California State University Stanislaus Master of Social Work Program-

HYBRID PROGRAM

SW 5016-Social Work Practice with Trauma Survivors- 3 Units

Term: Spring 2023

Instructor: Sara Cadalig, DSW, LCSW
Phone: 209-667-3936
E-mail: scadalig@csustan.edu
Office Hours: By appointment. Contact the instructor to schedule office hours. Office
hours will be available online via zoom only. The best way to reach me is via email.

MSW MISSION STATEMENT

The Master of Social Work Program at California State University, Stanislaus prepares social
workers to advance social justice. This education is committed to social change based on an
analysis of social, political and economic structures and their impact. This teaching and learning
environment enables faculty, students and graduates to collaborate with others to transform the
conditions which contribute to privilege and oppression. Graduates are prepared to use an
advanced integrative practice approach to work with individuals, families and communities to
promote personal and collective liberation.

CATALOG DESCRIPTION

(3 units) This advanced seminar in social work integrative practice focuses on psychological
trauma, the history of traumatology, and the impacts of trauma on the individual, family, and
community. Students will learn treatment methods and evidence based practices from a
strengths-based, client-centered perspective. Prerequisites: Admission to the MSW program and
completion of or concurrent enrollment in SW5032.

COURSE DESCRIPTION

This course addresses the many different types of trauma and its bio-psycho-social sequelae,
including traumatic loss, interpersonal violence, sexual trauma, childhood trauma, war trauma
and traumatic migration. Learners will develop in-depth knowledge regarding trauma theory, and
the skills necessary to assess and intervene in situations involving trauma. The impact of trauma
on the individual, family and the community as a whole will be explored, focusing especially on
client centered, strengths-based approaches. Resilience and recovery are addressed from a social
and restorative justice perspective. The impact of organizational, community, language and
cultural factors on intervention and recovery is an additional area of focus.

Learners are expected to have a burgeoning understanding and ability to:

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 COURSE LEARNING OBJECTIVES AND COMPETENCIES
1 Distinguish, appraise, and integrate multiple sources of knowledge, including
research-based knowledge and practice wisdom, when identifying the
intersectionality of multiple factors (including age, class, color, culture,
disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation) related to
those impacted by trauma. (2.1.3a)
2 Analyze models of assessment, prevention, intervention, and evaluation related to
trauma and its comorbid disorders when exploring the impact of trauma from a
cognitive, neurobiological/physiological, clinical and social justice perspective.
(2.1.3b)
3 Develop mutually agreed-on intervention goals and objectives, and select
appropriate intervention strategies when working with those impacted by trauma.
(2.1.10(b)c)

4 Critique and apply knowledge to understand the person and environment when
examining the most current evidence-based practices in trauma for treating adults,
adolescents and children. (2.1.7b)

5 Recognize the extent to which a culture’s structures and values may oppress,
marginalize, alienate, or create or enhance privilege and power when the reviewing
cultural factors that affect treatment, research, conceptualizations and major
controversies in the field of trauma and resilience. (2.1.4a)
6 Understand the forms and mechanisms of oppression and discrimination that lead to
group and collective trauma, and advocate for human rights and social and
restorative justice particularly when addressing issues related to historical trauma,
collective trauma, and intergenerational trauma. (2.1.5b,c)

7 Use practice experience to inform scientific inquiry and research evidence to inform
practice when analyzing the literature on trauma, posttraumatic stress disorder and
resilience. (2.1.7a,b)

8 Implement prevention interventions that enhance client capacities and negotiate,

mediate, and advocate for those impacted by trauma. (2.1.10(c)b,d)
9 Practice personal reflection and self-care in order to decrease one’s experience of
secondary trauma, and maintain professional roles and boundaries when working
with trauma-related issues and populations. (2.1.1b,c)

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 METHOD OF INSTRUCTION

This class is delivered in a hybrid format with 2 in-person class sessions and the remainder of the
course being completed online. Instruction for the class is based on the fundamental principles of
adult learning theory, including self-direction, mutual respect, praxis (dialog, action, and
reflection), critical reflection, personal development, and collaboration. As such, students are not
only viewed as active participants in the learning process, but they are also expected to initiate
the desire to learn and develop new skills and knowledge. The instructional methods for this
course promote autonomous self-directed and self-motivated learning and the development of
autonomous practice that is highly differentiated, discriminating, ethical, and self-critical.

