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THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
INSTRUCTOR:
OFFICE HOURS:
SOWO 855
Treatment of Trauma and Violence, Section 1
Fall 2010
Melissa D. Grady, PhD, MSW, LCSW
School of Social Work
Office: 563-H
Phone: 919-843-0063
Fax: 919-962-7557
Email: Mgrady@email.unc.edu
Tuesdays from 12-3 or by appointment
COURSE DESCRIPTION:
Course reviews explanatory models of trauma and violence within the social context. Students will learn
beginning skills for intervening in a variety of direct practice settings with diverse client populations.
COURSE OBJECTIVES:
1. Critical Understanding of Theory for Practice: Students will demonstrate a critical
understanding of the primary explanatory theories of violence (e.g. feminist, socio-cultural) as
well as a capacity to explain how these theories inform and guide social work practice decisions.
2. Comprehensive Assessment: Students will demonstrate the ability to assess clients for trauma
histories, understand risk and resiliency issues for this population and formulate a case using CBT.
3. Knowledge of and Skills in Best Practices: Students will be able to use their assessment skills to
develop a comprehensive treatment plan based on evidence, client needs/issues and the students’
knowledge of theory to adequately address the issues facing clients. Students 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. mental health and
substance abuse problems).
4. Understanding impact of Diversity: Students will assess and evaluate how current assessment
instruments 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, and sexual orientation, and populations at risk.
5. Values, Ethics and Self-Awareness: Using professional ethics and values as guidelines, students
will demonstrate a capacity to manage their own personal values and feelings related to violence
and trauma.
EXPANDED COURSE DESCRIPTION:
Building on foundation practice skill knowledge, this course aims to build and extend students’ 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)
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using primarily 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 the skills needed to treat this population. Trauma and violence can significantly impact
providers, therefore, there will also be focus on self-care and vicarious traumatization for the worker.
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
students’ foundation knowledge of social justice, policy and professional values and ethics, this course
aims to extend students’ 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; 3)
manage personal feelings and values that may affect their 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.
Zayfert, C. & Becker, C.B. (2007). Cognitive-behavioral therapy for PTSD: A case formulation
approach. New York, NY: The Guilford Press.
RECOMMENDED TEXT:
Follette, V.M. & Ruzek, J.I. (Eds.). (2006). Cognitive-behavioral therapies for trauma (2nd ed.). New
York, NY: The Guilford Press.
OTHER READINGS:
All other readings will be on the Blackboard website for the course.
CLASS ASSIGNMENTS:
There are three 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 on the papers – NOT your name – on any written work or assignments that
you turn into the instructor.
CLASS PARTICIPATION:
Please see professional conduct form.
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Professional Conduct
Class participation is more than mere attendance. It is arriving on time, reading the assigned material, preparing
for class with questions, contributing appropriately to class discussions, doing assignments, and participating in
class activities. The class participation grade is a subjective grade given by the professor. The professor will use this
matrix to determine the class participation grade (modified from Maznevski, M.(1996). Grading Class Participation.
Teaching Concerns. hhtp://www.virginia.edu/~trc/tcgpart.htm).
Grade
Class Participation Criteria
0
No effort
60-70
Infrequent
Effort
70-80
Moderate
Effort
Absent
No effort, disruptive, disrespectful.
 Present, not disruptive (This means coming in late.)
 Tries to respond when called on but does not offer much.
 Demonstrates very infrequent involvement in class.
 Demonstrates adequate preparation: knows basic case or reading
facts, but does not show evidence of trying to interpret or analyze
them.
 Offers straightforward information (e.g. straight from the case or
reading), without elaboration or very infrequently (perhaps once a
class).
 Does not offer to contribute to discussion, but contributes to a
moderate degree when called on.
 Demonstrates sporadic involvement.
 Demonstrates good preparation: knows case or reading facts well,
has thought through implications of them.
 Offers interpretations and analysis of case material (more than just
facts) to class.
 Contributes well to discussion in an ongoing way: responds to other
students’ points, thinks through own points, questions others in a
constructive way, offers and supports suggestions that may be
counter to the majority opinion.
 Demonstrates consistent ongoing involvement.
 Demonstrates excellent preparation: has analyzed case
exceptionally well, relating it to readings and other material (e.g.,
readings, course material, discussions, experiences, etc.).
 Offers analysis, synthesis, and evaluation of case material, e.g. puts
together pieces of the discussion to develop new approaches that
take the class further.
 Contributes in a very significant way to ongoing discussion: keeps
analysis focused, responds very thoughtfully to other students’
comments, contributes to the cooperative argument-building,
suggest alternative ways of approaching material and helps class
analyze which approaches were effective.
