Texas A & M University - Central Texas
Social Work Program
Course Number:
SWK 485
Section Number:
120
Semester:
Fall 2015
Meeting Time/Place:
Online
Instructor’s Name:
Heidi Strickler, Ph.D., LCSW, CEDS, CART, CTLS
Office Number:
Online
Office Phone:
254-424-1974
E-Mail:
Email communications should be within the blackboard system unless communicated otherwise by
the professor.
I.
Course Description
Catalog Description: Intensive studies of current trends and issues related to professional social work practice, social service delivery,
and populations at risk. May be repeated for credit when topics vary.
Prerequisite: Junior classification or approval of the Social Work Program Director.
II. Nature of Course
This course examines the various types of crisis & trauma, what leads to the development of complex trauma, and the ramifications of
complex trauma. It looks at the ways in which crisis is assessed and intervened upon by social workers. The course explores various
DSM diagnoses that related to trauma and interventions for trauma and complex trauma in children and adults. The course
particularly explores how complex trauma affects biopsychosocial spheres of an individual’s life
Teaching Method: The primary teaching approach in this course is online learning. Students are expected to engage in readings
independently and then post thoughts and feelings related to readings on the discussion board and respond to peer ideas. Further
students are expected to learn through critical self-examination.
III.
Program Mission:
The Social Work Program at Texas A & M University – Central Texas prepares its graduates for leadership and professional
generalist practice by integrating social work values, skills, and knowledge through an emphasis on excellence. Responsive to the
needs of Central Texas and to the State of Texas, the Social Work Program delivers a broad-based liberal arts education that is
sensitive to vulnerable, oppressed, and at-risk populations. As an integral part of the College of Liberal and Fine Arts and the
Department of Social Work, Sociology, and Criminal Justice at Texas A & M University – Central Texas, the Baccalaureate of
Social Work enables students to achieve successful careers and become responsible citizens.
IV.
Course Objectives:
Consistent with the Social Work Program Mission and the 10 core competencies established by CSWE, this course has five main
objectives.
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1. Assess a person who has experienced complex trauma on multiple levels. By engaging in a comprehensive psychosocial
assessment of a person who has experienced, students are contributing to their own development as a professional social worker, as
this task is a key element of professional social work practice. Assessment also requires a high level of critical thinking and critical
analysis of one’s own practice. Further due to the nature and diversity of types of complex trauma those individuals who have
experienced them, students must demonstrate the ability to apply knowledge of diversity in practice, as well as, knowledge of human
behavior in the social environment. Since assessment should be completed in an ethical manner, students are expected to demonstrate
ethical principles, consistent with the NASW code of ethics throughout the assessment process.
This objective will be evaluated in online discussions and the case study assignment.
2. Develop self-awareness of their biases and personal beliefs about crisis and trauma, and the origins of these beliefs, as well as, ways
to combat these biases according to professional social work guidelines. To successfully identify oneself as a professional social
worker, one must become self-aware and engage in measures needed to combat any biases or stigmas one possesses toward groups of
individuals. Further, this requirement is also needed to engage in ethical practices. To determine one’s biases, requires a level of
critical thinking and a critical analysis of one’s practices. Determining the origins of these beliefs requires analysis of how the student
interacted as a person growing up in the social environment and how diversity played a role in his or her life.
This objective will be evaluated in online discussions and “special reflective assignments”.
3. Students will develop an understanding of the different contributing factors to the development of crisis reactions, trauma
experiences, diagnoses related to trauma, and complex trauma. To develop this understanding is compatible with identifying oneself
as a professional social worker as professional social workers look at biopsychosocial determinants of behavior. It also involves
students engaging in critical thinking to inform and communicate professional judgment as students will need to analyze the impact of
this understanding on their own backgrounds and their interactions with others. Students will engage in diversity and difference in
practice as they explore the differences in acculturation and cultural differences in people who have experiences with crisis & trauma.
Students will engage in practice-informed research & research-informed practice as they learn how the different contributing factors
are debated in the research. Students will apply knowledge of human behavior in the social environment through looking at the
combination of sociocultural, familial, biogenetic, and intrapsychic factors interacting to lead to the development of disorders related
to experiences of crisis & trauma. Students will assess individuals through conducting an assessment and indentifying the
contributing factors to the development of disorders related to crisis & trauma. Students will respond to the contexts that shape
practice by noting the way contributing factors have changed in importance throughout the historical context of the emergence of
complex trauma and other disorders related to crisis & trauma.
This objective will be evaluated in online discussions and the case study assessment.
4. Students will develop an understanding of the micro and mezzo interventions used to treat individuals who have experienced
trauma. To develop this understanding is compatible with identifying oneself as a professional social worker since professional social
workers intervene with individuals, families, and groups. Students will apply ethical principles to guide professional practice as they
will examine which interventions are appropriate with which types of clients and look at their scope of competence as directed within
the NASW Code of Ethics. Students will apply critical thinking to inform and communicate professional practice as they will need to
assess which interventions are appropriate with which clients at which levels of care. Students will engage diversity and difference in
practice again noting that certain interventions are more appropriate for certain ages and cultures than others. Students will engage in
research-informed practice and practice-informed research to explore evidence based practices for micro and mezzo interventions.
