EXPANDED COURSE DESCRIPTION
Building on foundation practice skills and knowledge, this course aims to build and extend your capacity
to assess and intervene in the area of trauma and violence. This course will cover issues related to the
assessment and treatment of multiple forms of trauma (e.g. combat, sexual abuse, domestic violence) via
trauma theory and cognitive-behavioral lenses. In addition, other evidence-based models designed to treat
survivors of trauma will be presented and evaluated. Since interpersonal trauma could not occur without
the perpetrator, this course will discuss information on the perpetrators of violence and abuse, including
introduction to skills needed to treat this population. Trauma and violence can significantly impact
intervention providers. Therefore, this course will also focus on self-care and vicarious traumatization for
the service provider.
Social work practice in the area of trauma can present unique challenges for social justice, the interaction
between policy and direct practice, and self-awareness of personal values and feelings. Building on your
foundation knowledge of social justice, policy and professional values and ethics, this course aims to
extend your capacity to: 1) attend to issues of social justice specific to trauma and violence; 2) recognize
how policy shapes and can determine interventions for individuals and family systems; and 3) manage
personal feelings and values that may affect your ability to practice social work in the area of trauma.
Required Texts
Taylor, S. (2006). Clinician’s guide to PTSD: A cognitive-behavioral approach. New York, NY: The
Guilford Press.
Foa, E.B., Keane, T.M., Friedman, M.J. & Cohen, J.A. (Eds.). (2008). Effective Treatments for PTSD:
Practice Guidelines from the International Society for Traumatic Stress Studies.(2nd ed.). New
York, NY: The Guilford Press.
RECOMMENDED TEXT:
Blaustein, M. (2010). Treating traumatic stress in children and adolescents : How to foster resilience
through attachment, self-regulation, and competency. New York: Guilford Press.
Briere, J. (2006). Principles of trauma therapy : A guide to symptoms, evaluation, and treatment.
Thousand Oaks, Calif.: Sage Publications.
Bryant-Davis, T. (2011). Surviving sexual violence : a guide to recovery and empowerment. Lanham,
MD: Rowman & Littlefield Publishers.
Courtois, C. A. (2009). Treating complex traumatic stress disorders : An evidence-based guide. New
York: Guilford Press.
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Follette, V.M., & Ruzek, J.I. (Eds.). (2006). Cognitive-behavioral therapies for trauma (2nd ed.). New
York, NY: The Guilford Press.
Najavits, L. M. (2002). Seeking Safety: A treatment manual for PTSD and substance abuse. New York,
NY: The Guilford Press.
Rogers, A. G. (2006). The Unsayable: The hidden language of trauma. New York, NY: Random House.
van der Kolk, B. A., McFarlane, A., & Weisaeth, L. (Eds.). (1996). Traumatic stress: The overwhelming
experience on mind, body and society. New York, NY: The Guilford Press.
Zayfert, C. & Becker, C.B. (2007). Cognitive-behavioral therapy for PTSD: A case formulation
approach. New York, NY: The Guilford Press.
OTHER READINGS
All other readings will be on the Sakai website for the course.
TEACHING METHODS
This course utilizes lecture, discussion, experiential exercises, role playing and video clips. These
teaching strategies will be used to help students master the theoretical approaches and necessary skills
needed to intervene with trauma clients. It is expected that each student will be involved in this course;
thus participation in discussion, exercises and role-playing is mandatory.
Special Note. I am a practicing clinician and have seen many cases with treatment of trauma as a primary
focus. Indeed, as I instruct this class I am seeing two or more clients whose treatment focus is primarily
on trauma intervention. I learn and teach clinical material by extensively using case material. It is my
hope that this will bring the material covered “to life” and that this will be beneficial to students who
enroll in this class. If this method and other methods and materials covered are not meeting your learning
needs it is best to speak with me as soon as possible so that I can ensure that your needs are met. This
open discussion is far more fruitful than waiting to express them at the end of the semester.
