CRJU 4600-E01: Trauma Among Correctional Populations
University of Colorado Denver, School of Public Affairs
Summer 2017
INSTRUCTOR
Ashley M. Tunstall
1380 Lawrence Street, 5th Floor, Office Hours: By Appointment
Welcome to the Course!
This is an online course.I will utilize the Canvas online course for all instruction and updates as the semester progresses. This includes making announcements and updating course materials. You should log on to the online course several times per week to ensure you are up-to-date and participating fully.
COURSE DESCRIPTION
The rate of trauma among correctional populations is higher than the general population, with 75-93% of individuals in a corrections environment having experienced trauma. Identifying and addressing trauma and its impact on individuals and systems are critical to effective correctional treatment practices. Despite the need for specialized knowledge, many individuals in the criminal and juvenile justice systems lack the awareness, knowledge, and training to work effectively with traumatized individuals, and how to impact the environment.
This course will provide a comprehensive overview of trauma, from defining trauma to understanding its impact on development, and lifelong consequences of chronic exposure to adverse events. The relationship of trauma to criminal offending will be comprehensively explored. This includes how to recognize the signs and symptoms of trauma in staff, clients, and others involved with the system, and how to respond by fully integrating knowledge about trauma into policies, procedures, practices, and settings. Focus will be on understanding the importance and components of a trauma-responsive environment in corrections, and how to incorporate trauma recovery principles into practice, and an understanding of workforce development.
STUDENT LEARNING OBJECTIVES
By the end of the course, you should be able to:
- Demonstrate an understanding of trauma, a trauma-informed approach, and trauma-responsive environments.
- Understand the impact of trauma on development, the lifelong consequences of chronic exposure to traumatic stress, and the factors that contribute to resilience, including why some individuals are impacted more than others by traumatic experiences.
- Discuss the relationship of trauma to criminal offending, to include the prevalence of trauma among correctional populations.
- Identify signs and symptoms of trauma in both individuals who have offended, and corrections staff.
- Explain recovery principles, evidence-based principles of care, and factors that promote resiliency.
- Understand the relevant individual and organizational factors that impact trauma-responsive environments.
- Be able to draw on multiple disciplines and research traditions to identify and understand the social and behavioral contributors to crime and delinquency.
- Have effective critical thinking, oral and written communication skills.
- Understand how perceptions of the criminal justice system vary cross-culturally, and how such differences influence policy and public perception.
INCOMPLETE POLICY
Incomplete grades are not given to replace low grades. To be eligible for an incomplete grade, students must (1) have successfully completed 75% of the course requirements, (2) have verifiable special circumstances that preclude the student from participating online and completing graded assignments, and (3) make arrangements to complete missing assignments before one year has elapsed since the end of the semester in which the course was taken. A grade of “I” remains on the official transcript even after a grade is assigned.Course completion requirements for an incomplete course grade are at the discretion of the instructor.
ACADEMIC DISHONESTY
Students at the University of Colorado Denver are expected to be honest and forthright in their academic endeavors. To falsify one’s work, steal the words or ideas of another, turn in dual submissions of a paper, cheat on an examination, or allow another to commit an act of academic dishonesty corrupts the essential process by which knowledge is advanced. Violations of academic dishonesty also apply to online participation requirements. Acts of, or attempted acts of, academic dishonesty will not be tolerated and may lead to failure on an assignment, in the class, and/or dismissal from the University. You are responsible for being attentive to, or observant of, campus policies about academic honesty as stated in the University’s Student Conduct Code. If you are unsure of what constitutes academic dishonesty, please talk to me.
STUDENT ASSISTANCE
To ensure disability-related concerns are properly addressed, students with disabilities who require assistance to participate in this class should contact the Office of Disability Resources and Services, North Classroom 2514/303.556.3450 to request accommodation. UCD is committed to providing reasonable accommodations and access to students with disabilities.