MOODLE

This is the core delivery method for this course, and includes all the resources you will need to
participate. Detailed instructions for each component of the course, including readings, online
materials, activities, and assignments, are included on the Moodle site. You are expected to
check this site weekly and to complete all required activities. Updates, announcement and any
changes in the course will be added to the site throughout the course. You should check weekly
for updates and new materials.

LIBRARY

The Library is a key resource in your access to texts, professional journals and other scholarly
publications, database searches, and formatting resources. There are multiple ways to access
these materials.

 Library main page: https://www.csustan.edu/university-library

 Social Work subject guide page: http://libguides.csustan.edu/socialwork
Includes class pages, links to pertinent databases, and the CSU Stanislaus Library
MSW Thesis Collection
 APA citation style resources: http://library.csustan.edu/apa
 The Library can also be accessed directly from your Moodle course by using the Library
Resources buttons.

REQUIRED TEXTS
Required Texts and Readings:
 Briere, J. & Scott, C. (2012). Principles of Trauma Therapy: A Guide to
Symptoms, Evaluation, and Treatment. Thousand Oaks, CA: Sage. ISBN-
13: 978-1412981439

 A., V. der K. B. (2015). The body keeps the score: Mind, brain and body in
the transformation of trauma. Penguin Books.

There may be additional readings and activities as required homework-see

Moodle
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 Recommended Readings and activities: These are not required and are
supplemental to the required readings.

ASSESSMENT AND GRADING

GRADING: The instructor determines the course grade on the basis of the assignments
listed in this syllabus. Final grades earned use the following formula:

Excellent: Student has demonstrated a high level of competence in meeting course objectives.
A (96 and above)
A- (90-95)

Good: Student has demonstrated a level of competence that is more than satisfactory in meeting
course objectives.
B+ (87-89)
B (84-86)
B- (80-83)

Satisfactory: Student has demonstrated a level of competence that satisfactorily meets course
objectives.
C+ (77-79)
C (74-76)
C- (70-73)

Unsatisfactory: Student has demonstrated a level of competence only that barely passes
meeting course objectives.
D+ (67-69)
D (65-66)
F (0-64)

D and F grades are failing grades.

ASSIGNMENTS:

Assignments are due on the date by the end of the day. Assignments turned in after the
specific date and time indicated are considered late.

1. Papers are to be turned in online via Moodle, unless otherwise stated by the instructor.
Papers must use a file format that opens in Word or Adobe pdf, unless instructed
otherwise by the instructor. If a student submits an assignment using another file format
that is not compatible with Moodle or if the assignment is unable to be opened by the
instructor online, the instructor will notify the student and give the student a limited
amount of time to resubmit the paper. Anything outside the allotted amount of time
given to the student, will be graded as a LATE PAPER.

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 2. Late assignments: Assignments are due by the due date, time and proscribed method. If
an assignment is submitted late, it will be graded as a late assignment. For each week an
assignment is late, a 20% deduction will be given. If submitted after the due date and
time and up to one week late: 20% deduction, up to 2nd week late additional 20%
deduction, and etc.
3. The instructor reserves the right to NOT accept late assignments.

Incomplete grade assignments: The CSU Stanislaus policy for Incomplete Work is located in the
university catalog. Students are strongly discouraged from taking an Incomplete in this course.
An incomplete may be considered only in the case of documented extenuating circumstances.
This request must be made in writing to the instructor before the last day of class.

The above formula of reduction is NOT applicable to in-class assignments, which have a
firm deadline.

ATTENDANCE AND PARTICIPATION

University policy states that students are expected to attend all of their classes regularly; it is the
student’s responsibility to inform the instructor of any reason why he or she missed class
sessions. Students are expected to actively participate in online discussion boards (if applicable)
and contribute to the overall learning environment. Because of the accelerated nature of this
course, with only 2 face-to-face seminar sessions, attendance at both sessions is mandatory.
Missing 1 of the face-to-face sessions will result in being unable to complete the assignments to
successfully complete the course.

Participation

Most of us will need to take a text, phone call, or look something up while in class. However,
please refrain from constant texting, engaging in side conversations, reading other material, or
otherwise not being present to the class.

Students are expected to actively participate in large group class discussions, online discussion
(if boards applicable), in-class individual activities, in-class small group activities and
discussions, assignments/projects, and contribute to the learning environment.