 Demonstrates ongoing very active involvement.
80-90
Good
Effort
90-100
Excellent
Effort
Total Pts
(Carpenter-Aeby, 2001)
of 100 points
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POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
It is expected that assignments will be completed at times noted in the syllabus. If you have a situation
arise that may prohibit you from completing the assignment on time, any request for delay of an
assignment/exam must be done in advance of the due date (at least 24 hours) on an assignment/exam.
Approved delays will not affect the 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.
Papers are due at the start of class. Papers that are handed in after the beginning of class will be
considered late and there is a 10% deduction for every 24 period past the due date/time of the paper. In
other words, if the paper is due at 2:00, and turned in at 11:00 pm that night, there will be a 10%
deduction. The clock begins at the start of class.
If the student meets unavoidable obstacles to meeting the time frame, the student should discuss the
circumstances with the instructor 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 Assignment – 35%
Treatment/Intervention Plan Assignment – 25%
Evidence-Based Practice Paper – 30%
Class Participation – 10%
GRADING
All grades are converted to the following scale:
94 and above
H
80-93
P
70-79
L
69 and below
F
In order to be as objective as possible in my grading of your assignments,
use your student PID number. DO NOT USE YOUR NAME.
You will lose 5 points if your name is included.
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 given or 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:
Students with disabilities which affect their participation in the course may notify the instructor if they
wish to have special accommodations in instructional format, examination format, etc. Please contact the
University’s Disability office to request the paperwork necessary for approved accommodations.
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USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES
No laptops or other electronic devices are permitted in the classroom, unless you have a specific
documented learning disability. Please turn off all cell phones or other devices that would disrupt the
learning environment of the classroom.
APA FORMATTING
It is an expectation of this course that you will correctly cite all of your material following the 5th ed. of
the APA manual. If you are not familiar with this style, please refer to the manual, the study guide on the
school’s website or see Diane Wyant, the School’s editor at dwyant@email.unc.edu
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Course Schedule:
August 24
Class 1 - Introductions
August 31
Class 2 – Explanatory theories of violence
September 7 Class 3 – Impact of trauma
September 14 Class 4 – Intro to Trauma theory and CBT
September 21 Class 5 – Case Formulation
September 28 Class 6 – CBT Interventions: Cognitive
October 5
Class 7 – CBT Interventions: Behavioral
Case Formulation Paper Due in Class
October 12
Class 8 – Treatment Planning/Creating a treatment plan
October 19
Class 9 - Exposure Therapy/Working with Veterans
October 26
Class 10 – Trauma-focused CBT with Children
November 2
Class 11 – Interpersonal Violence
Treatment Plan/Intervention Paper Due
November 9
Class 12 – EMDR and guided imagery
November 16 Class 13 – Culture and Trauma
November 23 Class 14 – Perpetrators of sexual violence
November 30 Class 15 – Application of CBT with other disorders
December 7
Class 16 – Self-care/Vicarious traumatization and course wrap-up
Evidence-Based Practice Paper
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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: Explanatory theories of Trauma and Violence
Review of theories of the origins of trauma
Focus on how these models of violence impact direct practice intervention strategies, as well as
policies related to survivors and perpetrators
Readings:
Gilligan, J. (1996). Shame: The emotions and morality of violence. In Violence: Reflections on a national
epidemic (pp. 103-136). New York, NY: Vintage Books.
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.
Johnson, R. (2004). Theories of violence and their influence on the practice of counseling. Psychotherapy
in Australia, 10(4), 40-44.
Timmerman, I., & Emmelkamp, P. (2005). An integrated cognitive-behavioural approach to the aetiology
and treatment of violence. Clinical Psychology & Psychotherapy, 12(3), 167-176.
doi:10.1002/cpp.447.
Session 3: Impact of Trauma and Violence on Physical and Mental Health
Consequences/Symptomatology of trauma
Normal responses to trauma vs. PTSD (Types I and II)
Who needs treatment?
Assessment strategies for victims/survivors
Readings:
Taylor text – Chapters 1, 2 and 6
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment. Psychotherapy:
Theory, Research, Practice, Training, 41(4), 412-425.
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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
Overview of CBT: tenets, understanding cycles
Overview of trauma theory: stages of recovery, role of worker in each stage
Impact of policies on delivery of services
How access of services/power/discrimination limits availability of services
Readings:
Zayfert & Becker – Chapter 1
Lebowitz, L., Harvey, M., & Herman, J. (1993). A stage-by-stage dimension model of
recovery from sexual trauma. Journal of Interpersonal Violence, 8(3), 378-391.