AN IMPORTANT NOTE ON CONFIDENTIALITY
As stated earlier my practice experience spans several decades. I will use this experience throughout the
semester by giving you examples of real cases that I have treated and on some occasions, cases I am
currently treating. I will endeavor to disguise personal information with the use of pseudonyms as well as
use multiple combinations of cases. Nonetheless, as junior and senior practitioners we should cultivate
and continue our efforts to keep case materials confidential. Therefore, although there is virtually no
chance that the identity of individuals whose case examples I use would be evident, I ask and expect that
you will keep all case materials confidential. That is, you should not discuss case materials with anyone
once you leave each class or complete the course. Moreover, for group activities during class time, where
you meet outside the classroom, if you discuss cases with your fellow class members, please ensure that
your discussion is not overheard by others.
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CLASS ASSIGNMENTS
There are two required papers for this course. Please see the appendices of the syllabus for a thorough
description of the assignments and the grading criteria that will be used to evaluate the contents of the
papers.
Please put your PID ONLY NOT your name – on any written work or assignments that you submit for
grading. Please email each assignment to me by 11:59 pm on its due date.
CLASS PARTICIPATION
Class participation counts for 15% of your final grade. Everyone will receive a standard score of
15% for participation, in recognition of a norm of attendance, contributions to small group
assignments, and informed participation in class discussion. Informed participation means that you
clearly demonstrate that you have completed assigned readings and can offer analysis, synthesis
and evaluation of written material. Excellent participation observes the fact that your comments
are thoughtful, focused and respectful. Points will be deducted from the base score if you miss
class, arrive late, leave early, disappear for long periods on break or are unprepared.
This course is structured as a seminar; all class members are expected to share responsibility for
participating in discussions and for presenting materials needed by the class. Some classroom
time will be spent working in small task groups, experiential activities and role plays; therefore,
class attendance is crucial. The development of a supportive learning environment is fostered
by respectfully listening to the ideas of others, being able to understand and appreciate a point of
view which is different from your own, clearly articulating your point of view, and linking
experience to readings and assignments.
APA AND WRITTEN ASSIGNMENTS
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. The best reference is the Publication Manual of the American Psychological Association,
Sixth Edition (2009) that is available at most bookstores. Students are strongly encouraged to review the
materials on the School of Social Work’s website http://ssw.unc.edu/students/writing . This page includes
numerous helpful writing resources such as tutorials on understanding plagiarism, quick reference guide
to APA, writing tips and ESL materials.
Students are also strongly encouraged to review the section on plagiarism carefully. All instances of
academic dishonesty will result in disciplinary measures pre-established by the School of Social Work
and the University.
IMPORTANT NOTE ON CIVILITY, RESPECT AND TOLERANCE IN THE CLASSROOM
One of the reasons I like being a part of the academic setting is the tremendous appreciation and tolerance
the community has for diversity of thought. Many previously vanguard ideas that are commonplace in
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contemporary times, as well as impact our society in positive ways, were developed in the academy. Since
all members of our class are from various backgrounds with diverse experiences, I expect that each person
will provide unique contributions that can enrich our learning experience. For this reason, I encourage and
expect that everyone in the class should have a voice, and should be able to express thoughts without fear
of retribution or censorship. This does not mean that everyone should agree with what each person
(including me) says. To the contrary, I encourage lively debate between you and your fellow students and
between you and me. Nonetheless, I expect that dissent will be done in a respectful manner that protects
everyone’s dignity.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
I expect that assignments will be completed at times recorded in the syllabus. If you have a situation that
may prohibit you from completing the assignment on time, a request for delay of any assignment must be
done in advance of the due date (at least 24 hours) recorded for the assignment. Approved delays will not
affect your grade. Any unapproved delays or assignments completed after an approved delay date will
begin to accrue a 10% reduction every 24 hours that the assignment is late. Each paper is due by 11:59
PM on it is listed due. Papers that are turned in after 11:59 PM on the due date will be considered late
and there is a 10% deduction for every 1-24 hour period past the due date and time for the paper. In other
words, if the paper is due at 11:59 PM and is turned in any time after 11:59 PM on the due date, there will
be a 10% deduction up to 11:59 PM on the following day. These 10% deductions will continue for each
day that the assignment is due. Please remember that the clock begins immediately after 11:59 PM.