Students will apply knowledge of human behavior and the social environment to identify how different interventions may affect the
systems with which individuals interact. Students will respond to the contexts that shape practice by noting the changes in
recommended interventions over time. Students will intervene & evaluate with individuals, families, and groups through identifying
appropriate interventions & evaluating their effectiveness with these levels of clients.
This objective will be evaluated through online discussions and the annotated bibliography.
5. Students will develop an understanding of the macro interventions used to prevent eating disorders and advocate for individuals
who have experienced crisis & trauma. To develop this understanding is compatible with identifying oneself as a professional social
worker since professional social workers intervene on a macro level. Students will apply ethical principles to guide professional
practice as they explore how to advocate within the scope of the NASW Code of Ethics. Students will apply critical thinking to
inform and communicate professional practice as they will need to assess how to advocate & engage in prevention appropriate to
different levels. Students will engage diversity and difference in practice again noting that certain interventions are more appropriate
for certain ages and cultures than others. Students will advance human rights and social and economic justice by learning
discrimination against people with mental illnesses, mental health parity, and ways to advocate on behalf of those who are receiving
such discrimination. Students will engage in research-informed practice and practice-informed research to explore evidence based
practices for macro interventions. Students will apply knowledge of human behavior and the social environment to identify how
different interventions may affect the systems with which the social worker interacts. Students will engage in policy practice through
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learning to advocate for media awareness and emergency policies and procedures. Students will respond to the contexts that shape
practice by noting the changes in recommended interventions over time. Students will intervene & evaluate with organizations &
communities through identifying appropriate interventions & evaluating their effectiveness with these levels of clients.
This objective will be evaluated through online discussions and the annotated bibliography.
III.
TAMU-CT Social Work Program Objectives
Each course in the social work program is designed to help students master the 10 core competencies established by CSWE as
measures of effective social work practice. The following table relates these 10 core competencies to the specific learning
objectives for this course.
Social Work Program Objectives
Course Objectives (see previous
section)
1, 2, 3, 4, 5
1,2, 4, 5
1,2,3, 4, 5
1,2,3, 4, 5
5
3, 4, 5
1,2,3, 4, 5
Identify as a professional social worker and conduct oneself accordingly
Apply social work ethical principles to guide professional practice
Apply critical thinking to inform and communicate professional judgment
Engage diversity and difference in practice
Advance human rights and social and economic justice
Engage in research-informed practice and practice-informed research
Apply knowledge of human behavior and the social environment
Engage in policy practice to advance social and economic well-being and to deliver
effective social work services
Respond to contexts that shape practice
Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
5
3, 4, 5
1,2,3, 4, 5
VI. Course Requirements
A.
Required Text:
Arnold, C. & Fisch, R. (2011). The impact of complex trauma on development. Lanham, MD: Jason Aronson.
Greenstone, J. L., & Leviton, S. C. (2010). Elements of crisis intervention: Crises and how to respond to them. Belmont, CA:
Brooks/Cole.
Perry, B., & Szalavitz, M. (2007). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook –
What traumatized children can teach us about loss, love, and healing. New York: Basic Books
B.
Final Grades:
Online Discussions
Responses for Special Assignments
Case Study
Annotated Bibliography
64 Points
30 Points
50 Points
70 Points
Total Points
214 Points
Final Grades –
192- 214 = A
90-100% = A
171 – 191 = B
80-89.9% = B
149 – 170 = C
70-79.9% = C
128 – 148 = D
60-69.9% = D
Less than 128 = F
Less than 60% = F
***Please note that if you are a social work major and you make less than a C in this course even though it is an elective, you
will not be able to move forward with your social work courses. This mandate means, you could not take micro or macro,
whichever is relevant, field, or possibly graduate. This course possibly would not be offered again for two years or ever, so
while the content is not difficult, other than potentially personally challenging (or grammatically so), it is essential to take the
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work, readings, and assignments seriously, ensure that you are responsible for meeting deadlines, and behaving in a
respectful manner so that you do not risk your future.
C.
Course Assignments
1.
Discussion Boards: 64 points Students are expected to post an original and insightful discussion board by noon each
Saturday and by a response to ONE peer’s discussion board by noon the following Monday unless otherwise noted in the
syllabus (the response to the peer must also be insightful, not “you’re going to make a great social worker, or I missed
you.”). We all appreciate positive reinforcement, but for you to earn your points, insightful feedback is needed related to
the course topic for the week and what the person said. You are more than welcome to also give inspiring positive
feedback, but it won’t earn you points. Discussion board points are earned for including your original thoughts and
feelings to ALL the content in the unit, including powerpoint, readings, videos, movies, etc. on time. If you do so, you
will earn 2 points for the day. If you do not include all content, do not reflect thoughts and feelings, merely summarize
or restate content, or are late, but do it within 24 hours, you will receive 1 point. If you are later than 12 hours, you will
receive 0 points. Your peer response is similarly graded. If you are insightful, original, and on-time, you will receive 2
points. If you post within 12 hours, you will receive 1 point if you are insightful and original. If you post later than 24
hours or say things that are not reflective of course content, then you will receive 0 points. If you plagiarize, you will
receive 0 points and will risk failing the course.
