IPA 5160 Understanding the Trauma of Sexual Abuse

Transcription

1 IPA 5160 Understanding the Trauma of Sexual Abuse Janice Fraser, MSW RSW Office: May, 2012 GOAL: The goal of this course is to present an overview of the theory, research, clinical and treatment issues related to trauma and childhood sexual abuse. This course will introduce the theories of trauma, effects of sexual abuse over the life span, associated symptomatology of sexual abuse and trauma, and related clinical issues and practices. This course will include a combination of lectures, videos, and discussions. The aim of this course is to foster a deep and wide-ranging understanding of the theories, principles and practices of treating trauma and sexual abuse. OBJECTIVES: 1. To provide an overview of the theory and research on the topics of trauma and childhood sexual abuse. 2. To examine the issue of trauma and sexual abuse within the parameters of clinical presentation, symptoms, and conceptualization of client issues. 3. To present various assessment and treatment models of trauma and sexual abuse. 4. To enable students to explore their own reactions to the course material through a self-reflection paper. 5. To research and search deeper into one aspect of trauma or sexual abuse that is of particular interest to each student by means of a seminar presentation. 6. To discuss and incorporate spiritual and religious dimensions and issues in the issues of trauma and sexual abuse. METHOD: This course is designed for students who want an in-depth study of trauma and child sexual abuse. This course will utilize lectures, case studies, film, and discussion formats to work through the topics of the course. Students will do a class presentation on one topic of interest to them.

2 It is important to be mindful of your own self-care and boundaries during this course of study, as the content and discussions during the lectures may be uncomfortable for some. Students need to be mindful of their own boundaries and trigger points, and to remember although students will be doing some self-reflection during the course and in a short paper, that we are approaching this topic from a theoretical rather than a personal therapy perspective ASSIGNMENTS and MARKS: 1) Self-Reflection Paper Working in the area of trauma and sexual abuse requires that a therapist have an understanding and awareness of how these topics affect oneself. This paper is a 3-5 page discussion reflecting your personal reactions to the material being presented. You may choose one or several issues or topics and discuss your own reflections on this material. NOTE: This assignment is meant to enhance the student s self-awareness through selfdiscussion, but it is not intended to be a form of in-depth therapy. This paper will be read by the professor only. Due: July 17/12 in classvalue: 20% 2) Group Seminar Students will work in small groups to present on a specific aspect of trauma and sexual abuse. The Professor will create a list of topics from which the students can choose. The presentation needs to demonstrate specific aspects of the theory, as well as clinical approaches, issues, and applications. Students are free to use lecture format, demonstrations, class participation, and film. Each presentation will be 30 minutes in length, and we will be adhering strictly to this time frame. The goal of the presentation is to enhance the professional development of the other students in the classroom. The presentation will be followed by 15 minutes of Q & A from the class and professor. Groups will hand in to the professor all materials used to create this presentation. Value: 30% Will be presented in class 3) Major Paper A twelve-page, double-spaced paper on one aspect of trauma and sexual abuse of the student s choosing. The paper must include current theoretical approaches, clinical issues, and therapeutic applications. There must be at least 10 research citations in this paper. Due June 26/12 in written form Value: 40% 4) Small Group and Class Participation Participation in class and small group discussions will be an integral feature of this course. Participation will not necessarily be measured by the quantity of participation, but by how much the student engages in the process. Value: 10% Class Attendance:

3 The regulations of Saint Paul University specify that: a student must attend the lectures in all the courses of their program and must also participate in all class activities. A student who is shown to have been absent from more than 20% (9 hours or 3 classes) of the academic activities in a course will be given a failing mark (F). A Note About Academic Fraud: Academic fraud is an act committed by a student to distort the marking of assignments, tests, examinations and other forms of academic evaluation. Academic fraud is neither accepted nor tolerated by the University. Anyone found guilty of academic fraud is subject to severe academic sanctions. Here are a few examples of academic fraud: engaging in any form of plagiarism or cheating; presenting falsified research data; handing in an assignment that was not authored, in whole or in part, by the student; submitting the same assignment in more than one course, without the written consent of the professors concerned In recent years, the development of the Internet has made it much easier to identify academic plagiarism. The tools available to your professors allow them to trace the exact origin of a text on the Web, using just a few words. In cases where students are unsure whether they are at fault, it is their responsibility to consult the University s Web site at the following address Persons who have committed or attempted to commit (or have been accomplices to) academic fraud will be penalized. Here are some examples of the academic sanctions, which can be imposed: a grade of «F» for the assignment or course in question; an additional program requirement of between three and 30 credits; suspension or expulsion from the faculty. Required Texts: Perry, Bruce, (2006) The Boy Who Was Raised As A Dog. New York: Basic Books Herman, Judith, (1997) Trauma and Recovery. New York: Basic Books References: Briere, J.(2004) Psychological Assessment of Adult Posttraumatic States: Phenomenology, Diagnosis, and Measurement. American psychological Association. Briere,J. (1992). Child abuse and Trauma.: Theory and lasting Effects. Interpersonal Violence,The Practice Series. Courtois,C. (1993) Vicarious Traumatization of the Therapist. NCP Clinical Newsletter,Spring,93.

