THE UNIVERSITY OF LETHBRIDGE FACULTY OF HEALTH SCIENCES ADCS 3739 TRAUMATIZED POPULATIONS AND ADDICTIONS Course Syllabus Spring Semester, 2016

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1 THE UNIVERSITY OF LETHBRIDGE FACULTY OF HEALTH SCIENCES ADCS 3739 TRAUMATIZED POPULATIONS AND ADDICTIONS Course Syllabus Spring Semester, 2016 INSTRUCTOR: Cindy Gaetz, M.Ed., Registered Provisional Psych OFFICE: M3042 TELEPHONE: OFFICE HOURS: By appointment CLASS: Thursdays, 1:40-4:20 p.m., Room AH175 If we do not process trauma, ongoing life complications such as depression, anxiety, sleep disturbances, anger, feelings of betrayal, and trouble trusting and connecting in relationships can persist for years after the traumatic experience occurred. Such are the symptoms that, when unresolved, lead people to seek pleasure or self-medicate with alcohol, drugs, food, sex, spending and other addictions. (Dayton, 2000, p. 4) COURSE DESCRIPTION: This course is structured to explore the experience of unresolved trauma as a significant underlying factor in the genesis of addictions. Students will explore the relationship between trauma, the development of addictive processes, and specific populations adversely affected by both. A range of bio-psycho-socialspiritual aspects of trauma, addictions, and treatment will be explored and the students will apply this knowledge to specific addicted populations across the life span. Treatment issues related to counsellor effectiveness, self-care, self-management, ethics and professionalism will also be explored. Experiential and participatory exercises aimed at personalizing the learning and promoting selfawareness and professional development for the counsellor in training will be incorporated. COURSE OBJECTIVES: At the successful completion of this course, students will be able to: 1. Define and discuss trauma and its impact on the bio-psycho-social-spiritual development of the individual. 2. Understand and discuss the relationship between trauma, coping, mental health, substance use, abuse, and dependency and other addictive behaviors, with an emphasis on critical and analytic thinking. 3. Understand and discuss approaches to the treatment of trauma and implications for addictions treatment and recovery with an emphasis on respect, sensitivity, empathy, and compassion for clients and colleagues (i.e. interpersonal rapport/savvy). 4. Understand and discuss the interaction of trauma and addictions development, treatment and recovery in specified populations with an emphasis on diversity and cultural responsiveness. 5. Understand and discuss issues of self-care, self-management, ethics and professionalism relating to the counsellor who is treating trauma and addictions issues.

2 2 Canadian Centre for Substance Abuse (CCSA) Core Competencies covered in this Course Technical Competencies Diversity and cultural responsiveness Ethics & professionalism Mental health Understanding substance use, abuse & dependency Behavioral Competencies Analytic thinking & decision making Diversity and cultural responsiveness Ethical conduct & professionalism Interpersonal rapport/savvy Self-care Self-management INSTRUCTIONAL METHODOLOGY AND ESSENTIAL LEARNING EXPERIENCES: The course material will be presented using a combination of lectures and in-class participatory activities aimed at developing analytical and critical thinking, respect for the importance of diversity and cultural responsiveness, and an appreciation for counsellor self-care and self-management. Due to the nature of the course content deep emotions may be evoked. Students are encouraged to be open and share their responses to the material but only to a level at which they are comfortable. An attitude of respectful inquiry will be maintained when discussing sensitive topics to foster, establish and maintain collegial relations based on mutual respect, trust, and appropriate sensitivity to the topics at hand. This course requires a high level of interaction among all members of the class in order to maximize both personal and professional learning opportunities and enhance counsellor education processes. This is particularly important for students who are counsellors-in-training and who are learning about the complexities of trauma and addictions treatment with corresponding ethical and professional issues. Students are expected to attend class, be prepared to discuss topics, engage in course and class activities, complete the assigned readings, and offer and accept constructive feedback in a spirit of respectful inquiry. The use of cell phones is restricted in the classroom. If you need to use your cell phone please discuss this with the instructor. REQUIRED READINGS: Carruth, B. (Ed.). (2006). Psychological trauma and addiction treatment. New York, NY: Haworth Press. van der Kolk, B. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Penguin Group. Additional scholarly articles will be assigned as appropriate. ADDITIONAL REFERENCES: Ackerman, D. (2004). An alchemy of mind: The marvel and mystery of the brain. New York, NY: Scribner. Bride, B.F. & MacMaster, S. (Eds.). (2008). Stress, trauma, and substance abuse. London: Roultedge. Briere, J. & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment. Thousand Oaks, CA: SAGE. Cameron, C. (2000). Resolving childhood trauma: A long-term study of abuse survivors. Thousand Oaks, CA: Sage. Colbert, T.C. (1996). Broken brains or wounded hearts: What causes mental illness? Santa Ana, CA: Kevo. Covington, S. S. (2008) Women and addiction: A trauma-informed approach. Journal of Psychoactive Drugs, SARC Supplement 5, November, Dayton, T. (2000). Trauma and addiction: Ending the cycle of pain through emotional literacy. Deerfield Beach, FL: Health Communications. Davidson, J. (2003). The anxiety book. New York, NY: Penguin Putnam.

