Section outline

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    Trauma-Informed Social Work

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    In this required course, students will address key knowledge, values and skills that support trauma-informed approaches to social work practice. Students will learn core concepts of trauma-informed social work from an EcoBioEevelopmental framework. This framework will assist students in understanding the impact of adversity and traumatic stress on health and wellbeing across the lifespan. Throughout the course, we examine how risk and protective factors shape the impact of traumatic stress on individuals, families, and communities. Connected to the strategic foci of the GSSWSR, this course builds on foundation level content in our curriculum, including an emphasis on power, privilege, and oppression.

    This course is comprised of six modules that are connected by key concepts of trauma-informed social work. Module 1 focuses on the definition of trauma and traumatic stress, differentiating amongst levels of stress and clarifying unique elements of traumatic stress. In this module we examine research on ACEs (Adverse Childhood Experiences) and how this work supports our understanding of how early life experiences of traumatic stress shape developmental and health outcomes across the life course. Module 2 focuses on the interrelatedness of trauma and “intersectional” identity-based oppression – the accumulation of multiple forms of related subjugation (for example, based in racism, homophobia, transphobia, other gender-based oppression, and socioeconomic classism) that can cause and/or mediate traumatic experience. In Module 3 students will identify and explain some connections between individual and collective trauma. Module 4 prepares students to develop a grounding in assessing the trauma-informed capacity of their field agency, as well as for the promotion of trauma-informed principles in agency structure, policies, and in the organizational climate. Module 5 examines how cross-cultural perspectives on trauma are key to knowledge, values, and skills relevant to local and global models of social work practice. This module builds upon a perspective of trauma that moves away from its conceptualization as a natural category to embrace the cultural and ecological systems that shape human experience and model ways of coping and meaning making. Module 6 explore pathways to trauma healing and particular implications for social work practice across system levels and including Macro and Clinical Practice.


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    Class Dates & Zoom Link & Password

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    Films for Final Presentation

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    Case Vignette Groups

    • Group Members & Prompts Checklist

      1. Group 1/Prompt 1: Krista, Mb, Jaimee, and Stephanie

      Identify a definition of trauma in the readings and use that specific definition to identify Jacob and John Kramer’s traumatic experiences.

      2. Group 2/Prompt 2: Tasheera, Gwenn, and Hillary 

      Reflect on the difference of defining trauma as an individual-level experience, and as a community or collective experience. Identify examples of individual-level and community-level traumas in the vignette.

      3. Group 3/Prompt 3: Emily, Bridget, and Madiha

      Using a lifespan perspective, describe the developmental differences in experiencing and process trauma by John and his sister Amelia at the time of the fire at 4250 Elm Street.

      4. Group 4/Prompt 4: Ivy, Shanae, and Ursula

      Analyze John’s behaviors while trying to escape the fire using the acute stress response model (flight-or-flight response). Locate the response model within John’s brain structures and describe his physiological responses to the fire.

      5. Group 5/ Prompt 5: Sarah, Riverboat, and Laura

      Using the EcoBioDevelopmental model, describe factors associated with individual and community’s paths to risk and resilience in the response to the fire.

      6. Group 6/ Prompt 6: Andrew, Lauren, and Aria

      Review the definition of Adverse Childhood Experiences (ACEs). Identify and list John and Amelia’s potential adverse childhood experiences based on the ACEs definition. Reflect on the short-, mid-, and long-term consequences of these experiences with the challenges and strengths displayed by John and Amelia after the fire as described in the vignette.


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    Class 1: Introduction and Course Overview

    In this class we will be:

    • Reviewing course modules and assignments
    • Developing guidelines for classroom discussion
    • Defining trauma and toxic stress
    • Planning for self-care

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    Class 2: Exploration of Core Concepts and Review of the Ecobiodevelopmental Model

    During this class we will be reviewing the ecobiodevelopmental model and explore some core concepts with specific focus on:

    • Trauma in the context of development across the life course
    • Types of traumatic stress
    • Impact of traumatic stress on indicators of wellbeing across the lifespan
    • Positive Youth Development

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    Class 3: Human Development and Stress Theory

    By now you should be clear that stress has a negative impact on human development. As such, our focus for this week will be on:

    • Adverse Childhood Experiences (ACEs)
    • Differentiation of types of stress response: Positive, Tolerable and Toxic Stress
    • The impact of unmediated stress on early development: Lessons from the study of early brain development

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    Class 4: Trauma and the Stress Response System

    Lets dig a bit deeper into the role of trauma and stress on the brain! We will spend our time in this class talking about:

    • The stress response system: The H-P-A axis
    • Neurodevelopmental impact of chronic stress response system activation
    • Allostatic load and epigenetics: How stress can "get under our skin"
    • Neurodevelopmental mediation of early adversity: Risk and protective factors

