Section outline

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    General

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    Summer Session I, 2024

    Lindsay Griffin, LCSW (DE)
    Office Hours: By Appointment (email, phone or by ZOOM): calendly link
    lngriffin@brynmawr.edu

    Class ZOOM link: https://brynmawr-edu.zoom.us/j/98377306992?pwd=R3BlVkZLOWZxNmw5V0loaUExOC9IQT09 

    Password for Zoom Meeting: TISWS24

    • Announcements Forum
    • Syllabus File DOCX
      48.5 KB · Uploaded 05/16/24, 15:34

    • Community Guidelines

      Confidentiality- what is said in class, stays in class

      Suspend judgement/Judgement Free Zone

      Be willing to apologize if someone is offended

      Respond to questions in a genuine and professional manner (questions posed are meant to further understanding and gain clarity)

      Extend grace- everyone is in a different place and everyone processes differently

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    Self-Care Resources

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    Session 1 (May 20): Introductions and Definitions

    Introductions, Review of Syllabus and Class Process/Policies, Taxonomy of Trauma and Stress

    1.  Introductions: Reason for taking the course, strengths and challenges we bring as learners to this course (group discussion)
    2. Class exploration of ground rules for our learning space (will post summary on Moodle)
    3. Review of syllabus: Focus on structure and process of this class (group discussion)
    4. Different types of trauma (part of PPT presentation for session 1)
    5. Differentiate between positive tolerable and toxic stress (part of PPT presentation for session 1)

    Engage, Reflect and Create:

    1. Small Group Discussion: How do the different types of trauma “show up” in your work with children and adolescents?  Keep track of examples and report back to group.
    2. Work in your small group to identify examples of positive, tolerable and toxic stress in the children and teens with whom you work.  Keep track of examples and report back to group.

    • PPT session one File PPTX
      Students must
      Mark as done
      12.3 MB · Uploaded 05/20/24, 09:35
    • Bichell, R. URL
      Students must
      Mark as done
    • Glass, K. URL
      Students must
      Mark as done
    • State of Babies 2020 URL
      Students must
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      Please skim this document. Pay attention to the tables and figures.

    • National Council on the Developing Child: Toxic Stress URL
      Students must
      Mark as done

      This is an online guide. Please skim through. Pay more attention to the "What are ACES?" pdf and please watch the videos.

    • SAMHSA (2014) File

      SAMHSA's concept of trauma and guidance for a trauma informed approach. Please read pp. 4-11 before we meet for session 1.

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    Session 2 (May 23): Exploration of Core Concepts

    In this session, we will continue to explore different types of trauma, with an emphasis on complex trauma and the impact of complex trauma on children and adolescents.

    We will also review SAMHSA definitions of trauma informed work (4R's and the 3 E's) and think about developmental differences between children, adolescents and adults and the implications of these differences for intervention approaches.

    Engage, Reflect and Create

     

    Objectives for this session include:

    o   The 12 core concepts of childhood traumatic stress

    o   Ecobiodevelopmental Model (infographic)

    o   The SAMHSA Model of trauma informed care

    o   Positive Youth Development 

    Homework: Write a 1-2 page paper about how the 4R’s and 3E’s of the SAMHSA model can be applied to a child or adolescent client or system.  Submit on Moodle by Saturday, May 25 by 11:59 PM EST (10 points)

    • group presentation File DOCX
      Students must
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      12.7 KB · Uploaded 05/13/24, 09:32
    • Travis and Leech (2018) File

      Skim through.

    • Shonkoff and Garner (2011) File

      Skim through.

    • NCTSN 12 core concepts File

      Skim through this document.

    • worksheet 12 core concepts File DOCX
      Students must
      Mark as done

      We will go through this worksheet in class. Please have it available during class time. You do not need to complete this prior to class.