3 Duran, E. (2006). Healing the soul wound; Counselling with American Indians and other native peoples. New York, NY: Teachers College Press. Etherington, K. (2000). Supervising counsellors who work with survivors of childhood sexual abuse. Counselling Psychology Quarterly, 13(4), Etheringon, K. (2008). Trauma, drug misuse and transforming identities: A life story approach. London, UK: Jessica Kingsley. Firman, J. & Gila, A. (1997). The primal wound: A transpersonal view of trauma, addiction, and growth. New York, NY: State University Press Gendlin, E.T. (1981). Focusing. New York, NY: Bantam Books. Greenspan, M. (2003). Healing through the dark emotions. Boston, MA: Shambala. Gross, J.J. (2007). Handbook of emotional regulation. New York, NY: Guilford. Harrison, R. & Westwood, M. (2009). Preventing vicarious traumatization of mental health therapists: Identifying protective practices. Psychotherapy, Theory, Research, Practice and Training, 46(2), Heller, L. & LaPierre, A. (2013). Healing developmental trauma: How early trauma affects self-regulation self-image and the capacity for relationship. Berkley, CA: North Atlantic Books. Herman, J. (1997). Trauma and recovery: The aftermath of violence from domestic abuse and political terror. New York, NY: Basic Books. Jacobsen, L., Southwick, S., & Kosten, T. (2001). Substance use disorders in patients with posttraumatic stress disorder: A review of the literature. American Journal of Psychiatry, 159(8), Aug.2001, Kalsched, D. (2013). Trauma and the soul: A psycho-spiritual approach to human development and its interruption. New York, NY: Routledge. Knight, C. (2009). Introduction to working with adult survivors of childhood trauma: Techniques and Strategies. Belmont: CA: Thomson Higher Education. Larkin, W. & Morrison, A.P. (Eds.) (2006). Trauma and psychosis: New directions for theory and therapy. New York, NY: Routledge. Leahy, R.L., Tirch, D., & Napolitano, L.A. (2011). Emotion regulation in psychotherapy: A practitioner s guide. New York, NY: Guilford. Levine, P. (1997). Walking the tiger: Healing trauma. Berkeley, CA: North Atlantic Books. Mann, D. & Cunningham,V. (Eds.). ((2009). The past and the present: Therapy enactments and the return of trauma. New York, NY: Routledge. McMillan, D.W. (2006). Emotion rituals: A resource for therapists and clients. New York, NY: Routledge. Mikulincer, M & Shaver, P (2007). Attachment in adulthood: Structure, dynamics, and change. New York, NY: The Guilford Press. Miller, A. (1983). For your own good: Hidden cruelty in child-rearing and the roots of violence (H. Hannum & H. Hannum, Trans.). New York, NY: Farrar, Straus, Giroux. Miller, A. (1984). Thou shalt not be aware: Society s betrayal of the child (H. Hannum & H. Hannum, Trans.). New York, NY: Farrar, Straus, Giroux. Miller, A. (2001). The truth will set you free: Overcoming emotional blindness and finding your true adult self. New York, NY: Basic Books. Miller, A. (2005). The body never lies: The lingering effects of cruel parenting. New York, NY: W.W. Norton. Miller, D. & Guidry, L. (2001). Addictions and trauma recovery: Healing the body, mind & spirit. New York, NY: W.W. Norton. Neimeyer, R.A. (Ed.). (2001). Meaning reconstruction and the experience of loss. Washington, DC: American Psychological Association. Ogden, P., Minton, K. & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy. New York, NY: W.W. Norton. Ogden, P. & Fisher, J. (2015). Sensorimotor psychotherapy: Interventions for trauma and attachment. New York, NY: W.W. Norton. Ouimette, P. & Brown, P.J. (Eds.) (2003). Trauma and substance abuse: Causes, consequences and treatment of comorbid disorders. Washington, DC: American Psychological Association. Pert, C. (1997) Molecules of emotion: The science behind mind-body medicine. New York, NY: Scribner. 3

4 4 Read, J.P., Brown, P.J., & Kahler, C.W. (2004). Substance abuse and posttraumatic stress disorders: Symptom interplay and effects on outcome. Addictive Behaviors, 29, Rubin Wainrib, B. (2006). Healing crisis and trauma with mind, body, and spirit. New York, NY: Springer. Ronald A. Ruden, R.A. (2010). When the past is always present: Emotional traumatizations, causes, and cures. New York, NY: Routledge. Schuckit, M. & Hesselbrock, V. (1994). Alcohol dependence and anxiety disorders: What is the relationship. American Journals of Psychiatry, 151(12), Schwartz, J.M. (1997). Brain lock. New York, NY: ReganBooks. Shapiro, F. (1995). Eye movement desensitization and reprocessing: Basic principles, protocols, and procedures. New York, NY: The Guilford Press. Shapiro, F. (2013). Getting past your past. New York, NY: Rodale. Sommer, C.(2008). Vicarious traumatization, trauma sensitive supervision, and counselor preparation. Counselor Education and Supervision, Trippany, R.L., White Kress, V. E., & Wilcoxon, S.A. (2004). Preventing vicarious trauma: What counselors should know when working with trauma survivors. Journal of Counseling and Development, 82(winter), van der Kolk, B., McFarlane, A.C., & Weisaeth, L. (Eds.). (2007). Traumatic stress: The effects of overwhelming experience on mind, body, and society. New York, NY: The Guilford Press. van der Kolk, B. (1989). The compulsion to repeat the trauma: Re-enactment, revictimization, and masochism. Psychiatric Clinics of North America, 12(2) Westwood, M., & Wilensky, P. (2005). Therapeutic enactment: Restoring vitality through trauma repair in groups. Vancouver, BC: Group Action Press. Whitfield, C. L. (2004). The truth about mental illness. Deerfield Beach, FL: Health Communications. Wilson, J.P. (Ed.). (2006). The post-traumatic self: Restoring meaning and wholeness to personality. New York, NY: Routledge. Win, L. (1994). Post traumatic stress disorder and dramatherapy: Treatment and risk reduction. Bristol, PA: Jessica Kingsley. COURSE ASSIGNMENTS: WEIGHTING: 1. Mid-term Exam 30% 2. Group Presentation 25% (including peer and audience ratings) 3. Audience Response Forms 5% 4. Scholarly Group Paper 20% 5. Take Home Case Analysis 20% DESCRIPTION OF ASSIGNMENTS: 1. Mid-term Exam (30%) The in-class mid-term exam will be held on February 11. The format of the exam will be discussed in class one week prior to the exam. The mid-term exam is worth 30% of your final grade. 2. Group Presentation (25%) The class will be divided into groups of approximately 5 students each for a total of 7 groups. Each group will select an approved, specified population characterized by trauma and addictions issues to develop and deliver an in-class presentation on. The presentations will be scheduled on March 17, March 24, March 31, and April 7, Each presentation is to be one hour in length. One week prior to the presentation, each group will provide the class with a reading (i.e. handout) related to the presentation topic, which will be considered a required reading assignment for the course.

