fth5sat systemic approaches to trauma
SYSTEMIC APPROACHES TO TRAUMA AND NEGLECT
FTH5SAT
2015
Credit points: 30
Subject outline
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.
SchoolSchool of Psychology & Public Health
Credit points30
Subject Co-ordinatorRobyn Elliott
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites FTH5PFB & FTH5TII
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| 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 |
Graduate capabilities & intended learning outcomes
01. Module 1 - Introduction to contemporary trauma theory and practice with families. (10cp) 1. Integrate research and theoretical frameworks to conceptualise and describe the needs, and ways of working with them, of children who have experienced trauma and/or neglect, focussing particularly on the involvement of their families.
- Activities:
- 1. Lectures integrating theories for working with children and adolescents and their families. Video demonstrations. Guided reading.
02. Module 1 - Introduction to contemporary trauma theory and practice with families. (10cp) 2. Integrate your understanding of the behaviour and thinking of offenders when working with families.
- Activities:
- 2. Lectures on understanding and working with offenders, and how their behaviour shapes family dynamics. Guided reading.
03. Module 1 - Introduction to contemporary trauma theory and practice with families. (10cp) 3. Conceptualise some common patterns of interaction in families impacted by various forms of trauma and/or neglect.
- Activities:
- 3. Lectures on interactional patterns in families where abuse has occurred.
04. Module 1 - Introduction to contemporary trauma theory and practice with families. (10cp) 4. Integrate research and theoretical frameworks to conceptualise and describe the needs, and ways of working with them, of non-offending family members (parents, partners, siblings) of people who have experienced trauma.
- Activities:
- 4. Lectures on working with non-offending family members: parents, partners, and siblings. Role-play to develop skills in conceptualising the different experiences of family members where one or more of them has experienced trauma/neglect. Lectures on working with couples where one or both have experienced trauma/neglect. Role-play video demonstration on working with couples re trauma and neglect. Guided reading.
05. Module 1 - Introduction to contemporary trauma theory and practice with families. (10cp) 5. Integrate from the various individual and systemic models for working with trauma and/or neglect, your own particular approach to working with families including sequencing of sessions, managing challenging behaviours, maintaining safety alongside engagement
- Activities:
- 5. Lectures on practice in working with families where one or more members have experienced trauma and/or neglect.
06. Module 2 - Trauma clinical practice B (20cp) 1. Engage effectively to conduct work with families who have experienced trauma and/or neglect.
- Activities:
- Supervised role-play and discussion within small supervision groups to develop knowledge and skills in the engagement of families. Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
07. Module 2 - Trauma clinical practice B (20cp) 2. Conduct an assessment of the family's situation and therapeutic needs using at least one of a range of specified theoretical frameworks
- Activities:
- Supervised role-play and discussion within small supervision groups to develop knowledge and skills in collaborative assessment and goal setting. Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
08. Module 2 - Trauma clinical practice B (20cp) 3. Integrate aspects of your own experience of the therapeutic relationship into your assessment and decisions for intervention with the family.
- Activities:
- Supervised role-play and discussion within small supervision groups to develop knowledge and skills in: (i) reflection on your own experience of the therapeutic relationship; (ii) conceptualisation and management of your own, and the family's responses, within the therapeutic relationship. Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
09. Module 2 - Trauma clinical practice B (20cp) 4. Work collaboratively with the family and parts thereof to design and carry out an appropriate plan for intervention
- Activities:
- Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
10. Module 2 - Trauma clinical practice B (20cp) 5. Synthesise theoretical frameworks with your ongoing reflections on your experience to appropriately manage the therapeutic relationship.
- Activities:
- Supervised role-play and discussion within small supervision groups to develop knowledge and skills in integration of theoretical frameworks. Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
11. Module 2 - Trauma clinical practice B (20cp) 6. Demonstrate effective skills in introducing and utilitsing at least one of: EMDR, Radical Exposure tapping, Schema Therapy, Schema Mode Therapy, Internal Family Systems, or other approach as appropriate.
- Activities:
- Supervised role-play and discussion within small supervision groups to develop knowledge and skills in one of the active models of intervention. Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
12. Module 2 - Trauma clinical practice B (20cp) 7. Develop in your capacity to respond flexibly and skilfully to the individual needs of a range of family presentations.
- Activities:
- Supervised role-play and discussion within small supervision groups to develop knowledge and skills in: (i) conceptualisation and management of your own, and the family's responses, within the therapeutic relationship; (ii) conceptualisation of your own needs for development as a trauma therapist. Live supervised practice with clients from your own workplace, or The Bouverie Centre, within small supervision groups, to further refine and develop knowledge and skill in the above areas. EBL activity to design an online training exercise or resource within a public forum, eg. YouTube, Wikiversity, Wikipedia.
Subject options
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Other Site 2, 2015, Semester 2, Day
Overview
Online enrolmentNo
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRobyn Elliott
Class requirements
Lecture
One 2.0 hours lecture per week and delivered via face-to-face.
"Or equivalent for Module One."
Practical
One 4.0 hours practical per week and delivered via face-to-face.
"Or equivalent for Module Two."
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Clinical competencies (equiv to 200 words). | Hurdle requirement: students must meet criteria to satisfy established level on a range of clinical competencies. | 0 | 06, 07, 08, 09, 10, 11, 12 |
| One 2,000-word theoretical essay. | 20 | 05 | |
| One 2,500-word literature review. | 20 | 01, 02, 03, 04, 05 | |
| One 3,000-word case analysis. | 25 | 06, 07, 08, 09, 10, 11, 12 | |
| One individual or group development of an educational resource (equiv to 3,000 words). | 35 | 06, 07, 08, 09, 10, 11, 12 |