TREATMENT OF TRAUMA
APPL 662.185
Fall 2015
Academic Center 233
Tuesday, 5:30-8PM
Instructor: John Donahue, Psy.D.
Office: Learning Commons 408
Email: jdonahue@ubalt.edu
Phone: 410-837-5831; Cellular (emergency only please): (732) 371-4132
Office hours: Mon. 4-5PM; Thurs. 1-2PM (or by appointment)
Required Textbooks and readings:
Follette, V. M., & Ruzek, J. I. (Eds.). (2006). Cognitive behavioral therapies for trauma. New
York: Guilford Press.
Follette, V. M., Briere, J., Rozelle, D., Hopper, J. W., & Rome, D. I. (2015). Mindfulness
oriented interventions for trauma: Integrating contemplative practices. New York:
Guilford Press.
Suggested text for those interested in a comprehensive analysis of PTSD:
Friedman, M. J., Keane, T. M., & Resick, P. A. (Eds.). (2007). Handbook
of PTSD: Science and practice. New York: Guilford Press.
Note: purchasing this book is not required for this class, and selected chapters will be
available on Sakai. However, also note that if you are interested in becoming a trauma
therapist, this book will be on your bookshelf for a long time.
**Additional articles and text chapters are listed in the Assigned Readings section and will be
provided on Sakai.
Course Description:
Welcome to Treatment of Trauma. Trauma is an all-too-common aspect of the human condition
and its consequences are pervasive. This course is designed to provide students with knowledge
and exposure to the current approaches to treatment of trauma being used by clinicians. This
course is designed to meet the requirements of the Maryland Board of Professional Counselors
and Therapists for a course in psychotherapy and treatment of mental disorders. Prerequisites:
APPL 605, APPL 606 and APPL 610 or their equivalents
APPL 662 course covers advanced issues concerning the diagnosis and treatment of traumarelated dysfunction, particularly post-traumatic stress disorder (PTSD) and common comorbid
conditions. The emphasis of the course will be on development and application of skills in
conducting empirically supported therapy for trauma-related conditions. We will largely focus
on a cognitive behavioral perspective and this course is not designed to provide a representative
sample of all popular theories and treatments for trauma-related conditions. Major treatment
approaches to be covered will include Prolonged Exposure (PE), Cognitive Processing Therapy
(CPT), Skills Training in Affective and Interpersonal Regulation (STAIR); Dialectical Behavior
Therapy (DBT), Acceptance and Commitment Therapy (ACT), Eye-Movement Desensitization
and Reprocessing (EMDR), and Behavioral Activation (BA). Given the recent empirical and
theoretical advancements pertaining to the role of mindfulness and acceptance-based approaches
to psychopathology, these treatment processes will be emphasized throughout the course. The
course will also address specific treatment considerations for returning military personnel as well
as ethical issues relevant to clinical work with trauma survivors.
Course Objectives:
At the conclusion of this course, the students will be able to:
1. Discuss the history of trauma and the identification of Post Traumatic Stress Disorder
(PTSD) as a psychological condition.
2. Describe basic aspects of the neurological effects of trauma and the implications of those
effects.
3. Identify the effects of trauma and the differences in effects according to the intensity and
duration of traumatic events.
4. Identify the essential components of Cognitive Behavioral Therapy (CBT) as applied to
individuals with PTSD.
5. Discuss the adaptation of treatment to specialized populations.
6. Identify a variety of treatment modalities currently used to treat PTSD.
Expectations:
Students are expected to develop and demonstrate skills in independent learning, including
library and electronic research, critical thinking about assigned readings, and professional-level
writing skills. Students are expected to come to class having read the required materials and
having prepared comments, insights or questions for discussion.
Papers are to be well-written and well researched. There is a final paper and presentation that
will contribute to a significant portion of the overall grade. Presentations are expected to be done
in a professional manner to prepare the student for future presentations at conferences and
seminars.
Course Requirements/Student Expectations:
Attendance and Participation. Students are required to come to class having read the assigned
materials and ready for in-depth discussion of the same. Participation is defined as verbal
discussion that demonstrates knowledge of assigned and integration of previously-covered class
material. Your participation grade will therefore be based on the quality of your interactions
with your classmates in meaningful discussions. Two late arrivals beyond 15 minutes or leaving
class 15 minutes prior to the end of class constitute an absence. After two absences, your final
grade will be reduced ½ letter grade for each missed class (e.g., A to A-).
