SYSTEMIC APPROACHES TO TRAUMA AND NEGLECT
Credit points: 30
This subject is a postgraduate and professional level of study delivered in two modules, face-to-face at The Bouverie Centre. In Module One, you will synthesise theoretical and practical contributions, from various systemic models of therapy, to conceptualise, assess and respond to the needs of families and couples where one or more of the members have experienced trauma and/or neglect, broadly conceived. You will also integrate your knowledge and skills of the models covered in FTH5TII as you focus on the particular needs of children, siblings, non-offending parents, and offenders. Module Two consists of clinical practice classes where you will work in groups of six, with a supervisor, to practice and refine your skills and knowledge related to trauma and neglect as applied in role-play, discussion and live work, using a reflecting team process.
FacultyFaculty of Health Sciences
Subject Co-ordinatorRobyn Elliott
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Prerequisites FTH5PFB & FTH5TII
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||'Arousal regulation'. In Love and war in intimate relationships: connection, disconnection, and mutual regulation in couple therapy, ch 8, pp 98-104.||Recommended||Solomon, M & Tatkin, S 2011||W.W. NORTON & COMPANY, NY.|
|Readings||'Dysregulation'. In Love and war in intimate relationships: connection, disconnection, and mutual regulation in couple therapy, ch 9, pp 105-116.||Recommended||Solomon, M & Tatkin, S 2011||W.W. NORTON & COMPANY, NY.|
|Readings||'EMDR in couples therapy'. In Forgash, C. & Copeley, M. (eds) Healing the heart of dissociation with EMDR and ego state therapy, pp 267-293.||Recommended||Litt, B 2008||SPRINGER PUBLISHING COMPANY, NY.|
|Readings||'Fear in couples therapy'. In Greenberg, L. & Goldman, R. (eds) Emotion focused couples therapy: the dynamics of emotion, love and power, pp 283-313.||Recommended||Greenberg, L & Goldman, R 2008||APA, WASHINGTON DC.|
|Readings||Creating self-to-self intimacy: internal systems therapy with couples. In Gurman, A.S. (ed) Clinical casebook of couple therapy, pp 375-398, 2009.||Recommended||Schwartz, R C & Blow, A J||THE GUILFORD PRESS, NY.|
|Readings||Developmental trauma disorder: a new, rational diagnosis for children with complex trauma histories. In Psychiatric Annals, vol 35, no 5, pp 2-8, 2005.||Recommended||van der Kolk, B||N/A|
|Readings||Establishing safety while building the therapeutic relationship: responding to abuse in family therapy. In P. Rhodes, P. & Wallis, A. (eds) A practical guide to family therapy, pp 76-109, 2011.||Recommended||Elliott, R M & Welfare, A||IP COMMUNICATIONS, MELBOURNE.|
|Readings||Mediators of change for multisystemic therapy with juvenile sexual offenders. In Journal of Consulting and Clinical Psychology, vol 77, no 3, pp 451-462, 2009.||Recommended||Letourneau, E J, Borduin, C M, Schewe, P A & McCart, M R||N/A|
|Readings||Nasty young madams or poor little buggers: resisting polarisations in working with challenging young women and their families.||Recommended||Dwyer, J A & Miller, R M 2005||UNPUBLISHED MANUSCRIPT. NOT FOR CIRCULATION. MELBOURNE.|
|Readings||Reclaiming the mother-daughter relationship after sexual abuse. In Australian and New Zealand Journal of Family Therapy, vol 18, no 4, pp 194-202, 1997.||Recommended||Miller, R M & Dwyer, J A||N/A|
Select to view your study options…
Other Site 2, 2014, Semester 2, Day
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorRobyn Elliott
One 2.0 hours lecture per week and delivered via face-to-face.
"Or equivalent for Module One."
One 4.0 hours practical per week and delivered via face-to-face.
"Or equivalent for Module Two."
|Clinical competencies (equiv to 200 words).||Hurdle requirement: students must meet criteria to satisfy established level on a range of clinical competencies.||0|
|One 2,000-word theoretical essay.||20|
|One 2,500-word literature review.||20|
|One 3,000-word case analysis.||25|
|One individual or group development of an educational resource (equiv to 3,000 words).||35|