MANAGING STUDENT EXPECTATIONS
Due to the fact that this is an online course, personal, face-to-face aspects of learning are notavailable. Therefore, it is necessary to put energy and passion toward the desire to learn and retain information from this course without face-to-face contact. You must engage in the course in different ways to stay connected with classmates, course material, and me. Online instruction has been found to be just as valuable to students, and often even more valuable, than face-to-face instruction. If you have never taken an online class prior to this one you may be skeptical. I ask that you keep an open mind about the extent to which you will learn in this class over the course of the semester. You may be pleasantly surprised.
TURNING IN ASSIGNMENTS
For the purposes of this class, weeks begin on Monday at 12:00 AM and end at 11:59 PM on Sunday. Online participation is encouraged throughout the week. You will be required to participate in discussions during specific time periods (see class schedule). You will be turning in assignments via Turnitin online.
WHEN YOU NEED HELP WITH THIS COURSE
During the semester, when you have problems with or questions about the CUOnline course shell (Canvas), call the Help Desk at 303.315.3700. If you are confused about directions I have given, please contact me. I will warn you that I may make mistakes with the course shell, so don’t hesitate to let me know if you discover one, or if you think I’ve been unclear. I’m very open to your feedback.
Please note that completing assignments and submitting them on time is your responsibility. If you fail to do so or wait until the last minute to complete assignments or to take exams, this will inhibit the ability to allow proper time to fix any “glitches” that may occur. It is your responsibilityto allow time to consult with CU Online should you have ANY issues with thetechnological aspects of participating in the course. Problems with submissions of assignments, completion of exams, and meeting any other course requirements will NOT be excused because you report a problem or“glitch” to the instructor. Your work will be considered late. This means it is subject to the late policy and will receive a zero. Please do not contact me with technical difficulties or questions, instead access the Help Desk immediately. There is also a Canvas support line you can access through the help function online.
REQUIRED READINGS
Readings include scholarly articles and book chapters, which can be accessed on the Canvas course page under the Modules tab. No additional textbooks will be required for the course.
EVALUATION OF STUDENT LEARNING
Students will be evaluated according to the following grading scale and criteria:
93% -100%(463-500)A
90%-92%(447-462)A-
88%-89%(438-446)B+
83%-87%(413-437)B
80%-82%(397-412)B-
78%-79%(388-396)C+
73%-77%(363-387)C
70%-72%(347-362)C-
60%-69%(298-346)D
Below 60%(297 or below)F
You will be graded on your participation in online weekly discussions, two exams, and one short final paper. The total number of possible points is 500. No extra credit.
Participation (100 points/20%):This course is an online course, which means that we will be interacting entirely online. It is impossible to meet the course objectives without participating online. Attendance will be determined by the quality of your participation in weekly discussions, including how well you followed instructions. Readings should be completed before you participate in the discussions. You are allotted one unexcused absences from the weekly discussions, after which each missed discussion will result in a 1-percentage point reduction in your final grade. I will consider how much time you spent interacting with the material, the quality of your interactions online, and evidence of active, intelligent contributions to online discussions. Excused absences only apply to isolated personal emergencies. All excused absences require written documentation.
Exams (100 points each, 200 total points/40%):Two multiple choice and/or short answer exams (a mid-term and a final) will be given during the semester. The exams will involve answering multiple choice and/or short answer questions and applying material from readings, online lecture material, and discussions. The exams are designed to assess your knowledge of the course, and your ability to apply the knowledge in a critical and analytic manner. The final will focus on the final section of the course, but some material may overlap (i.e., you may need to draw on material from the entire semester to answer at least one of the questions). Both exams will be administered online.
Final Short Paper: Literature Review (200 points/40%): You should choose a topic that is relevant to the course material and conduct a literature review on the topic (more detailed instructions and guidance will be provided). You must describe the importance of the topic, and present a concise review of the literature on your chosen topic. This paper should be six to eight pages, double-spaced, 12-point font with 1-inch margins, exclusive of references and appendices. You are required to utilize APA format (resources will be posted online). The skills necessary to complete this paper will be described via electronic handouts early in the semester. The final short paper will besubmitted online, and will have two deadlines. You will be required to submit an outline of the paper. It willbe graded and isworth100 points. After receiving my comments, you will edit your paper and resubmit it by a deadline for another 100 points (total combined points=200).