In addition to readings, you will have behavioral homework assignments to complete.
Essentially, I am going to ask you to complete the same homework assignments associated with
behavioral technologies that we assign to our clients. For example, I will ask you to self monitor
your behavior, thoughts, feelings, etc. These homework assignments will not be handed in for a
grade, but instead will form the basis of discussion in class. So, please complete these tasks
honestly with the knowledge that I will not see these private events or require you to selfdisclose to the class. You will have control of what you self-disclose and what you chose not to
self-disclose.
Exam: There is one final exam which will consist of 4 to 5 essays on topics relating to trauma
covered throughout the semester. A missed exam can be made up only in emergency
situations. This exam will be administered online using Sakai and you will be permitted to use
any class materials (e.g., texts, journal articles, lecture notes, etc.). You must notify the
instructor, personally, by phone or e-mail BEFORE the exam, and you must supply
documentation (doctor’s note, tow truck receipt, etc.) supporting your emergency’s status. An
unexcused absence will result in the grade of zero for the examination.
Papers. Three papers are required in this class. All must conform to APA style, including, and
especially, proper referencing format (see "Expectation for Written Work" below). The topics
are described below:
Paper 1 (Reaction Paper): A 2-3 page reaction paper describing your thoughts and impressions
on the readings to this point.
Paper 2 (Behavioral Exercise Paper): A 4-5 page paper in which you will discuss your
experience of completing the various behavioral exercises assigned between 10/13/15 and
11/17/15. These exercises reflect homework assignments and activities that are common to
various cognitive-behavioral therapies for trauma-related disorders, therefore it is important that
you gain an appreciation of the types of tasks you may be asking your clients to complete. Out
of respect for your privacy, you are NOT required to discuss the content of these behavioral
exercises, though you are expected to cogently discuss the process of completing the
assignments, your observations and reactions to these tasks, how this may relate to the client’s
experience, and the relationship between these assignments and the treatment of trauma.
Paper 3 (Comprehensive Paper with Presentation): A 12-15 page paper in which students
will choose from one of two general areas: 1) the effects of trauma in a specialized population
(e.g.,, combat veterans, children, individuals with intellectual disabilities, etc.), or 2) a critical
review of a therapy used in the treatment of trauma-related disorders (e.g., Prolonged Exposure,
DBT, etc.). For those that choose option 2, it is not enough to simply regurgitate the information
presented in class on that particular treatment, you must demonstrate evidence of substantial
independent research above and beyond that which was covered in class. Note: You must get
approval for your paper topic on or before October 6th. In addition, students must submit an
outline for this paper on November 3rd. This outline is worth 5% of your grade and will serve
as an opportunity to receive early feedback on your paper’s progression. The final draft of the
paper will be due on December 8th.
In addition to the written paper, students will also prepare and present a 15-20 minute
presentation on your paper’s topic. Presentations should include a Powerpoint slide show
(or equivalent). Presentations will occur during the final 4 weeks of class and will be
arranged in a manner similar to a scientific symposium at a professional conference.
That is, once all paper topics are approved on 10/6, I will arrange the presentations into
four separate “symposia” (groups of talks that all relate to a central theme). Each
presentation week will therefore reflect a different theme, and I will assign one or two
readings that are germane to that week’s theme.
Grading
Specific Requirements
Paper 1
Paper 2
Paper 3
Paper 3 Outline
PresentationFinal ExamParticipation Total Percent
Grade
A
AB+
B
BC+
C
CF
I
Percent of Grade
15%
15%
20%
5%
10%
15%
20%
100%
Percentage of points
> 92
90-92
87-89
83-86
80-82
77-79
73-76
70-72
< 70
See Graduate Catalog
Expectations for Written Assignments
All written assignments are due on the date stated on the syllabus. Unexcused late papers will be
subjected to a 10% grade reduction per day. In cases of excused late assignments, you must
communicate with me prior to the due date, to set up a date by which the assignment will be
turned in. Extensions to due dates will be granted only for dire unforeseen situations.
