SYLLABUS HS 158
TRAUMA INFORMED CASE: THEORY & PRACTICE
INSTRUCTOR: / Dr. Mary Ann WoodmanOFFICE: / HEC 201, Riverside Campus
OFFICE HOURS: / Tuesday, Thursday, Friday Best to Make An Appointment
PHONE: / 541 941 0235 Text and Voice Mail Accepted
EMAIL: /
WEBPAGE:
REQUIRED TEXT: / SAMHSA. (2014). TIP57: Trauma-Informed Care in Behavioral Health Services. Rockville, MD: U.S. Department of Health & Human Services. (In Library for Check Out)
Extra Reading: Harris, M., & Fallot, R. D. (2001). Using Trauma Theory to Design Service Systems. San Francisco: Jossey-Bass (On Reserve)
Course Description:
Introduces students to the phenomenon of psychological trauma as well as the impact of physical trauma on the psychological functioning of individuals, couples and families. The course will include the history and current theories in the field, the nature of trauma, and its impact on the developing individual across various domains of functioning. Also included in this class is a survey of emerging promising practices in the healthcare field, including an exploration of the effects of working with trauma survivors on service providers and the unintended retraumatization of survivors by social service systems. Students will explore the concept of trauma-informed care and be introduced to examples of trauma-informed systems.
Institutional Learning Outcomes
Personal Growth / Students will balance life and civic responsibilities, believe in themselves, accept and commit to change, self-reflect, and be tolerant and respectful of themselves and others.Communication / Students will engage in quality communication using active listening and reading skills and expressing ideas appropriately in oral, written, and visual work.
Approach to Learning / Students will engage in and take responsibility for intentional learning, seek new knowledge and skills to guide their continuous and independent development, and adapt to new situations.
Critical Thinking / Students can recognize own and others’ assumptions and cultural contexts, raise significant and relevant questions, demonstrate an ability to seek, organize, analyze, and interpret data, foresee consequences of actions, and engage in behaviors that support sustainability.
Application of Knowledge / Students will synthesize and use knowledge in familiar and unfamiliar situations to effectively solve problems and complete tasks.
Course Outcomes, ILO (Institutional Learning Outcomes) Indicators and Assessment:
Expected Outcomes: / ILO Key Indicators / Assessment Methods:1. Demonstrate knowledge of the prevalence and types of trauma that impact individuals at various stages of development. / AK 3 -Apply knowledge and skills through a global perspective with an awareness of context, personal assumptions, and worldview. / 1. Pass all chapter assignments by showing evidence of having studied the chapter
2. Participate fully in the classroom activities
2. Understand the consequences of trauma for the individual and society, from a cognitive, neurobiological/physiological, and systems perspective including signs and symptoms indicative of a trauma history. / 1 and 2 Listed Above
3. Articulate the distinction between trauma-informed care and trauma specific services, including definitions and diagnostic criteria for PTSD and complex trauma. / 1 and 2 Listed Above
4. Define the important elements of trauma-informed services and organizational systems, including characteristics and practices within organizations that are re-traumatizing. / 3. Produce a group project utilizing trauma practices in the field and analyzing agency practices, processes and environments that contribute to both healing and re-traumatization.
5. Become familiar with an array of effective screening and assessment tools for identifying trauma history, as well as interventions designed to treat current traumatic symptoms and mediate the influence of previous trauma history on current services. / CT1 – Recognize own and others’ emotions, assumptions, biases, and cultural contexts. / 1 and 2 Listed Above
6. Understand vicarious trauma and be aware of ways to minimize and manage the impact of working with trauma survivors on service providers. / 1 and 2 Listed Above
STUDY SCHEDULE HS 158
Date / Topic of the Day / Reading &HomeworkApril 6 / WELCOME & INTRODUCTIONS
OVERVIEW OF COURSE
INTRODUCTION TO TRAUMA / Study All Chapters Prior to Class
Understand the Syllabus
April 13 / DEFINITION & HISTORY OF TRAUMA / TIP57:Chapter 1
April 20 / TRAUMA AWARENESS / TIP Chapter 2
Due: Homework Chapters 1 and 2
April 27 / UNDERSTANDING TRAUMA
TREATMENTS Part 1 / TIP57: Chapter 3
Due: Project Proposal
May 4 / SCREENING & ASSESSMENT
TREATMENTS Part 2
Midterm Self Evaluation / TIP 57:Chapter 4
Due: Homework
Chapters 3 and 4
May 11 / COLLEGE IN SERVICE NO CLASS TODAY
May 18 / CLINICAL ISSUES ACROSS SERVICES / TIP 57: CHAPTER 5
May 25 / TRAUMA SPECIFIC SERVICES / TIP57: Chapter 6
Due: Homework Chapters 5 and 6
June 1 / TRAUMA DESIGNED SERVICES
OVERVIEW OF HARRIS & FOLLET RESEARCH / TIP: Part 2, Chapter 2
Extra: Harris & Follet
Reading on Reserve
June 8 / CARING FOR THE CAREGIVER
CO-DEPENDENCY & SELF CARE / Due: Homework for
Part 2, Chapter 2
June 15 / COURSE PROJECT DUE
APPRECIATIONS & CELEBRATIONS!
