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Course title |
Trauma, Diversity, & Resilience |
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Semester |
112-2 |
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Designated for |
COLLEGE OF SOCIAL SCIENCES THE DEPARTMENT OF SOCIAL WORK |
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Instructor |
HSIEH WAN-JUNG |
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Curriculum Number |
SW5045 |
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Curriculum Identity Number |
330EU2510 |
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Class |
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Credits |
3.0 |
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Full/Half
Yr. |
Half |
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Required/
Elective |
Elective |
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Time |
Wednesday 7,8,9(14:20~17:20) |
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Remarks |
Restriction: juniors and beyond
The upper limit of the number of students: 30.
The upper limit of the number of non-majors: 8. |
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Course introduction video |
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Table of Core Capabilities and Curriculum Planning |
Table of Core Capabilities and Curriculum Planning |
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Course Syllabus
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Please respect the intellectual property rights of others and do not copy any of the course information without permission
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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 significant 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 how 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.
Note: This course will be in English. |
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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. |
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Course Requirement |
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Student Workload (Expected weekly study hours before and/or after class) |
Expectations:
This class will be formatted as a seminar. As such, it will be heavily discussion based. It is expected that every student will come to class having completed all assigned readings. All students are expected to actively contribute to class discussion each week with original comments (the students’ own opinions and thoughts). |
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Office Hours |
Appointment required. |
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Designated reading |
Required Texts:
1. Freyd, J., & Birrell, P. (2013). Blind to betrayal: Why we fool ourselves we aren't being fooled. John Wiley & Sons.
2. Herman, J. (2015). Trauma and recovery. New York: Basic Books.
3. 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 |
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References |
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Grading |
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No. |
Item |
% |
Explanations for the conditions |
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1. |
Reflection Essays (5 out of 11 total) |
50% |
See the assignments section for further information |
2. |
Trauma Case Assignment |
20% |
See the assignments section for further information |
3. |
Class Presentation (Leading Class Discussion, Participation, and Reading Discussion Questions) |
20% |
See the assignments section for further information |
4. |
Class participation and attendance |
10% |
See the assignments section for further information |
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Adjustment methods for students |
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Teaching methods |
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Assignment submission methods |
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Exam methods |
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Others |
Negotiated by both teachers and students |
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Week |
Date |
Topic |
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Week 1 |
2/21 |
Overview of the Class: Introduction
• Introduction to the Course, Overview of Trauma, Its Impact, & Self-Care |
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Week 2 |
2/28 |
National Holiday, No Class. |
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Week 3 |
3/6 |
Consequences of Psychological Trauma
• Herman Chp. 1-3
• Taking Care of Yourself in the Midst of a Traumatic Event pdf
• In-Class Self-Care Assessment |
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Week 4 |
3/13 |
Cultural Context of Trauma, Recovery, and Resilience I
• Hays, P.A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74, 332-338.
• De La Rue, L., & Ortega, L. (2019). Intersectional trauma-responsive care: A framework for humanizing care for justice involved girls and women of color. Journal of Aggression, Maltreatment & Trauma, 28(4), 502-517.
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Week 5 |
3/20 |
Cultural Context of Trauma, Recovery, and Resilience II
• Guest Lecture- Mind and Body Connection I
• Bryant-Davis Chp. 2
• Bryant-Davis, T. (2005). Thriving in the wake of trauma: A multicultural guide (No. 49). Greenwood Publishing Group.
• Comas-Díaz, L. (2016). Racial trauma recovery: A race-informed therapeutic approach to racial wounds. In A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), Cultural, racial, and ethnic psychology book series. The cost of racism for people of color: Contextualizing experiences of discrimination (pp.249-272).
• Gómez, J. M., & Gobin, R. L. (2019). Black women and girls &# MeToo: Rape, cultural betrayal, & healing. Sex Roles, 1-12.
