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課程名稱 |
創傷知情照護模式與兒童福利
Trauma Informed Practice in Child Welfare |
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開課學期 |
112-1 |
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授課對象 |
社會科學院 社會工作學系 |
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授課教師 |
謝意苹 |
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課號 |
SW5048 |
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課程識別碼 |
330 U2520 |
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班次 |
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學分 |
1.0 |
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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 |
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上課地點 |
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備註 |
本課程中文授課,使用英文教科書。11/20(一)-12/15(五)之間每禮拜一+五中12:20-14:10；共計八次16小時課程
限本系所學生(含輔系、雙修生)
總人數上限：20人
外系人數限制：2人 |
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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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為確保您我的權利,請尊重智慧財產權及不得非法影印
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課程概述 |
NOTICE! This course will be taught in Chinese !!! Classroom: 社科院6樓604教室
***課程助教(陳柏余，byccfrc@gmail.com)***
This course introduces students to the core concepts (general theory and foundational knowledge), informing evidence-based assessment and intervention for traumatized children and adolescents who are in the child welfare system. Strength-based practice will be highlighted along with a focus on the identification of protective and promotive factors that foster resiliency and post-traumatic growth. Using a Problem-Based Learning model, the course highlights the role of development, culture, and empirical evidence in trauma-specific assessment, referral, and interventions with children, adolescents, and their families within a child welfare context. |
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課程目標 |
1. Explain how traumatic experiences are inherently complex.
2. Illustrate how trauma occurs within a broad context that includes children’s personal characteristics, life experiences and current circumstances.
3. Appraise the manner in which trauma events often generate secondary adversities, life changes and distressing reminders in children’s daily lives.
4. Evaluate a wide range of reactions to trauma and loss experienced by a child and family.
5. Examine the manner in which danger and safety are core concerns in the lives of traumatized children.
6. Provide a framework for intervention that addresses the level of functioning of primary care-giving environments, including parent/caregiver and family unit.
7. Examine the manner in which culture is closely interwoven with traumatic experiences, response, and recovery.
8. Determine the manner in which interventions with trauma exposed children and adolescents need to address ethical and legal issues as they arise.
9. Recognize how interventions with trauma-exposed children and adolescents impact the practitioner in working with these populations.
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課程要求 |
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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 |
Textbook: Saxe, G.N., Ellis, B.H., & Brown, A.D. (2016). Trauma Systems Therapy for Children and Teens. New York: Guilford Press. |
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參考書目 |
Extension readings
Week 1 -Monday:Syllabus, Saxe- Chapter 1.
Week 1 -Friday:
• Saxe- Chapter 2 & 3.
• Lieberman, F. A., Knorr, K. (2007) The impact of trauma.
Week 2 -Monday:
• Brave Heart, M. Y. H., Chase, J., Elkins, J. & Altschul, D.B. (2011). Historical trauma among indigenous peoples of the Americas.
• N. M., & Bussey, M. (2012). A collaborative and trauma informed practice model for urban Indian child welfare.
• Leake, R., Potter, C., Lucero, N., Gardner, J. & Deserly, K. (2012). Findings from a national needs assessment of American Indian/Alaska Native child welfare programs.
• Danzer, G. (2012). African-Americans' historical trauma.
• Estrada, A. L. (2009). Mexican Americans and historical trauma theory.
Week 2 -Friday: Saxe- Chapter 5
Week 3 -Monday: Saxe- Chapter 9.
Kisiel, C., Fehrenbach, T., Small, L. & Lyons, J. (2009). Assessment of complex trauma exposure, responses, and service needs among children and adolescents in child welfare.
Week 3 -Friday:
• Compassion Fatigue Chapter.
• Kisiel, C., Summersett-Ringgold, F., Weil, L.E, McClelland, G.(2016). Understanding Strengths in Relation to Complex Trauma and Mental Health Symptom.
• Samser-Nanney, R.,(2016). Examining the Complex Trauma Definition.
• Hernandez, P.,Gangsei, D., & Engstom, D. (2007). Vicarious resilience.
Week 4 -Monday:
• Saxe- Chapter 10 & 13.
• Crenshaw, D. (2007). An interpersonal, Neurobiological-informed treatment model for childhood traumatic grief.
Week 4 -Friday: Final Presentation and Wrap-up
Additional Readings Assigned will be posted in NTU COOL.
1. Bargeman, Smith, S., & Wekerle, C. (2021). Trauma-informed care as a rights-based “standard of care”: A critical review. Child Abuse & Neglect, 119(Pt 1), 104762–104762. https://doi.org/10.1016/j.chiabu.2020.104762
2. Brave Heart, M. Y. H., Chase, J., Elkins, J. & Altschul, D.B. (2011). Historical trauma among indigenous peoples of the Americas: Concepts, research, and clinical considerations. Journal of Psychoactive Drugs. 43(4), 282-290.
3. Crenshaw, D.A. (2006), An interpersonal Neurobiolocial-Informed Treatment Model for Childhood Traumatic Grief. Omega, (54(4) 319-335.
4. Cross, S. L., Day, A. G., & Byers, L. G. (2010). American Indian grand families. A qualitative study conducted with grandmothers and grandfathers who provide sole care for their grandchildren. Journal of Cross-Cultural Gerontology. 25(4), 371-383.