It will be expected that you will be prepared to actively engage in class discussions. Assigned
readings for the week should be completed. It is expected that students will demonstrate critical
thinking skills commensurate with graduate study. While debate and different perspectives will
be encouraged, it is anticipated that emotions may become involved in the process.

Students will be asked to demonstrate respectful conduct towards one another, and to maintain
confidentiality if a student has chosen to share personal information that contributes to the
discussion. We will be reviewing material, issues and circumstances that may lead to strong
feelings and opinions. It is important to be mindful that everyone in class, including the
instructor, have different life experiences that contribute to these. Please engage in respectful
dialogue and interactions both online and in person.

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In the case of a guest speaker PLEASE be present during the whole guest speaker
presentation.

Discussion and exchange regarding the meaning and significance of the material presented in
class and in reading assignments is an important ingredient in graduate education. Effective
communication is essential to skilled social work practice. The following criteria are important
elements in participation:

 Preparation and Organization of Material – team coordination of effort.

 Content Mastery - understanding of the facts, concepts, and theories in the assigned
readings.
 Communication Skills - ability to engage others in an intelligent manner,
communicating ideas clearly and persuasively, and ability to listen to others and
understand what they have said.
 Synthesis and Integration - ability to articulate connections between various
readings and elements of this course.
 Values - ability to identify value content in class readings and discussions,
articulate their own position in relationship to their value base, and ability to
explain position based on some hierarchy of values.

The practice and implementation of the skills presented in this course is essential for learning.
This course incorporates a variety of learning modalities and multimedia (videos, films,
PowerPoints, textbooks, and etc.), such as discussion (pair share, small group discussions, large
group discussions), role-play, readings, writing assignments, group projects, and/or other
interactive exercises which encompasses a variety of learning styles with the goal of helping
students enhance their learning experience and learn the course material.

ADDITIONAL POLICIES AND RESOURCES

CSU STANISLAUS COVID-19 AND CAMPUS UPDATES

For current and updated information on CSU Stanislaus COVID-19 and campus updates
please see the website: https://www.csustan.edu/covid-19

ETHICS

In the MSW program, we will be dealing with a myriad of issues that may/will cause you to
process thoughts and feelings in a new way, interact with individuals you disagree with
(including the instructor), and perhaps experience temporary distress. Meaningful and
constructive dialogue is encouraged and requires a degree of mutual respect, willingness to
listen, and tolerance of opposing points of view. Respect for individual differences and
alternative viewpoints will be maintained at all times in this class. One’s words and use of
language should be temperate and within acceptable bounds of civility and decency.

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(if applicable, for online classes):
“Netiquette” is a term that is used to describe ethical and professional behavior while using the
internet. Online communication is typically text only…without the non-verbal communication
that we all use to determine if what we have said was heard, appropriate, harmful, etc. Without
being able to see each other, it is quite difficult to know how one’s words are affecting others.
This is the reason we have adopted the guidelines listed via this link:
https://www.csustan.edu/netiquette.
Please look at these guidelines before each semester and refer to them as needed to remember the
ways in which we will interact with each other in class and online.

 NASW Code of Ethics

Another way to guide our interactions as social workers is the NASW Code of Ethics. Please
refresh your memory of the Code by accessing it here:
https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.

 CSU Stanislaus Student Code of Conduct

All student behavior and interactions must also conform to the CSU Stanislaus Student Code of
Conduct, found here: https://www.csustan.edu/sites/default/files/JudicialAffairs/documents/
StudentConductCode.pdf

 Plagiarism:

Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical
work as one’s own creation. Using the ideas or work of another is permissible only when the
original author is identified/cited. Paraphrasing and summarizing as well as direct quotations
require citations to the original source. Plagiarism may be intentional or unintentional. Lack of
dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students
who are unsure how and when to provide documentation are advised to consult with instructors.
The discipline of Social Work uses the APA citation style. A guide to APA citation is available
through the library and are available online. APA citation style resources:
http://library.csustan.edu/apa

All assignments are to be turned in online and will run through Turnitin. Turnitin is a plagiarism
analysis program. The instructor reserves the right to reduce the number of points on your
assignment, if plagiarism is indicated.

 Copyright:

Materials used in connection with this course might be subject to copyright protection. You can
use them for this class only until the end of the semester. Learn more about copyright at the U.S.
Copyright Office web site at http://www.copyright.gov/

LIBRARY RESOURCES
The Library is a key resource in your access to texts, professional journals and other scholarly

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publications, database searches, and formatting resources. There are multiple ways to access
these materials.

 Library main page: https://library.csustan.edu/home.

 Social Work subject guide page: http://libguides.csustan.edu/socialwork.
 Includes class pages, links to pertinent databases, and the CSU Stanislaus Library
MSW Thesis Collection
 APA citation style resources: http://library.csustan.edu/apa.
 Library Online Streaming Video and Media Collection: https://library.csustan.edu/video
STUDENT RESOURCES: CAMPUS AND COMMUNITY RESOURCES

If you experience personal challenges, you feel are interfering with your performance in this
class, please feel free to call or email me for help. We are personally invested in your academic
success as a student and want to direct you to supportive resources should you need them. Below
are several on-campus and off-campus resources that may benefit students. Please contact the
departments and agencies (listed below) directly for updated information and contact info.
1. DISABILITIES OR SPECIAL LEARNING CONSIDERATIONS: If, at any point
in the term, you find yourself not able to fully access the space, content, and experience of this
course, you are encouraged to contact DSR online (https://www.csustan.edu/disability-resource-
services/information-students), by phone, (209) 667-3159, or by email: drs@csustan.edu. If you
have a diagnosis, DRS can help you document your needs and create an accommodation plan.
By planning through DRS, you can ensure appropriate accommodations without disclosing your
condition or diagnosis to course instructors.

2. PSYCHOLOGICAL COUNSELING SERVICES:

Psychological Counseling Services provides professional, ethical, and confidential psychological
counseling to students. Students can arrange individual appointments with a professional
counselor. https://www.csustan.edu/counseling.

3. CRISIS TEXT LINE: https://www.crisistextline.org/

“Text HOME to 741741 from anywhere in the United States, anytime. Crisis Text Line is here
for any crisis. A live, trained Crisis Counselor receives the text and responds, all from our secure
online platform. The volunteer Crisis Counselor will help you move from a hot moment to a cool
moment. This line is open 24 hours a day, 7 days a week. Please go to the website for more
information.”

4. NAMI STANISLAUS COUNTY: https://namistanislaus.org/

National Alliance on Mental Illness in Stanislaus County provides mental health supportive
services, referrals and resources for consumers, families, veterans, students, etc. Please go to
their website for more information about their programs and services in the community.

5. BASIC NEEDS:
“Basic Needs provides valuable resources such as the Warrior Food Pantry and CalFresh that
provide relief to students experiencing food insecurity. Although the definition of the term,
‘basic needs’ varies across institutions, the reality is hunger and housing needs affects all

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individuals, including college students.”- https://www.csustan.edu/basic-needs

6. STUDENT HEALTH CENTER:

“The Student Health Center is a fully accredited outpatient clinic that provides primary medical
care, health education, wellness promotion, and disease prevention to students at Stanislaus
State.”- https://www.csustan.edu/health-center

7. WARRIOR CROSS CULTURAL CENTER:

“The Warrior Cross Cultural Center (WCCC) was established through a collective vision of
students who advocated for a space where critical dialogue and action take place to dismantle
racial, social and cultural systems of oppression. We work to foster critical consciousness by
developing intentional programs aimed at liberating the voices of marginalized students and the
community. The WCCC empowers transformative learning by using a student-centered approach
that promotes and validates intersectional identities and experiences. This kind of work is
foundational to the practice of Student Affairs, helping students to succeed in becoming global
citizens.”- https://csustan.edu/wccc

8. The UNDOCUMENTED STUDENT SERVICES team

“The mission of the Dreams Project is to foster a sense of belonging, community, well-being,
and empowerment to all undocumented students and their families. We value and understand the
experiences undocumented students bring to the Stanislaus State community. We are committed
to supporting undocumented students in their academic, professional, and personal goals.
Additionally, we strive to provide a safe and inclusive environment for all undocumented
students and their families.”- https://www.csustan.edu/undocumented-student-services

9. CSU STANISLAUS CAREER AND PROFESSIONAL DEVELOPMENT

CENTER: www.csustan.edu/career . The Career and Professional Development Center assists
students across all majors make academic and career decisions to help gain career experience,
pursue employment, and further their education. Go to their website for more information about
workshops, classes, and services.

