Argosy University
COURSE SYLLABUS
Trauma Impact and Counseling
PC6803
Faculty Information
Faculty Name:
Campus: Argosy University. Salt Lake City
Contact Information: Any
Office Hours:
Short Faculty Bio:
Course description:
Trauma Impact and Counseling
3 credit hours
This course addresses the impact of crises, disasters, sexual assault and other traumacausing events on individuals and communities, as well as the treatment of trauma related
disorders. Trauma is examined through the impact on the brain regions, impact on
memory, variations of emotional regulation and somatic responses. The course will also
address operations of an emergency management systems within clinical mental health
agencies and in the community. Attention is also given to vicarious traumatization and
caring for the caregiver.
Course Pre-requisites: None
Required Textbook:
Van der Kolk, B. A., McFarlane, A. C., & Weisaeth, L. eds. (2007). Traumatic stress:
The effects of overwhelming experience on mind, body, and society. New York: The
Guilford Press. ISBN-10. 1-57230-457-X
Suggested Texts: (I highly suggest you purchase these for your own reference).
Herman, J. L. (1997). Trauma and recovery: The aftermath of violence—from domestic
abuse to political terror. New York: Basic Books. ISBN: 0465087302.
Courtois, C. A., Ford, J. D. eds. (2009). Treating complex traumatic stress disorders: An
evidence-based guide. New York: The Guilford Press. ISBN: 1606230395.
Course length: 8 Weeks. Start date: 1/10/2011 End Date: 3/2/2011
Live class dates: Thursdays: 1/13, 1/20, 1/27, 2/10, 2/17, 2/24. Start time: 6 pm to 10
pm.
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Argosy Attendance Policy: Argosy policy indicates that you must be present for all live
class dates to get course credit. If you miss eight hours or more, it is an automatic fail. If
you are going to be late to class, please contact me to let me know. Talk to me personally
if you are going to miss any portion of live class dates.
Online Attendance: This is a hybrid course, meaning that you must complete online
work and live class work. You MUST login multiple times every week to
myeclassoneline.com in order to achieve attendance credit. It is good practice to check in
online every day to see if there are any changes in assignments, updates to your corrected
assignments, or responses from your classmate discussions. Stay on task and you will do
well.
Course Grading: To achieve a passing grade in this class, it is important for you to stay
on task and turn all your work in on-time. Assignments will receive a ten percent
deduction for every 24 hours it is late. If an assignment is turned in four days late, it will
be an automatic fail. This is Argosy University policy. Therefore, the key is to follow
assignment directions and turn them in on-time.
Use of Technology in Class: I request that all cell phones be silenced for the live classes.
If you have an emergency, feel free to leave the classroom so as to not disrupt the
learning environment. Also, the use of laptops for note taking and writing is encouraged,
however, internet browsing is highly discouraged and unacceptable.
Credit Value: 3.0
Conceptual Framework:
The mission of Argosy University’s education unit is to support and challenge
educational scholar-practitioners to demonstrate (1) professional competence, (2)
personal growth and interpersonal effectiveness (3) within diverse environments. As
such, learning community practices reflect (4) awareness of social issues, commitment to
social justice, and (3) responsiveness to all facets of a pluralistic society (2) to effect
positive change in the lives of candidates and students.
Program Outcomes (to be accomplished during your educational journey):
1. Cognitive Abilities
1.1. Critical Thinking - Given a counseling issue, employ skeptical inquiry and a
scientific approach to respond to the issue.
1.2. Information Literacy - Given a research question related to counseling, access
information from a variety of sources and select appropriate sources to respond
to the question.
2. Research
2.1. Understanding Research Methods – Given an article about research findings in
the field of Counseling from a scholarly journal, identify the research methods
used and the findings of the article.
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2.2. Identifying Research Methods – Identify the appropriate statistical tools and
basic research methods, including research design, data analysis, and
interpretation.
3. Communication Skills
3.1. Oral - Effectively present counseling concepts orally as appropriate to the
audience.
3.2. Written - Effectively present psychological information, in writing, using
software and style appropriate to the audience.
