||PSY679 - Psychology of Trauma
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: This course is an examination of trauma with a focus on the sources of trauma and the distinctions between them. Relational violence is studied as a specific example of trauma. An emphasis is placed on empirically-based assessment and intervention of the different trauma-related disorders. Crisis counseling and multi-disciplinary treatment is also covered.
|Course Learning Outcomes:
- Differentiate between the various sources of trauma and the implications for treatment.
- Assess various responses to trauma, using relational violence as an example, from the resilience, recovery, and medical models.
- Compare and contrast the different forms of relational violence and the implications for treatment.
- Formulate a differential diagnosis based on the symptoms and diagnostic criteria for Acute Stress Disorder and Post-Traumatic Disorder.
- Develop a treatment plan for trauma resulting from different forms of relational violence.
- Assess the potential outcomes of the major forms of trauma-related disorders.
- Integrate the process of recovery with community based resources for support, for example Victims of Violent Crimes and various other support groups.
- Assess the need for referral for medical evaluation.
- Discuss the application of crisis intervention techniques with clients.
- Formulate an inter-disciplinary treatment approach to clients in crisis or who have experienced a traumatic event.
- Discuss the role and needs of first-responders in the treatment of trauma.
|Specified Program Learning Outcomes:
*Master of Arts in Counseling Psychology
- Analyze core psychological concepts that underpin counseling, psychotherapy, and mental health counseling.
- Apply a working knowledge of a range of topics important to mental health practice including (but not limited to) psychopharmacology, addictive and compulsive disorders, structured psychological assessment, relational violence, gender and sexuality, and trauma/crisis.
- Apply norms and principles of public mental health work including (but not limited to) case management, collaborative treatment, evidence-based practice, strength-based model,resilency, and recovery-oriented care to work with clients.
- Apply related therapeutic interventions with diverse clients using a variety of psychotherapeutic models.
- Assess and diagnose psychological distress and/or impairment, mental disorders, and problems in living in diverse individuals and systems within various mental health settings.
- Critically evaluate the controversies and regions of theoretical uncertainty within the current systems of mental health care.
- Demonstrate mastery of the core competencies required of all helping relationships.
- Establish professional relationships with diverse clients that provide the evidence-based relational conditions for therapeutic change.
- Integrate professional and personal development through self-reflection and personal psychotherapy, emphasizing personal capacities such as self-awareness, integrity, sensitivity, flexibility, insight, compassion, imagination, and personal presence.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures