Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1


Ratings: (0)|Views: 25|Likes:

More info:

Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOCX, PDF, TXT or read online from Scribd
See more
See less





Developmental Trauma
(EDCO 291)Thursday and Friday July 18
and 19
(9:00-4:30)Summer Semester 2013Location: Please see UVM websiteInstructor: David Melnick, LICSW802-363-1357Syllabus:
Course Description and Objectives:
Developmental Trauma: New Perspectives on Identification and Treatment. This course willexplore the 5 domains of impact of developmental trauma, and the therapeutic, caregiving andeducational strategies to address them. The five domains: Attachment, Neuro-development,Disturbance of Arousal, Cognition and Relational will be examined in detail. We will also reviewvarious models for assessment and treatment.Course Objectives:
Students will have a working knowledge of key areas of impact from developmentaltrauma.
Student will learn how to begin developing comprehensive treatment plans toaddress a variety of symptoms.
Students will understand the best practice assessment and treatment models towork with youth and families.
Required Readings:
You will be required to purchase
of either of the following books (please note that studentsare required to read selected materials prior to first class
below):Hughes, D. (1997).
Facilitating Developmental Attachment: The Road to Emotional Recovery and Behavioral Change in Foster and Adopted Children
. Rowman & LittlefieldPub.Perry, B.D., & 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
. Basic Books.
Additional Recommended Readings:
Recommended Readings for Working with Youth and Families Exposed to Chronic Trauma:
James, B. (1989).
Treating traumatized children: new insights and creative interventions
.Lexington, Mass: Lexington Books.James, B. (1994).
Handbook for Treatment of Attachment Problems in Children
. Lexington,Mass: Lexington BooksAuthors to read and research (mostly all of their works are excellent):
Bessel van der KolkDaniel Hughes: All of his textsDaniel J. Siegel: All of his textsMargaret Blaustein & Kristine Kinneburgh:
Treating Traumatic Stress in Children and  Adolescents: How to Foster Resilience through Attachment, Self-Regulation, and Competency 
(The ARC Model [Attachment, Relationships, Competency])The following are excellent websites:www.childtrauma.org http://www.traumacenter.org/ http://www.trauma-pages.com/ http://www.aedpinstitute.org/ http://www.nctsn.org/ 
Required Reading
to Class:
Choose one of the two below:Chapter 1 and 2 from Daniel Hughes:
Facilitating Developmental Attachment: The Road to Emotional Recovery and Behavioral Change in Foster and Adopted Children
. JAronson, 1997 (pages 1-33)Chapter 1 from Bruce D. Perry and Maia Szalavitz:
The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook - What Traumatized Children CanTeach Us about Loss, Love and Healing
. Basic Books, Dec 5, 2007
Articles:Developmental trauma disorder: Towards a rational diagnosis for children with complextrauma histories. Bessel A. van der Kolk, MD. Available:http://www.traumacenter.org/products/pdf_files/preprint_dev_trauma_disorder.pdf  The Neurosequential Model of Therapeutics:
Perry and Erin P. Hambrick 
, Inreclaiming children and youth www.reclaiming.com.Available:
Final Paper (Due Friday July 25
4:00 p.m.) Please send papers to me at:davemelnick@nafi.com 
See description/guidelines for final paper below.
70 % Course Assignment
Final Paper (see below)30% Class ParticipationStudent will be assessed according to how engaged they are in the class, andparticipation includes: asking questions, sharing thoughts during classroom activities,and responding to opinions and statements made by the instructor and other students.
Class Policies
Academic HonestyAll students are required to be familiar with and adhere to the University of Vermont AcademicHonesty policy and procedures. (See http://www.uvm.edu/policies/student/acadintegrity.pdf ) Reasonable Accommodations for Students with DisabilitiesStudents who have a diagnosed disability or who believe that they have a disability that mightrequire reasonable accommodations should call
 Accommodation, Consultation, and Counselingand Educational Support Services
(ACCESS) at 656-7753 (website:http://www.uvm.edu/access/). As per the ADA, it is the responsibility of the student to disclosea disability prior to requesting reasonable accommodations.Diversity/Multicultural Focus
The American Counseling Association (ACA) 2005 Code of Ethics’
Principles for Multicultural and Diversity Competencies
as well as the
Association for Multicultural Counseling andDevelopment (AMCD)
Cross-Cultural Competencies and Objectives
will be observed in thiscourse. The Counseling Program utilizes a definition of diversity that includes race, class,gender, sexual orientation, religion, and ability, and we work from the assumption that allindividuals develop in and are affected by their cultural context. That is, diversity affects allaspects of individual processes and interpersonal relationships. In this class, focus on diversityissues will occur through classroom discussion and teaching materials with sensitivity to howdiverse populations are impacted by developmental trauma.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->