All papers should be submitted online, using the Assignments Portal in Sakai.
All written work must conform to APA standards for appropriate referencing. In addition,
papers must meet graduate-level standards for quality of writing, including grammar, spelling,
sentence structure, and paragraph construction. If any paper does not meet these standards, it
will be returned to you without a grade. In the first instance, you will have one week to rewrite
and resubmit the paper, with a 10% grade reduction. In all other and subsequent papers, quality
of writing will be weighted equally with content in determining your grade. Achievement and
Learning Center staff members are available in AC 113 daily, 9-5, to assist you with improving
your writing skills and with any of your papers. If you have any qualms about your writing,
including proper use of APA style, I strongly suggest you take your papers to the Center for
review prior to handing them in. Also, I encourage you to communicate with each other as you
develop your ideas for your papers. Trading drafts of your papers for review and comment by
your peers prior to submitting them is also encouraged. However, note that if you use an idea or
even a unique phrase gleaned from one of your classmates, you must give the classmate credit
for that idea or phrase in your paper, otherwise you are committing plagiarism.
Disabilities
I actively and affirmatively seek to accommodate any currently enrolled student with a
documented disability according to the regulations established by Section 504 of the
Rehabilitation Act of 1973 and the American Disabilities Act of 1990. Students with disabilities
who need accommodations in this course must be registered with the Center for Educational
Access, Academic Center Room 139: (410)837-4775. Email: cea@ubalt.edu before meeting
with the instructor to request specific accommodations.
Academic policies, procedures, and conduct
Each student is responsible for personal academic integrity, and avoidance of such misconduct as
cheating, plagiarism, falsification or attempts of these acts. Any violation of the University of
Baltimore Academic Integrity Policy will result in a minimum sanction of failure on the
assignment, with no chance to resubmit the assignment. Other sanctions are possible for even
one infraction, including failure in the course and referral to Academic Affairs, with a maximum
being expulsion from the University. Specific information regarding adhering to the academic
integrity policy is below:
All students also are expected to be honest and to do their own work. This
includes all assignments and exams in this class. The most common form of
academic dishonesty is plagiarism. Plagiarism occurs when one fails to
adequately give credit to others for their ideas. In your writings, you should (a)
use your own words to express your own ideas; or (b) use your own words to
express someone else’s ideas (paraphrase) and cite the source. When citing, list
the author(s) last name and the year of publication in your text (e.g., “…as
described by Smith (2000)”), and also list the full reference at the end of your
paper with the article name, journal issue, etc. Follow APA format (see
https://owl.english.purdue.edu/owl/resource/560/02/) and avoid direct quotations.
In general, I am looking for your understanding of the class material. Therefore, I
am looking for your ability to paraphrase what you have learned from the text and
other sources. I strongly discourage the use of quotes because they suggest a
lack of understanding of the material – if you cannot rephrase the material, you
do not understand it. If you violate any of these rules, you will receive a zero on
the assignment and I will document the infraction in accordance with the
recommendation of the Dean of Students. If the infraction is severe, you will fail
the class. The Academic Integrity Policy can be found at
http://www.ubalt.edu/campus-life/student-handbook.cfm#Academic_Integrity
Attendance is mandatory. Two late arrivals beyond 15 minutes or leaving class 15 minutes prior
to the end of class constitute an absence. Students are responsible for all material presented in
class if you are unable to attend class. It is your responsibility to obtain any materials you miss as
a function of your absence from a fellow student. If you have a documented and verifiable
emergency, or situation that prevents you from completing course requirements, I will consider
your case on an individual basis.
It is expected that students will engage this class in a professional manner. It is expected that
students will come to class regularly, on-time and prepared to discuss the assigned reading
material and participate in classroom activities/exercises. Readings assigned for that week will
be integrated into the class discussion. Students are responsible for all work assigned/discussed
during any missed classes.
Among behaviors that are not appropriate in this class are habitual tardiness, sleeping, reading
during class, conversing with others while someone else is speaking, and using cell phones.
Silence your phone before class starts!
Weekly reading assignments are listed below and include the above text as well as the primary
literature (i.e., peer reviewed journal articles and chapters).