    • NIH Brain Basics URL
      Students must
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    • Bernard, K., Hostinar, C., & Dozier, M. (2015) File
      Students must
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    • Egan, M., Combs-Orme, T., & Neely-Barnes, S. (2011). Integrating neuroscience knowledge into social work education: A case-based approach. Journal of Social Work Education, 47(2), 269–282 File
      Students must
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    • Shapiro & Applegate(2018) File PDF
      Students must
      Mark as done
      2.6 MB
    • Dr. Bruce Perry Seven Slide Series on Brain Development: The Human Brain Page
    • Dr. Bruce Perry Seven Slide Series on Brain Development: Sensitization and Tolerance Page
    • Dr. Bruce Perry Seven Slide Series on Brain Development: Threat Response Patterns Page
    • Case Vignette Presentation Assignment

      The vignette presentation will use content from a module to analyze aspects of the case vignette included in the class materials. The case vignette is available on Moodle. Students will work in groups of 3-4 individuals (assigned by the instructor) to address one of the below prompts.  Students are expected to conduct an oral presentation of their assigned prompt to the instructor and the class during class 4 (May 26th). Each presentation should be no longer than 15-20 minutes. Students are expected to upload their PowerPoint presentation to be used during their oral presentation on Moodle on or before May 23rd at 11:59pm. The PowerPoint and oral delivery will be graded using the rubric located on Moodle. 

      All requirements of the assignment must be addressed in a clear manner throughout the presentation. All group members MUST contribute to both the written and oral presentations. Presentations for which the area/idea being discussed is not clear will affect your overall grade. 

      • Your presentation should be formatted to meet APA 7th formatting guidelines
      • A reference page, formatted to meet APA 7th edition standards, that includes all citations used throughout your document should be included as well.
      • All power point presentations must be uploaded to Moodle no later than Monday, May 23rd at 11:59pm EDT. 

      Case Vignette Presentation Prompts:

      1. Identify a definition of trauma in the readings and use that specific definition to identify Jacob and John Kramer’s traumatic experiences.
      2. Reflect on the difference of defining trauma as an individual-level experience, and as a community or collective experience. Identify examples of individual-level and community-level traumas in the vignette.
      3. Using a lifespan perspective, describe the developmental differences in experiencing and process trauma by John and his sister Amelia at the time of the fire at 4250 Elm Street.
      4. Analyze John’s behaviors while trying to escape the fire using the acute stress response model (flight-or-flight response). Locate the response model within John’s brain structures and describe his physiological responses to the fire.
      5. Using the EcoBioDevelopmental model, describe factors associated with individual and community’s paths to risk and resilience in the response to the fire.
      6. Review the definition of Adverse Childhood Experiences (ACEs). Identify and list John and Amelia’s potential adverse childhood experiences based on the ACEs definition. Reflect on the short-, mid-, and long-term consequences of these experiences with the challenges and strengths displayed by John and Amelia after the fire as described in the vignette.


    • Case Vignette Presentation Rubric File DOCX
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      14.5 KB · Uploaded 05/9/22, 19:05
    • Trauma and the Stress Response System Recording File MP4
      Students must
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      54.7 MB
    • TISW Module 1 Week 2 Class 4 File PDF
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      2.9 MB
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    Class 5: Trauma, Intersectionality and Identity-Based Oppresion

    Myriad of research has shown that factors such as intersectionality (e.g., gender, race, class, sexual orientation), and identity-based oppression have negative effects on the overall wellbeing of individuals, communities and society. For this class we will spend our time discussing:

    • Trauma and intersectionality
    • Identity-based oppression
    • Trauma and identity-based oppression across systems (juvenile justice, education and mental health)

    • Kendi, I.X. (2020) URL
      Students must
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    • Alessi, E. & Martin, J. (2017) File
      Students must
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    • Abrams, L. (2013) File
      Students must
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    • Abrams and Detlaff (2021). Why social work needs to double down on critical race theory URL
      Students must
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    • Kimberly Crenshaw: The Urgency of Intersectionality URL
      Students must
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    • Dr. David R. Williams_TED Talk_How Racism Makes Us Sick Page
    • TISW Module 2 Class 5 Trauma, Intersectionality, and Identity-Based Oppression Topics pptx File PDF
      Students must
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      2.5 MB
    • Discussion Forum # 2

      Choose one of the below prompts to guide your analysis of the Case Vignette for this discussion forum. In 700 words or less respond to one of the below prompts in relation to the case vignette. Ensure that you clearly indicate which prompt you are addressing in your post. You are also required to respond to at least one of your classmate’s posts.

      Prompts:

      1. Based on the definitions of identity-based oppression, and intersectionality, reflect on the potential traumatic experiences that Mary Nguyen Kramer may have experienced.