If you experience unavoidable obstacles to meeting the time frame, you should discuss the circumstances
with me to determine if an initial grade of incomplete (INC) would be appropriate. I prefer not to give an
incomplete grade and will give incompletes only in compliance with University policy.
DISTRIBUTION OF ASSIGNMENTS FOR COURSE GRADE
Case Formulation and Treatment Planning Paper 50%
Evidence-Based Practice Paper – 35%
Class Participation – 15%
GRADING
All grades are converted to the following scale:
94 and above
H
80-93
P
70-79
L
69 and below
F
Special Note on Grades
I would like to note that my grading is by no means any intent on being punitive. My assignments are
designed to assist you in becoming better social work practitioners. Hence my goal is to ensure that you
have learned and can apply the material we have covered in classes and in our readings. It is for this
reason that although not a requirement, I am happy to take a look at your papers and give you feedback
before the assignment is due. To be most useful to you in this process, I will need to see your draft at least
two weeks before the assignment is due.
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POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for information on
attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All written
assignments should contain a signed pledge from you stating that, "I have not received unauthorized aid in
preparing this written work". In keeping with the UNC Honor Code, if reason exists to believe that
academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General
for investigation and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
If you have a disability that could impact your participation in the course, please notify me if you wish to
have special accommodations in instructional, and/or assignment format, etc. Please contact the
University’s Disability office to request the paperwork necessary for approved accommodations.
USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES
I will permit the use of laptops and tablets only and all uses are restricted to the academic enterprise in
our classroom. Please do not visit social media pages or other nonacademic pages during class. Please
turn off all cell phones and other devices that would disrupt the learning environment of the classroom.
Laptops and tablets should be closed during class discussions and other activities that do not require them.
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Course Schedule
August 19
Class 1 - Introduction and Overview
August 26
Class 2 – Introduction to Explanatory Theories of Trauma and Violence
September 2 Class 3 – Impact of Trauma and Assessment of Trauma Survivors
September 9 Class 4 – Introduction to Trauma Theory and CBT Approaches to Treatment
September 16 Class 5 – Developing a Case Formulation
September 23 Class 6 – CBT Interventions: Cognitive
September 30 Class 7 – CBT Interventions: Behavioral
October 7
Class 8– Treatment Planning/Creating a Treatment Plan
October 14
Class 9 – Trauma Focused with Children (Guest Speaker Kat North)
Case Formulation and Treatment Plan Paper Due
October 21
Class 10— Interpersonal Violence (Guest Speaker, TBA)
October 28
Class 11 – Working with Veterans (Guest Speaker Robbie Biddix)
November 4
Class 13 –Other Theories of Violence and Trauma
November 11 Class 12 –Trauma in Cultural Context (Guest Speaker Lori Schweickert, MD)
November 18 Class 14 –Perpetrators of Violence
November 25 No class is scheduled for this date
December 2 Class 15 – Self-Care/Leaving it at the Office. Vicarious Traumatization and Course Wrap-Up
Evidence-Based Practice Paper Due
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Course Outline
Session 1: Introduction
 Student/Instructor introductions
 Overview of course
 Discussion of self-care and vicarious traumatization
 Duty to warn – ethics of working within trauma
Session 2: Introduction to Explanatory Theories of Trauma and Violence
 Review of theories of violence
 What is trauma? Who is affected?
 Normal responses to trauma vs. PTSD
Readings:
Taylor text – Chapter 1
Becker-Blease, K. A. & Freyd, J. J. (2005). Beyond PTSD: An evolving relationship between trauma
theory and family violence research. Journal of interpersonal Violence 20(4) 403-411.
DeWall, C., Anderson, C. A., & Bushman, B. J. (2011). The general aggression model: Theoretical
extensions to violence. Psychology of Violence, 1(3), 245-258.