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?
Develop a case formulation based on CBT concepts
Practice with cases
Readings:
Zayfert & Becker – Chapters 2 and 3
Taylor – Chapter 8
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.
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Session 6: CBT Interventions: Cognitive Interventions
Increase application of CBT model to treatment process
Practice types of interventions used with CBT
Cognitive Restructuring
Readings:
Zayfert & Black – Chapters 5 and 8
Taylor – Chapters 10 and 11
Session 7: CBT Interventions: Behavioral Interventions
Increase application of CBT model to treatment process
Practice types of interventions used with CBT
Behavioral Techniques
Readings:
Taylor – Chapter 9
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
Complex issues in treatment
Readings:
Zayfert & Becker – Chapters 4, 9 and 10
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Session 9: Exposure Therapy and Working with Veterans
Principles of exposure therapy
Creating a trauma narrative
Use of exposure therapy with war veterans
Readings:
Zayfert & Becker – Chapters 6 and 7
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.
Session 10: Trauma-Focused CBT with Children
Application of CBT principles to 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 (189-211). New York, NY:
Springer Publishing Company.
Session 11: Interpersonal Violence
Specific needs for this population regarding intervention and assessment
Safety planning
Social justice issues – impact of acculturation, immigration, cultural norms, discrimination within
larger society
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Readings:
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.
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.
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).
Session 12: EMDR and Guided Imagery
Principles of EMDR
Application of EMDR to trauma survivors
Guided Imagery
Readings:
Edmond, T., Sloan, L., & McCarty, D. (2004). Sexual abuse survivors’ perceptions of the effectiveness of
EMDR and eclectic therapy. Research on Social Work Practice, 14(4), 259-272.
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.
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.
Session 13: Culture and Trauma
Understand the different manifestations of responses to trauma
Increase awareness of different types of trauma related to immigration or refuge status
Identify key clinical skills for increasing sensitivity to variations in treatment due to cultural
norms and expressions
Readings:
Ford, J.D. (2008). Trauma, posttraumatic stress disorder and ethnoracial minorities: Toward diversity and
cultural competence in principles and practices. Clinical Psychology: Science and Practice, 15(1),
62-67.
Wilson, J. (2006). Culture, trauma, and the treatment of posttraumatic syndromes in a global context.
Asian Journal of Counselling, 13(1), 107-144.
Zayfert, C. (2008). Culturally competent treatment of posttraumatic stress disorder in clinical practice: An
ideographic, transcultural approach. Clinical Psychology: Science and Practice, 15(1), 68-73.
doi:10.1111/j.1468-2850.2008.00111.x.
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Sessions 14: Perpetrators of Sexual Abuse – Who are they?
Demographics
Theories of causation
Treatment using CBT
Readings:
Grady, M. D. (2009). Sex offenders part I: Theories and models of etiology, assessment and intervention.
Social Work in Mental Health, 7, 353-371.
Grady, M.D., & Strom-Gottfried, K. (in press). Walking the fine line: Ethical issues in the treatment of
sex offenders. Clinical Social Work Journal.
Sessions 15: Application of CBT to other mental health issues
Using CBT to address other mental health issues
Transferring model to other populations
Readings:
Read 2 of the following that interest you the most.
(Please let me know if there is topic that interests you that is not here and I can try to find it for you.)
Daoud, L., & Tafrate, R.C. (2007). Depression and suicidal behavior: A cognitive behavior therapy
approach for social workers. In T. Ronen, & A. Freeman (Eds.), Cognitive behavior therapy in
clinical social work practice (401-418). New York, NY: Springer Publishing Company.
Gaudiano, B.A. (2005). Cognitive behavior therapies for psychotic disorders: Current empirical status and
future directions. Clinical Psychology: Science and Practice, 12, 33-50.
Himle, J.A. (2007). Cognitive behavior therapy for anxiety disorders. In T. Ronen, & A. Freeman (Eds.),
Cognitive behavior therapy in clinical social work practice (pp. 375-399). New York, NY:
Springer Publishing Company.
Malkinson, R. (2007). Grief and bereavement. In T. Ronen, & A. Freeman (Eds.), Cognitive behavior
therapy in clinical social work practice (521-550). New York, NY: Springer Publishing Company.
Turkington, D., Dudley, R., Warman, D.M., & Beck, A.T. (2004). Cognitive-behavioral therapy for
schizophrenia. Journal of Psychiatric Practice, 10, 5-16.
Walsh, B.W. (2006). Cognitive treatment. In Treating self-injury: A practical guide. New York, NY:
Guilford Press.
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Session 16: 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.