      20.0 KB · Uploaded 05/6/24, 10:20
    • Assignment #1
      Opened: Monday, May 20, 2024, 12:00 AM
      Due: Saturday, May 25, 2024, 11:59 PM

      Write a 1-2 page paper about how the 4R’s and 3E’s of the SAMHSA model can be applied to a child or adolescent client or system.  Submit on Moodle by Saturday, May 25 by 11:59 PM EST (10 points)

    • PPT Session 2 File PPTX
      7.7 MB · Uploaded 05/22/24, 21:29
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    Session 3 (May 28): The Developmental Impact of Trauma on Multiple Domains & ACES (Individual & Community Level Risk and Protective Factors)

    1. Why is working with children/adolescents different from working with adults? 
    2. Inequality and inequity as key contexts for understanding the impact of trauma across multiple domains
    3. Moving away from diagnosis to emphasis on impact across developmental domains:  The impact of traumatic stress on development reconsidered
    4. The ACEs studies: Strengths and limitations of the studies
    5. Review the ACE pyramid and the Pair of ACES Tree: Social work emphasis on holistic view of the person in the context of broader environmental factors and influences
    6. Time to meet in groups for your project will be given in this class.

    Engage, Reflect and Create:

    1. Small Group Discussion:  As a group, discuss the multiple developmental domains potentially impacted by childhood traumatic stress.  In your small groups, individually spend time filling out the worksheet on multiple ways that complex trauma impact child/adolescent development.  Take turns in your group presenting your work to each other.
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    Session 4 (May 30): Trauma, Attachment and Neurobiology and Adolescent Brain Development

    1. How quality of attachment is connected to the capacities for affect regulation, mastery motivation and learning
    2. Complex Trauma:  Trauma in the context of primary caregiving relationships
    3. How excessive stress disrupts the architecture of the developing brain
    4. Brain basics and development in adolescence
    5. Core concepts: critical/sensitive periods, plasticity, risk, and protective factors

    Homework: Write a 1-2 page paper on the following: Why is it important for practitioners to understand adolescent brain functioning?  Submit on Moodle by Saturday, June 1 by 11:59 PM EST (10 points)

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    Session 5 (June 3): Understanding Impact of Traumatic Stress on Children and Adolescents and Implications for Trauma Informed Work

    1. The Stress Response System
    2. Traumatic Separation:  Separation of families at the U.S. border, Parental Incarceration
    3. Implications for intervention design

    4. Videos on Neurobiological Impact of Traumatic Stress (Bruce Perry Videos)

    5. There will be time given in class to work on group projects.


     Engage, Reflect and Create:

    1. Work in small groups to identify one or more groups of children and adolescents who have experienced traumatic separations.  Prepare to present back to the group about: 1) How are attachment relationships impacted? 2) Describe the biopsychosocial impacts, 3) How might social workers expect to see impact on the developing brain and nervous system?  Report back to the group



    Perry, B.D., (The ChildTrauma Academy). (2013) 1: The Human Brain [Video webcast].
    In Seven Slide Series. Retrieved from 

    This is a free, 14 minute online video created and narrated by Bruce D. Perry.  Core concepts regarding brain structure and function are introduced providing the basis for developmentally sensitive and trauma-informed caregiving, education and therapy.

    2. 

    This is a free, 10 minute online video created and narrated by Bruce D. Perry.   An introduction to the crucial role that patterns of stress response system activation play in pathology and healing is discussed.

    Perry, B.D., (The ChildTrauma Academy). (2013) 2: Sensitization and Tolerance [Video webcast].
    In Seven Slide Series. Retrieved from https://www.youtube.com/watch?v=qv8dRfgZXV4

    3.  

    This is a free, 12 minute online video created and narrated by Bruce D. Perry.  The variety of adaptive responses that can be used under threat are introduced, with a focus on the hyperarousal and dissociative continuum.

    Perry, B.D., (The ChildTrauma Academy). (2013) 3: Threat Response Patterns [Video webcast].
    In Seven Slide Series. Retrieved from https://www.youtube.com/watch?v=sr-OXkk3i8E&feature=youtu.be

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    Session 6 (June 6): Trauma Informed Child Welfare: Evidence Based Approaches I

    Guest Speaker will lead the class: Susan Burns

    1. Key elements of trauma informed child welfare systems 
    2. Historical trauma and child welfare: Structural racism, poverty and community violence
    3. Engage, create and Reflect:

    Homework Assignment: Write a 1-2 page paper on the following:  How can child welfare workers help to support parents’ strengths, as parents work to protect their children in the context of racism and discrimination? What are some things that stood out to you that was discussed by the guest speaker?

