Effective Term:  Subject Area Course Number: counsed 739 Cross-listing: NA

University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term: 
Subject Area - Course Number: COUNSED 739 Cross-listing: NA

(See Note #1 below)

Course Title: (Limited to 65 characters) Trauma Treatment

25-Character Abbreviation: Trauma Treatment

Sponsor(s): David Van Doren

Department(s): Counselor Education

College(s): 

Consultation took place:  NA  Yes (list departments and attach consultation sheet)

Departments: Psychology

Programs Affected: None

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

 NA  Yes  will be at future meeting

Prerequisites: COUNSED 716 and COUNSED 734
Grade Basis:  Conventional Letter  S/NC or Pass/Fail
Course will be offered:  Part of Load  Above Load

 On Campus  Off Campus - Location      

College:  Dept/Area(s):      

Instructor: David Van Doren

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:

 Technological Literacy Requirement  Writing Requirement

 Diversity  General Education Option: 

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours: 0.0 Total lecture hours: 48

Number of credits: 3.0 Total contact hours: 48
Can course be taken more than once for credit? (Repeatability)

 No  Yes If "Yes", answer the following questions:

No of times in major: 1.0 No of credits in major: 3.0

No of times in degree: 1.0 No of credits in degree: 3.0

Proposal Information: (Procedures for form #3)

Course justification: This course provides counseling students and present mental health professionals valuable information to enable effective counseling for clients who have experienced trauma. The majority of clients who are presently seen in mental health clinics have experienced various forms of trauma. This course will enhance the abilities of mental health professionals to remediate the impact of trauma and enhance client well-being.

Relationship to program assessment objectives:

This course will deepen the understanding and skills related to effective counseling and specifically counseling as it relates to acute and chronic trauma, as such it is relevant to our present counseling students and mental health counselors in the field.

Budgetary impact: No additional faculty lines are requested in this transition. Course rotations will be set up to ensure effective learning for all students while minimizing the need for additional staff. Students will still complete the program in three years (if full time), and faculty will continue to teach 12 credits each semester (with redirected time for tenure-track faculty as negotiated with Dean).
Course description: (50 word limit)

This course examines the impact of trauma on development and behavior. The primary focus of the course is the examination of various approaches to effectively address the impact of trauma. The stages of trauma treatment will be examined and various approaches to effectively address trauma will be explored.

If dual listed, list graduate level requirements for the following: NA

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:
Course Title: COUNSED – 739 Trauma Treatment
Course Description: This course examines the impact of trauma on development and behavior. The primary focus of the course is the examination of various approaches to effectively address the impact of trauma. The stages of trauma treatment will be examined and individual, group and couple/family approaches to effectively address trauma will be explored.
Instructor: David Van Doren, Ed.D., LPsy, LPC, NCC, CCMHC, MAC

Office Hours: Monday 9:30-11:30AM, Tuesday 3:00-5:30, Wednesday Noon-1:30 or by

appointment, please e-mail or call to set up a time.

Office Location: Winther Hall, Rm. 6040

Office Telephone: [phone]; Home: 262-473-7029; Email: [e-mail]

Our conceptual framework, The Counselor as a Reflective Facilitator, is the underlying structure in our counselor preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our counselor education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.

Objectives:
1. Individuals will examine the neurobiological impact of trauma.
2. Participants will understand the developmental issues which impact assessment and treatment of

trauma.
3. Students will develop an awareness of the role of dissociation in trauma and methods of assessment and treatment of dissociation as a component of trauma.

4. Cultural issues related to trauma treatment will be examined and students will identify the

elements of cultural competence.

5. Students will develop an understanding of the importance of the therapeutic alliance in trauma

treatment, the roadblocks to the development of this alliance, and identify and practice skills which

nurture the alliance.
6. Participants will develop an understanding of vicarious traumatization and develop effective

affect regulation skills.

7. Students will examine a variety of treatment approaches utilized in the treatment of victims of trauma.
8. Students will increase their understanding of the common elements of effective treatment and develop

a treatment plan for a client who has experienced trauma.

Textbooks:

Shapiro, R. (2010). The trauma treatment handbook: Protocols across the spectrum, New York, NY:

W.W. Norton.
Cloitre, Cohen, J. & Koenen (2006). Treating survivors of childhood abuse. NY: Guilford.

Brom, Pat-Horenczyck, & Ford, J. (2009). Treating traumatized children. NY: Guilford.

