Syllabus

Enhancing Trauma Awareness

Arcadia University Arcadia Online Office: 1150 First Avenue King of Prussia PA E-mail: oids@arcadia.edu Work Phone: 484-408-2323

Welcome! Welcome to the Enhancing Trauma Awareness course at Arcadia University. This course will: Impress, Inform and Inspire participants Explore the nature of trauma and related principles and properties of trauma Explore the practical applications of the information, theories, concepts and principles Encourage participants to gain a new level of awareness and appreciation for the importance of being highly self-protective when exploring the subject of trauma and to be advocates for the self-protection of others

Required Materials Since this course is being delivered online, your computer should meet minimum hardware and software requirements. For this course, you will need to have access to Microsoft Office, or software that can author MS Office formats (Open Office or Google Docs for example), and a working microphone. Prerequisites There are no prerequisites for this course. Minimum Technical Skills Expected 1. The ability to use a web browser, like Internet Explorer or Firefox, to navigate websites. 2. The ability to use your Arcadia e-mail address to send and receive e-mails. 3. The ability to use word processing software to read, author, edit and save documents.

4. The ability to use a search engine, like Google, to find information on the web.

Evaluation

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7

10% 10% 10% 10% 10% 25% 25%

Enhancing Trauma Awareness Grading Scale Graduate Grading System

Letter Grade A AB+ B C F Based on the 310 Points Possible: A AB+ B C F Numerical Grade Range 95-100 90-94 86-89 80-85 70-79 Less than 70 Points 295-300 279-294 266-278 248-265 217-247 Less than 217 points

Introduction

Course Objectives Explore the nature of trauma and related conditions and disorders that sometimes occur. Determine some of the key principles and properties of trauma that can help enhance and increase awareness and understanding.

Differentiate between and among a variety of terms used to describe various aspects of trauma. Consider helpful and healthy perspectives students can benefit from embracing with regard to trauma. Consider when, where and how to apply information, theories, concepts and approaches. Explore brain basics, especially with regard to enhancing our understanding of the impact trauma can have on brain growth, development and functioning. Explore the power of neurotransmitters with regard to trauma. Consider differences between the mind and the brain. Explore risk and protective factors around trauma and ways to address and reduce risks and enhance protection. Consider the needs of a person with trauma issues and healthy ways to address those needs. Explore the power of relationships, nurturance, attachment, safety and hope when considering trauma and ways to strengthen each of these.

This course is being presented in an online fashion. It is important that you login on a regular basis and work on a consistent basis to complete your requirements. Since we are not meeting face to face, it will be imperative that you participate in the discussion board, and contact the professor as needed. Also, the Cyber Cafe is available for you to develop community outside of the course content. You will need to be self-motivated and try to stay as organized as possible; developing a schedule is a good strategy for succeeding in online courses. Requirements for Discussion Board Sessions 1. When quoting the work of another scholar, it is important that you cite the work correctly. The following are examples of what is expected when referring to the work of another scholar. Example within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). Example at the end of the posting: Lorsbach, A. (1997). Constructivism as a Referent for Science Teaching. Retrieved January 5, 2006, from http://www.exploratorium.edu/IFI/resources/research/constructivism.html 2. You are required to respond to two (2) other student postings for forums that require interaction with your peers. I will be looking at the way you analyze the postings and extend the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings. At this level we can all learn a great deal by sharing our experiences. "Studies report that peer learning promotes greater conceptual and procedural gains for students, accommodates a broad range of learning styles, results in greater enjoyment of the

learning task, and encourages a stronger persistence in learning" (Johnson & Johnson, 1999). 3. Your postings will be evaluated based upon the substantive nature and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Try to use what I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels. Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines: Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive. Never disclose what another student shares (preserve confidentiality). We practice question sensitivity. This means to be very self-aware about asking another student personal questions because this can feel threatening or intrusive.