Malik, N. M., & Lindahl, K.M. (1998). Aggression and dominance: The roles of power and culture in
domestic violence. Clinical Psychology: Science and Practice, 5(4), 409-423.
Optional reading:
Hines, D. A., Brown, J., & Downing, E. (2007). Characteristics of callers to domestic abuse helpline for
men. Journal of Family Violence, (22), 63-72.
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy:
Theory, Research, Practice, Training, 41(4), 412-425.
Session 3: Impact of Trauma and Assessment of Trauma Survivors
 Assessment strategies for victims/survivors
 Use of formal tools, semi-structured interviews and unstructured interviews
Readings:
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Taylor text – Chapters 2 and 6
Foa text- Chapters 2 and 3
Russell, G. M., Bohan, J. S., Carroll, M. C., & Smith, N. G. (2011). Trauma, recovery, and community:
Perspectives on the long-term impact of anti-LGBT politics. Traumatology, 17(2), 14-23
OPTIONAL READING
Kaiser, L. J., Nurse, W., Lucksted, A., & Collins, K. S. (2008). Understanding the impact of trauma on
family life from the viewpoint of female caregivers living in urban poverty, Traumatology 14(3),
77-90.
Pratt, E.M., Brief, D. J., & Keane, T.M. (2006). Recent advances in psychological assessment of adults
with posttraumatic stress disorder. In V.M. Follette & J.I. Ruzek (Eds.) Cognitive-behavioral
therapies for trauma (2nd ed.) (pp. 34-61). New York, NY: The Guilford Press.
Stamm, B. H., & Friedman, M. J. (2000). Cultural diversity in the appraisal and expression of trauma. In
A. Y. Shalev, R. Yehuda, & A. C. McFarlane (Eds.) International handbook of human response to
trauma (pp. 69-85). New York, NY: Kluwer Academic/Plenum Publishers.
Session 4: Introduction to CBT and Trauma Theory and CBT Approaches to Treatment
 Overview of CBT: tenets, understanding cycles
 Overview of trauma theory
Readings:
Taylor text- Chapters 3 and 4
Rubin, A. (2009). Introduction: Evidence-based practice and empirically supported interventions for
trauma. In A. Ruben & D. W. Springer (eds). Treatment of traumatized adults and Children, pp 319. Hoboken, NJ: Wiley.
Wright, J. H., Basco, M. R., & Thase, M. E. (2006). Basic principles of cognitive-behavioral therapy. In
Learning cognitive-behavioral therapy: An illustrated guide (pp. 1-26). Washington D.C.:
American Psychiatric Press.
Session 5: Developing a Case Formulation
 How does CBT explain PTSD symptoms?
 What is formulation and how it differs from history, assessment, and diagnosis?
 Using CBT concepts and principles in trauma case formulation
 Acute interventions for trauma
Readings:
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Foa text—Chapters 4 & 5
Taylor text – Chapter 7 and 8
Optional Reading:
Wright, J. H., Basco, M. R., & Thase, M. E. (2006). Assessment and formulation. In Learning cognitivebehavioral therapy: An illustrated guide (pp. 45-63). Washington D.C.: American Psychiatric
Press.
Session 6: CBT Interventions: Cognitive Interventions
 Applying cognitive aspects of CBT model to treatment process
 Practice types of interventions used with CBT
 Psychoeducation
 Cognitive restructuring
Readings:
Foa text—Chapters 6, 7, and 8
Taylor – Chapters 9 and 10
Session 7: CBT Interventions: Behavioral Interventions
 Exposure therapies including prolonged exposure
 Activity Scheduling
 Behavioral Activation
Readings:
Taylor – Chapter 11, 12, and 13
Wright, J. H., Basco, M. R., & Thase, M. E. (2006). Behavioral methods I. In Learning cognitivebehavioral therapy: An illustrated guide (pp. 123-150). Washington D.C.: American Psychiatric
Press.
