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課程名稱 |
高風險兒童社會工作處遇
WORKING WITH CHILDREN IN CRISIS THE ROLE OF SOCIAL WORKERS |
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開課學期 |
99-1 |
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授課對象 |
社會科學院 社會工作學研究所 |
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授課教師 |
柯素珊 |
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課號 |
SW5024 |
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課程識別碼 |
330EU1510 |
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班次 |
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學分 |
3 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期五2,3,4(9:10~12:10) |
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上課地點 |
社205 |
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備註 |
本課程以英語授課。本課程以英語授課。
限學士班三年級以上
總人數上限：15人
外系人數限制：2人 |
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Ceiba 課程網頁 |
http://ceiba.ntu.edu.tw/991330U1510 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
THIS COURSE WILL EXAMINE FACTORS THAT INFLUENCE DEVELOPMENT OF RISK AND RESILIENCY IN CHILDREN AND THEIR FAMILIES WHO ARE IN CRISIS. STUDENTS WILL BE ACTIVELY ENGAGED IN CRITICALLY EVALUATING THE RESEARCH EVIDENCE BASE OF SELECTED METHODS/APPROACHES FOR FOSTERING RESILIENCY IN FAMILIES AND THEIR CHILDREN AND ADOLESCENTS WHO EXPERIENCE TRAUMA. THE GOALS OF THIS COURSE ARE: (1) TO ASSIST STUDENTS IN CRITICALLY EXAMINING THE THEORETICAL AND CONCEPTUAL BASE SHAPING TRAUMA AND RESILIENCY RESEARCH, (2) TO CRITICALLY EXAMINE EVIDENCE BASED RESEARCH INTERVENTIONS THAT SUPPORT FAMILIES IN DEVELOPING RESILIENCY, AND (3) TO DEVELOP A PRACTICE-BASED RESEARCH SYNTHESIS PAPER SUMMARIZING THE RESEARCH EVIDENCE FOR INTERVENTIONS WITH CHILDREN, ADOLESCENTS, AND THEIR FAMILIES. SPECIAL EMPHASIS WILL FOCUS ON CONSIDERATION OF DIFFERENTIAL INTERVENTION PERSPECTIVES THAT INCORPORATE AN UNDERSTANDING OF THE DIVERSE EXPERIENCES (PERSONAL, COMMUNITY, CULTURAL, SOCIETAL) OF THE CHILDREN AND FAMILIES SERVED.
OBJECTIVE METHOD OF EVALUATION
1. KNOWLEDGE OF THE EFFECT OF TRAUMA ON CHILD AND ADOLESCENT DEVELOPMENT. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION, STUDENT PRESENTATIONS
2. INCREASED KNOWLEDGE OF SELECTED RESEARCH-BASED PREVENTION AND INTERVENTION STRATEGIES FOR FOSTERING RESILIENCY IN CHILDREN, ADOLESCENTS, AND THEIR FAMILIES. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION, PAPER
3. INCREASED SKILL IN EVALUATING THE RESEARCH EVIDENCE SUPPORTING INTERVENTIONS FOR CHILDREN, ADOLESCENTS, AND THEIR FAMILIES WHO HAVE EXPERIENCED TRAUMA INCLUDING THOSE RELATED TO DEVELOPMENT AND MENTAL HEALTH. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION, PAPER
4. KNOWLEDGE OF HOW SUPERVISION AND CONSULTATION CAN BE USED TO ENHANCE PROFESSIONAL GROWTH AND THE PROFESSIONAL USE OF THE SELF. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION
5. INCREASED KNOWLEDGE AND SKILL IN APPLYING PRINCIPLES DERIVED FROM PROFESSIONAL VALUES, ETHICS AND POSITIONS TO INTERVENTIONS WITH CHILDREN, ADOLESCENTS, AND THEIR FAMILIES. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION, PAPER, PRESENTATIONS
6. INCREASED KNOWLEDGE OF APPROPRIATE APPROACHES AND TOOLS TO EVALUATE THE EFFICACY AND EFFICIENCY OF THE INTERVENTIONS USED TO ADDRESS TRAUMA IN PRACTICE. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION PAPER, PRESENTATION, AND CRISIS NURSERY PRACTICE
7. INCREASED UNDERSTANDING OF HOW TO APPLY THE RESEARCH KNOWLEDGE BASE TO ADVOCATING FOR POLICIES AND FUNDING AT THE LOCAL, STATE AND NATIONAL LEVELS. STUDENT SELF-EFFICACY SCALE, CLASS PARTICIPATION
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課程目標 |
DATE TOPICS READINGS AND ASSIGNMENTS TO PREPARE FOR THIS CLASS SESSION
1
• OVERVIEW OF COURSE
• INTRODUCTION TO CONCEPTS OF SOCIAL-EMOTIONAL DEVELOPMENT, TRAUMA, RISK, AND RESILIENCE. INTRODUCTION TO EVIDENCE-BASED PRACTICE
• STUDENT TEAMS DEVELOPED FOR TRAUMA INTERVENTION DISCUSSIONS (NO ASSIGNMENT FOR TODAY!)