2.
Case Study: 50 Points This assignment is designed to help you learn to engage in a biopsychosocial assessment of a
person who has experienced complex trauma. You will use the format provided for you in blackboard and watch
“White Oleander.” Some information will be provided in the movie, some will not. Imagine you are interviewing a
real client and proceed with the assessment as though you have a person in front of you. Further, if information
is not provided by the example, you are expected to use your critical thinking skills to complete the information as if
you were gathering it from a real client. Real clients talk. If you leave it blank, you will lose points. See attached
grading sheet.
3.
Annotated Bibliography: 70 Points This assignment is designed to help you explore the research on
evidence-based interventions. Watch “Good Will Hunting.” For the character in the movie, choose an micro
intervention that you find interesting. Remember, micro interventions are interventions for individuals and families.
You are expected to choose one type of intervention. For example, cognitive-behavioral, structural family,
psychodynamic, strategic family, interpersonal therapy, art therapy, etc. Stick with the one intervention you chose
and find four peer-reviewed, scholarly journal articles about this therapy for people who have trauma/complex
trauma similar to the movie’s character. You will then also find an article related to prevention of this type of
trauma. You will also find an article about policy related to this type of trauma. Finally, you will find an article
related to a large scale education intervention that would be used in the community or in a school (this intervention
needs to apply to a group of more than 15 people). You are then to have an APA citation (6 th edition) for each
journal article, followed by a paragraph with a minimum of 5 sentences describing the article. Do NOT copy the
abstract. Copying the abstract is plagiarism and will get you brought before Dr. Rappaport and the other social work
professors as well as turned into the school for unethical behavior. Summarize the article in your own words in a
minimum of 5 sentences. Then in a second paragraph, describe how you believe the article would apply to the client
in the movie you watched. Again a paragraph has a minimum of 5 sentences. See attached grading sheet.
4.
Special Assignments: 15 Points There are two special assignments at the end of the semester designed to
help students determine if they are truly ready to work with individuals who have experienced trauma. While these
assignments are geared toward children, and students may believe that they only want to work with adult
populations, most adults who experience trauma have experienced some type of trauma as a child that becomes
reactivated when they experience trauma as an adult. Additionally, these adults who have been traumatized often
have families and intentionally or unintentionally continue the cycle by engaging in behaviors that create crisis or
trauma for their children. Therefore, it is important for students to assess their level of readiness and ethical
struggles and beliefs about how they would handle and how they feel about various types trauma experienced by
children. Students will answer and turn in responses to various questions designed to elicit responses about the
students’ feelings and reactions to the cases, how they would handle certain ethical dilemmas, where they foresee
their own ethical struggles, and how they would attempt to resolve these ethical struggles. Students should ensure
that they are responding honestly and thoughtfully rather than searching for the “right” social work answer as
integrity is a core ethical value, and they are not expected to know all the answers, particularly at the bachelor level.
The assignment will be graded on insight, self-awareness, thoughtfulness, and thoroughness of the response (10
points), and then grammar since it is a written assignment. The grammatical scoring is as follows. The discussion
boards, involve writing word documents. For each word document, an additional five points will be given for the
discussion board on the scale as follows. 0 points will be received if the student does not complete the writing. 1
point will be received for a short, grammatically erroneous document with very limited content. 2 points will be
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received for a short document with many grammar errors and little meaningful content. 3 points will be received for
an average document with average grammar errors and some meaningful content. 4 points will be received for an
average length document with good grammar and reasonable content. 5 points will be received for a reasonable
length document with good grammar and insightful content.
POLICY REGARDING TURNING IN LATE PAPERS: Students must turn in papers at the beginning of the class period in
which they are due (Specified on the syllabus). If a student has a serious emergency that prevents him/her from turning the
paper in on time, the student must meet with the professor before class to discuss this situation and to see if the professor will
agree to grant an extension of the due date. ***Please note if you inform the professor that you need to turn the paper in late,
this is not the same as being granted an extension for emergency purposes & you will still lose points. Dr. Strickler will
EXPLICITLY tell you when you will NOT be deducted points for late papers. There is no guarantee that the professor will
grant an extension, but if one is granted, the paper will not be accepted after that alternative due date. If you do not discuss
your problem with the professor before the paper is due, do not expect the paper to be accepted when you try to turn it in
later; this behavior is not fair to the rest of the students who turned the assignment in by the due date. All assignments are to
be turned in at the specified time at which the assignment is due. The assignments requiring professional references must be
submitted via email, as well as, in the assignment que in blackboard to ensure that a copy gets to the professor. Papers are to
be turned in at the beginning of class. Papers turned in late will receive a two point deduction per twenty-four hour period
after the time at which it was due until one week after which it was due at which point it will no longer be accepted, and the
student will receive a 0 for the assignment. Any assignment that has a portion plagiarized will receive a 0 regardless of the
amount of points the assignment is worth for the semester. The student will then have to meet with the social work faculty to
discuss the consequences of plagiarism and further standing in the program and will be reported to student services for
academic dishonesty.
