Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Instructor
Phone
Email
Office hours:
Class times:
Class location
Kristin Bodiford, PhD, MBA
925-362-4736 office; 925-915-1195 cell; Skype: kjbodiford
kbodiford@dom.edu
I am available by appointment
Tuesday 1-4
Priory Room 263
Course Description
Violence across the Lifespan is designed to provide an overview of violence and trauma, its
causes and consequences on the developmental course of individuals, families,
communities, organizations and nations. The course explores alternatives to, prevention
of, and healing from violence that supports empowerment and healing, and promotes
resilience.
Course Prerequisite(s)
There are no prerequisites for this course.
Required Course Readings
Herman, Judith (1997). Trauma and Recovery. The aftermath of violence-from domestic
abuse to political terror. (PDF available in Canvas)
Denborough, David (2014). Retelling the Stories of Our Lives. (Kindle edition:
http://www.amazon.com/Retelling-Stories-Our-Lives-Inspiration/dp/0393708152)
Yoder, Carolyn. (2005). The Little Book of Trauma Healing. Good Books. Intercourse, PA
All other assigned reading will be made available in Canvas.
Methods of Instruction
Use of case studies
Reflecting team and circle processes
Class/group discussion of readings
Experiential activities
Lectures around key concepts
Student research and writing
Collaborative writing and reflection
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Course Requirements
# Assignment
1 Online Discussion
Participation
 Impact of Trauma/
Cycles of Violence
 Safety
 Acknowledgement
 Reconnection
 Trauma Informed
Workplaces
2 Journal Reflection (1)
Personal Experiences of
Trauma/Adversity
3 Personal Safety Plan
Assignment
Criteria
Rubric in
Canvas
%
Points
25%
25
Learning to
Learn
Due
Date
Oct 8
Oct 15
Oct 22
Oct 29
Nov 5
Rubric in
Canvas
Human
Dimension
20%
10
Oct 22
Rubric in
Canvas
Application
10%
10
Nov 5
Caring
Human
Dimension
Application
Integration
25%
25
Nov 5
Nov 6
Nov 7
Nov 8
Nov 9
Foundational
Knowledge
Human
Dimension
Foundational
Knowledge
Caring
Human
Dimension
Application
Integration
20%
10
Nov 12
20%
20
Nov 22
4 Class Attendance
5 Journal Reflection (2)
Responses to Trauma,
Healing, Sources of
Strength/Support
6 Class Project or
Reflective Paper
Learning
Objective
Foundational
Knowledge
Rubric in
Canvas
Rubric in
Canvas
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Description of Assignments
Personal Journal Reflections (20 points)
The personal journal reflections are designed to help us understand the influence of our
own experiences on our work; our own responses to violence, and sources of strength and
resilience.The personal reflections help us explore the impact that violence has had on our
own personal growth as a vehicle to more clearly understand how this impacts our work
and our ability to support other people who have also experienced or are experiencing
violence. In addition, it is important to understand how we situate ourselves to the chosen
topic and inquiry and to ground ourselves in where we come from and why we do the work
we do, even as we focus away from ourselves. Our reflection papers show this important
connection between self and professional practice. The experience of reflecting on our own
experiences of trauma also help us learn the importance of healing the healer as we do this
work around trauma.
Students will submit journal reflections on how violence has impacted their own, their
family’s, or their community’s development and explore their responses to
trauma/violence and process of healing. Instructors are aware that this self-examination
may present an opportunity to explore issues that have had significant emotional and
physical impact. Students do NOT have to share any experience that they do not feel
comfortable sharing or feel may cause too much distress for them in the process. Students
should be aware that if significant impact is shared, the instructor may explore with the
student, in private, whether they need additional support/intervention.
Students will also write journal reflections on their own response to trauma/adversity,
process of healing and sources of support. These reflections will help illustrate the various
ways we respond to trauma and the personal, relational, and community strengths we
engage to navigate challenges. Students will more richly describe their own capacity for
resilience, their experience of healing and resilience, and the factors that support their
healing/resilience. Students will connect their own experiences to literature and research
on trauma healing, resilience, and restorative practices covered in class.
Each reflection journal is worth 5 points. Personal Reflection Journals will be graded based
upon the level of effort given to reflection on key concepts in the course and one's own life
or work as follows:
5 points – Students have strongly linked personal experience and course content. Above
average level of effort demonstrated.
4 points – Students have adequately linked personal experience and course content.
Acceptable level of effort demonstrated.
Under 4 points – Students have not linked personal experience and course content. The
reflection questions are not adequately addressed.
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Online Discussion on Course Reading (25 points)
Around each major focus area in the course, we will participate in an online discussion to
help encourage critical thinking and process the course reading material together. These
discussions are posted in the Canvas Discussions area.