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Case Formulation Paper
Social Work 855: Treatment of Trauma and Violence
Objective: The purpose of this assignment is to practice and demonstrate the ability to formulate/describe
a clinical case using a CBT framework. The student is to assess the presenting problems of the case and
link their assessment back to the CBT model of assessment.
Description: The student will be given a choice of cases that s/he may choose for this paper, or s/he may
choose one of her/his own. It is always recommended that the student choose a case that it outside of their
previous experience to increase their learning on this assignment. For example, if you have only worked
with children, it might be helpful to do the assignment with an adult to expand your experience of
applying the concepts to clinical material. If you are submitting a case of your own, you will need to
submit a similar summary to the ones given out in class. Once the student has read the case, then s/he
should describe the symptoms and presenting problem using CBT as an explanatory model. Each
symptom should be listed, and then an explanation of why the person has those symptoms should be
explained. This explanation should involve theory in how the symptom was created and how it is
maintained. This should not be a restatement of the case summary. Rather, it should be an explanation of
why the individual is presenting as s/he is. Please refer to the handouts given in class and the readings on
case formulation. This process should be done for the presenting problem as well, if it is separate from the
symptoms described in the case. This paper should be approximately 5 pages.
Grading Criteria
Each of the symptoms in the case is listed.
The student has provided a thorough and clear explanation for each of the symptoms
in the case. This includes the origin of the symptoms and how the symptoms are
maintained
The explanation is consistent with the CBT model.
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, or homophobia.
The student has written a formulation summarizing the issues/presenting problem for
the case using a CBT framework to organize the case material (1-2 paragraphs).
The writing is clear with NO errors.
APA formatting is used to document ideas that are not the student’s.
Total Points
Points
10
25
15
20
15
10
5
100
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Treatment Plan/Intervention Paper
Social Work 855: Treatment of Trauma and Violence
Objective: The purpose of this paper is to help students develop a thorough and consistent plan for
intervention based on their assessment of a client’s needs.
Description: This paper is to build on the previously completely Case Formulation paper. Students will
take the previously completed assignment and create a treatment plan that is based on their assessment of
the client. The treatment plan should be consistent with the assessment, meaning that the interventions
should address the symptoms that were originally brought up in the assessment, and the types of
interventions (e.g. modality, duration, specific skills) should match up clearly with the problems listed
and causes for those problems, as discussed in the assessment. The treatment plan should be clear, with
clearly written goals using the SMART format with objectives that are measureable, realistic time frames
for completion and 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 discussed and a
rationale given for the decision for that choice. Included in your plan should also be any other
interventions that you feel are also important to the treatment 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
assistance, advocacy work, addressing social justice issues on behalf of your client on a policy level,
inclusion of a spiritual leader. Think outside the box here. This paper should be approximately 5 pages.
The Case Formulation Paper should also be included when turning in this paper.
Grading Criteria
For each symptom, there is an appropriate goal and 2-3 objectives listed for each issue
being addressed written properly consistent with the CBT model.
For each of the symptoms listed for the client, the student has listed appropriate CBTbased interventions to address the symptoms/problem that is consistent with the stated
problem/symptom.
Goals follow the SMART format
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.
The appropriate modality or modalities are recommended for treatment (e.g. individual,
family, group).
Other non-CBT/direct therapeutic interventions have been considered that would
address the needs of the client.
All goals and objectives are clearly described and written in client-friendly language.
The paper is clearly written with NO writing errors.
APA formatting is followed.
Total Points
Points
15
20
10
15
5
15
5
10
5
100
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Evidence Based Practice Paper
Social Work 855: Treatment of Trauma and Violence
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 whether 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, fit with the assessment you
completed of the client’s needs. This explanation should include how well the specific interventions
matched up with the needs of the client, both in terms of his/her 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? Is there research that supports your use of this model based on
the person’s gender expression? Class? Race/ethnicity? Spiritual beliefs? 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 a minimum of 5 references should be included that
were not assigned readings for this course.
Grading Criteria
There is a clear rationale provided regarding how well or NOT well, the student feels the
CBT-based treatment plan fit with the symptoms of the client.
There is a clear rationale provided regarding the other proposed interventions provided in
the treatment plan.
There is a discussion regarding how well the student feels CBT meets the specific needs of
the client, in terms of their culture, sexual orientation, age, gender expression, spirituality
and other issues of diversity.
The student summarized relevant literature to support his/her position regarding the choice
of CBT for someone who is diagnosed with PTSD.
At least 5 resources outside of class were used.
The writing was clear with NO errors.
APA formatting was used throughout the paper.
Total Points
Points
20
15
15
20
10
10
10
100