      2. Distinguish between individual-level and collective-level definitions of trauma and identity. Review the vignette and discuss the limitations of individual-level trauma definitions to describe the cumulative experiences of marginalization among members of the Willowton neighborhood in the city of Philadelphia.

      3. Identify collective experiences of trauma and identity-based oppression suffered by members of the Willowton neighborhood at different historical times in the past half- century as described in the vignette. Consider including considerations to differential experiences by the community’s diverse groups (for example, experiences lived by the community’s African American members as compared to those of South Asian immigrants, etc.).


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    Class 6: Practice Implications: Marginalized Communities' Experiences of Community and Historical Trauma

    Marginalized communities are at greater risk of experiencing community and historical trauma. How can we as social workers work with these communities to help them heal? To address this burning question, in this class we will focus on:

    • Collective trauma in marginalized communities
    • Social work practice with traumatized, marginalized communities

    • Coates, T. (2015) URL
      Students must
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    • Brave Heart, M. Y. H., Chase, J., Elkins, J., & Altschul, D. B. (2011) File
      Students must
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    • Alessi, E. (2014) File
      Students must
      Mark as done
    • Supplemental Readings Folder
    • TISW Class 6 Collective Trauma in Marginalized Communities pptx File PDF
      Students must
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      2.6 MB
    • STRENGTHS-ORIENTED QUESTIONS CLASS 6 TISW File PDF
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      127.8 KB
    • Discussion Forum # 3

      Watch the video (https://www.youtube.com/watch?v=UGqWRyBCHhw) and in 500 words or less respond to the below questions:

      1. How might intergenerational, historical, and insidious trauma interact with one another for Native American individuals and communities?
      2. Based on the historical and collective trauma experienced by this racial/ethnic group, how would you as social workers intervene with these individuals/communities?

      You are also required to respond to at least one of your classmate’s posts.

    • Discussion Forum #3a

      Reflecting on your experiences as a social worker and the clients you work with provide a response to the below questions. 

      1. How has your ability to share your experiences of intergenerational, insidious, and/or historical trauma when working with your clients helped or hindered your healing/processing? 

      2. What self-care activities have you engaged in or plan to engage in, from a healing centered perspective, to aid in adaptively coping with your trauma?


      Not available unless: Your Email address is sreaves@brynmawr.edu
    • TISW Class 6 Collective Trauma in Marginalized Communities pptx File PDF
      Students must
      Mark as done
      2.6 MB
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    Mid-Semester Evaluation

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    Class 7: Trauma, Resilience, Collective/Historical Trauma, and Social/Political Context of Mass Trauma and Collective Resilience

    How does an individual or group heal from collective or historical trauma? Are these traumas experienced differently among various individuals, groups or communities? What frameworks can we use to better understand the impact of trauma on individuals, groups or communities? These questions will be answered in this class as we examine:

    • Collective trauma
    • Historical trauma
    • Social factors that impact trauma recovery
    • Political factors that influence trauma recovery

    • Evans-Campbell (2008) File
      Students must
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    • Goodkind et al. (2012) File
      Students must
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    • Hawkins & Maurer (2011) File
      Students must
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    • Ungar (2011) File
      Students must
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    • Supplemental Readings Folder
    • TISW Class 7_pptx File PDF
      Students must
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      4.7 MB
    • Students must
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    • Reflection Forum

      Based on the lecture and the assigned readings, in no more than 500 words write a reflection on the below questions.

      1. What was most impactful to you based on the assigned readings/lecture?

      2. What was least impactful to you based on the assigned readings/lecture?

      3. Did the information from the articles increase your knowledge on how to work with communities impacted by trauma? 


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    Class 8: Organizational Trauma & Implementing Trauma-Informed Principles in Agency Contexts

    It is common practice to believe that trauma occurs primarily at the individual and community level, without thought given to the topic of organizational trauma. Today we will discuss 

    • The impact of trauma on organizations
    • Signs and symptoms of trauma in organizations
    • Trauma-informed organizations: Guiding principles
    • How to assess organizational health/traumatization
    • Implementation of trauma-informed principles

    • Bloom (2014) File
      Students must
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    • SAMHSA (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach URL
      Students must
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    • SAMSHA (2014) TIP # 57 File
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      5.0 MB
    • Hanson & Lang (2016) File PDF
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      125.8 KB
    • Muskett (2014) File
      Students must
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    • Supplemental Readings Folder
    • TISW Class 8 pptx File PDF
      Students must
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      8.7 MB · Uploaded 06/9/22, 13:52
    • Exploring Organizational Trauma Page
    • Paper 1 Assignment

      Create a 3–5 page reflection paper grounded in your experiences at your field setting. This assignment will be graded using the rubric provided in Moodle. Paper #1 is due June 10, 2022, at 11:59pm EDT. In the paper, discuss the following elements:

      • How do the mission and goals of your agency reflect an understanding of trauma?
      • Describe individual and group level sources of traumatic stress for clients.
      • How does the organization seek to acknowledge the impact of trauma on clients and clinicians, and what practices, if any, are put forward to address these impacts?
      • In what ways do the practices and procedures within your organization reflect an awareness of diversity, difference, and/or structural inequities that shape clients’ experiences?
      • What challenges do they experience in addressing these multiple layers of trauma?
      • What steps can your organization take in implementing trauma-informed practices?
      • Are there policies, either within your agency, or at the local, state or Federal level that are impacting the provision of services in your field setting?


