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The University of North Carolina at Chapel Hill
School of Social Work
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
INSTRUCTOR:
COURSE WEBSITE:
SOWO 855
Treatment of Trauma and Violence
Fall 2013
Marilyn Ghezzi, MSW, LCSW
Office: 563C
Phone: 919-962-6490
Email: mghezzi@email.unc.edu
https://www.unc.edu/sakai/
OFFICE HOURS:
Tuesdays from 12-2 or by appointment
COURSE DESCRIPTION:
This course reviews models of trauma and violence within the psychosocial context. You 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: 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 and formulate a
case and develop a treatment plan using CBT theoretical principles, research, and the
evidence-based practices they inform.
3. Knowledge of and Skills in Best Practices: You will be able to use your assessment
skills to develop a comprehensive treatment plan based on evidence, client needs/issues
and your knowledge of theory to adequately address the issues facing clients. 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 cooccurring 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.
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.
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EXPANDED COURSE DESCRIPTION:
Building on foundation practice skill 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 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 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.
Zayfert, C. & Becker, C.B. (2007). Cognitive-behavioral therapy for PTSD: A case formulation
approach. New York, NY: The Guilford Press.
OTHER TEXTS WHICH YOU MAY FIND HELPFUL:
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.
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.
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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.
OTHER READINGS:
All other readings will be on the Sakai website for the course.
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.
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.
DISTRIBUTION OF ASSIGNMENTS FOR COURSE GRADE:
Case Formulation and Treatment Planning 45%
Evidence-Based Practice Paper – 40%
Class Participation – 15%
Please see full descriptions of assignments at end of syllabus.
GRADING SYSTEM:
H = 94 and above
P = 80 to 93
L = 70 to 79
F = 69 and below
CLASS PARTICIPATION:
Class participation counts for 15% of your final grade. Everyone will receive a standard
score of 100 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 also means that your
comments are thoughtful, focused and respectful. Points will be deducted from the base score if
you miss class, are late, leave early, disappear for long periods on break or are unprepared.
Please turn off cell phones during class.
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
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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.
POLICY ON PAPER SUBMISSON, INCOMPLETES AND LATE ASSIGNMENTS:
All papers and assignments are to be submitted electronically to the Drop Box in our Sakai site
and are due at the beginning of class on the dates noted on the Schedule, unless a change in date
has been announced by the instructor in class. Five points (based on a 100 point scale) will be
deducted for each day that a paper is late. Please put only your PID # on the cover sheet for
your paper. Do not put your name on the paper that you submit to Sakai. Use your PID#
as a running head on each page. In class, please turn in a hard copy of the one page cover
sheet with your name, PID# and signed honor code pledge.
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.
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.
USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES:
Laptops are allowed in the classroom and I encourage you to bring your laptop to view the
powerpoints and to use for class exercises when we need to access materials online. However, I
will ask that you close laptops during class discussions and activities which do not require the
use of laptops. Cell phones should be turned off at all times during class.
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. The following web sites
provide additional information:
http://juno.concordia.ca/help/howto/apa.php (general information about documentation using
APA style)
Students are strongly encouraged to review the materials on the School of Social Work’s website
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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.
Course Outline:
Week 1-August 20: Introduction
 Student/Instructor introductions
 Overview of course