4 Dolan, Y.(1991) Resolving Sexual Abuse: Solution Focused Therapy and Ericksonian Hypnosis for Adult Survivors.Northern Levine, Peter, (1997) Waking The Tiger: Berkely, California Linehan, L. (1993). Cognitive behavior Therapy for Borderline Personality Disorder. Guilford Press. Matsakis,A. (1997). Trust After Trauma: A Guide to relationship for Survivors and those who love them. New Harbinger Publ. Matsakis: A 1996) I Can t Get Over It, New Harbinger Publishers. McCann,L. & Pearlman,L. (1990) Vicarious Traumatization: A framework for understanding psychological effects of working with victims. Journal of Traumatic Stress,V.3.1 Middelton- Moz, J. (1990). Shame and Guilt: Masters of Disguise. Health Communications Inc. Peake, A & Fletcher, M. (1997). Strong Mothers: A Resource for Mothers and Carers of Children who have been Sexually Assaulted. Russell House Publishing. Pearlman,L & Saakvitne,K (1995).Trauma and the Therapist. Norton press Richo, D. (2002) How to be an Adult in Relationships: The Five Keys to Mindful Loving, Shambala Rothschild, Babette: (2000) The Body Remembers: The Psychophysiology of Trauma and Trauma Treatment: New York: Norton & Company Rothschild, Babette: (2010) 8 Keys To Safe Trauma Recovery: New York: Norton & Company. Stamm, B.H. (Ed) (1995) Secondary Traumatic Stress: Self-Care Issues for Clinicians, Researchers, & Educators. Sidron. Van der Kolk, B, et al, (1996) Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society, Guildford Press. Workbooks Bourne, E.J. (1995) The Anxiety and Phobia Workbook. New Harbinger Publ. Davis, L. (1990). The Courage to Heal Workbook: For Women and Men Survivors of Child sexual Abuse.Harper & Row Greenberger, D. and Padesky, C.A. (1995). Mind over Mood. Guildford. Williams, M.B. & Poijula, S. (2002). The PTSD Workbook: Simple Effective Techniques for Overcoming Traumatic Stress Disorder. New Harbinger Publ. Tuesday, May 1, 2012 Introduction Course overview Definition and initial discussion of Trauma Assignment to small groups Class Timetable

5 May 8, 2012 Understanding Trauma, PTSD, and Sexual Abuse Chapter 1 Perry Chapter 2 -Herman May 15, 2012 Sexual Abuse of Children: Issues and Effects Chapter 2 Perry Chapter 3 Herman May 22, 2012 Sexual Abuse and Attachment Chapters 3-5 Perry May 29, 2012 Destructive Coping Mechanisms and Co-Morbidity Compulsive Behaviours, Substance Abuse, Eating Disorders Chapter 6 Herman June 5, 2012; Destructive Coping Mechanisms and Co-Morbidity Personality Disorders, Self-Harm, Suicidality Chapter 5 Perry June 12, 2012 Healing: The Therapeutic Relationship and Safety Chapters 7, 8 Herman June 19, 2012 Remembering, Grieving and Reconnecting Chapter 9 Herman and Chapter 6 Perry June 26, 2012 Dissociative disorders Seminar: July 3, 2012 Effects of Sexual Abuse on Male Survivors Seminar:

6 July 10, 2012 Childhood sexual abuse and its effects on sexuality Seminar: July 17, 2012 Beyond Talk Therapy: Creative Treatment Modalities