CLASS SCHEDULE AND READING ASSIGNMENTS
I will communicate any changes to the syllabus via announcements online, and will edit the syllabus tab. You should log on frequently to stay current in the course. You are responsible for all material assigned.
Important: You will be required to participate in a discussion online every week unless otherwise noted in the schedule below. The question/discussion assignment will be posted every Monday, and will remain open through Sunday at 11:59 p.m. each week. You are required to respond to the question/discussion assignment with at least two well-edited paragraphs, and to respond thoughtfully to at least two posts from classmates unless otherwise noted in the instructions. Further instructions will be posted online as needed. The goal is to have an active, dynamic discussion and bring the topics of the course to life. Depending on the number of students who enroll in the course, you may be split up into smaller groups for discussions.
Part I: Overview of Trauma, Criminal Offending, Trauma, and Mental Health
Week 1 (June 5- June 11):
Introduction to Trauma
Readings:
Baglivio, M. T., Wolff, K. T., Epps, N., & Nelson, R. (2015). Predicting Adverse Childhood Experiences: The Importance of Neighborhood Context in Youth Trauma Among Delinquent Youth. Crime & Delinquency, 0011128715570628.
Giller, E. (1999). “What is Psychological Trauma?” Presented at the Annual Conference of the Maryland Mental Hygiene Administration.
Henning, J., Frangos, S., Simon, R., Pachter, H. L., & Bholat, O. S. (2015). Patterns of traumatic injury in New York City prisoners requiring hospital admission. Journal of Correctional Health Care, 21(1), 53-58.
Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. Available at:
Impact of Trauma on the Brain and Brain Injury
Readings:
Bloom, S. L. & Farragher, B. (2011). Destroying Sanctuary: The Crisis in Human Service Delivery Systems. New York, NY: Oxford University Press. (chapter 3)
Farrer, T. J., & Hedges, D. W. (2011). Prevalence of traumatic brain injury in incarcerated groups compared to the general population: A meta-analysis. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 35(2), 390-394.
Perry, B.D. (2005). "Maltreatment and the developing child: How early childhood experience shapes child and culture." The Inaugural Margaret McCain lecture (abstracted);McCain Lecture series, The Centre for Children and Families in the Justice System, London, ON.
Shiroma, E. J., Ferguson, P. L., & Pickelsimer, E. E. (2010). Prevalence of traumatic brain injury in an offender population: A meta-analysis. Journal of Correctional Health Care, 16(2), 147-159.
The following video segments by Dr. Perry are recommended to complement the slides in module 2. Dr. Perry presents the information in a very straightforward way. Although you will not be tested onthe video material, it is well worth watching to gain clarity on the slides posted. Watchthem in order.
I. Perry, B.D., (The ChildTrauma Academy). (2013) 1: The Human Brain [Video webcast]. InSeven Slide Series. Retrieved from:
II.Perry, B.D., (The ChildTrauma Academy). (2013) 2: Sensitization and Tolerance [Video webcast]. InSeven Slide Series. Retrieved from:
III.Perry, B.D., (The ChildTrauma Academy). (2013) 3: Threat Response Patterns [Video webcast]. InSeven Slide Series. Retrieved from:
Consequences of Chronic Exposure to Traumatic Stress
Readings:
Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., ... & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174-186.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ... & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245-258.
Messina, N., & Grella, C. (2006). Childhood trauma and women’s health outcomes in a California prison population. American Journal of Public Health, 96(10), 1842.
Richards, J. M., Beal, W. E., Seagal, J. D., & Pennebaker, J. W. (2000). Effects of disclosure of traumatic events on illness behavior among psychiatric prison inmates. Journal of Abnormal Psychology, 109(1), 156.
*Participate in the online discussion.
Week 2 (June 12-June18):
Trauma Prevalence in Correctional Populations
Ford, J. D. (2013). Trauma exposure and posttraumatic stress disorder in the lives of adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 52(8), 780-783.
Ford, J. D., Chapman, J. F., Hawke, J., & Albert, D. (2007). Trauma among youth in the juvenile justice system: Critical issues and new directions (p. 8). Delmar, NY: National Center for Mental Health and Juvenile Justice.