***Please note ALL papers must be turned in within one week of their due date or they will not be accepted and will receive a
0.
****Please note technical difficulties, being away from your computer, etc. are NOT excuses for late papers. You know when
they are due ahead of time as due dates are listed on the syllabus, McDonald’s, Starbucks, etc. have wireless Internet access,
and the school has a computer lab. You should be able to get your work in on time short of absolutely true emergencies. This
note includes discussion boards. This note also includes travelling – there are Starbucks and McDonald’s in most major cities.
All written assignments must be completed according to APA 6 th edition format. This note includes ALL assignments
EXCEPT discussion boards
VII. Class Policies
1.
Academic dishonesty is a serious offense because it threatens the quality of scholarship and defrauds those who depend on
knowledge and integrity. Plagiarism is one form of academic dishonesty. Plagiarism includes such things as copying another
person's work, turning in someone else's work as your own, downloading material from the internet and inserting it into a paper as
if it was your own work and taking ideas from classes or readings and putting them in a paper without citations/references. Any
idea, even paraphrased ideas, used or borrowed must be given credit by showing the source with an appropriate citation or
reference. Academic dishonesty violates the Social Work Code of Ethics and can result in consequences such as being unable to
go to field and being removed from the social work program.
2.
In any classroom situation that includes discussion and critical thinking, there are bound to be many different viewpoints. These
differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to
think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the
instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions.
3.
Class discussions, oral presentations, and written materials must adhere to professional standards of expression and conform to
the style described by the American Psychological Association (APA, 1994). This includes avoidance of the use of language that
degrades women, people of color, gays, lesbians, bisexuals, transgendered, and other diverse and at-risk populations.
4.
Information shared in class about agencies and clients is considered confidential according to the NASW Code of Ethics
regarding the sharing of information for supervisory purposes. Agencies are aware that information is shared in class for this
purpose. However, discussions that are held outside of class regarding clients, supervisors, or agencies are a breach of
confidentiality. Breach of confidentiality is grounds for removal from the Social Work Program.
5.
Reading assignments: Students are expected to read the assigned materials (both in the textbooks and in the class notes from the
professor) prior to the class for which they are assigned. Students are responsible for the information in the assigned readings
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(whether or not the material has been discussed in class) and for the materials and videotapes presented in class. While in class,
students are expected to raise any questions they have about material in the reading assignments they did not understand.
VIII. University Policies
1.
TAMU-CT expects all students to maintain high standards of personal and scholarly conduct and avoid any form of academic
dishonesty, for which disciplinary sanctions exist. Academic dishonesty includes, but is not limited to, plagiarism, copying
another person's work, turning in someone else's work as your own, downloading material from the internet and inserting it
into a paper as if it was your own work, taking ideas from classes or readings and putting them in a paper without
citations/references, cheating on an examination or other academic work, collusion, and the abuse of resource materials. Any
idea, even paraphrased ideas, used or borrowed must be given credit by showing the source with an appropriate citation or
reference. Any student who violates the university’s policies regarding Academic Honesty will receive a failing grade in this
course and will be reported to the Director of Student Affairs for additional university sanctions. More information can be
found at www.ct.tamus.edu/student conduct.
2.
Library Services. INFORMATION LITERACY focuses on research skills that prepare individuals to live and work in an
information-centered society. TAMU-CT librarians (located in the library at Central Texas College) will work with students
in the development of critical reasoning, ethical use of information, and the appropriate use of secondary research techniques,
including exploring information resources, such as library collections and services; identifying sources, such as subject
databases and scholarly journals; executing effective search strategies; retrieving, recording, and citing relevant results
correctly; and interpreting search results and deciding whether to expand the search. Library Resources are outlined and can
be accessed through the TAMU-CT web page.
3.
UNILERT is the emergency warning system for TAMUCT. Messages about any health, weather, or safety emergency will
be delivered to students via email or text messages if they have enrolled in the system. This includes messages that the
university has cancelled classes. Please enroll at TAMUCT.org/unilert.
4.
TAMU-CT offers its students some types of tutoring, both on-campus and online. Subjects tutored include: Accounting,
Finance, Statistics, Mathematics, and Writing (MLA and APA). For hours, or if you are interested in becoming a tutor,
contact Academic Support Programs at 254-519-5496 or by emailing gnichols@ct.tamus.edu.
5.
At Texas A&M University – Central Texas, we value an inclusive learning environment where every student has an equal
chance to succeed and has the right to an education that is barrier-free. The Office of Disability Support and Access is
responsible for ensuring that students with a disability enjoy equal access to the University's programs, services and
activities. Some aspects of this course or the way the course is taught may present barriers to learning due to a disability. If
you feel this is the case, please contact Disability Support and Access at (254) 501-5831 in Warrior Hall, Ste. 212. For more
information, please visit their website at www.tamuct.edu/disabilitysupport. Any information you provide is private and
confidential and will be treated as such.