4. Ethics/Diversity
4.1. Ethics - Identify the issues and challenges related to ethics in the field of
Counseling.
4.2. Diversity - Identify the issues and challenges related to diversity
5. Knowledge of the Field
5.1. Foundations – Recognize the major concepts, theoretical perspectives, empirical
findings, applications, and historical trends in Counseling.
6. Knowledge of Applied Psychology
6.1. Apply psychological principles to personal, social, and/or organizational issues.
7. Interpersonal Effectiveness
Students will develop and improve positive relationship skills via effective
communication, respect for others, appreciation of diversity and cultural sensitivity,
and awareness of their impact on others.
7.1 Apply active listening communication skills in interpersonal and organizational
scenarios to establish empathetic, collegial relationships that facilitate consensus
building in working toward common goals and are appreciative of diversity and
culture.
7.2 Analyze the importance of effective nonverbal communication skills in
developing strong interpersonal and organizational relationships that are
culturally sensitive and respectful of diversity.
7. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating
dynamic interpersonal and organizational relationships.
7. 4 Analyze the impact of technological advances on communication within
interpersonal and organizational relationships.
7. 5 Utilize effective communication and relationship skills in order to promote the
growth of others and effect change:
Learning Outcome: The primary goal for the course is for students to have a conceptual
and practical idea of understanding the impact of crises, disasters, and other traumacausing events on people; understanding the operation of an emergency management
system within clinical mental health agencies and in the community; understanding the
principles of crisis intervention for people during crises,
disasters, and other trauma-causing events; and knowing the principles, models, and
documentation formats of biopsychosocial case conceptualization and treatment planning
(CACREP Standards, 2009).
LASA: Learning Assessment System Assignment (LASA) field experiences and
assignments are required components of this course and may not be deleted nor modified
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in any way. All professors teaching this course must assign the LASAs. All students
taking this course must complete the assigned LASAs. Data resulting from the LASAs
must be entered into the assessment system. The LASA and their assessments are below:
TBA
In class presentation (100 pts): For the second and third live classes, students will be
required to create small groups and prepare a presentation on trauma. The three possible
subjects are as follows: 1. Trauma and Biology (suggest studying Van der Kolk
information or ACE Study); 2. Developmental Trauma; 3. Trauma and Differential
Diagnostics. The presentation must be a minimum of 20 minutes, include audio and/or
video or multimedia props, classroom participation, equal group member participation,
and handouts that include scholarly references. 100 points possible. 25 points for content;
25 points for content development (i.e. content and how well it is prepared and
organized); 25 points for participation activities; and 25 points for utilization of scholarly
references.
In-class participation (25 pts X 6): Class participation is necessary for this course. Be
present for all live-classes.
Syllabus Table
Module Topics
Trauma Background
Module Issues and History.
1
Reading Assignments Assignments and
Activities
Van der Kolk,
D1: Provide a biographical
McFarlane &
sketch that includes, but is
Weisaeth, 2007.
not limited to, your
Part I (Ch. 1-3).
expectations for the course
and personal characteristics
and insights that will be
beneficial to the study of
trauma and treatment. (500
Words). Due 1/11 by 11:59
p.m.
D2: These first chapters
discuss the study of trauma,
trauma in culture, and
trauma and society. In a
minimum of 500 words,
discuss what the trauma
symptoms are, how they
may appear differently in
cultures, and how trauma
effects society. Respond to
at least two of your
classmates. 25 points. Due
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1/16 by 11:59 pm
Module Acute Reactions to
Trauma
2
Van der Kolk,
McFarlane &
Weisaeth, 2007.
Part II. (Ch. 4-5)
Module Adaptations to Trauma
3
Van der Kolk,
McFarlane &
Weisaeth, 2007.
Part III. (Ch. 6, 7, 10,
& 11).
Module Memory: Mechanisms
and Processes
4
Van der Kolk,
McFarlane &
Weisaeth, 2007.
Part IV. (Ch. 12, 13).
D1: Discuss the possible
predictors to how an
individual will respond to
stress or traumatic stress
and what the possible
reactions can be (500 words.
25 pts.). Due 1/23 by 11:59
pm.
D1: Compare and contrast
the ideas of trauma as a
stress disorder and anxiety
disorder and include your
own opinion of what it is.
(250 words. 12 pts.). Due
1/26 by 11:59 pm.
D2: An event is usually
considered traumatic due to
its capacity to create fear
and an intense sense of
threat. How might a
situation that was once
ambiguous or safe become
traumatic for an individual?
Analyze this in 250 words
or more (13 pts.). Due 1/30
at 11:59 pm.
D1: Analyze why traumatic
memories are considered to
be controversial issues in
psychiatry. Remember to
include information
regarding the mechanisms
and processes of traumatic
memories and how
dissociation affects
memories (500 words. 25
pts.). Due 2/6 by 11:59 pm.
D2: Reflecting on the
presentation that we had
with the EOD Specialists,
what were some of your
clinical observations with
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Module Developmental,
Social, and Cultural
5
Issues
Van der Kolk,
McFarlane &
Weisaeth, 2007.
Part V. (Ch. 14-17).
Module Treatment
6
Van der Kolk,
McFarlane &
Weisaeth, 2007.
Part VI. (Ch. 18,
20,21, 22).
7
Treatment (Part II).
Van der Kolk,
McFarlane &
Weisaeth, 2007.
Part VI. (Ch. 23, 24,
25).
them? I.e. What kinds of
behaviors did you see that
might be indicative of a
diagnosable problem? Think
back on body language,
reactions to one-another,
facial expressions, voice
tone, posture, conversation
topics they discussed or
didn't discuss, etc. (250
words minimum. 13 pts).
Due 2/6 by 11:59 pm.
D1: Discuss how trauma
affects childhood,
adolescent, adult, and social
development (500 words. 25
pts.). Due 2/13 by 11:59
pm.
D1: Use the textbook
information in these
chapters and at least one
scholarly article for this
assignment. Identify and
analyze trauma-resolution
techniques and preventive
measures for PTSD. Which
technique(s)/method(s) are
the most effective and why?
(500 words. 25 pts). Due
2/20 by 11:59 pm.
D1: Analyze what kind of
effect the therapeutic
relationship and therapeutic
environment have on
treating PTSD (500 words.
25 pts.). Due 2/27 by 11:59
pm.
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FINAL PROJECT
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Turn in the LASA
assignment.
D1: What have you learned
from this course that will
help you as a clinician?
What more would you like
to have learned? How has
this course affected you as a
clinician? (10 pts). Due 2/28
by 11:59 pm.
LASA assignment is due the
final day of the course at
11:59 p.m..
Grading Criteria
Grading Scale
A
AB+
B
BC+
C
CF
100 – 93 %
92 – 90 %
89 – 88 %
87 – 83 %
82 – 80 %
79 – 78 %
77 – 73 %
72 – 70 %
59 and below
Grading Points
Class participation
Discussions
LASA
Presentation
150
175
120
100
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity
during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be
submitted using the Publication Manual of the American Psychological Association, 6th
Edition (2009). Washington DC: American Psychological Association (APA) format.
Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 6th Edition for thesis and paper format. Students are encouraged to purchase
this manual (required in some courses) and become familiar with its content as well as
consult the Argosy University catalog for further information regarding academic
dishonesty and plagiarism.
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Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty
and plagiarism. This includes the proper and appropriate referencing of all sources. You
may be asked to submit your course assignments through “Turnitin,”
(www.turnitin.com), an online resource established to help educators develop
writing/research skills and detect potential cases of academic dishonesty. Turnitin
compares submitted papers to billions of pages of content and provides a comparison
report to your instructor. This comparison detects papers that share common information
and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified
students with disabilities, in accordance with the Americans with Disabilities Act (ADA).
If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development
of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Services will not discuss the accommodation needs of any student with
instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic,
economic, and educational experiences. Both the academic and training curricula are
designed to provide an environment in which students can develop the skills and attitudes
essential to working with people from a wide range of backgrounds.
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