1. Trauma - What is trauma? How does trauma impact development? Cycles of
Violence/Unhealed Trauma.
2. Safety –What can be done to help provide safety?
3. Acknowledgement – Why is acknowledgement so important in the healing process?
What supports acknowledgement?
4. Reconnection – Why is reconnection such an important part of the healing process? How
can support help people to reconnect with themselves and meaningful activities and
relationships?
5. Trauma Informed Workplaces – How can workplaces create healing environments that
recognize the impact of secondary trauma and promote resilience.
Each discussion post is worth 5 points. The discussions will be assessed for the quality of
collaborative conversation as follows:
5 points – Students have met the all other criteria and have been able to bring in an
additional peer reviewed source that helps build on the connections of the reading
material. Example: In a discussion about “Safety” a student shares the resource Healing the
Invisible Wounds (http://www.safestartcenter.org/publications/healing-invisiblewounds-childrens-exposure-violence-guide-families) and articulates how adults can help a
child who are experiencing violence in their lives to feel safe and in control.
4.5 points – Students have engaged in discussion with each other, posting at least 2
responses to another persons post building upon, connection, or extending their ideas.
4 points – Students demonstrate foundational understanding of reading material.
Under 4 points – Students have not yet demonstrated a foundational understanding of the
reading material and will be encouraged to reread the material and repost.
Safety Plan (5 points)
A safety plan is a list of simple activities that we can choose to do when we feel
overwhelmed in order to avoid engaging in unsafe, out of control, or toxic behavior that we
may resort to under stress and instead, use an activity that is safe, effective and calming.
The items in your safety plan should be simple things that you can do anytime, anywhere.
Safety Plan Assessment - Safety plan will be assessed as follows:
5 points – Student draws a connection for how they might support clients to develop and
use safety plans.
4.5 points – Student includes support for why a safety plan is important and how they plan
on using their own safety plan.
4 points – Student has identified at least 5 immediate activities/steps they will do when
feeling overwhelmed in a situation. Activities include options that can be done anytime,
anywhere in the midst of a situation that may be overwhelming.
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Under 4 points – Student has not identified at least 5 immediate activities/steps. Safety
plan needs further development.
Attendance (25 points)
Students are expected to attend and participate in all class meetings. Due to the intensive
nature, meeting for 5 days in one week, attendance is expected for all 5 days. Please discuss
any potential conflicts with the professor ahead of time. We will arrive by 8:30 and begin
each day at 9:00 with a circle check-in. It is important for us to be on time to avoid delaying
the start of the day.
Project (25 points)
The project activities are designed to continue to develop students’ ability to find and
integrate and apply course learning. The focus of these activities are to reflect current
understanding related to different forms of violence, the impact, current practices and
policies, and possible trauma-informed social work and conflict resolution
interventions that promote healing and resilience. We will design the course
collaborative project during our in-class meetings.
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Course Outline
Sequence of Learning Activities
Course Outline
PLEASE NOTE – SOME READINGS MAY CHANGE PRIOR TO THE START OF THE COURSE.
All readings not included in assigned texts will be available in Canvas.
Session
In Class Topics and Activities
Online
Read:
Week of Oct 1
Yoder, Carolyn. The Little Book of Trauma Healing. Chapters 1-4 (pps 1-29). Judith
Violence, Trauma
Lewis Herman. Intro (pp. 1-4), Terror (pp. 33-50), Disconnection (pp.51-73),
and Development
Effects of Childhood Stress Across the Lifespan (http://www.cdc.gov/ncipc/pubres/pdf/childhood_stress.pdf)
Watch:
First Impressions Video https://www.youtube.com/watch?v=GuWkqF-WfOM
Homework:
Begin writing Personal Reflection paper
Post in Canvas discussion area
Online
Week of Oct 8
Breaking Free –
Safety and Support
Read:
Yoder, Carolyn. The Little Book of Trauma Healing. Chapters 5-6
Herman, Judith. “Healing Relationship” (pp. 133-154), “Safety” (pp.155-174)
Bryant-Davis, Thema. Thriving In The Wake of Trauma (pp. 2-28)
Watch:
Online
Week of Oct 15
Acknowledgement
Read:
Herman, Judith. “Remembrance and Mourning” (pp.175-195).