6.
Attendance Accommodation: The Office of Disability Support and Access does not determine class attendance policies, nor
does it excuse absences for students with disabilities. Because attendance is integral to the learning process, the faculty at
the university, departmental or individual level, sets these policies. Faculty is ultimately responsible for determining the
weight and importance of class attendance and participation. In most cases, attendance is fundamental to course
objectives. In some instances faculty may determine that students can master course content despite some absences.
Similarly, faculty also determines policies regarding make-up work and missed quizzes and exams. Please see the University
Attendance Policy in the Student Handbook for more information. If a student is given an Attendance accommodation due
to a disability-related circumstance, the student must work with each professor to determine the maximum amount of time
that can be missed without compromising the integrity of the course or program. This is determined on a case-by-case
basis. It is the student’s responsibility to initiate this process with each faculty member. This discussion can be facilitated by
the Coordinator for Disability Support and Access upon request. Depending on the situation, it is not always reasonable to
grant an Attendance accommodation without an excessive alteration to an essential element of the university’s curriculum.
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The role of Disability Support and Access is to verify the need for attendance flexibility, not to manage that flexibility. Once
an agreement has been reached, an Attendance Agreement form must be completed and signed by both parties and a copy
must be filed with the Office of Disability Support and Access. Disability Support and Access encourages the completion of
an agreement within the first two weeks of the term. If no Agreement is filed with the office within 30 days of the date of
the relevant Accommodation Letter, the accommodation is no longer considered valid through the Office of Disability
Support and Access. Disability-related absences apply to hospitalizations, illness related to a disability, and lengthy
treatment processes (such as chemotherapy). A disability-related absence does not usually apply to routine appointments
to a health-care provider. If the student encounters an unexpected disability-related circumstance, such as an emergency
hospitalization or illness, he/she should notify his/her professors as soon as possible. The student will need to notify the
instructors to arrange make-up work or other assignments as pre-arranged with the professor according to the
accommodation. It is the student’s responsibility to obtain the material and notes from missed classes.
7. Deadline Extension Accommodation: Timely assignment completion is critical to a student’s mastery of the knowledge
and skills that are taught in a specific course and students are expected to follow the policies established by the instructor
in each class. If a student is given a Deadline Extension accommodation due to a disability-related circumstance, the
student must work with each professor to determine the maximum extension that can be given upon the maximum
amount of assignments before compromising the integrity of the course or program. This is determined on a case-by-case
basis. It is the student’s responsibility to initiate this process with each faculty member. This discussion can be facilitated
by the Coordinator for Disability Support and Access upon request. Once an agreement has been reached, a Deadline
Extension Agreement form must be completed and signed by both parties and a copy must be filed with the Office of
Disability Support and Access. Disability Support and Access encourages the completion of an agreement within the first
two weeks of the term. If no Agreement is filed with the office within 30 days of the relevant Accommodation Letter, the
accommodation is no longer considered valid through the Office of Disability Support and Access. Depending on the
situation, it is not always reasonable to grant a Deadline Extension accommodation without an excessive alteration to an
essential element of the university’s curriculum. Other reasonable, equivalent options may exist for students to
successfully complete essential course requirements without compromising course standards. The university will make
every effort to reasonably accommodate students’ disability-related academic needs. However, neither the university nor
an individual faculty member is required to waive essential or fundamental academic requirements of a course regardless
of the nature of a student’s disability. Additionally, it is important for the student to realize that even if excused, assignment
deadline extensions could impact the student’s academic performance. Furthermore, if the proposed deadline extension
has the potential to negatively impact other students in the class, the accommodation ceases to be considered reasonable
and will not be given. Regardless of the modification or accommodation given, the student is required to meet all of the
academic course requirements and to complete all assignments and examinations. The student will be graded according to
the criteria stated in the class syllabus. Unexpected illness or injury, a recent diagnosis, onset or change in condition rarely
warrants this accommodation.