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• STATUS OF CHILDREN IN THE WORLD
• WHAT IS TRAUMA?
• CHINESE MEDICAL PRACTICES FOR ADDRESSING TRAUMA? WESTERN TRAINED PROFESSIONAL COMMUNITY? CULTURE? FAMILY?
• INTEGRATING PERSPECTIVES • PREPARATION FOR CLASS: EXAMINE THE UNICEF WEBSITE AND OTHER WEBSITES FROM THE US AND ASIA (FROM LIST GIVEN IN CLASS AND/OR OTHERS) AND MAKE NOTES ON THE EFFECT OF TRAUMA STATUS OF YOUNG CHILDREN, INCLUDING (A) PREVALENCE OF RISK FACTORS OR (B) DEVELOPMENTAL INDICATORS IN CHILDREN ADOLESCENTS AND THEIR FAMILIES.
• READING:
COHEN, MANNARINO, DEBLINGER. (2006) “IMPACT OF TRAUMA AND GRIEF ON CHILDREN AND FAMILIES,” TREATING TRAUMA AND TRAUMATIC GRIEF IN CHILDREN AND ADOLESCENTS, CHAPTER. 1, PP. 3-19.
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• BIO-CHEMISTRY OF TRAUMA • READING:
NADER. (2008). “HOW CHILDREN AND ADOLESCENTS BRAINS ARE AFFECTED BY TRAUMA.” UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS, CHAPTER, 2, PP. 31-58.
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• DEVELOPMENT, RISK, RESILIENCY AND TRAUMA
• READING:
NADER. (2008). “THE NATURE OF THE CHILDREN,” UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS, CHAPTER, 6, PP. 139-167.
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• CULTURE AND TRAUMA
• READING:
NADER. (2008). “CULTURE AND FAMILY BACKGROUND,” UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS, CHAPTER, 7, PP. 169-190.
7 • RELATIONSHIPS AND TRAUMA • READINGS:
NADER. (2008). “ATTACHMENT,” UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS, CHAPTER, 8, PP. 191-212.
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• FAMILY, COMMUNITY, AND ASSESSMENT OF TRAUMA
O EXERCISE: INTERVIEWING THE FAMILY • READINGS
WEBB, (2007). THE FAMILY AND COMMUNITY CONTEXT OF CHILDREN FACING CRISIS OR TRAUMA. PLAY THERAPY WITH CHILDREN IN CRISIS. CHS. 1, PP. 3-20.
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• CHILD ADOLESCENT ASSESSMENT OF TRAUMA
O INTERVIEWING CHILDREN AND ADOLESCENTS
O EXERCISE: INTERVIEWING THE CHILD • PREPARATION FOR CLASS: FAMILY INTERVIEW
• READINGS
NADER. (2008). “INTERVIEW CHILDREN AND ADOLESCENTS FOLLOWING TRAUMATIC EVENTS,” UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS, CHAPTER, 9, PP. 215-239.
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• CHILD ADOLESCENT ASSESSMENT OF TRAUMA
O THE NATURE OF THE EVENT • PREPARATION FOR CLASS: CHILD INTERVIEW
• READING:
NADER. (2008). “THE NATURE OF THE EVENT,” UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS, CHAPTER, 10, PP. 241-266.
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• STUDENT PRESENTATION OF CASE ASSESSMENTS. • PREPARATION FOR CLASS: TRAUMA ASSESSMENT USING TECHNIQUES APPLIED IN CLASS.