Wright, J. H., Basco, M. R., & Thase, M. E. (2006). Behavioral methods II. In Learning cognitivebehavioral therapy: An illustrated guide (pp. 151-172). Washington D.C.: American Psychiatric
Press.
Session 8: Treatment Planning/Creating a Treatment Plan
•
Role Plays of cases
•
Creation of treatment plans for cases in class
Readings:
Foa text—Chapters 9 and 10
Jeffreys, M. (2009). Clinician’s guide to medications for PTSD. National Center for PTSD.
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http://www.ptsd.va.gov/professional/pages/clinicians-guide-to-medications-for-ptsd.asp
Mahone, I. H., Farrell, S., Hinton, I., Johnson, R. Moody, D. Rifkin, K. Moore, K., Becker, M., & Barker,
M. R. (2011). Shared decision making in mental health treatment: Qualitative findings from
stakeholder focus groups. Archives of Psychiatric Nursing, 25(6), 27–36.
OPTIONAL READING
Jaycox, L. H., Zoellner, L., & Foa, E. B. (2002). Cognitive-behavioral therapy for PTSD in rape
survivors. Journal of Clinical Psychology, 58(8), 891-906.
Session 9: Trauma-Focus on Children
 Application of CBT to treatment of children
 Differences in use with children
Readings:
Cohen, J. A., Mannarino, A. P., Berliner, L., & Deblinger, E. (2000). Trauma-focused cognitive
behavioral therapy for children and adolescents: An empirical update. Journal of Interpersonal
Violence, 15(11), 1202-1223.
Deblinger, E., Thakkar-Kolar, R., & Ryan, E. (2006). Trauma in childhood. In V. M. Follette & J. I.
Ruzek (Eds.) Cognitive-behavioral therapies for trauma (2nd ed.) (pp. 405-432). New York, NY:
The Guilford Press.
Ronen, T. (2007). Cognitive behavior therapy with children and adolescents. In T. Ronen, & A. Freeman
(Eds.), Cognitive behavior therapy in clinical social work practice (pp.189-211). New York, NY:
Springer Publishing Company
Session 10: Interpersonal Violence
Guest speaker- To be determined



Specific needs for this population regarding intervention and assessment
Safety planning
Social justice issues – impact of acculturation, immigration, cultural norms, discrimination within
larger society
Readings:
Macy, R. J. (2010). Violence against women in North Carolina. North Carolina Medical Journal, 71(6),
566-560.
Macy, R. J., Giattina, M. C., Parish, S. L., & Crosby, C. (2010). Domestic violence and sexual assault
services: Historical concerns and contemporary challenges. Journal of Interpersonal Violence,
25(1), 3-32.
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Kubany, E.S., & Watson, S.B. (2002). Cognitive trauma therapy for formerly battered women with
PTSD: Conceptual bases and treatment outlines. Cognitive and Behavioral Practice, 9, 111-127.
Optional Reading
Barnes, R. (2010). ‘Suffering in a silent vacuum”: Woman-to-woman partner abuse as a challenge to the
lesbian feminist vision. Feminism and Psychology, 21(2), 233-239.
Bograd, M. (1999). Strengthening domestic violence theories: Intersections of race, class, sexual
orientation, and gender. Journal of Marital and Family Therapy, 25(3), 275-289.
Roberts, A. R. (2002). Myths, facts, and realities regarding battered women and their children: An
overview. In A.R. Roberts (Ed.), Handbook of domestic violence intervention strategies: Policies,
programs, and legal remedies (pp. 2-22). New York, NY: Oxford University Press.
Session 11: Working with Veterans
 Special issues when working with veterans
 Cognitive processing
 Imaginal exposure
Readings:
Kaysen, D., Lindgren, K., Zangana, G. A. S., Murray, L., Bass, J., & Bolton, P. (2013). Adaptation of
cognitive processing therapy for treatment of torture victims: Experience in Kurdistan, Iraq.
Psychological Trauma: Theory, Research, Practice, and Policy, 5(2), 184-192.
doi:10.1037/a0026053
Riggs, D. S., Cahill, S. P. & Foa, E. B. (2006). Prolonged exposure treatment of posttraumatic stress disorder.