7. The professor reserves the right to change the syllabus at any time.
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How to Read the Schedule
Power Points
Movies/Videos to Watch
Readings
Things that are Due
XI. Schedule of Events
Week
Week 1
Aug 24
Activities
Course Introduction
Week 2
Aug 31
Crisis Intervention Power Point
Crisis Basics Power Point
Special Issues in Crisis Intervention Power
Point
DSM Diagnoses Related to Power Point
Week 3
Sept 8
8
Assignments Due
Discussion 1 Original Post Due Aug 29 at
noon
Peer Post Due Aug 31 at noon
Elements of Crisis Ch 1 & 2 & 6
Discussion 2 Original Post Due Sept 5 at
noon; Peer Post Due Sept 8 at Noon
Strickler Dissertation Excerpt pp 32-45
Comorbidity Article
DESNOS Criteria Article
DESNOS Empirical Foundation Article
Discussion 3 Original Post Due Sept 12 at
noon; Peer Post Due Sept 14 at Noon
Week 4
Sept 14
Week 5
Sept 21
Week 6
Sept 28
Death, Dying, & Psychiatric Emergencies
Power Point
Watch Homicide Episode of 21 Jump
Sreet
Watch Suicide Episode of 21 Jump Street
Rape, Child Abuse, & Violence
Powerpoint
Child Abuse Testifying Powerpoint
Watch Rape Episode of 21 Jump Street
Watch “Speak”
Trauma Debriefing Powerpoint
Trauma & Adult Issues Powerpoint
Watch “Good Will Hunting”
Week 7
Oct 5
Intro to Trauma Powerpoint
Attachment Powerpoint
Watch “This Boy’s Life”
Week 8
Oct 12
Sensation & Perception Powerpoint
States of Consciousness Powerpoint
Watch “Escape from Alaska”
Week 9
Oct 19
Emotional & Cognitive Development
Powerpoint
Memory Powerpoint
Watch “Too Young Die”
Week 10
Oct 26
Impact on Behavior Powerpoint
Eating Disorders & Self-Injury Powerpoint
Watch “White Oleander”
Week 11
Nov 2
Complex Trauma & Identity Powerpoint
Relationship Powerpoint
Watch “Birthday Girl”
Week 12
Nov 9
Assessment Powerpoint
Treatment Relationships Powerpoint
Watch “Human Trafficking”
Week 13
Nov 16
Treatment Constriction & Intrusion
Powerpoint
Treatment Integration Powerpoint
Week 14
Nov 23
Treatment Cultural Implications
Powerpoint
Experiential Therapy Powerpoint
IFS Therapy Powerpoint
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Elements of Crisis Ch 3, 4, & 10
Discussion 4 Original Post Due Sept 19 at
noon; Peer Post Due Sept 21 at noon
Elements of Crisis Ch 5, 7, 9, & 11
Helping Traumatized Children
Discussion 5 Original Post Due Sept 26 at
noon; Peer Post Due Sept 28 at noon
Discussion 6 Original Post Due Oct 3 at
noon; Peer Post Due Oct 5 at noon
Annotated Bibliography Due Friday Oct
2 at Noon
Complex Trauma Ch 1 & 2
Strickler Dissertation pp. 46-60
Complex Trauma Article
Developmental Trauma Article
Bonding & Attachment Article
Discussion 7 Original Post Due Oct 10 at
noon; Peer Post Due Oct 12 at Noon
Complex Trauma Ch 3 & 4
Neurosequential Model of Therapeutics
Discussion 8 Original Post Due Oct 17 at
noon; Peer Post Due Oct 19 at noon
Complex Trauma Ch 5, 6, & 7
Strickler Dissertation pp 20-22, 60-65
Child Maltreatment Through
Neurosequential Lens
Interaction Between MR & Family
Violence Article
Discussion Board 9 Original Post Due Oct
24 at noon; Peer Post Due Oct 26 at noon
Complex Trauma Ch 8
Strickler Dissertation pp 7-22
Discussion Board 10 Original Post Due
Oct 31 at noon; Peer Post Due Nov 2 at
noon
Complex Trauma Ch 9 & 10
Discussion Board 11 Original Post Due
Nov 7 Due at noon; Peer Post Due Nov 9
at Noon
Case Study Due Friday Nov 6 at Noon
Complex Trauma Ch 11 & 12
Strickler Disseration pp 75-104
Trauma Re-enactment/Trauma Bonds
Article
Discussion Board 12 Original Post Due
Nov 14 at noon; Peer post due Nov 16 at
Noon
Complex Trauma Ch 13 & 14
Discussion Board 13 Original Post Due
Nov 21 at noon; Peer Post due Nov 23 at
noon
Complex Trauma Ch 15
Expressive Therapy & Trauma Article
Discussion Board 14 Original Post Due
Nov 28 at noon; Peer Post Due Nov 30 at
noon
Week 15
Nov 30
Week 16
Dec 7
Reflections on Part One of “The Boy Who
Was Raised As A Dog”
1. Introduction
2. Tina’s World
3. For Your Own Good
4. Stairway to Heaven
5. Skin Hunger
6. The Coldest Heart
Reflections on Part Two of “The Boy Who
Was Raised As A Dog”
1. The Boy who was Raised as a
Dog
2. Satanic Panic
3. The Raven
4. Mom is Lying. Mom is Hurting
Me. Please Call the Police
5. The Kindness of Children
6. Healing Communities
Boy Who Was Raised as a Dog Intro, Ch.
1-5
Discussion 15 Original Post Due Dec 5 at
noon; Peer Post Due Dec 7 at Noon
Special Assignment 1 Due Dec 5 at Noon
Boy Who Was Raised As a Dog Ch 6-11
Discussion 16 Original Post Due
Wednesday Dec 9 at noon; Peer Post Due
Dec 10 at noon
Special Assignment 2 Due Dec 11 at
Noon.
X. Expectations
Students are expected to come to class prepared, having read assigned materials and powerpoints, and to be willing to ask questions ,
be engaged in critical thinking, and be open minded about yourself and others. I do not have regular access to my TAMUCT email.