• SUBMIT WRITTEN ASSESSMENTS
12 • EVIDENCE BASED INTERVENTION MODEL FOR TRAUMA – STUDENT DISCUSSION
• USING PLAY IN TRAUMA INTERVENTIONS
• STUDENT CRITIQUE OF PLAY INTERVENTIONS • PREPARATION FOR CLASS:
O MODELS OF INTERVENTION FOR USE WITH CASES
• READINGS
WEBB. (2007). “CRISIS INTERVENTION PLAY THERAPY WITH CHILDREN,” PLAY THERAPY WITH CHILDREN IN CRISIS, CHAPTER 3, PP.45-70.
BAGGERLY. (2207), “INTERNATIONAL INTERVENTIONS AND CHALLENGES FOLLOWING THE CRISIS OF NATURAL DISASTERS,” PP. 345-367.
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• COGNITIVE BEHAVIORAL THEORY AND INTERVENTION FOR TRAUMA: TRAUMA FOCUSED COGNITIVE BEHAVIORAL THERAPY
• STUDENT DISCUSSION OF CBT TRAUMA INTERVENTIONS AND CRITIQUE • PREPARATION FOR CLASS: STUDENTS DISCUSSION OF TF-CBT FOR TRAUMA AND CRITIQUE UTILITY FROM THEIR CULTURAL CONTEXT.
• READING:
COHEN, MANNARINO, DEBLINGER. (2006). “THE TF-CBT MODEL: HOW IT WORKS,” TREATING TRAUMA AND TRAUMATIC GRIEF IN CHILDREN AND ADOLESCENTS, CHAPTER 3, PP. 32-45.
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• COGNITIVE BEHAVIORAL THEORY AND INTERVENTION FOR TRAUMA: THE TRAUMA FOCUSED COGNITIVE BEHAVIORAL THERAPY
• STUDENT DISCUSSION OF TRAUMA INTERVENTIONS AND CRITIQUE • PREPARATION FOR CLASS: STUDENTS DISCUSSION ASPECT OF THE TF-CBT FOR CHILDHOOD GRIEF AND CRITIQUE UTILITY FROM THEIR CULTURAL CONTEXT.
• READING:
COHEN, MANNARINO, DEBLINGER, (2006). “INTRODUCTION TO THE GRIEF –FOCUSED COMPONENTS, “TREATING TRAUMA AND TRAUMATIC GRIEF IN CHILDREN AND ADOLESCENTS, CHAPTER 3, PP. 32-45.
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• NARRATIVE THERAPY
• STUDENT DISCUSSION OF TRAUMA INTERVENTIONS AND CRITIQUE • PREPARATION FOR CLASS: STUDENTS DISCUSS TOOLS FOR NARRATIVE THERAPY INTERVENTIONS AND CRITIQUE FROM THEIR CULTURAL CONTEXT
O HTTP://WWW.DIGITALHEROBOOK.ORG/
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• STUDENT CONSULTATION ON INTERVENTION PLANS • PREPARATION FOR CLASS: STUDENTS DRAFT FOR INTERVENTION PLANS
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• STUDENT CONSULTATION ON INTERVENTION PLANS
• TRAUMA AND THE SOCIAL WORKER • PREPARATION FOR CLASS: STUDENTS DRAFT FOR INTERVENTION PLANS
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• STUDENT PRESENTATION OF PLANS • PREPARATION FOR CLASS: COME PREPARED TO SHARE INTERVENTION PLAN
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課程要求 |
ASSIGNMENTS
1) PREPARATION FOR CLASS SESSIONS (20 POINTS). THIS COURSE REQUIRES ACTIVE PARTICIPATION BY ALL MEMBERS OF THE GROUP. WHILE THERE IS A ROLE FOR PRESENTATIONS, DISCUSSION IS USED AS AN (AT LEAST) EQUALLY IMPORTANT MEDIUM FOR LEARNING. EACH STUDENT IS EXPECTED TO PREPARE CLASS DISCUSSIONS BY (A) COMPLETING ALL READINGS; (B) COMPLETING ANY ADDITIONAL ASSIGNMENTS FOR THE CLASS SESSION; AND (C) CONTRIBUTING ACTIVELY, THOUGHTFULLY, AND RESPECTFULLY TO CLASS DISCUSSIONS.