Denborough, David. Retelling Stories of Our Lives. Select Chapters
Yuen, Angel “Discovering children’s responses to trauma: a response-based
narrative practice”
Saleeby, Dennis “Power in the People: Strengths and Hope”
Watch:
Hear our Voices. Carlos’s Story https://www.youtube.com/watch?v=I_lrmx2z6mw
Read:
Ross, Rupert. Returning to the Teachings. Select Chapters
Christine R. Ludy-Dobson and Bruce D. Perry “The Role of Healthy Relational
Interactions in Buffering the Impact of Childhood Trauma”
Howard Zehr - Restorative Justice in Threes
The Cook County Juvenile Justice Task Force Vision Paper (2012) Community
Justice
John Paul Lederach and Michelle Maiese “Conflict Transformation: A circular
journey with a purpose” pp 7-10
http://peacemaker.un.org/sites/peacemaker.un.org/files/ConfictTransformation_
Online
Week of Oct 22
Reconnection and
Resilience
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
NewRoutes2009.pdf
Watch:
Online
Week of Oct 29
Trauma Informed
Workplaces
Read:
Read and participate in the Trauma Informed Workplaces Module online in
Canvas.
Watch:
In-Class Meetings
Our in class meetings will be held in Priory Room 263. I will provide a detailed
agenda on the first day of meetings. Minimal reading and no assignments will be
required during this week.
Thursday 8:30-2:30; Friday 8:30-2:30; Saturday 8:30-2:30; Sunday 8:30-2:30;
Monday 8:30- 12:30
Attendance is required all 5 days. Please bring your own lunch. We will have a
working lunch each day except for Monday.
November 12 – Second journal reflection due
November 22 – Final papers due
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Course Policies
A complete list of course policies can be found in the Student Handbook located
online. Please click on the link listed below:
http://dushare.dom.edu/gssw/students/
Grading Policy
Grading will follow the Dominican University Graduate School of Social Work grading
system (current MSW Student Handbook) with percentage marks associated with
corresponding letter grades.
Grade
A
AB+
B
BC+
C
CF
Grade Point Value
4.0 (96-100%)
3.67 (92-95%)
3.5 (88-91%)
3.0 (84-87%)
2.67 (80-83%)
2.5 (76-79%)
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
Description
Excellent
Standard
Attendance Policy
Students are expected to attend and participate in all class meetings. Due to the intensive
nature, meeting for 5 days in one week, attendance is expected for all 5 days. Please discuss
any potential conflicts with the professor ahead of time. We will begin each day at 8:30
with a circle check-in. It is important for us to be on time to avoid delaying the start of the
day.
Academic Dishonesty and Integrity
All students of the GSSW are expected to observe high standards of academic honesty and
integrity. Any student whose conduct violates such standards may be subject to
disciplinary action as determined by due process.
Plagiarism
Students are expected to follow the guidelines of the American Psychological Association
Publication (APA) Manual 6th Ed. All major assignments are to be uploaded to
SafeAssign or Turn-It-In via Canvas to check for Plagiarism. Plagiarism is presenting
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
material from any source as one’s own without proper attribution, which is to include the
use of quotation marks when another’s exact wording is used and proper citation when
another’s ideas are used but exact wording is not used. Any material other than one’s own
that is used in a paper must be properly cited in order to avoid the plagiarism of another’s
work. Plagiarism is grounds for a grade of F on the assignment and will be referred to the
Dean or Assistant Dean for further disciplinary action.
ADA Compliance
Students with disabilities may request special accommodation. Students with special
disabilities must provide the professor with a copy of the verification of the disability from
the Office of the Dean of Students, Trudy Goggin, by the second week of class in order to
receive special accommodations. The Writing Center also provides services to students
who need additional reading, writing or computer skills: 708-524-6682. For more
information click on the following link: Disability Support Services
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Additional Resources
Violence, Trauma, & Development
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Garbarino, James. An Ecological Perspective of the Effects of Violence on Children.
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Adverse Childhood Experiences
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Trauma Healing
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Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Resilience and Responses to Trauma
Responding to Violence – Collaborative and Anti-Oppressive Models
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Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Lanham, Maryland
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Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
Frieze, I.H. (2005). Hurting the one you love: Violence in Relationships. Thomson
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Teen Dating Abuse
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Human Trafficking
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Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
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Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
http://www.urbanjustice.org/pdf/publications/KDTD_Human_Trafficking_And_Sex
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http://www.dhs.gov/immigration-options-victims-crimes
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http://www.myfoxchicago.com/video?clipId=8833338 HYPERLINK
"http://www.myfoxchicago.com/video?clipId=8833338&autoStart=true"&
HYPERLINK
"http://www.myfoxchicago.com/video?clipId=8833338&autoStart=true"autoStart=
true (going after the Johns)
Abuse of Older Adults and People with Disabilities
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Civic Research Institute.
Stratton, D. C., & Moore, A. J. (2007). Fractured relationships and the potential for abuse of
older men. Journal of Elder Abuse and Neglect, 19, 1/2, 75-97.
International Study of Conflict, Violence and Trauma
Dominican University
Graduate School of Social Work
SWK 613 Fall 2014
Last Updated 8/31/15
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