10. OFFICE OF INFORMATION TECHNOLOGY (OIT)

“The Office of Information Technology advances the University's mission through the provision
of technology services to all members of the University community. OIT strives to create a high-
quality, reliable, secure, and responsive technology environment to support students, faculty, and
staff in the pursuit of their educational and work objectives.”- https://www.csustan.edu/oit

For OIT Support: https://www.csustan.edu/oit/contact-oit-technology-support

Location: Library 256
Phone: (209) 667-3687
E-mail: TechSupport@csustan.edu
Service Hours
General Student Tech Support at L256 8 a.m. to 8 p.m., Monday - Thursday
8 a.m. to 5 p.m., Friday
Services: In-Person/Phone/Remote/Chat

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11. CSU Stanislaus Writing Center
“The Writing Center works collaboratively with undergraduates and graduate students to develop
and craft their writing. Usually, tutors first address larger issues, such as focus, organization, and
development; then tutors assist writers with sentence-level issues, such as grammar, punctuation,
and diction. We welcome questions about any part of the reading, writing, and research
process.”- https://www.csustan.edu/writing-center/graduate-tutoring

COURSE ASSIGNMENTS

Course Assignments Points Week # Due Date

Assignment #1: Video Educational Presentation 40 6 4/16/23

Assignment #2: Trauma Psychosocial Assessment 60 9 5/5/23
and Reflection
TOTAL POINTS 100

IMPORTANT POINTS TO REMEMBER:

1. Always back up your work to a safe place and save your changes often; the worst can, and
will, happen – ensure your work is not lost in cyberspace.

2. Be sure you allow ample time for computer crashes and technical issues that inevitably
surface. It is encouraged that you take a snapshot of your assignment submission once you
have submitted it into Moodle. This is not required; however it may be helpful if you run into
technical issues online regarding submission of your assignments. The snapshot will provide
proof that you submitted the assignment on time within the deadline, if verification is needed.

3. Please note that the course schedule in Moodle and in the syllabus may change (homework,
activities, etc). A syllabus is a ‘living document’ and the instructor may modify any
information on this syllabus. Please see Moodle for course announcements, changes and up-to-
date information. If there are changes, the instructor will notify the students.

4. Assignments are due on the date by the end of the day (11:59 pm), unless stated
otherwise by the instructor. Assignments submitted after the specific date and time are
considered late. Turn in assignments by the date, time and proscribed method. For each week
an assignment is late, there will be a 20% deduction in points. The instructor reserves the
right to NOT accept late assignments.

How to Read the Weekly Schedule:

Left column The left column contains three rows: 1) Content, 2) Required
reading, videos, & etc., see description below.

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 Middle column Pay close attention to this column, it contains:
1. Content – these are the topics for the day;
2. Required reading, videos, & etc. – these are the
required readings
Yellow Highlights Contains the actual date of class
Blue Highlights Week of the class
Black Highlights The class does NOT meet, or it is a holiday.
Green Highlights Assignment due dates
Purple Highlights In-Person Class
Please note that required homework readings and activities are listed under the week that they
are due. For example, in order to prepare for week 4 you will need to complete the required
homework readings and activities listed under Week 4.
Additional readings and/or activities are listed in Moodle.

WEEK 1- FIRST IN PERSON CLASS

Saturday: March 11, 2023
COURSE ACTIVITIES
Content  Defining trauma
o Types of trauma
o Trauma vs. PTSD
o Acute vs. chronic trauma
 Self care assessment and plan
 Overview of trauma treatment
o Psycho-education
o Mindfulness
o Cognitive Processing
o Emotion Regulation
 CSWE Trauma Competencies

--------------------
 Trauma and the Brain
o Brain anatomy
o Effects of trauma on the brain
o Emotional trauma and TBI
 Trauma and the body
o HPA Axis – what is it, where is it, and what does it have to do
with trauma?
o The role of caffeine, alcohol, other drugs and cortisol in trauma
o Models of holistic healing
 Brief overview of treatment interventions

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 o Emotion Regulation: Mindfulness
o EMDR
o DBT
o Cognitive Processing Therapy

Required (Briere and Scott, 2015)

Reading and  Chapters 1 and 2 (pg 9-60)
Activities (van der Kolk, 2014)
 Part 2: Chapters 4-6 (pg 51-104)
Advanced Social Work Practice in Trauma (CSWE)
 Pages 1-6

WEEK 2
Saturday: March 18, 2023

Content Class Content:

 Interpersonal neurobiology
o Understanding how brain functioning effects relationships
 Child development and trauma
o Trauma and attachment
 Identity and relational functioning
o Memory encoding, mirror neurons, and learning to relate “in the
present moment”
 Trauma and adult identity
o Developing a “coherent narrative” and its affects on bonding in
subsequent generations

Required Required homework readings and activities:

Reading and
Activities (Briere and Scott, 2015)
 Chapter 9 (pg 197-213)
(van der Kolk, 2014)
 Part 3: Chapters 7, 8 and 9 (pg 107-150)

WEEK 3
Saturday: March 25, 2023

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Content Class Content:

 Role of the Therapist/Social worker

 Using your Integrative Practice Approach
 Information literacy
 Cultural competency
 Differential affects of trauma on specific populations

Required Required homework readings and activities:

Reading and
Activities  (Briere and Scott, 2015)
 Chapters 4 and 5 (pg 97-152)

WEEK 4
Saturday: April 1, 2023

Content Class Content:

 Trauma assessment
o Assessment tools and checklists
o PTSD
o Acute Stress Disorder
o Complex Trauma
o PTSD in children
 Prioritizing treatment
 Crisis Counseling

Required Required homework readings and activities:

Reading and
Activities  (Breire and Scott, 2015)
 Chapters 3 (pg 25-96) and Chapter 11 (pg 231-258)

WEEK 5 - SECOND FACE TO FACE IN-PERSON CLASS

Saturday: April 8, 2023
Content Class Content:
Guest Speakers Today:
 Lisa Cortez LCSW:
o Stanislaus County, Kaiser Permanente and now Lyra

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 Lisa will cover the following:
o Risk assessments and safety planning
o Trauma assessments
o PTSD and trauma diagnosis

Required Required homework readings and activities:

Reading and
Activities Make sure to read Week 4’s homework readings and activities, it will
prepare you for this week. Lisa will go over risk assessments, safety plans,
trauma assessments, PTSD diagnosis, and trauma diagnosis.

WEEK 6
Saturday: April 15, 2023

Content Class Content:

 Distress Tolerance
 Emotion (Affect) Regulation
 Role of Mindfulness in trauma treatment
Required Required homework readings and activities:
Reading
and (Briere and Scott, 2015)
Activities  Chapters 6 (pg 133-152) and Chapter 10 (pg 215-230)

WEEK 7

Saturday: April 22, 2023

Content Class Content

 Cognitive Interventions
 Developing a trauma narrative

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Required Required homework readings and activities:
Reading and
Activities (Briere and Scott, 2015)
 Chapter 7

WEEK 8
Saturday: April 29, 2023

Content Class Content:

 Paths to Recovery: Trauma Treatment

o Language
o EMDR
o EFT Tapping
o ART
o Creativity: Art, music and theatre
o Mind and Body Practices: Mindfulness and Yoga

Required Required homework readings and activities:

Readings
and (van der Kolk, 2014)
Activities  Chapter 14-16 (pg 232-278) and Chapter 20 (332-348)

WEEK 9- LAST WEEK OF CLASS

Friday: May 5, 2023- Last day of class for the semester

Content Class Content:

 Putting it all together: TF Psychosocial assessment DUE TODAY

Finish working on your trauma psychosocial assessment assignment. The

assignment is due the last day of class 5/5/23 by the end of the day 11:59 pm.

COURSE ASSIGNMENTS

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 ASSIGNMENT #1: Educational Presentation

Educational presentation: Trauma resources and interventions. (40 total points) This
assignment includes reading a book chapter, workbook item or journal article related to trauma
treatment, summarizing it and presenting one technique from it (which should be interactional in
nature, i.e. demonstration of the technique, example role play of demonstration of the technique,
etc). Your recorded video presentation should be at least 15 minutes but no longer than 20
minutes. You will need to confirm the chapter or article title by March 26, 2023 (end of Week
2). Please email the instructor to confirm the chapter or article.

 Presentation of one technique from the book chapter, workbook item or journal article.
This will include your PowerPoint video presentation (summary of the chapter/article and
demonstration of one technique from the chapter/article) and a one page infographic
handout- 30 points.
 Post at least two questions and also two comments on any of your peer’s video
presentations posted in Moodle. Think critically and utilize the concepts learned and
materials used in class for your posts. Your questions and comments must not be on one
video presentation, it must be spread out amongst various presentations. You can post
one question and one comment on one video presentation. Your grade depends on the
quality and content of your question and comment—10 points

Guidelines for Designing Your Educational Presentation:

The purpose of this assignment is to develop and share a small bit of treatment information
related to trauma. This can be a brief technique, information about treating a particular
population, or some other aspect of treatment or assessment that is relevant.

