| CODE | FSD5514 | ||||||||
| TITLE | Trauma-informed Practice for Practitioners | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 2 | ||||||||
| DEPARTMENT | Child and Family Studies | ||||||||
| DESCRIPTION | This study-unit will focus on the principles of trauma-informed practice related to working with children, young people, their parents or guardians, who have faced (or are facing) adversities and trauma. This unit will also focus on how the workforce can understand and protect itself from vicarious trauma as a consequence of the emotional demands of the work. Study-unit Aims: The objective of this study-unit is to help practitioners recognise the legacy effect of trauma in the clients that they may be working with. It will address evidence-based and best practice information so that practitioners can implement interventions from a collaborative, strengths- based approach, appreciating the resilience of trauma survivors. The students will also be asked to become aware of their own personal assumptions related to trauma events and to think how these assumptions are impacting their practice. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 1) Analyse the impact and consequence of trauma experiences for children, young people and their families and how these may be reflected in their behaviours, emotions and other presenting symptoms; 2) Describe the core principles of trauma-informed practice; 3) Discern practices that may retraumatize clients. 2. Skills By the end of the study-unit the student will be able to: 1) Conceptualise a case study that centers on both evidence-based interventions as well as an understanding of the client’s life and trauma experience rather than relying on a symptom profile; 2) Develop a strengths-based, resilience-focused interventions with clients; 3) Address the psychological risks for practitioners working with trauma clients. Main Text/s and any supplementary readings: - Briere, J, N & Lanktree, C. B. (2012). Treating complex trauma in adolescents and young adults: London: Sage - Evans, A., & Coccoma, P. (2014). Trauma-informed care- how neuroscience influences practice. London: Routledge. Supplementary readings: - Jonsson, P.V. (2009) Complex trauma. Impact on development and possible solutions on an adolescent intensive care unit. Clinical Child Psychology and Psychiatry, 14, 437 – 456 - Trauma-Informed Practice: A tool kit for Scotland. Retrieved from https://www.gov.scot/publications/trauma-informed-practice-toolkit-scotland/ - Perry, B. D., & Winfrey, O. (2021). What happened to you: conversations on trauma, resilience and healing. London: BlueBird - Sweeney, C. (2021). Exploring trauma care. Community Practitioner, 94(5), 45- 47. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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