In V. M. Follette & J. I. Ruzek (Eds.), Cognitive-behavioral therapies for trauma (2nd ed.) (pp. 65-95).
New York, NY: The Guilford Press.
Thompson M. & Gibbs, N. (2012). Army Suicides. Time Magazine, 180(4), 24-31.
Session 12: Trauma in Cultural Context: The Complexities of Culture in Treating Trauma
Overview of unique issues when working with victims of trauma from different socioethnic groups (these
readings may change based on speaker’s discretion).
Bryant-Davis, T. (2005). Racist incident-based trauma. The Counseling Psychologist, 33 (4), 479-500
deVries, M. W. (2007). Trauma in cultural perspective. In B. A. van der Kolk, A. C. McFarlane & L
Weisaeth (Eds.), Traumatic Stress: The effects of overwhelming experience on mind, body, &
society, (pp. 398-413). New York, NY: The Guilford Press.
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Moreno, C. L. (2010). The relationship between culture, gender, sociocultural factors, abuse, trauma, and
HIV/AIDS for Latinas. Qualitative Health research, 17 (3), 340-352.
Stamm, B. H., & Friedman, M. J. (2000). Cultural diversity in the appraisal and expression of trauma. In
A.Y. Shalev, R. Yehuda, & A.C. McFarlane (Eds.), International handbook of human response to
trauma (pp. 69-85). New York, NY: Kluwer Academic/Plenum Publishers.
Zembylas, M. (2009). Making sense of traumatic events: Toward a politics of aporetic mourning in
educational theory and pedagogy. Educational Theory, 59(1). 243-258.
Session 13: Other Theories and their Impact in Understanding and Intervening with Violence and Trauma
 Attachment theory
 Biological
 Psychodynamic
Foa text:
Chapter 11 (EMDR)
Chapter 12 (Groups)
Chapter 14 (Psychodynamic treatment for adults)
Chapter 15 (Psychodynamic treatment for child trauma)
Chapter 18 (Couple and family work)
Williams, W. E. (2006). Complex trauma: Approaches to theory and treatment. Journal of Loss and
Trauma, 11, 321-335.
Optional Reading:
Figley, R. & Figley R. F. (2009) Stemming the tide of trauma systemically: The role of family therapy.
Australian and New Zealand Journal of Family Therapy, 30(3), 17-36
Hemsley, C. (2010). Why this trauma and why now? The contribution that psychodynamic theory can
make to the understanding of post-traumatic stress disorder. Counseling Psychology Review,
25(2) 13-20.
Hill, J. S., Lau, M. Y., Sue, D. W. (2010). Integrating trauma psychology and cultural Psychology:
Indigenous perspectives on theory, research, and practice. Traumatology, 16(4), 39-47.
Week 14- November 18: Perpetrators of Violence
 Demographics
 Theories of causation
 Treatment
Readings:
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Grady, M. D. (2009). Sex offenders part I: Theories and models of etiology, assessment and
intervention. Social Work in Mental Health, 7, 353-371.
Truscott, D. & Evans, J. (2009). Protecting others from homicide and serious harm. In J.L. Werth,
E.R. Welfel, & G.A. Benjamin (Eds.), The Duty to Protect (pp. 61-77). Washington, D.C.:
American Psychological Association.
Brown, T.L., Borduin, C.M.,& Henggleler, S.W.(2001). Treating juvenile offenders in community
settings. In J.B. Ashford, B.D.Sales & W.H. Reid (Eds.), Treating Juvenile Offenders with
Special Needs. (pp.445-464). Washington, D.C.: American Psychological Association.
Optional Reading:
Ward, T., Hudson, S.M., & Johnston, L. (1997). Cognitive distortions in sex offenders: An Integrative
review. Clinical Psychology Review, 17(5), 479-507.
Session 15: Self-Care/Vicarious Traumatization and Course wrap-up
 Self-care techniques
 How to recognize vicarious traumatization
 Changes in personal schemas
Readings:
Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1),
63-70.
