Course Information
Course title
Trauma, Diversity, & Resilience 
Designated for
Curriculum Number
Curriculum Identity Number
Tuesday 7,8,9(14:20~17:20) 
Restriction: juniors and beyond
The upper limit of the number of students: 25.
The upper limit of the number of non-majors: 8. 
Course introduction video
Table of Core Capabilities and Curriculum Planning
Table of Core Capabilities and Curriculum Planning
Course Syllabus
Please respect the intellectual property rights of others and do not copy any of the course information without permission
Course Description

This course will examine the psychological and public health impact of a
variety of traumatic experiences (e.g., sexual and physical assault, domestic violence, war and torture, community violence, and natural disasters) on diverse populations, including racial and ethnic minorities, veterans, women, children, aging populations, and individuals who identify as LGBTQIA. Students will be able to articulate the prevalence, incidence, and developmental impact of post-traumatic stress across the lifespan. Students will become familiar with the major risk factors for trauma-related dysfunction and cultural factors that exacerbate or ameliorate dysfunction. During course discussions, we will emphasize the influence of culture and history on how individuals and society respond to trauma. Students will begin to think critically about a person’s group memberships and identifications, and the effect of these memberships and identities on the way that an individual experiences and recovers from a traumatic experience. Students will discover how positive change can transpire following trauma exposure. We will investigate evidence-based intervention strategies. Case accounts of traumatized individuals, original professional journal articles, classic texts written by trauma experts, and documentaries about trauma will enhance learning.

Course Objective
At the completion of this course, students will be able to:
1. Describe the psychological, biological, and behavioral pattern changes associated with experiences of trauma across the lifespan, including a description and general
understanding of posttraumatic stress disorder as categorized by the DSM-5.
2. Think critically about how cultural identities and group memberships influence how
individuals and society respond to trauma.
3. Identify and consider how social, historical, and institutional contexts affect how
individuals and society respond to trauma.
4. Develop awareness of the broad-ranging impact of trauma on society across history.
5. Identify the core components of treatment and prevention strategies for post-traumatic stress disorders.
6. Understanding of protective factors, resiliency, and posttraumatic growth among those afflicted by trauma.
Course Requirement
Student Workload (expected study time outside of class per week)
Office Hours
Appointment required. Note: By appointment via email.  
In addition to chapters from the required texts, journal article readings will be assigned weekly. See the “Weekly Readings” folder on NTU cool for the assigned journal article readings. 
Designated reading
Freyd, J., & Birrell, P. (2013). Blind to betrayal: Why we fool ourselves we aren't being fooled. John Wiley & Sons.
Herman, J. (2015). Trauma and recovery. New York: Basic Books.
Perry, B. & Szalavitz, M. (2017). The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist’s Notebook--What Traumatized Children Can Teach Us about Loss, Love, and Healing
Explanations for the conditions
Reflection Essays (5 out of 11 total) 
Each week, starting in week 3, students will type a 1-2 pages, double-spaced response for the reflection questions based on your understanding and reactions to the readings. Reflection essay should be formatted using APA style in text citations, a reference page, and Times New Roman 12 pt. font. The questions for each week will be related to the content of the readings to ensure you adequately understand them. Essays also provide an opportunity for you to share your personal reflections and reactions to the readings. Reflection essays are to be submitted NTU Cool under assignment section. If your reflection answers the question, is clear and well written, is fulfilled the page limit, and shows you read and successfully integrated all the readings, you will earn full credit. You need only complete 5 of the 11 offered reflections.  
Trauma Case Assignment 
We will watch the film Antwone Fisher (2002) in class in Week 10 and answer questions about the impact of trauma on the main character, with a particular emphasis on mental health symptoms, social/relationship problems, impact of trauma on the main character's development, aspects of cultural identity that were impacted by the main character's trauma exposure, the influence of culture or the main character's recovery from trauma, and any areas of resiliency/post-traumtic growth that were displayed. You should also provide examples of how the main character's experience with trauma was similar to or deviated from information presented in course readings. Your Trauma Case Assignment should be submitted electronically via NTU Cool before the end of this semester. Specific questions and electronic submission instructions will be posted on NTU Cool under "Trauma Case Assignment."  
Group Discussion Leading 
Each Week, 3-5 students will be responsible for leading a 75 mins discussion of the class reading for that week. This discussion is informal. The students leading the discussion should engage the class by developing a list of discussion questions (at least 2 per assigned reading) and providing a one-page handout of the discussion question to distribute to the class. The discussion leading team should encourage class members to raise their own questions and comments about the assigned readings for that week (e.g., critiques of the reading, disagreements with the discussion leading team's summary, interpretation, surprising findings, etc.). Students are encouraged to bring in perspectives from their previous training, disciplinary background, and personal experiences to facilitate discussion. Student should incorporate Youtube videos, film clips, or other educational materials to aid in discussion and connect readings to current events. All non-English videos/clips used to aide discussion must include English captions. Grades will be based on four criteria (worth 5 points each): 1) the level of preparedness, 2) quality of questions and effort, 3) contribution of own options and ideas about assigned readings, and 4) encouragement of classmates to engage in discussion and think critically about course material. 
Class Participation and Attendance 
Adjustment methods for students
Teaching methods
Assignment submission methods
Exam methods
Negotiated by both teachers and students
Week 1
2/21  Course Introduction
-Course introduction and instructor introduction
-Student introduction 
Week 2
2/28  National Holiday 
Week 3
3/07  Consequences of Psychological Trauma
-Essay 1 
Week 4
3/14  Cultural Context of Trauma, Recovery, and Resilience I
-Essay 2 
Week 5
3/21  Cultural Context of Trauma, Recovery, and Resilience II
-Group Discussion Leading 1
-Essay 3 
Week 6
3/28  Impact of Neglect and Abuse in Childhood
-Group Discussion Leading 2
-Essay 4 
Week 7
4/04  National Holiday 
Week 8
4/11  Midterm Week
Complex Trauma and Its Impact
-Group Discussion Leading 3
-Essay 5 
Week 10
4/25  Trauma Case Movie: Antowne Fisher (2002)
Week 11
5/02  Impact of Trauma and Betrayal on Society
-Group Discussion Leading 4
-Essay 6

Recovery and Resilience/ Trauma-informed care
-Group Discussion Leading 5
-Essay 7 
Week 12
5/09  Trauma, Sexual Orientation, and Gender Identity
-Group Discussion Leading 6
-Essay 8 
Week 13
5/16  Trauma and Women
-Group Discussion Leading 7
-Essay 9 
Week 14
5/23  Trauma and Ethnic Minorities
-Group Discussion Leading 8
-Guess Lecture
-Essay 10 
Week 15
5/30  Trauma-Informed Care
-Essay 11 
Week 16
6/5  Finals Week