5. Danzer, G. (2012). African-Americans' historical trauma: Manifestations in and outside of therapy. Journal of Theory Construction & Testing. 16(1), 16-21.
6. Downey, & Greco, J. (2023). Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks. Children and Youth Services Review, 149, 106930–. https://doi.org/10.1016/j.childyouth.2023.106930
7. Estrada, A. L. (2009). Mexican Americans and historical trauma theory: A theoretical perspective. Journal of Ethnicity in Substance Abuse. 8(3), 330-340.
8. Hernandez, P., Gangsei, D., & Engstom, D. (2007). Vicarious resilience: A new concept in work with those who survive trauma. Family Process, 46(2), 229-241.
9. Kisiel, C., Fehrenbach, T., Small, L. & Lyons, J. (2009). Assessment of complex trauma exposure, responses, and service needs among children and adolescents in child welfare. Journal of Child and Adolescent Traumatic Stress, Vol. 2, 143-160.
10. Kisiel, C., Summerset-Ringgold, F., Weil, L.E, McClelland, G.(2016). Understanding Strengths in Relation to Complex Trauma and Mental Health Symptoms within Child Welfare. Child and Family Studies, 26: 437-451.
11. Leake, R., Potter, C., Lucero, N., Gardner, J. & Deserly, K. (2012). Findings from a national needs assessment of American Indian/Alaska Native child welfare programs. Child Welfare. 91(3), 47-63.
12. Lieberman, F. A., Knorr, K. (2007) The impact of trauma: a development framework for infancy and early childhood. Psychiatric Annals, 37(6), 416-422.
13. Lucero, N. M., & Bussey, M. (2012). A collaborative and trauma informed practice model for urban Indian child welfare. Child Welfare. 91(3), 89-112.
14. Ortega, R. M. & Faller, K. C. (2011). Training child welfare workers from an intersectional cultural humility perspective: A new paradigm. Child Welfare. 90(5), 27-49.
15. Samser-Nanney, R. (2016). Examining the Complex Trauma Definition Using Children’s Self Reports. Journal of Child and Adolescent Trauma. 9:295-304.
16. Strong, D, D, Bean, R. A. & Feinauer, L. L. (2010). Trauma, attachment and family therapy with grand families: A model for treatment. Children and Youth Services Review, 32(1), 44-50.
17. Compassion Fatigue chapter
18. Class Handout- Amarika case
19. Class Handout- Hector case
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
Attendance and Participation |
18% |
Throughout the 4 weeks.
You can only earn points for attendance grade by being in class. Each class is worth 2.25 points. Expectations for attendance include showing up on time for class, being prepared and having completed the assigned readings, participating, and contributing, and staying for the whole class. |
2. |
Reflection Paper |
26% |
Due Friday in Week 2 before the class.
Using the Amarika case, organize selected facts of the case through the lens of one core concept. Discuss the facts in a way that promotes understanding of the child’s / family’s experience of trauma. Discuss how the core concept relates to an understanding of risk and protective factors. Include any factors to be considered specific to culture. [Title page is Required. Page length: 2-3 pages (not including title page). Nothing beyond the 3-page limit will be read or graded. Times New Roman font and 12 font size. Provide at least 4 credible sources. Reference page is needed in proper APA 7th edition Professional Format.] |
3. |
Self-Care Assignment |
26% |
Due Monday in Week 4 before the class.
Identify your personal reactions to the case of Hector. If you were a social worker, how might your reactions affect your working relationships with the children, caregivers, and/or other professionals in the case? Read Chapter 6 Warning Signs of Compassion Fatigue. Answer the 6 Questions at the end of page 60 and include a comprehensive self-care plan to manage your own intense reactions and possible vicarious trauma. Review and cite literature about vicarious trauma and self-care that provided help in thinking about care for yourself. [Title page is Required. Page length: 2-3 pages (not including title page). Nothing beyond the 3-page limit will be read or graded. Times New Roman font and 12 font size. Provide at least 4 credible sources. Reference page is needed in proper APA 7th edition Professional Format.] |
4. |
Presentation |
30% |
Due Friday in Week 4 before the class.
To demonstrate your ability to apply the course content, including the core concepts and the framework incorporating an understanding of individual, family, and system factors, to one of your own cases.
Tasks:
• Present a Vignetter of a hypothetical client utilizing the same format as Amarika and Hector.
• Summarize the presenting problem and relevant history.
• Present a trauma-informed assessment of your client using the assessment process described in Saxe- chapter 9. Attend to the assessment 5 sections on page 150.
• Refer to Saxe- chapter 10 as a framework (pgs. 187-188) using the information gathered in the assessment (question 2) prioritize treatment issues, identify the most immediate treatment issues for your client, include both short term and long-term goals.
• Summarize some work with the client (and family if appropriate) that you would suggest that should be utilized.
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週次 |
日期 |
單元主題 |
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第1-1週 |
11/20(一) |
Introduction to Trauma |
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第1-2週 |
11/24(五) |
Informed Care Impact on Brain |
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第2-1週 |
11/27(一) |
Cultural Implications |
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第2-2週 |
12/1(五) |
Engagement |
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第3-1週 |
12/4(一) |
Assessment |
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第3-2週 |
12/8(五) |
Secondary Trauma and Taking care of us |
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第4-1週 |
12/11(一) |
Treatment |
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第4-2週 |
12/15(五) |
Final Presentation and Wrap-up |
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