Please use the email in blackboard but know that I only check it once or twice per week. Therefore, if you have immediate questions
about the class, please call or text me if you have questions or need help. Please leave a message if I don’t answer & I will get back to
you as quickly as I can – again within “normal” calling hours. I am happy to communicate by text if you prefer that method (I
actually prefer texting for the most part). It is important, even if you had me before to tell me who you are when you call or text
because I really don’t have all of your numbers memorized.
Please remember that the subject is very sensitive and that many people have experienced crisis or trauma of some type or are close to
someone who has, so it is important to be respectful at all times, in addition, to the fact that it is an ethical requirement.
About your professor: I have a Ph.D. in social work and an MSSW from UTA. My bachelor’s degree is in psychology from
Millersville University in PA. I am a licensed clinical social worker in both TX & MO and am also board approved to supervise
clinical social workers in both states. I am also a certified eating disorders specialist, certified trauma & loss specialist, & certified
anger resolution therapist. I am the community counseling services manager for Great Circle, an agency that works primarily with
children and families, a large part in the child welfare system. However, my job is developing and managing an outpatient behavioral
health center for all types of clients. For the previous 4 years, I was the administrative director and primary therapist Castlewood
Treatment Center’s intensive outpatient and outpatient levels of care. Castlewood provides all levels of care except inpatient for
people with eating disorders, trauma issues, and anxiety disorders. I also have two absolutely adorable children – Ethan who is 14 and
Alexis who is 9. I was at TAMU-CT as a full time professor before I moved to Missouri to get back into full-time clinical &
administrative work, so I’m very familiar with the TAMU-CT social work program and have been with it now for 8 years. So don’t
be afraid to ask questions & welcome to the adventure.
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Case Study Form
PRESENTING PROBLEM:
Describe in detail the person’s trauma history. What are their current behaviors, amounts of time spent
in each behavior per day, frequency of behavior per day, per week, etc. What was the highest and lowest level
of behavior? What are changes in their functioning? What was the time of their best functioning like? What
was the time of their worst functioning like? Describe any comorbid psychiatric/emotional/behavioral
symptoms in the same manner
ACADEMIC/EMPLOYMENT HISTORY:
What grade are they in? What grades do they typically get? Have there been changes in academic functioning?
How do they get along with teachers at school? What about peers? Have there been any changes? What about
bullying history? How do/did trauma symptoms affect their academic functioning? For adults, ask
retrospectively?
Do they work? What has their employment history been like? Have they been able to maintain a job? How
have they managed at work with their trauma symptoms? Have there been changes in employment functioning?
How do they get along with coworkers? With supervisors? Have there been any changes? Any issues with
discrimination/feeling picked on or targeted?
Remember to ask about perfectionism issues? Are they human beings or human doings?
What type of activities are they involved in? How do they feel about these activities? How are these activities
going? What about spirituality? How do they perceive their social/friend relationships? What about
boyfriend/girlfriend relationships? What is sexual orientation? How sexually active are they? How do they
feel about this activity? (Too much or too little themes)
FAMILY/DEVELOPMENTAL HISTORY:
Who did they grow up with? What were relationships like growing up? What are relationships like now?
If adult are they in a family of procreation? What are relationships like with members of this family?
MEDICAL HISTORY:
PCP: _____
Describe any and all medical problems – related to trauma or not?
Current Meds: What meds are they on & why?
PSYCHIATRIC HISTORY:
Has the client ever been in treatment before? Where/with whom? What was their perception of the experience?
Family Psychiatric History: Does any family member have any history of
emotional/psychiatric/behavioral problems? Who/what?
SUBSTANCE USE HISTORY:
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Describe in detail what substances, with what frequency, any periods of sobriety, any treatment, etc.
Family Substance Use History: Does any family member have a history of drug or alcohol problems?
Who/What?
TRAUMA HISTORY:
Describe any trauma history the client has – include death, divorce, accidents, abuse, neglect, war, etc. What
trauma symptoms do they have - overt PTSD, dissociation, memory gaps, etc. This part will be repetitive to an
extent with history of presenting problem, so if it is exceptionally redundant, you may say, see history of
presenting problem
MENTAL STATUS:
Level of orientation (person, place, time, & situation), appearance, thought processes, psychomotor functioning,
judgment, any perceptual disturbances, suicidal or homicidal ideation
INITIAL ASSESSMENT/DIAGNOSTIC IMPRESSION:
Axis I: (At a bachelor level, you cannot diagnose, but you can label which disorder or cluster of symptoms a
client appears to present with and give a rationale behind your opinion to assist higher licensed professionals)
STRENGTHS & RESOURCES:
GOALS & RECOMMENDATIONS:
Therapist Signature:_______________________________________________________
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Case Study Grading Sheet
Presenting Problem 10
Academic/Employment
-5
Social - 4
Family –5
Medical - 3
Psychiatric - 4
Substance - 3
Trauma - 5
Mental Status - 3
Diagnosis - 5
Goals - 3
Less than 5 – is
missing crucial
required content &
has more than 7
grammatical errors
Less than 3 - is
missing crucial
required content &
has more than 7
grammatical errors
0-1 is missing
crucial required
content & has more
than 7 grammatical
errors
Less than 3 - is
missing crucial
required content &
has more than 7
grammatical errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
0-1 is missing
crucial required
content & has more
than 7 grammatical
errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
Less than 3 - is
missing crucial
required content &
has more than 7
grammatical errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
Less than 3- is
missing crucial
required content &
has more than 7
grammatical errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
5-6 Is missing some
required content &
contains 4-7
grammatical errors
7-8 Includes nearly
all required content
& 2-3 grammatical
errors
3 - Is missing some
required content &
contains 4-7
grammatical errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
9-10
Includes all
required content
and no or 1
grammatical error
5 - Includes all
required content
and no or 1
grammatical error
2 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes all
required content
and no or 1
grammatical error
3 - Is missing some
required content &
contains 4-7
grammatical errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
5 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
4 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
5 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
5 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
Total - 50
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Annotated Bibliography Grading Sheet
Choose a micro therapy theory that can be used with individuals or families who have experienced trauma. Decide if you
are using an individual theory or a family theory. You must choose only one intervention. It CANNOT be a group
intervention. Do NOT confuse a research group with a group therapy intervention. If you are confused, please ask for
help. Choose 4 articles that address the use of the intervention that you have chosen with individuals (or families if you
chose family work) who have experienced trauma. You need to write a 6th edition APA style reference for each article.