Unit Schedule

Unit 1 Objectives Tsw (the student will) develop a Personal Safety Plan Tsw comprehend basic definitions and commonly used trauma terminology Tsw explain the IFP Iceberg Image and IFP Trauma Iceberg

Readings & Materials 1. Wagenhals, Diane. Enhancing Trauma Awareness Session One Unit Notes (12 pages) Assignments 1. Unit 1 Student Introduction 2. Unit 1 Assignment 1: Safety Plan

3. Unit 1 Discussion 2: Trauma Definitions 4. Unit 1 Discussion 4: Real World Example

Unit 2 Objectives Tsw be able to describe the Three-Part Diagram and how it applies to the study of trauma Tsw identify basic brain parts and relate each part to its basic functions Tsw will be able to differentiate normal brain parts from traumatized brain parts

Readings & Materials 1. Bloom, Sandra. Creating Sanctuary. Introduction and Pages 15-40 of Chapter 1 (40 pages) 2. Rosenbloom, Dena and Mary Beth Williams. Life After Trauma. Prologue and Chapter 1 (28 pages) 3. Wagenhals, Diane. Enhancing Trauma Awareness Session Two Unit Notes (15 pages)

Unit 2 Assignments 1. Unit 2 Assignment 1: Brain Basics 2. Unit 2 Reflective Paper 3. Unit 2 Discussion 3: Problem Based Learning Scenario

Unit 3 Objectives Tsw recognize and distinguish the specifics of the five brain states Tsw examine the chemical and electrical activity of the brain Tsw assess and evaluate two video scenarios utilizing trauma principles and three-part diagram

Unit 3 Readings & Materials 1. Bloom, Sandra. Creating Sanctuary. Pages 40-73 of Chapter 1 (33 pages) 2. Rosenbloom, Dena and Mary Beth Williams. Life After Trauma. Chapter 2 (27 pages) 3. Wagenhals, Diane. Enhancing Trauma Awareness Session Three Unit Notes (13 pages) Unit 3 Assignments

1. 2. 3. 4.

Unit 3 Real World Example Unit 3 Problem-Based Learning Current Event Unit 3 Reflective Paper Unit 3 Brain States Discussion Board

Unit 4 Objectives Tsw examine the complex nature of memory Tsw recognize the many facets of trauma triggers Tsw increase awareness of the invisible nature of trauma

Unit 4 Readings & Materials 1. Bloom, Sandra. Creating Sanctuary. Chapters 2 and 3. (39 pages) 2. Rosenbloom, Dena and Mary Beth Williams. Life After Trauma. Chapter 3 (36 pages) 3. Wagenhals, Diane. Enhancing Trauma Awareness Session Four Unit Notes (25 pages) Unit 4 Assignments 1. 2. 3. 4. 5. Unit 4 Reflective Paper Unit 4 Assignment 1 Letter to the Editor Unit 4 Real World Example Unit 4 Problem-Based Learning Video Unit 4 Memory Discussion Board

Unit 5 Objectives Tsw recognize what research indicates regarding reasons to be hopeful Tsw be able to distinguish between terms: Recovery, Resolution, Restoration and Healing Tsw describe a stage-based approach to treatment for Trauma-Impacted Individuals Tsw differentiate between protective and risk factors

Unit 5 Readings & Materials 1. Bloom, Sandra. Creating Sanctuary. Chapter 4 Pages 115-131, Pages 155-159 and Pages 191-193 (20 pages) 2. Rosenbloom, Dena and Mary Beth Williams. Life After Trauma. Chapter 4 (42 pages) 3. Wagenhals, Diane. Enhancing Trauma Awareness Session Five Unit Notes (19 pages)

Unit 5 Assignments 1. 2. 3. 4. Unit 5 Assignment 1 Wordle Unit 5 Real World Example Unit 5 Problem-Based Learning Unit 5 Reflective Paper

Unit 6 Objectives Tsw predict the importance of self-protection as they become more highly aware of the implications of trauma Tsw identify the needs of trauma-impacted individuals Tsw define vicarious and secondary traumatization and compassion fatigue Tsw be introduced to the stragety of LATE.

Unit 6 Readings & Materials 1. Bloom, Sandra. Creating Sanctuary. Chapters 4 Pages 185-191. Chapter 5 Pages 208-254 (54 pages) 2. Wagenhals, Diane. Enhancing Trauma Awareness Session Six Unit Notes (14 pages) Unit 6 Assignments 1. 2. 3. 4. 5. Unit 6 Assignment 1 Word Search Puzzle Unit 6 Using LATE as a Strategy Unit 6 Assignment 2 TedTalk Unit 6 Reflective Paper Unit 6 Course Review

Unit 7 Objectives 1. Tsw recommend specific principles for a real-life story describing a deaf student and specialeducation teacher 2. Tsw describe an individual who whom they have interacted, how the individuals history relates to possible trauma issues and which facts and/or principles can be applied. Unit 7 Assignments

1. Unit 7 Real World Example 2. Unit 7 Responsibilities Discussion Board 3. Unit 7 Case Study