FINAL COURSE GRADE
COURSE ASSIGNMENTS
PURPOSE FOR ASSIGNMENTS: The purpose for having assignments in a college course is to demonstrate to your instructor that you have mastered the required material and meet the learning objectives of the course. This course is an interactive education model. Students will earn grade points by being active in class as well as written assignments and a project. No part of your grade will be based on your ability to memorize information.Every student has the potential to earn an A grade. Your assignments will be promptly graded and returned to you by the following class. Written work must maintain college standards in format, spelling and grammar.
CLASSROOM PARTICIPATION: Regular attendance and participation is essential to the learning process. Since this class meets just once a week, attendance is crucial to your success. Material will be presented in class that is not available to you elsewhere. Up to 40 points per class will be granted for arriving on time, staying until class is dismissed and actively participating. Missing class, arriving late, leaving early, texting and other distractions during class will cause 5-10 points to be deducted from your grade points. Dr. Woodman will inform you of these deductions as they occur. One absence is allowed, two drops the course grade by one full letter grade, three absences drops the course grade two full letter grades. At the fourth absence you will be asked to withdraw from the course. Missed classes can not be made up with few exceptions. 360 Grade Point
CHAPTER ASSIGNMENTS: Students are required to read the chapter assignment PRIOR to class and submit a typed written account showing evidence of having read the assigned chapters. List at least ten meaningful ideas from each chapter. Select ideas that are valuable and useful for your career. Use complete sentences, proper heading, grammar and spelling. Do not use direct quotes but paraphrase an idea that was meaningful to you as you studied the chapter. This assignment shows your instructor accountability for study outside of class. You may submit your work directly to Dr. Woodman in a colored folder in the classroom OR you may email your work to your instructor at . Either format is acceptable. You may also hand your work in earlier than the due date if you choose to. 240 Grade Points
COURSE PROJECT: Dr. Woodman will introduce project ideas second week of the course and a handout provided. This is an opportunity for creativity, special interest and team work. Projects must be selected and proposed in writing by the fourth day of class. All projects will be shared with classmates and instructor on the last day of this course. 400 Grade Points
EXAMS: There will be no midterm or final exam for this course.
EXTRA CREDIT: Up to 50 grade points may be submitted for extra credit but must have prior approval.
Chapter Assignments 8 papers x 30 Pts / 240Course Project / 400 / A = 90%
Participation 9 classes x 40 Pts / 360 / B = 80%
Extra Credit / C = 70%
Total / 1000 / D = 60%
Attendance
If you are unable to attend a class, please notify Dr. Woodman via email or phone.
Administrative Drop: students who do not attend at least 50% of the class sessions during the first week of school and who do not contact the instructor to indicate a plan to attend will be automatically dropped from the class during the 2nd week of the term.
Refund policy: Students dropping a class by 11:59 p.m. on Wednesday of the second week of the term get a full refund. After that there is no refund.
Withdrawal from class: A student may withdraw from a class between the Thursday of Week 2 and the Friday of Week 8 at 11:59 pm. (Week 5 during summer term). A grade of W will be assigned.
Academic Honesty
Cheating, plagiarism, and other acts of academic dishonesty are regarded as serious offenses. Instructors have the right to take action on any suspected acts of academic dishonesty. Depending on the nature of the offense, serious penalties may be imposed, ranging from loss of points to expulsion from the class or college.
Classroom Behavior
Expectations for classroom behavior are outlined in the Student Code of Conduct, available in the catalog, schedule, and online. Students may not engage in any activity which the instructor deems disruptive or counterproductive to the goals of the class. Instructors have the right to remove students from class for not following the Code of Conduct or other specified classroom rules. Expectations for behavior in online classes are similar to what is required in the classroom.
Student Evaluations of this Course: “What Do You Think?”
Students enrolled in all credit (and some non-credit) courses will receive an RCC email around the 8th week of each term to complete online evaluations on each course they are enrolled in. Full instructions for accessing and completing the evaluations will be in the reminder email. These evaluations are anonymous and will not be released to the teachers until after the term is over.They provide valuable feedback to faculty about your experiences in and impressions of the course.
Disability Services
Any student who feels that he or she may need academic accommodations for a disability, such as vision, hearing, orthopedic, learning disabilities, psychological or other medical conditions, should make an appointment with the Disability Services Office.
Redwood Campus (Wiseman Tutoring Center):
Phone: 541-956-7337; Fax: 541-471-3550; Oregon Relay Service: 7-1-1
Riverside and Table Rock Campuses (main office: Riverside Campus B-9):
Phone: 541-245-7537; Fax: 541-245-7649; Oregon Relay Service: 7-1-1
For more information, go to
Discrimination, Harassment and Sexual Violence Policies
RCC is committed to ensure that its learning and working environments are free from all forms of discrimination and harassment, including sexual harassment. Therefore, it is a violation of College policy for any employee, student or third-party at RCC to engage in these practices.
In addition, RCC has a zero tolerance for sexual assault, stalking, intimate partner or domestic violence, dating violence and workplace violence. Anyone found participating in any of these activities will be subject to disciplinary action and prosecuted in accordance with RCC policies and procedures and Oregon state laws. For more information, go to
Safety
The College assists in keeping the campus safe, but a safe campus can only be achieved through the efforts and cooperation of all students, faculty, and staff. For information on safety services, go to
Smoking restrictions (Board policy)
Smoking is not permitted on the premises of Rogue Community College except in designated areas. For more information go to:
IMPORTANT COLLEGE DATES AND TIMES:Consult RCC Website
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