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The University of North Carolina at Chapel Hill
School of Social Work
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
INSTRUCTOR:
SOWO 855.002
Treatment of Trauma and Violence, Section 2
Fall 2010
Michael Lambert, MSS (Clinical Social Work), MA, PhD, LP
Office: 402K
Phone: 919-962-6436
Email: mclamber@email.unc.edu
OFFICE HOURS:
Tuesdays from 12-3 or by appointment
COURSE DESCRIPTION:
This course reviews models of trauma and violence within the psychosocial 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 theories that guide assessment and intervention for 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
theoretical principles, research, and the evidence-based practices they inform.
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., comorbidity with other
mental health syndromes).
4. Understanding the 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, 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
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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
the 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
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.
Rogers, A.G. (2006). The Unsayable: The hidden language of trauma. New York, NY: Random House.
van der Kolk, B. A., McFarlane, A., & Weisaeth (Eds) (1996). Traumatic stress: The overwhelming
experience on mind, body and society.
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.
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Class Participation:
It is expected that students will be active members of the class. Therefore, the following grading rubric
will be used for class participation.
94-100 is assigned to those students who have consistently attended and have been regular and active
participants, missing no more than 1 class. 90-93 is for students who have missed 2 or more classes, but
who regularly participate. 85-89 is for students who have either missed 2 or more classes, and do not
participate often. 80-84 is for students who have missed more than 2 classes and rarely participate. Under
80 means that the student has irregular attendance, and has demonstrated through class discussions that
s/he has not done the readings or actively disengages with class activities.
AN IMPORTANT NOTE ON CONFIDENTIALITY
I am a practicing clinician. Hence in my practice over the years have addressed many of the clinical issues
I will present in this class. I will use this experience throughout the semester by giving you examples of
real cases that I have treated. 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 use would be evident, I ask and expect that
you will keep all case materials confidential. That is you should not discus case materials with anyone
outside this class. Moreover, even if you discuss cases among your fellow class members please ensure
that your discussion is not overheard by others.
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) 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. Papers are due at the beginning of
class. Papers that are handed in after the beginning of class 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 2:00 PM and turned in any time after 2:00 pm on the due date on time, there will be a 10%
deduction up to 1:59 PM on the following day. These 10% reductions will continue for each day that the
assignment is due. Please remember that the clock begins at the beginning of each class.
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 Assignment – 35%
Treatment/Intervention Plan Assignment – 25%
Evidence-Based Practice Paper – 30%
Class Participation – 10%
GRADING
All grades are converted to the following scale:
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94 and above
80-93
70-79
69 and below
H
P
L
F
In order to be as objective as possible in my grading of your assignments, please 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:
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 format, 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 do not permit laptops or other electronic devices 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 6th edition
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 – Introduction 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 - Interpersonal Violence
October 26
Class 10 – Trauma-focused CBT with Children
November 2
Class 11 – Exposure Therapy/Working with Veterans
Treatment Plan/Intervention Paper Due
November 9
Class 12 – EMDR and guided imagery
November 16 Class 13 – Trauma in Cultural Context
November 23 Class 14 – Perpetrators of sexual violence
November 30 Class 15 – Application of CBT with other disorders
December 7
Class 16 – Self-care/Leaving it at the office. 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:
Johnson, R. (2004). Theories of violence and their influence on the practice of counseling. Psychotherapy
in Australia, 10(4), 40-44.
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.
Hines, D. A., Brown, J., & Downing, E. (2007). Characteristics of callers to domestic abuse helpline for
men. Journal of Family Violence, (22), 63-72.
Van Soest, D., & Bryant, S. (1995). Violence reconceptualized for social work: The urban dilemma.
Social Work, 40(4), 549-557.
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.
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.
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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.
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
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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
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: 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
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).
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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 (pp.189-211). New York, NY:
Springer Publishing Company.
Session 11: Exposure Therapy and Working with Veterans
• Principles of exposure therapy
• 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 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.
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Session 13: 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
Readings:
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).
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.
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.
Ward, T., Hudson, S.M., & Johnston, L. (1997). Cognitive distortions in sex offenders: An integrative
review. Clinical Psychology Review, 17(5), 479-507.
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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 (pp. 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.
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. It is always
recommended that the student choose a case that it outside of their previous experience to increase their
learning on this assignment. 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. See Zayfert and Becker pages
30-38 for examples. 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:
1. Each of the symptoms in the case is listed. (10 pts.)
2. The student has provided a thorough and clear explanation for each of the symptoms in the case.
(25 pts.)
3. The explanation is consistent with the CBT model. (15 pts.)
4. Within the explanation, there is a discussion as to the purpose or functionality of each of the
symptoms. (5 pts.)
5. 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. (15 pts.)
6. The student has written a formulation summarizing the issues/presenting problem for the case (1-2
paragraphs). (15 pts.)
7. The writing is clear with NO errors. (10 pts.)
8. APA formatting is used to document ideas that are not the student’s. (5 pts.)
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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, 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 be 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 6-8 pages.
The Case Formulation Paper should also be included when turning in this paper.
Grading Criteria:
1. For each intervention, there is an appropriate goal and 2-3 objectives listed for each issue being
addressed written properly. (15 pts.)
2. For each of the symptoms listed for the client, the student has listed an appropriate intervention to
address the symptoms/problem that is consistent with the stated problem/symptom. (20 pts.)
3. For each intervention, there is an appropriate time-frame provided for when the goal should be
met. (5 pts.)
4. For each intervention, there is an appropriate method of evaluation for how to determine whether
the goals and objectives have been met. (5 pts.)
5. 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. (15 pts.)
6. The appropriate modality or modalities are recommended for treatment (e.g. individual, family,
group). (5 pts.)
7. Other non-CBT/direct therapeutic interventions have been considered that would address the
needs of the client. (15 pts.)
8. All interventions are clearly described and written in client-friendly language. (5 pts.)
9. The paper is clearly written with NO writing errors. (10 pts.)
10. APA formatting is followed. (5 pts.)
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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 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 a minimum of 5 references should be included that were not assigned
readings for this course.
Grading Criteria:
1. There is a clear rationale provided regarding how well or NOT well, the student feels the CBTbased treatment plan fit with the symptoms of the client. (20 pts.)
2. There is a clear rationale provided regarding the other proposed interventions provided in the
treatment plan. (15 pts.)
3. 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, spirituality and other issues of
diversity. (15 pts.)
4. The student summarized relevant literature to support his/her position regarding the choice of CBT
for someone who is diagnosed with PTSD. (20 pts.)
5. At least 5 resources outside of class were used. (10 pts.)
6. The writing was clear with NO errors. (10 pts.)
7. APA formatting was used throughout the paper. (10 pts.)