In this course the learner will explore:
- Attachment theory, concepts of risk and resilience and types of trauma
- Aboriginal Peoples’ historic trauma and intergenerational transmission including residential school syndrome (RSS).
- Trauma Related Disorder in the DSM-5
- Complex trauma and the impact of trauma on the whole person
- Differences between Trauma-Informed Care (TIC) and Trauma-Specific Services (TSS)
- A variety of Trauma-Specific Services
- Specific concepts of burnout, countertransference, secondary traumatic stress, compassion fatigue, vicarious trauma, post-traumatic stress disorder that often lead to confusion and ambiguous conceptual models
- Explanatory models for VT and the Constructivist Self-Development Theory
- Risks for the practitioner associated with trauma-informed care, specifically vicarious trauma (VT) and secondary traumatic stress (STS)
- The role of self-care as foundational for prevention of VT and STS and the opportunity for post-traumatic growth and compassion fatigue resilience
- The role of belonging to the nursing occupation and the value of collegial and social support to promote post-traumatic growth and compassion fatigue resilience.
Learners will acquire knowledge and skill to apply concepts through a variety of means of instruction and activities, including; lecture, audio-visuals, debate forums, critical thinking exercises and team work.
The course evaluation is consistent with Douglas College evaluation policy. An evaluation schedule is presented at the beginning of the course. This is a graded course. All assignments must be completed to pass the course.
Upon successful completion of this course the learner will be able to analyze:
- The impact of colonization related to historical trauma, intergenerational transmission of trauma and a recent framework related to residential school syndrome
- Trauma-informed care (TIC) clinical practices
- Philosophy of Trauma-Specific Services
- Trauma-Specific Services in Practice
- Risks associated with TIC: Vicarious Trauma (VT) and Secondary Trauma Stress (STS)
- Interventions and Prevention of VT and STS
- A model of Post-traumatic Growth
- A model of Compassion Fatigue Resilience.
A list of required and optional textbooks and materials is provided for students at the beginning of each semester.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|There are no applicable transfer credits for this course.|