Online course TF-CBT at http://tfcbt.musc.edu/ (approx.. 10 hours)

Articles as assigned

Methods of Instruction:

Instruction will be lecture/discussion, small group discussion, participation in small group activities, participation in online discussions and other online learning activities, and experiential learning. All readings should be done prior to class.

Some readings may lead to strong emotions and associations within class members. Class members therefore, should take care to monitor their responses to these articles and assigned readings. Provided there is adequate comfort and sense of trust, such responses should be incorporated into class discussions. This is up to the personal discretion of the student. I will be available to discuss associated feelings/thoughts as needed. Self care is very important while addressing the topic of abusive behaviors.
Web-based activity:

5 hours of viewing videos, lectures and Ppower point on the web

10 hours of required group discussions

10 hours of web workshop on Trauma-Focused CBT

25 hours of reading course materials

6-8 hours of taking course examinations

Evaluation

1. 
   There will be one exam. This will be administered following the final class (the exact date will be determined during the first class session). Included on the exam there will be questions related to the course Trauma Focused – Cognitive Behavioral Therapy which will need to be taken online at http://tfcbt.musc.edu/ . This is a free course.
   

2. 
   Students will write a paper with a specific focus on trauma treatment. The paper should be 10-15 pages with at minimum10 journal articles and/or books on the subject. Wikipedia, newspapers and magazines such as Newsweek, Time, etc. will not count as part of these ten, since they would not be journals related to the helping professions. Specific professional websites and articles found on those sites will count. All papers should be well-researched and referenced. Use the APA referencing format: (Author, Date) after an idea, and (Author, Date, Page) after a quotation. A reference list should be included.
   

An average grade (AB) would include a well-written document, which provides a synopsis of a variety of professional sources (10-12) with very few grammatical errors. A’s would necessitate exceptional writing and more sources. All papers will be submitted via the drop box on D2L, no papers will be allowed to be submitted via e-mail. Drop box will run the paper through Turnitin which will analyze the paper to determine similarities with other papers found on the Internet. This will catch most plagiarism, so make sure you use your own synopsis and not other people’s words, unless you use quotations. The paper should be primarily your synopsis and not a string of quotations.

3. 
   All students will engage in discussions on line via D2L (10 hours of required group discussions throughout the semester).
   

4. 
   Classes will occur one weekend day (9-4:30) per month and online discussions and activities will occur between classes. Attendance during face to face meetings will be required. Only severe illness or crisis circumstances will be valid excuses for missing.
   

5. 
   Attendance and participation is expected of all graduate students. Students will earn up to 50 points for attendance/participation.
   

Evaluation will be weighted in the following manner:

Paper 100 pts.

Final Exam 100 pts.

D2L discussions 50 pts.

(Minimum of an average of two posts per week and minimum of 75% posts read would be required for and AB.)

Class Attendance/Participation 50 pts.

Total possible points = 300 pts.

Grades:

A = 280 + B/C = 230-244

A/B = 265-279 C = 215 -229

B = 245- 264 F = < 215

Tentative Schedule
Saturday, 9:00 - 4:30

Topics addressed: Readings for this class include:

Introduction Courtois & Ford Chapters 1, 2, 5, 6 & 9

Attachment Cloitre, Cohen, & Koenen, Chapters 1-5,

Neurobiology Perry article on NMT (see D2L)

Assessment
Sunday, 9:00 - 4:30

Topics addressed: Readings for this class include:

Best practices Courtois & Ford Chps. 3, 4, 7, 11, 12, & 13

Cognitive Behavioral Approaches Cloitre, Cohen, & Koenen, Chapters 6 Psychotherapy for an Interrupted Life through 17

Saturday, 9:00 - 4:30

Topics addressed: Readings for this class include:

Narrative Story Telling Courtois & Ford Chps.14, 17, 18, 19,

Experiential and Emotion-Focused Therapy Fosha Cloitre, et al. Chps. 18 through 24

Family Systems and Couples Therapy

Internal Family Systems Therapy

EMDR
Class Sunday 9:00 - 4:30 Readings to be assigned.

Somatic experiencing and other

Sensori-motor approaches

Exam on line week of ……

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)
Allen, J. (2001). Traumatic relationships and serious mental disorders. Chichester, England: Wiley and

Sons.
Anda, R.F., Felitti, V.J., Chapman, D. P., Croft, J.B., Williamson, D.F., Santelli, J., Dietz, P.M.,&

Marks, J.S. (2001). Abused boys, battered mothers, and male involvement in teen pregnancy.