In the interest of fairness to students who complete their papers on time, any written assignment
submitted after the due date/time will be marked down by 10%, with an additional 10%
markdown every 24 hours. Assignments turned in more than five days late will receive a grade
of zero.
Email is the best way and preferred vehicle through which to contact me. I will respond within
48 hours of receipt of your email Monday through Friday. I will respond to brief messages left
on my office telephone voice mail within three days. Thus, it is important that you not leave
communications until the last minute. As the old adage goes, “Failing to plan is planning to fail.”
Course Outline
Class
1
Date
9/1
2
9/8
3
9/15
4
9/22
5
9/29
6
10/6
7
10/13
Topic and Assigned Readings
Section I: Understanding Trauma and its
Consequences
Introduction to class – Historical Overview of
Trauma, PTSD, and its Treatment
Weisaeth, 2014
Monson, Friedman, & La Bash, 2014
Psychological Theories of PTSD: Empirical
Evidence and Controversial Issues
Keane & Barlow, 2002
Rosen & Lilienfeld, 2008
Friedman, et al., 2011
Bonanno & Mancini, 2012
Feeny, et al., 2007
Childhood Traumatic Stress: Pathways of Risk and
Resilience
F & R: Chapter 16
F, B, R, H, & R: Chapter 18
Fairbank, Putnam, & Harris: 2014
Klika & Herrenkohl, 2013
The Biology of Trauma: Neurocognitive
Alterations linked to PTSD
F, B, R, H, & R: Chapter 13
Vasterling & Lippa, 2014
The Nature of Specific Traumas: A Focus on
Consequences of Sexual Assault & Military
Combat
F, B, R, H, & R: Chapters 9 & 17
Forbes, et al., 2008
Maguen & Litz, 2012
Ullman & Filipas, 2001
Section II: Clinical Practice
Prolonged Exposure (PE)
F & R: Chapter 4
Foa, et al., 2006
Sloan & Marx, 2004
Sloan, Marx, & Greenberg, 2001
Cognitive Processing Therapy (CPT)
F & R: Chapter 5
Ehlers & Clark, 2000
Monson, et al., 2006
Activities and
Projects Due
Bring Syllabus to
Class
Reaction Paper Due
Proposed Topics for
Paper #3 Due
HW Due: Expressive
Writing Exercise
8
10/20
9
10/27
10
11/3
11
11/10
12
11/17
13
11/24
14
12/1
15
12/8
16
12/15
Dialectical Behavior Therapy (DBT)
F & R: Chapter 6
F, B, R, H, & R: Chapter 5
Vujanovic, Bernstein, & Litz (2011)
Lynch, et al., 2006
Skills Training in Affective and Interpersonal
Regulation (STAIR)
F & R: Chapter 13
ISTSS Expert Consensus Treatment Guidelines for
Complex PTSD
Cloitre, et al., 2002
Acceptance and Commitment Therapy (ACT)
F & R: Chapter 7
F, B, R, H, & R: Chapters 3 & 4
Hayes, 2004
Orsillo & Batten, 2005
Additional CBT Applications to Trauma:
Behavioral Activation (BA) and MindfulnessBased Cognitive Therapy (MBCT)
F & R: Chapter 2
F, B, R, H, & R: Chapter 6
Hopko, et al., 2003
Jakupcak, et al., 2006
Eye-Movement Desensitization and Reprocessing
(EMDR)
F, B, R, H, & R: Chapter 7
Davidson & Parker, 2001
Jeffries & Davis, 2012
Section III: Special Topics in Trauma - Student
Presentations
Presentations
Readings: TBA
Presentations
Readings: TBA
Presentations
Readings: TBA
HW Due: Challenging
Beliefs Worksheet
HW Due: Diary Card
Outline for Paper #3
Due
HW Due: Daily
Informal Mindfulness
Practice
HW Due: Values
Exercise
HW Due: Activity
Schedule
Behavioral Exercise
Paper Due
Final Paper Due
Presentations
Final Exam Due
Readings: TBA
*This is an expected outline of the course schedule. The instructor reserves the right to alter
topics, readings, and assignments listed in this schedule as needed. All attempts will be made to
give students ample notice of any changes. Students will be alerted to any changes in class, by
email, and through Sakai.