    • Trauma-Informed Child Welfare Slides (Guest Speaker) File PDF
      1.4 MB · Uploaded 06/12/24, 09:38
    • Aparicio, Denmark, Berlin & Jones Harden (2016) File
    • Barbarin (2021) File PDF
      350.7 KB · Uploaded 05/16/24, 14:38
    • Assignment #3
      Opened: Thursday, May 16, 2024, 12:00 AM
      Due: Saturday, June 8, 2024, 11:59 PM

      Write a 1-2 page paper on the following:  How can child welfare workers help to support parents’ strengths, as parents work to protect their children in the context of racism and discrimination? What are some things that stood out to you that was discussed by the guest speaker? (15 points)

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    Session 7 (June 10): Trauma Informed Child Welfare Continued (Asynchronous Meeting)

    Note: Lindsay/Prof. Griffin will be away for this session.

    Watch the film “Paper Tigers” (Note: This film is 1 hour and 42 minutes long. I would suggest watching the film from 6- 7:45 PM and plan to meet in your small groups from 7:45-9 PM)

    Engage, Reflect and Create:

    o  Small Group Discussion- In your assigned small groups for your group project discuss the following questions:

    Identify ACES that two of the characters have experienced, and also, how some of the core principles of trauma informed child welfare could be relevant to prevention or intervention approaches with each. What was the most interesting part of the film?  Why?  Do you have any concerns about what you saw in the film? What roles do you see for social workers in schools based on the ideas presented in Paper Tigers? Someone will be the lead of the group, someone should be a notetaker and at least one person will report out on the discussion during the next class on June 13th. (Participation is worth 20 points) 

    • paper tigers URL
      Students must
      Mark as done

      Description: 'Paper Tigers' chronicles a year in the life of Lincoln High School in the community of Walla Walla, Washington. The kids who come to Lincoln have a history of truancy, behavioral problems and substance abuse. After Lincoln's principal is exposed to research about the effects of Adverse Childhood Experiences (ACEs), he decides to radically change the school's approach to discipline. With the aid of diary camera footage, the film follows six students. From getting into fights, grappling with traumatic events in their lives, and on the cusp of dropping out, they find healing, support and academic promise at Lincoln High.

      **Trigger warning: This film covers a lot of details about different types of childhood abuse.**

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    Session 8: Trauma Informed Approaches to Juvenile Justice

    • Core concepts for trauma informed work in juvenile justice settings

    Engage, Reflect, and Create: In your small groups, take time to work on your final project/presentation

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    Session 9: The TARGET-A Model and TF-CBT: Evidence Informed Approaches II & Secondary Traumatic Stress

    Trauma-informed & Evidence Informed Approaches: TF-CBT

    Secondary Traumatic Stress

    Engage, Reflect and Create

    1. Small Group Work: Working with the TF-CBT workbook, choose several of the techniques to discuss and try to role play how you would use these techniques in work with adolescent clients. Report back to larger group
    2. Do you think these models are culturally responsive and strengths oriented?  Why or why not?  Post your answer to our forum.

     

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    Session 10: Group Projects, Self-Care Discussion, & Wrap Up

    • Group Project Grading Rubric File DOCX

      Note: Each group will have approximately 15 minutes to present. Each group will be given an additional 5 minutes after presenting for Q&A and comments from members of the class. 

      113.5 KB · Uploaded 05/27/24, 13:11

    • Group Assignments

      Group 1:

      Alison

      J

      Mandy

      Nicole

      Group 2:

      Emily

      Izzy

      Kat

      Lauren

      Group 3:

      Ayana

      Jamie 

      Mimi

      Sam

      Group 4:

      Aapria

      Julie

      Kya

      Lex

      Group 5:

      Emma

      Jonathan

      Latifa

      		  

    • Group Presentation Forum

      Please use this forum to upload ONE copy of the presentation slides for group projects. 

      Directions for uploading: 

      Click on Forum

      Click "Add discussion topic"

      For Subject- Write "Group # (your group number) Presentation"

      Message- Write "presentation slides"

      Click "Advanced" under the message text box

      Drag and drop or upload presentation file in the box that says "Attachment"

      Note: Please upload in PPT format or PDF format for ease of accessibility.

    • Session 10 PPT Slides File PPTX
      95.5 KB · Uploaded 06/20/24, 16:12