    • Paper 1 Assignment Rubric File DOCX
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      14.2 KB · Uploaded 05/9/22, 19:06
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    Class 9: Cross-Cultural and Ecological Perspectives on Trauma and the Impact of Western Theoretical Models of Social Work Practice

    Do you believe that experiences of, understanding, and treatment of trauma varies across cultures? How different are these perspectives from those used in the Western world? The relationship between culture and trauma is an important one because traumatic experiences occur throughout the life course and is universal in manifestation and occurrence. The effective healing, treatment, interventions, counseling and medical care requires the inclusion of culture. Therefore, in this week's class we will zone in on:

    • Cross-cultural approaches to trauma
    • Languages of distress and models of coping
    • Western models to understand trauma and their applicability across cross-cultural contexts
    • Medicalization of trauma and its impact across cultural settings endorsing different understandings of suffering and healing

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    Class 10: Pathways to Trauma Healing & Social Work Implications

    There is not a "one size fits all" approach to the healing of trauma for our clients. However, there are a number of factors that we should consider and strategies to be utilized.  Today we will be focusing our attention on pathways to healing trauma and the implications of trauma-informed work for social workers in macro and clinical practice settings. 

    • Best practices for trauma healing
    • Common factors for trauma healing
    • Clinical interventions
    • Healing justice and trauma
    • Practical application to agency contexts
    • Fin al presentation and wrap-up


    • Courtois (2014) File
      Students must
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    • Ford & Courtois (2009) File
      Students must
      Mark as done
    • Van Der Kolk (2014) File
      Students must
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    • Chavez-Diaz & Lee. (2014). A conceptual mapping of healing centered youth organizing: Building a case for healing justice. URL
      Students must
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    • TISW Module 6 Class 10 Pathways to Trauma Healing pptx File PDF
      Students must
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      1.3 MB
    • Video Assignment for FInal Presentation Checklist

      1. Group 1: Krista, Mb, Jaimee, and Stephanie

      Film: The Hate U give. Character: Starr Carter

      2. Group 2: Tasheera, Gwenn, and Hillary 

      Documentary: Paper Tigers. Character: Dianna, Steven, OR Aron

      3. Group 3: Emily, Bridget, and Madiha

      Documentary: Homestretch. Character: Anthony

      4. Group 4: Ivy, Shanae, and Ursula

      Documentary: Homestretch. Character: Kasey

      5. Group 5: Sarah, Riverboat, and Laura

      Documentary: Homestretch. Character: Roque

      6. Group 6: Andrew, Lauren, and Aria

      Documentary: Paper Tigers. Character: Eternity, Kelsey, OR Gustavo



    • Final Presentation Assignment

      Working in groups of no more than five student will choose one character from one of the documentary/films below. No group should be presenting on the same video or character. Each group will select the documentary/film and/or character of interest in class and will be facilitated by the professor. Students will present the information using a well-developed PowerPoint in addition to oral presentation. Additionally:

      All requirements of the assignment must be addressed in a clear manner throughout the presentation. All group members MUST contribute to both the written and oral presentations. Presentations for which the area/idea being discussed is not clear will affect your overall grade. 

      • Your presentation should be formatted to meet APA 7th formatting guidelines
      • A reference page, formatted to meet APA 7th edition standards, that includes all citations used throughout your document should be included as well.
      • All PowerPoint presentations must be uploaded to Moodle no later than Wednesday, June 15th at 11:59pm EDT. 

      The documentary/film to be used for this assignment includes: Paper Tigers (2015), The Homestretch (2014), or The Hate U Give (2018). Your PowerPoint and oral presentation should speak to the experiences of one of the characters. Focus the bulk of your presentation on critical analysis and application of the concepts rather than on summarizing the film. How can you understand this person’s experiences of trauma within the context of:

      • The EcoBioDevelopmental model
      • Stress theory
      • Intersectionality
      • Identity-based oppression
      • Organizational trauma
      • Cross cultural approaches
      • Ecological and sociopolitical context of trauma
      • Collective trauma
      • Historical trauma
      • Best practices
      • Individual and /or systemic interventions


    • Final Presentation Rubric File DOCX
      Students must
      Mark as done
      14.6 KB · Uploaded 05/9/22, 19:07
    • Class Participation Grade Assignment