2) EVIDENCE BASED ASSESSMENT AND INTERVENTION PLAN: THE PROFESSOR WILL PROVIDE INDIVIDUAL COACHING FOR STUDENTS TO REFINE THEIR ASSESSMENT AND PLAN AT EACH STEP OF THE PROCESS. IN GENERAL, THE ASSIGNMENT INVOLVES THE FOLLOWING STEPS DUE AS INDICATED IN THE SUMMARY OF COURSE ASSIGNMENTS:
A. INDIVIDUAL ASSESSMENT (30 POINTS). EACH STUDENT WILL SUBMIT AN ASSESSMENT PAPER FOR A CHILD OR ADOLESCENT EXPERIENCING A TRAUMATIC EVENT OR ONGOING TRAUMA. THIS COULD BE A CASE FROM THEIR PRACTICE OR A CASE STUDY PROVIDED BY THE INSTRUCTOR. STUDENTS WILL APPLY THE EVIDENCE-BASED ASSESSMENT PROCESS PRESENTED, PRACTICED, AND CRITIQUED DURING IN-CLASS EXERCISES.
B) MODELS OF CRISIS INTERVENTION (10 POINTS). EACH STUDENT WILL SUBMIT A SUMMARY SHEET FOR 2 RESEARCH ARTICLES ON A THEORETICAL APPROACH PRESENTED IN CLASS THAT COULD BE APPLIED FOR USE IN THEIR CASE STUDY. AN ALTERNATIVE WILL BE TO PROVIDE A TWO PAGE RATIONALE FOR THE USE OF A TRADITIONAL INTERVENTION MODEL PRESENTLY IN USE IN THEIR COMMUNITY.
C) INTERVENTION PLAN BASED ON AN EVIDENCE-BASED INTERVENTION FOR TRAUMA (40 POINTS). USING THE INFORMATION FROM THEIR INDIVIDUAL ASSESSMENT AND THEORETICAL PERSPECTIVE STUDENTS WILL DEVELOP AN INTERVENTION PLAN BASED ON AN EVIDENCE BASED INTERVENTION DISCUSSED IN CLASS OR A TRADITIONAL METHOD CURRENTLY IN USE IN THEIR COMMUNITY TO TREAT THE EFFECTS OF TRAUMA ON CHILDREN, ADOLESCENTS OR THEIR FAMILIES.
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
NADER, K. (2008). UNDERSTANDING AND ASSESSING TRAUMA IN CHILDREN AND ADOLESCENTS: MEASURES, METHODS, AND YOUTH IN CONTEXT. NEW YORK: ROUTLEDGE.
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參考書目 |
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評量方式
(僅供參考) |
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週次 |
日期 |
單元主題 |
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Week 1 |
2010/09/17 |
• Overview of course
• Syllabus Review
• Class Expectations
• Who are we?
• Student discussion teams formed |
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Week 2 |
2010/09/24 |
• Status of children in the world
• What is trauma?
• Traditional practices for addressing trauma? Western trained professional community? Culture? Family?
• Integrating perspectives
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Week 3 |
2010/10/01 |
• Bio-chemistry of trauma |
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Week 4 |
2010/10/08 |
• Development, risk, resiliency and trauma |
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Week 5 |
2010/10/15 |
• Culture and Trauma |
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Week 6 |
2010/10/22 |
• Relationships and Trauma
(Distribute Case Studies)
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Week 7 |
2010/10/29 |
• Family and Community Assessment of Trauma
(Problem Based Exercise: Interviewing the family)
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Week 8 |
2010/11/05 |
• Child Adolescent Assessment of Trauma
(o Interviewing Children and Adolescents
o Problem Based Exercise: Interviewing the child)
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Week 9 |
2010/11/12 |
• Child Adolescent Assessment of Trauma
(o The Nature of the Event)
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Week 10 |
2010/11/19 |
Group Presentations of Case Assessment |
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Week 11 |
2010/11/26 |
• Evidence based intervention model for trauma – student discussion
•Using Play in trauma interventions
•Student discussion and critique of play interventions |
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Week 12 |
2010/12/03 |
• Cognitive Behavioral Theory and Intervention for Trauma: Trauma Focused Cognitive Behavioral Therapy
• Student discussion and critique of CBT trauma interventions |
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Week 13 |
2010/11/10 |
• Cognitive Behavioral Theory and Intervention for Trauma: Traumatic Grief
• Student discussion and critique of trauma interventions and critique |
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Week 14 |
2010/12/17 |
• Narrative Therapy
• Student discussion and critique of trauma interventions |
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Week 15 |
2010/12/20-24 |
No Class- Consultation on Individual Plans and References |
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Week 16 |
2010/12/31 |
No Class- Intervention Plan(Written Individual Intervention Plan) |
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Week 17 |
2011/01/07 |
Group Class Presentations |
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