Your presentation will consist of a 5-6 slide PowerPoint, and a one-page infographic
handout detailing the technique or pertinent treatment information.

In preparing for your presentation:

1. Pick a topic that is of interest to you and relates to some aspect of this course. All topics
must be collaboratively discussed and agreed to by the learner and course instructor.

2. Decide upon the concept, issue or idea that you wish to present. Plan to present a small
amount of information in a way that is clear, simple and interesting. If you don’t have
ideas yet, browse the chapters and readings in this course, and look in the CSU Stanislaus
Library for journal articles or books. Also, view the list of articles during Week 3-this
will be a good start to your search.

3. Develop no more than 2 learning objectives for your presentation. Your objectives must
be included in your PowerPoint presentation. These are things you want participants to
walk away with at the end of your presentation.

4. Develop your PowerPoint and your infographic handout. When working on your

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 handout, think of an infographic which presents details about your technique in a simple
and concise way. Use graphics and words/phrases.

5. When delivering your presentation, please ensure that you:

- give clear instructions to learners
- adopt an effective and clear delivery style
- manage the content in the allotted time
- points will be deducted if you go over the allotted time frame of 20 minutes: (0-5
minutes over 5 point deduction, 6 – 10 minutes over 10 point deduction, etc.)

6. Submit your video presentation via Moodle in the assignment submission tab. Once the
instructor posts everyone’s video presentations in Moodle, you will have 24 hours to post your
questions and comments on your peers’ video presentations. The instructor will send out an
email to notify everyone when the video presentations are available to view and ready for your
posts and comments.

The presentation and written materials are due the end of Week 6- April 16, 2023.

TOTAL POINTS: 40

Presentation Rubric (please see below for the detailed rubric)

♦ Overall knowledge base of instructor on the topic
♦ Clarity of instruction
♦ Presentation meets learning objectives
♦ Flow of presentation (Logical progression, pace of instruction, timing)
♦ Variety of teaching styles used in lesson to reach a range of learners

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TOTAL POINTS: 40
DUE WEEK 6: APRIL 16, 2023

ASSIGNMENT #2: Trauma Psychosocial Assessment and Course Reflection

Trauma Focused Psychosocial Assessment and Course Reflection. (60 points) This is due
Week 9 – May 5, 2023

Write a 4 to 6 page paper addressing the following questions related to assessment, diagnosis
and treatment. Include at least 3 references to support your position.

1) Describe and provide an analysis of the main character’s symptoms. (10 points)
 Begin with a general description of the client in context
 List the symptoms and indicate how they meet the PTSD diagnostic criteria
 Include what additional questions you would like to ask the character to confirm your
diagnosis

2) Give a diagnosis for the main character. (20 points)

 Provide a rationale for the diagnosis of the main character
 What other diagnosis have you ruled out?
 How well does the PTSD diagnosis fit this character?

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  Comment on complex or developmental trauma disorder as it relates to this character

3) What treatment modality would you recommend for this character? (20 points)
 Outline the steps that you would take in providing this treatment
 Is there a specific treatment modality/modalities that you would use with this character,
if so why?
 What might lead to success? What might prove challenging for this character

4) Discuss your thoughts and observations about how oppressions, including race, sex/gender,
social class/socio-economic status, age, etc. and the environmental context factor into this
character’s story. (5 points)

 How do you think these circumstances may contribute to the kinds of traumatic
experiences the character has experienced, how have these circumstances affected this
character’s ability to cope with trauma, and how have multiple systems (e.g., school,
medical, law enforcement, military, etc.) responded to this character’s needs?

5) Closing summary and thoughts (5 points)

APA: Instructor will determine the number of points to deduct for APA and writing errors.
Papers must be written in APA 7 format (12 point, Times New Roman font, one inch margins,
double spaced). Papers must include a title page and references page in APA 7 format. Page
count does not include the cover page and references page.

There will be a 3 point deduction for every page that goes over the 6 page limit.

Due Week 9- May 5, 2023 (Last day of class for the semester)

TOTAL POINTS: 60
DUE WEEK 9- May 5, 2023

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