 Discussion of self-care and vicarious traumatization
 Beginning discussion of effects of trauma
Week 2- August 27: Explanatory Theories of Trauma and Violence
 Review of theories of violence
 What is trauma? Who is affected?
 Normal responses to trauma vs. PTSD, including discussion of DSM-5
Readings:
Taylor text – Chapter 1
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.
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.
Optional reading:
Hines, D. A., Brown, J., & Dunning, 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.
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Week 3-September 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:
Taylor text – Chapters 2 and 6
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.
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. (Replace this?))
Week 4- September 10: Introduction to Trauma Theory, CBT and approaches to treatment
 Overview of CBT
 Overview of trauma theory
Readings:
Zayfert & Becker – Chapter 1
Briere, J. (2006). Central issues in trauma treatment. In Principles of trauma therapy : A
guide to symptoms, evaluation, and treatment. (pp. 67-85). Thousand Oaks,
Calif.: Sage Publications.
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.
Optional Reading
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.
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Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Basic principles of cognitivebehavioral therapy. In Learning cognitive-behavioral therapy: An illustrated
guide (pp. 1-26). Washington D.C.: American Psychiatric Press.
Week 5-September 17: Developing a Case Formulation
 How does CBT explain PTSD symptoms?
 What is a formulation and how does it differ from diagnosis?
 Develop a case formulation based on CBT concepts
Readings:
Zayfert & Becker – Chapters 2 and 3
Taylor – Chapter 8
Optional Reading:
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Assessment and formulation. In
Learning cognitive-behavioral therapy: An illustrated guide (pp. 45-63).
Washington D.C.: American Psychiatric Press.
Week 6- September 24: CBT Interventions: Cognitive Interventions
 Cognitive Restructuring
 Psychoeducation
Readings:
Note: There is some redundancy in the readings for this week, however these concepts
are so important that I thought it would be useful for you to have multiple ways to learn
them. Each different chapter explains the concepts slightly differently. You may find that
you do not need to read each chapter in its entirety if you have already grasped the key
concepts.
Zayfert & Beckert – Chapters 5 and 8
Taylor – Chapters 9, 10 and 11
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.
Optional Reading
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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.
Week 7- October 1: CBT Interventions: Behavioral Interventions
 Exposure therapies
 Activity Scheduling, Behavioral activation
Readings:
Note: There is some redundancy in the readings for this week, however these concepts
are so important that I thought it would be useful for you to have multiple ways to learn
them. Each different chapter explains the concepts slightly differently. You may find that
you do not need to read each chapter in its entirety if you have already grasped the key
concepts.
Taylor- Chapters 12 and 13
Zayfert & Beckert- Chapters 6 and 7
Wright, J.H., Basco, M.R., & Thase, M.E. (2006). Behavioral methods I. In Learning
cognitive-behavioral 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
cognitive-behavioral therapy: An illustrated guide (pp. 151-172). Washington
D.C.: American Psychiatric Press.
Week 8- October 8: Treatment Planning/Creating a Treatment Plan
 Treatment plans
 Miscellaneous therapeutic techniques
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.
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Week 9- October 15: Complex PTSD
Courtois, C. A. (2004). Complex trauma, complex reactions: Assessment and treatment.
Psychotherapy: Theory, Research, Practice, Training, 41(4), 412-425.
Ford, J.D. & Cloitre, M. (2009). Best practices in psychotherapy for children and
adolescents. In C.A. Courtois & J.D. Ford (Eds.), Treating complex traumatic
stress disorders : An evidence-based guide. (pp. 59-81). New York: Guilford
Press.
Resick, P. A., Bovin, M. J., Calloway, A. L., Dick, A. M., King, M. W., Mitchell, K. S., .
. . Wolf, E. J. (2012). A critical evaluation of the complex PTSD literature:
Implications for DSM-5. Journal of Traumatic Stress, 25(3), 241-251.
doi:10.1002/jts.21699
Week 10- October 22- Interpersonal Violence
Guest speaker-
Case Formulation and Treatment Plan Paper Due



