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The University of North Carolina at Chapel Hill
School of Social Work
COURSE NUMBER:
COURSE TITLE:
Venue:
SEMESTER AND YEAR:
INSTRUCTOR:
SOWO 855.001
Treatment of Trauma and Violence, Section 2
114 Tate-Turner-Kuralt Building
Fall 2012
Michael Canute Lambert, MSS (Clinical Social Work), MA, PhD, LP
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, formulate a case and develop a
treatment plan using CBT theoretical principles, research, as well as 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 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 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,
sex, class, color, culture, disability, ethnicity, family structure, marital status, national origin,
religion, spiritual development, 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, 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.
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 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.
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.
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Class Participation:
It is expected that everyone 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 awarded to students who have either missed 2 or more classes, or do
not participate often. 80-84 is for students who have missed more than 2 classes or rarely participate.
Under 80 means that you have irregular attendance, and have demonstrated through class discussions that
you have not done the readings or you actively disengage with class activities.
AN IMPORTANT NOTE ON CONFIDENTIALITY
I am a practicing clinician. Hence in my practice over several decades, I 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 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 outside this class. Moreover, even if you discuss cases with your fellow class
members, please ensure that your discussion is not overheard by others.
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
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
provides 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 which it is listed due. Papers that are turned 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 11:59 PM and turned in any time after 11:59 PM on the due date, there will
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be a 10% deduction up to 11:59 AM on the following day. These 10% reductions 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 my 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.
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, 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
Many instructors do not permit laptops or other electronic devices in the classroom, unless you have a
specific documented learning disability. I will permit the use of laptops 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.
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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 21
Class 1 - Introduction and Overview
August 28
Class 2 – Introduction to Theories of Trauma and Violence
September 4 Class 3 – Impact of Trauma
September 11 Class 4 – Introduction to Trauma Theory and CBT
September 18 Class 5 – Case Formulation
September 25 Class 6 – CBT Interventions: Cognitive
October 2
Class 7 – CBT Interventions: Behavioral
October 9
Class 8– Treatment Planning/Creating a Treatment Plan
October 16
Class 9 – Interpersonal Violence
October 23
Class 10—Trauma Focused with Children Application of CBT with Other Disorders
Case Formulation and Treatment Plan Paper Due
October 30
Class 11 – Working with Veterans (Guest Speaker Robbie Biddix)
November 6
Class 12 –Trauma in Cultural Context (Guest Speaker Lori Schweickert, MD)
November 13 Class 13 –Other Theories of Violence and Trauma
November 20 No class is scheduled for this date
November 27 Class 14 –Perpetrators of Violence
December 3 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: 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:
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.
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.
Session 3: Impact of Trauma
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.
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
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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
Session 7: CBT Interventions: Behavioral Interventions
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


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
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: 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:
Macy, R. J. (2010). Violence against women in North Carolina. North Carolina Medical Journal, 71(6),
566-560.
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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.
Session 10: Trauma-Focus on Children
 Application of CBT and other principles to the 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: Working with Veterans
 Special issues when working with veterans
 Cognitive processing
 Imaginal exposure
Readings:
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.
Zayfert & Becker- Chapters 6 and 7
•
•
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
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 an Intervening with Violence and Trauma
 Attachment theory
 Biological
 Cultural
 Psychodynamic
Figley, R. & Figley R. F. Stemming the tide of trauma systemically: The role of family therapy.
Australian and New Zeeland 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.
Williams, W. I. (2006). Complex trauma: Approaches to theory and treatment. Journal of loss and
Trauma, 11, 321-335.
Session 14: 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.
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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.
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.
Sessions 14: Other Theories of Trauma
 Psychodynamic
 Biological
 Group
 Family Systems
Readings:
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.
Williams, W. E. (2006). Complex trauma: Approaches to theory and treatment. Journal of Loss and
Trauma, 11, 321-335.
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.
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Case Formulation Paper and Treatment Plan
Social Work 855: Treatment of Trauma and Violence
Objective 1-formulation section: The purpose of the case formulation part of this assignment is to practice
and 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.
Description: I would prefer if you use your own case but if you do not have an appropriate trauma case,
you can use one of the cases I provide on Sakai. You 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 section of the paper should be approximately 3 double-spaced
pages.
Objective 2-treatment plan section: The purpose of this section of the paper is to help you develop a
thorough and consistent plan for intervention, based on your assessment of a client’s needs.
Description: This section should be no more than three pages long and you should build on your case
formulation section. Thus, you use the formulation as the basis of your treatment plan. The treatment plan
should be consistent with the assessment, meaning that the interventions should address the symptoms
that you present in your 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. Your treatment plan should be concise, 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) you should briefly discuss and your 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, and/or inclusion of a spiritual leader. Within the context of theory and practice be
creative in your plan. This paper should be approximately 6-7 pages.
Grading Criteria:
1.
2.
3.
4.
Each of the symptoms in the case is listed. (5 pts.)
A thorough and clear explanation for each of the symptoms in the case is included. (10 pts.)
The explanation is consistent with the CBT model. (10 pts.)
Within the explanation, there is a discussion as to the purpose or functionality of each symptom.
(10 pts.)
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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. (5 pts.)
6. There is a formulation summarizing the issues/presenting problem(s) for the case (1-2 paragraphs).
(10 pts.)
7. APA formatting is used to document ideas that are not originally yours (5 pts.)
8. For each intervention, there is an appropriate goal and 2-3 objectives listed for each goal being
addressed. (10 pts.)
9. For each of the symptoms listed for the client, you have listed an appropriate intervention to
address the symptoms/problem that is consistent with the stated problem/symptom. (10 pts.)
10. Regarding the intervention, there is an appropriate time-frame provided for when the goal should
be met. (5 pts.)
11. Also concerning the intervention, there is an appropriate method of evaluation for how to
determine/measure whether the goals and objectives have been met. (10 pts.)
12. 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. (5 pts.)
13. The appropriate modality or modalities are recommended for treatment (e.g. individual, family,
group). (5 pts.)
14. Other non-CBT/direct therapeutic interventions which could address the needs of the client have
been considered. (5 pts.)
15. All interventions are clearly described and written in client-friendly language. (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, 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 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 7 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:
1. There is a clear rationale provided regarding how appropriate or inappropriate you feel the CBTbased treatment plan fits with the symptoms of the client. (20 pts.)
2. Plausible rational is provided regarding the other proposed interventions incorporated in the
treatment plan. (15pts.)
3. There is a discussion regarding how well you feel 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. You summarized relevant literature to support your 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.)