Ryan, K. (1999). Self-help for the helpers: Preventing vicarious traumatization. In N.B. Webb (Ed.) Play
therapy with children in crisis: Individual, group and family treatment (pp. 471-491). New York,
NY: The Guilford Press.
Other articles which may be of interest
Campbell, R., Dworkin, E., & Caabral G. (2009). An ecological model of the impact of sexual assault on
women’s health. Trauma, Violence and Abuse, 10(3), 225-246
Gill, D. A., Picou, S., & Ritchie (2011). The Exon Valdez and BP oil spills: A comparison of initial social
and psychological impacts. American Behavioral Scientist, XX(X), 1-20.
Koffman, S. Ray, A., Berg, S., Covington, L., Albarran, N. M., & Vasquez, M. (2009). Impact of
comprehensive whole child intervention and prevention program among youths at risk of gang
involvement and other forms of delinquency Children and Schools 31(4), 239-245.
Helms, J. E., Nicholas, G., & Green, C. E. (2010) Racism and ethnoviolence as trauma: Enhancing
professional training. Traumatology, 16(4). 53-62.
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Wasco, S. M. (2010). Conceptualizing the harm done by rape: Applications of trauma theory to
experiences of sexual assault. Trauma, Violence and Abuse, 4(4), 309-322.
George, M. (2012). Migration traumatic experiences and refugee distress: Implications for social work
practice. Clinical Social Work Journal. Advance online publication. doi:10.1007/s10615-0120397-y
Shapiro, F. & Maxfield, L. (2002). Eye movement desensitization and reprocessing (EMDR):Information
processing in the treatment of trauma. Psychotherapy in Practice, 58(8), 933-946.
Naparstek, B. (2004). How and why imagery heals trauma. In Invisible heroes: Survivors of trauma and
how they heal (pp. 149-179). New York, NY: Bantam Dell.
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Case Formulation Paper and Treatment Plan
I would prefer that you use your own case for this assignment, but if you do not have an appropriate
trauma case, I can provide a case you might be able to use. If you use a case from your field placement
or work, please take steps to ensure client confidentiality by altering or leaving out identifying
information. All client names should be changed.
I.
Objective 1: Presenting problem and brief psychosocial history. In this section of the paper,
please present the client’s presenting problem and history, including information about family
of origin and history of trauma. Remember that “presenting problems can include symptoms,
current stressors… and difficulties in adaptive functioning…” (Taylor, 2006, p. 135).
(approximately one double spaced page)
II.
Formulation section: The purpose of the case formulation part of this assignment is to
demonstrate your ability to formulate/describe/explain a clinical case using a CBT framework.
You are being asked to assess the presenting problems of the case and link their assessment
back to the CBT model of assessment. You should therefore indicate your methods of
assessment and your findings. In this section, you also will describe the symptoms and
presenting problem using CBT as an explanatory model. Each symptom should be listed,
followed by an explanation of why the person has those symptoms according to the CBT
model of understanding trauma. This process should be done for the presenting problem as
well, if it is separate from the symptoms described in the case. One helpful way to think about
your formulation is to include predisposing, precipitating, perpetuating and protective factors
to explain your client’s unique situation. (See Taylor Chapter 8 for a review of these
elements). It is also important to note that the CBT model often explains both how symptoms
are formed and how they are maintained. Hence, please be sure to use the CBT model to
explain symptom development and maintenance. Remember that if you can explain these, you
are in a better position to create the treatment plan. At the end of this section please include the
DSM-IV-TR or DSM-IV diagnosis. A couple of brief sentences indicating why you believe
your diagnosis is accurate should be added (the formulation section should be approximately
two or three double-spaced pages).
III.
Treatment plan section: In this section you should build on your case formulation.