Immediately following the reference for the article, you need to write a 5 sentence minimum paragraph that describes the
article that you write. Immediately following the paragraph, you need to write a 5 sentence minimum paragraph
describing how the article applies to the primary traumatized character in “Good Will Hunting.” If any of these articles
pertain to group therapy, you will receive a 0 for the entire entry.
You will then choose one article on the prevention of trauma. You will follow the same format as described above. You
will type the reference for the article in 6th edition APA style. You will then type a paragraph with a minimum of 5
sentences describing the article. You will then type a paragraph with a minimum of 5 sentences describing how the article
on prevention may have helped the main character in “Good Will Hunting.”
You will choose one article on policy that affects trauma or the treatment of trauma in some way. Again follow the same
format as described above. You will type the reference for the article in 6th edition APA style. You will then type a
paragraph with a minimum of 5 sentences describing the article. You will then type a paragraph with a minimum of 5
sentences describing how the article on policy may have helped or would help the main character in “Good Will
Hunting.”
Finally, you will choose one article on education that is related to trauma in some way. This type of education needs to be
broad scale community or school education, not individual or family psychoeducation. This type of education also needs
to be in groups larger than 15 as this intervention, and the above two are to give you exposure to macro interventions.
Again follow the same type of format. You will type the reference for the article in 6th edition APA style. You will then
type a paragraph with a minimum of 5 sentences describing the article. You will then type a paragraph with a minimum
of 5 sentences describing how the article on education may have helped or would help the main character in “Good Will
Hunting.”
For the articles on prevention, policy, and education, you will be given some latitude to extrapolate; however, these
articles must be macro interventions, applying to groups/communities, schools, organizations of more than 15 people. If
they are not, then you will receive a 0 for that section of the paper.
You should have a total of 7 articles for which the format, regardless of article type is as follows:
Reference
Paragraph describing the article
Paragraph applying the article to “Good Will Hunting’s” character
All college papers should be double spaced and use peer-reviewed references with no quoting as you are expected to be
individual, critical and creative thinkers.
Any plagiarism, as stated in the syllabus will result in failure of the course, referral to the social work faculty for unethical
social work behavior (same applies for psychology), and referral to the university disciplinary committee regarding
plagiarism
Below are the grading criteria: (Again remember the absolute criteria based on appropriate type of article – non peerreviewed articles will also receive a 0 and not be graded)
Each entry is graded in the following way:
APA Style: 3 Points for Perfect APA Style
2 Points for 1-2 APA Style errors
1 Point for 3-4 APA Style errors
0 Points for more than 4 APA Style errors
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***Remember to use the 6th edition of the APA Manual & all articles must be from Peer Reviewed Journals in order to
receive points
1st Paragraph: 3 Points for an well-written paragraph that summarizes the content of the article in a meaningful way, is the
appropriate length, and does not contain grammatical errors.
2 Points for a paragraph that summarizes the content of the article but is 1 sentence too short, contains 1-3
grammatical errors, or missed a minor point of the article
1 Point for a paragraph that is 2 sentences too short, misses a some of the point of the article, or has 4-6
grammatical errors
0 Points for a paragraph that is 3 sentences too short, misses major points of the article, or has more than 6
grammatical errors.
2nd Paragraph: 3 Points for a well-written paragraph that accurately reflects how the article could apply to the client in a
meaningful way, is the appropriate length, and does not contain grammatical errors.
2 Points for a paragraph that reasonably reflects how the article could apply to a client, but is 1 sentence
too short, or contained 1-3 grammatical errors
1 Point for a paragraph that had some difficulty reflecting how the article could apply to a client, is 2
sentences too short, or had 4-6 grammatical errors
0 Points for a paragraph that is 3 sentences too short, has more than 6 grammatical errors, or has major
difficulty reflecting how the article could apply to a client.
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