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: To be determined
Week 11-: October 29- Working with Veterans
Guest speaker:


Special issues when treating veterans
Cognitive processing therapy
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
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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.), Cognitivebehavioral 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.
Week 12- November 5: Trauma in Cultural Context
Guest Speaker- Guest Speaker- Lori Schweickert, MD


The complexities of culture in treating trauma
Overview of unique issues when working with victims of trauma from different
socioethnic groups
Readings:To be determined
Week 13: November 12- Other theoretical approaches to working with trauma and violence and
other modalities





Attachment theory
Biological
Psychodynamic
Groupwork
Couple and family approaches
Readings:
Figley, C. R. & Figley, K. R. (2009). Stemming the tide of trauma systemically: The role
of family therapy. The Australian and New Zealand Journal of Family Therapy
30(3), 173-183.
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.
Williams, W. E. (2006). Complex trauma: Approaches to theory and treatment. Journal
of Loss and Trauma, 11, 321-335.
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Jeffreys, M. (2009). Clinician’s guide to medications for PTSD. National Center for
PTSD.
http://www.ptsd.va.gov/professional/pages/clinicians-guide-to-medications-for-ptsd.asp
Optional Reading:
Basham, K. (2011). Transforming the legacies of childhood trauma in couple and family
therapy. Social Work in Health Care. 17(14). 37-41.
Bannink, F. (2008). Posttraumatic success: Solution-focused brief therapy. Brief
Treatment and Crisis Intervention, 8(3), 215-225.
McCluskey, M. J. (2010). Psychoanalysis and domestic violence: Exploring the
application of object relations theory in social work field placement. Clinical
Social Work, 38, 435-4.
Lynch, S.M. (2011). Restoring relationships: Group interventions for survivors of sexual
traumas. In T. Bryant-Davis (Ed.), Surviving sexual violence: A guide to recovery
and empowerment (pp. 179-198). Lanham, Maryland: Rowman & Littlefield
Publishers.
Week 14- November 19: Perpetrators of Violence
 Demographics
 Theories of causation
 Treatment
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.
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. 6177). 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:
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Ward, T., Hudson, S.M., & Johnston, L. (1997). Cognitive distortions in sex offenders:
An integrative review. Clinical Psychology Review, 17(5), 479-507.
NOVEMBER 26- NO CLASS- HAPPY THANKSGIVING!
Week 15- December 3: Self-Care/Vicarious Traumatization and Course wrap-up
Evidence Based Practice Paper Due
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

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. & Cunnigham, M. (2007). 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. 443-458). 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.
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.
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George, M. (2012). Migration traumatic experiences and refugee distress: Implications for social
work practice. Clinical Social Work Journal. Advance online publication.
doi:10.1007/s10615-012-0397-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
Social Work 855: Treatment of Trauma and Violence
Due Date: October 22
This paper is designed to enable you to demonstrate your ability to formulate/describe a clinical
case using a CBT framework. You are being asked to assess the presenting problems/symptoms
of the case and link these to the CBT model of assessment. Additionally, you will be able to
practice developing a thorough and consistent plan for intervention based on your assessment
and formulation.
I would prefer that you use your own case for this assignment, but if you do not have an
appropriate trauma case, you can use a case that I will provide. 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.
Presenting problem and brief psychosocial history- In this section of the paper,
please explain client’s presenting problem and history, including information about
family of origin, presenting symptoms, and history of trauma. Remember that
“presenting problems can include symptoms, current stressors… and difficulties in
adaptive functioning…” (Taylor, 2006, p. 135). This section should also report the
DSM diagnosis .
II.
Formulation section: In this section you 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 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)
III.
Treatment plan section: This section should build on your case formulation section.
You will use the formulation as the basis for your treatment plan. The treatment plan
should be consistent with the assessment, meaning that the interventions should
address the symptoms listed in the assessment, and the types of interventions (e.g.
modality, duration, specific skills) 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 assistance,
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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.
This paper should be approximately 7-9 pages total.
Grading Criteria
1. The presenting problem, history and DSM diagnosis are clear and
thorough.
2. Each of the symptoms and/or presenting problems 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 purpose or
functionality of each of the symptoms.
3. For each of the symptoms 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, 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
possible
15
20
10
15
10
10
10
10
100
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Evidence Based Practice Paper
Social Work 855: Treatment of Trauma and Violence
Due Date: December 3
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 implement with your clients. This paper is aimed to help you gain 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 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, cultural, gender factors, or any other factor relevant to your client’s
specific situation. 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 for your client’s diagnosis? In addition, you should
provide a rationale for other interventions that you recommended for your client that were
outside of the CBT framework. Are there other theoretical approaches that might better serve the
client? Summarize the evidence for the use of any other approaches suggested.
This paper should be about 7 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 appropriate or inappropriate, you
feel 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
20
20
15
15
10
10
10
100