Harner, H. M., Budescu, M., Gillihan, S. J., Riley, S., & Foa, E. B. (2015). Posttraumatic stress disorder in incarcerated women: A call for evidence-based treatment.Psychological Trauma: Theory, Research, Practice, and Policy, 7(1), 58–66.
Haugebrook, S., Zgoba, K. M., Maschi, T., Morgen, K., & Brown, D. (2010). Trauma, stress, health, and mental health issues among ethnically diverse older adult prisoners. Journal of Correctional Health Care, 16(3), 220-229.
McLaughlin, K. A., Koenen, K. C., Hill, E. D., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2013). Trauma exposure and posttraumatic stress disorder in a national sample of adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 52(8), 815-830.
Steadman, H. J., Osher, F. C., Pamela Clark Robbins, B. A., Case, B., & Samuels, S. (2009). Prevalence of serious mental illness among jail inmates. Psychiatric Services, 60(6), 761-765.
Overrepresentation of the Mentally Ill in the Criminal and Juvenile Justice Systems
Readings:
Lamb, H. R., & Weinberger, L. E. (1998). Persons with severe mental illness in jails and prisons: A review. Psychiatric Services, 49(4), 483-492.
Prins, S. J. (2011). Does transinstitutionalization explain the overrepresentation of people with serious mental illnesses in the criminal justice system?Community Mental Health Journal, 47(6), 716-722.
Trestman, R. L., Ford, J., Zhang, W., & Wiesbrock, V. (2007). Current and lifetime psychiatric illness among inmates not identified as acutely mentally ill at intake in Connecticut's jails. Journal of the American Academy of Psychiatry and the Law Online, 35(4), 490-500.
*Participate in the online discussion.
Week 3 (June 19-June 25):
Link Between Trauma, Mental Illness and Offending:
Readings:
Barry, L. C., Ford, J. D., & Trestman, R. L. (2014). Comorbid Mental Illness and Poor Physical Function Among Newly Admitted Inmates in Connecticut’s Jails. Journal of Correctional Health Care, 20(2), 135-144.
Chapman, J. F., & Ford, J. D. (2008). Relationships between suicide risk, traumatic experiences, and substance use among juvenile detainees. Archives of Suicide Research, 12(1), 50-61.
Ford, J. D., Elhai, J. D., Connor, D. F., & Frueh, B. C. (2010). Poly-victimization and risk of posttraumatic, depressive, and substance use disorders and involvement in delinquency in a national sample of adolescents. Journal of Adolescent Health, 46(6), 545-552.
Fox, B. H., Perez, N., Cass, E., Baglivio, M. T., & Epps, N. (2015). Trauma changes everything: examining the relationship between adverse childhood experiences and serious, violent and chronic juvenile offenders. Child Abuse & Neglect. Online early view.
Grisso, T. (2008). Adolescent offenders with mental disorders. The Future of Children, 18(2), 143-164.
Trauma Theory
Readings:
Saakvitne, K. W., Tennen, H., & Affleck, G. (1998). Exploring thriving in the context of clinical trauma theory: Constructivist self development theory. Journal of Social Issues, 54(2), 279-299.
*Participate in the online discussion.
Week 4 (June 26- July 2):
Screening and Assessment of Trauma Symptoms & Trauma Exposure in Secure Settings
Readings:
Singer, M. I. (2008). Assessment of violence exposure among residential children and adolescents. Residential Treatment for Children & Youth, 24(1-2), 159-174.
Evidence-Based Interventions and Treatment Needs
Lin, A. C. (2000). Reform in the making: The implementation of social policy in prison. Princeton, NJ: Princeton University Press. (Reading: Introduction and Chapter 1)
Stone, T. H. (2003). Ethical dilemmas in correctional health care settings. In Jacqueline Moore (Eds.), Management and Administration of Correctional Health Care(pp. 1-16). Kingston, NJ: Civic Research Institute.
Trauma-Specific Treatment:
Readings:
Ford, J. D. (2010). Just think about it: How can cognitive therapy contribute to the treatment of Posttraumatic Stress Disorder? Clinical Psychology: Science and Practice, 17(2), 128-133.