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Week 6 |
3/27 |
Impact of Neglect and Abuse in Childhood
• Perry Chp. 1-6 |
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Week 7 |
4/3 |
Complex Trauma and Its Impact
• Herman Chp. 4-6 |
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Week 8 |
4/10 |
Midterm
• Trauma Case Movie: Antowne Fisher (2002) |
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Week 9 |
4/17 |
Impact of Trauma and Betrayal on Society
• Freyd & Birrell Chp. 1, 5, 6, 9, 10
• Smith, C. P., & Freyd, J. J. (2014). Institutional betrayal. American Psychologist, 69(6), 575. |
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Week 10 |
4/24 |
Recovery and Resilience I
• Herman Chp. 7-10
• Goodman, R. D., Vesely, C. K., Letiecq, B., & Cleaveland, C. L. (2017). Trauma and resilience among refugee and undocumented immigrant women. Journal of Counseling & Development, 95(3), 309-321.
• Sippel, L. M., Pietrzak, R. H., Charney, D. S., Mayes, L. C., & Southwick, S. M. (2015). How does social support enhance resilience in the trauma-exposed individual? Ecology and Society, 20(4).
• Tedeschi, R. G., & Calhoun, L. G. (2004). "Posttraumatic growth: Conceptual foundations and empirical evidence". Psychological inquiry, 15(1), 1-18. |
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Week 11 |
5/1 |
Recovery and Resilience II
• Guest Lecture- Mind and Body Connection II
• Herman Chp. 7-10
• Goodman, R. D., Vesely, C. K., Letiecq, B., & Cleaveland, C. L. (2017). Trauma and resilience among refugee and undocumented immigrant women. Journal of Counseling & Development, 95(3), 309-321.
• Sippel, L. M., Pietrzak, R. H., Charney, D. S., Mayes, L. C., & Southwick, S. M. (2015). How does social support enhance resilience in the trauma-exposed individual? Ecology and Society, 20(4).
• Tedeschi, R. G., & Calhoun, L. G. (2004). "Posttraumatic growth: Conceptual foundations and empirical evidence". Psychological inquiry, 15(1), 1-18.
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Week 12 |
5/8 |
Trauma, Sexual Orientation, and Gender Identity
• Guest Lecture
• Brown Chp. 8
• Brown, L. S. (2008). Trauma and Sexual Orientation. In Cultural competence in trauma therapy: Beyond the flashback (pp. 49-59). Washington, DC, US: American Psychological Association.
• Elze, D. E. (2019). The Lives of Lesbian, Gay, Bisexual, and Transgender People: A Trauma-Informed and Human Rights Perspective. In Trauma and Human Rights (pp. 179-206). Palgrave Macmillan, Cham.
• Shipherd, J. C., Berke, D., & Livingston, N. A. (2019). Trauma Recovery in the Transgender and Gender Diverse Community: Extensions of the Minority Stress Model for Treatment Planning. Cognitive and Behavioral Practice.
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Week 13 |
5/15 |
Trauma and Women
• Brand, B. (2003). Trauma and women. Psychiatric Clinics of North America, 26(3), 759-779. (pgs. 759-767 only)
• West, C. (2014). Battered, black, and blue: An overview of violence in the lives of Black women. In Violence in the lives of Black women (pp. 13-52). Routledge.
• Dinh, K. T., Ho, I. K., & Tsong, Y. (2018). Introduction to Special Issue: Trauma and Well-Being Among Asian American Women.
• Khan, A. J., Li, Y., Dinh, J. V., Donalson, R., Hebenstreit, C. L., & Maguen, S. (2019). Examining the impact of different types of military trauma on suicidality in women veterans. Psychiatry research, 274, 7-11.
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Week 14 |
5/22 |
Trauma and Ethnic Minorities
• Chavez-Dueñas, N. Y., Adames, H. Y., Perez-Chavez, J. G., & Salas, S. P. (2019). Healing ethnoracial trauma in Latinx immigrant communities: Cultivating hope, resistance, and action. American Psychologist, 74, 49–62.
• Helms, J. E., Nicolas, G., & Green, C. E. (2012). Racism and ethnoviolence as trauma: Enhancing professional and research training. Traumatology, 18(1), 65-74.
• Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C. Z., & Mendez, N. (2019). Disarming racial microaggressions: Micro-intervention strategies for targets, White allies, and bystanders. American Psychologist, 74, 128–142.
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Week 15 |
5/29 |
Trauma-informed Care & Final Reviews
• Guest Lecture- Trauma-informed practices in Taiwan |
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Week 16 |
6/5 |
Finals Week |
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