Hence, you will use your formulation as the basis for your treatment plan. The treatment plan
should be consistent with the assessment and formulation, meaning that the interventions
should address the symptoms listed in the assessment, and the types of interventions (e.g.
modality, duration, specific skills, and techniques) should match up with the problems listed
and causes for those problems. Your treatment plan should have clearly written goals and
objectives that are measureable with realistic time frames for completion. The plan should be
consistent with the client’s needs as well as his/her cultural background. In addition, the
modality or modalities of treatment (e.g. group, individual, family) should be discussed and a
brief rationale given for your choices. Your plan should also include any other interventions
that you deem necessary for the client outside of the CBT model. These could include but are
not limited to; the creation of a safety plan, a referral to another agency for additional
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assistance, advocacy work, case management, medication referral, addressing social justice
issues on behalf of your client on a policy level, inclusion of a spiritual leader, etc.
(Approximately two pages). Note that you can use bullets in this section.
The entire paper should be between 5 to 8 double-spaced pages total.
Grading Criteria:
1. The presenting problems are clear and thorough.
2. Each symptom and/or presenting problem in the case are listed with a
thorough and clear explanation using the CBT model. Within the
explanation, there is a discussion as to the contributors to the
development, purpose/functionality of each of the symptoms. The DSM
diagnosis is appropriate for the problems
3. For each symptom listed for the client, you have listed an appropriate
intervention to address the symptoms/problems.
4. For each intervention, there is an appropriate time-frame for when the
goal should be met and there are 2-3 objectives listed for each issue being
addressed. The goals and objectives are written according to the model
learned in class. The appropriate modality or modalities are included in
the treatment plan (e.g. individual, family, and/or group).
5. For each intervention, there is an appropriate method of evaluation for
how to determine whether the goals and objectives have been met.
6. The interventions are consistent with the client’s individual needs in terms
of their culture, gender, sexual orientation, religion, class, language or
other issues of diversity. There is a discussion of social justice issues or
other broader issues that might play a role in this case, such as lack of
access to services, homophobia, racism, etc.
7. Other non-CBT/direct therapeutic interventions have been considered that
would address the needs of the client.
8. The paper is clearly written with NO writing errors and APA formatting is
followed.
Total
Points
5
8
5
9
5
8
5
5
50
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Evidence Based Practice Paper
Objective: A major part of what you will do as a practitioner is to provide a rationale to your clients, your
clients’ family members, or insurance providers for the intervention choices you recommend and carry
out with your clients. This paper is aimed to help you practice gaining the skills to both explain the
reasons for your choices, as well as determine through the available research that what you are
recommending is appropriate for your client.
Description: In this paper, you are to provide a rationale as to why you feel that the treatment plan you
created for your client in the previous assignment was an appropriate plan or not. Your paper should in
essence explain how well the intervention model you used, namely CBT, fits with the assessment of your
client’s needs. This explanation should include how well the specific interventions match the needs of the
client, both in terms of their symptoms, as well as broader needs or social justice issues. This paper should
also include a discussion of the outcome literature regarding CBT and the treatment of individuals who
have suffered from a trauma. What does the research say about the efficacy of CBT in the treatment of
PTSD? In addition, you should provide a rationale for other interventions that you recommended for your
client that were outside of the CBT framework. This paper should be about 5 pages and ABSOLUTELY
NO MORE than seven double spaced PAGES. You can use assigned readings as references but a
minimum of 5 references should be included that were not assigned readings for this course.
Grading Criteria:
Criteria
There is a clear rationale provided regarding how appropriate or inappropriate, you believe the
CBT-based treatment plan fit with the symptoms/problems of the client.
You summarized relevant literature to support your position regarding the choice of CBT for
someone with your client’s diagnosis.
There is a clear rationale and summary of the literature regarding the other proposed
interventions listed in the treatment plan
There is a thoughtful discussion of how well CBT or other approaches meet the specific needs
of the client, in terms of their culture, sexual orientation, age, gender, spirituality and other
issues of diversity.
Several new creative conclusions or connections are made and fully explained. Critical
thinking should be evident.
At least 5 scholarly resources were used which were not assigned course readings.
The writing was clear with NO errors and APA formatting was used throughout the paper.
Total
Points
possible
6
6
6
6
6
3
2
35