Pediatrics, Vol. 107(2).
Briere, J. (1996). Therapy for adults molested as children: Beyond survival. New York, NY: Springer.
Briere, J. & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation, and

treatment. Thousand Oaks, CA: Sage Publications.
Courtois, C. & Ford, J. (2009). Treating complex traumatic stress disorders. NY: Guilford.

Cozolino, L. (2002). The neuroscience of psychotherapy. New York, NY: WW. Norton.

Dutton, D. G. (1998). The abusive personality. New York: Guilford Press.
Elliott, D. M., Mok, D. S., & Briere, J. (2004). Adult sexual assault: Prevalence, symptomatology, and

sex differences in the general population. Journal of Traumatic Stress, 17(3), p 203-211.

Felitti, V. J. (2007). Adverse childhood experiences vs adult health and well-being. San Diego

International Conference on Child and Family Maltreatment, San Diego, CA, January 22, 2007.

Foa, E. B., Keane, T. M., & Friedman, M. J. (2000). Effective treatments for PTSD. NewYork: Guilford.
Fosha, D., Siegel, D., & Solomon, M. (2009). The healing power of emotion: Affective neuroscience,

development, and clinical practice. New York, NY: WW. Norton.
Herman, J. (1992). Trauma and recovery. New York, NY: Basic Books.
Karson, M. (2001). Patterns of abuse: How dysfunctional transactions are replicated in individuals,

families, and the child welfare system. Binghamton, NY: Haworth Maltreatment and Trauma Press.
Kemp, A. (1998). Abuse in the family: An introduction .Pacific Grove, CA: Brooks/Cole.
Levine, P.A. (1997). Waking the tiger healing trauma: The innate capacity to transform overwhelming

experiences. Berkeley, CA: North Atlantic Books.
Maiberger, B. (2009). EMDR essentials: A guide for clients and therapists. New York, NY: W.W.

Norton.

McCann, I. L. & Pearlman, L. A. (1990). Psychological trauma and the adult survivor: Theory,

therapy, and transformation. New York: Brunner/Mazel.
Mulvihill, D. (2005). The health impact of childhood trauma: An interdisciplinary review, 1997-2003.

Issues in Comprehensive Pediatric Nursing, 28:115-136.
Porges, S. (2011). The polyvagal theory. New York, NY: WW. Norton.
Rothschild, B. (2000). The body remembers: The psychophysiology of trauma and trauma treatment.

New York, NY: W. W. Norton Co.

Salter, A. (2003) Predators: Pedophiles, rapists, and other sex offenders. New York, NY: Basic Books.
Scaer, R. (2005). The trauma spectrum: Hidden wounds and human resiliency. NewYork, NY:

W.W. Norton Co.

Shapiro, F. (2001). Eye movement desensitization reprocessing: Basic principles and protocols,

2^nd edition. New York, NY: Guilford Press.

Shapiro, R. (2010). The trauma treatment handbook: Protocols across the spectrum, New York, NY:

W.W. Norton.

Siegel, D. (2003). An interpersonal neurobiology of psychotherapy: The developing mind and the

resolution of trauma. In Healing Trauma: Attachment, mind, body, and brain. M. Solomon & D.

Siegel, Eds., New York, NY.: W. W. Norton, 1-56.
Solomon, M. F. & Siegel, D. J. (2003). Healing trauma: Attachment, mind, body and brain. New York:

W.W. Norton.

van der Kolk, B. A. (2003). The neurobiology of childhood trauma and abuse. Child Adolescent

Psychiatric Clinics, 12, 293-317.
van der Kolk, B. A., Roth, S., Pelcovitz, D., Sunday, S., & Spinazzola, J. (2005). Disorders of extreme

stress: The empirical foundation of a complex adaptation to trauma. Journal of Traumatic Stress,18(5).

Vasterling, J. & Brewin, C. Eds. (2005). Neuropsychology of PTSD: Biological, cognitive, and clinical

perspectives. New York, NY: Guilford press.
Wilson, J. P., Friedman, M. J., & Lindy, J. D. (Eds.)(2001). Treating psychological trauma & PTSD,

New York: Guilford Press.

Revised 10/02 of