5 5 The mark received for the presentation will be a combination of i) a shared mark for the group presentation, ii) a numerical average of the Peer Rating Forms completed by members of the person s own presentation group, and iii) a numerical average of the completed Audience Response Forms. The group presentation mark is worth 25% of your final grade. Please review the attached marking sheets for this assignment. 3. Audience Response Form (5%) Each student is responsible to complete an Audience Response Form for each in-class group presentation observed. A minimum of five response sheets must be completed by each student. 4. Scholarly Group Paper (20%) This assignment is a written group project, which complements the group presentation assignment. Each group that completed a presentation will also write and submit a scholarly paper based on the research completed for the presentation topic. The paper will be written by the group as a whole and submitted one week after their in-class presentation is delivered. The paper may be submitted to the course instructor or placed in the HLSC assignment drop box on the third floor of Markin Hall by 4:30 p.m. on the due date. The scholarly paper will be 10 pages in length and double spaced (12 point font, maximum 2500 words). A minimum of ten (10) scholarly references must be used in this paper. The paper will be written in accordance with the guidelines in the Publication Manual of the American Psychological Association (sixth edition, 2010). Please familiarize yourself with the required APA format, particularly in regards to citations, abbreviations, headings, and use of quotations. Include a title page, proper citations of works used, appropriate headings, reference list, and appendices (if needed). The mark assigned to the paper will be given to each member of the group. The paper is worth 20% of your final grade. Please review the attached marking sheet for this assignment. 5. Case Study Assignment (20%) This assignment will be handed out in class on March 31 and students will have two weeks to complete it. The assignment will consist of one or two case study vignettes that the students will be required to use theory learned throughout the course and apply this theory to a coherent discussion focused on answering questions related to the vignette(s). Instructions for the assignment and the marking sheet will be handed out on March 31. APA format will be used in the assignment. The Case Study Assignment is due by 4: 30 p.m. on April 14 is and worth 20% of your final grade. The assignment may be submitted to the course instructor or placed in the HLSC assignment drop box on the third floor of Markin Hall by 4:30 p.m. on the due date. Breakdown of assignments and associated rubrics will be available on Moodle/or during the first day of class. GUIDELINES FOR ASSIGNMENTS: All assignments submitted for evaluation are to be the original work of the individual student(s). Using the work of others without appropriate citation constitutes the academic offense of plagiarism (see University of Lethbridge calendar for current academic regulations and student discipline policies). As per the Faculty of Health Sciences policy, the grades of late assignments will be reduced by 5% per day, unless extenuating circumstances have been discussed with the instructor prior to the due date.

6 6 GRADING BREAKDOWN: The grading system for this course is consistent with that established in the Faculty of Health Sciences, effective May, Letter GPA Percent Letter GPA Percent A % C % A % C % A % C % B % D % B % D % B % F % PLAGIARISM STATEMENT: The University of Lethbridge subscribes to Turnitin.com, a plagiarism detection service. Please be advised that student work submitted for credit in this course may be submitted to this system to verify its originality. Students must be able to submit both electronic and hard copy versions of their work upon request. ACCOMMODATIONS FOR STUDENTS WITH A DISABILITY: Reasonable accommodations are available for students who have a documented disability. If you have been diagnosed with a disability, there is no need to face the challenge of University without support. Please contact the Accommodated Learning Centre at to set up an appointment After registering with the Accommodated Learning Centre, your instructor will be notified by a formal letter of any accommodations you require. In addition, students are responsible for requesting accommodations from the instructor at least **two weeks** in advance of the evaluation date. The instructor and student are jointly responsible for arranging the resources needed for the evaluation process. PROPOSED CLASS SCHEDULE AND READINGS (TENTATIVE AND SUBJECT TO CHANGE) Lectures (dates & topics) Required Readings Due Dates Class 1 January 7 Review of Course Syllabus & Assignments Student Introductions What is Trauma? PTSD? Populations? Class 2 January 14 Perspectives Class 3 January 21 Intro to Trauma & Addiction Trauma, the Brain & Memory Trauma & the Body Class 4 January 28 Childhood developmental trauma/attachment Trauma & the Emotional Self Trauma & the Relational Self van der Kolk Prologue (pp. 1-4) van der Kolk Ch. 1, 2, 3 van der Kolk Ch. 4, 5, 6 Carruth Ch. 1 & 7 van der Kolk Ch. 7, 8, 9 & 10 Carruth Ch. 4

7 7 Lectures (dates & topics) Required Readings Due Dates Class 5 February 4 Trauma & the Cognitive Self Trauma & the Spiritual Self van der Kolk Ch. 11 READINGS Dayton Chapter 3 Moodle Class 6 February 11 Midterm Exam Mid-term Exam (30%) No Class February 18 Reading Week Reading Week Class 7 February 25 Trauma & Addiction Long-term Effects Populations Class 8 March 3 Stages of Healing Counsellor Self-care Treatment Class 9 March 10 Treatment Class 10 March 17 Treatment Group Presentation # 1 Class 11 March 24 Group Presentation # 2 Group Presentation # 3 Class 12 March 31 Group Presentation # 4 Group Presentation # 5 Class 13 April 7 (last class) Group Presentation # 6 Group Presentation # 7 April 14 Carruth Ch. 13 van der Kolk Ch. 12, 13 & 14 Carruth Ch. 2 & 14 van der Kolk Ch. 15 Carruth Ch. 5,6,8,9 Van der Kolk Ch. 16, 17,18,19 & 20 Carruth Ch. 10 & 11 Group #1 Paper (25%) due Groups #2 & #3 Paper (25%) due. Case Study Assignment Handout Groups #4 & #5 Paper (25%) due. Groups #6 & #7 Paper (25%) due. Case Study is due.