Students will explore concepts of Complex Posttraumatic Stress Disorder and the prevalence of complex trauma in a variety of diverse populations seeking treatment for mental health issues and substance abuse within diverse settings. The principals and specific practice implication including therapeutic relationship skills required in Trauma-Informed Care (TIC) will be highlighted. The assignments will focus on application and integration of TIC in clinical practice settings.
In this course the learner will explore:
- Concepts of Complex Posttraumatic Stress Disorder, disorders of extreme stress and the DSM-5 (APA; 2013) changes to Trauma-Stress Related Disorder and PTSD. Symptoms associated with childhood exposure to trauma including self- regulatory disturbances and changes in structural and function of the brain will be explored. Physiological disturbances including suppressed immune system will be identified. Alterations in affect, attention and concentration, somatization, self-perception, interpersonal relationships and systems of meaning will be highlighted. The prevalence of complex trauma in a variety of populations seeking treatment for serious and enduring mental illness, substance abuse and those in contact with the criminal justice system will be highlighted.
- The philosophy of Trauma Informed Care will be emphasized including trauma awareness, emphasis on safety, opportunity to rebuild, and a strength-based approach. TIC in practice will be highlighted including the student identification of agency’ procedures that can provide physical and emotional safety, trustworthiness, choice and control, collaboration, power sharing and empowerment, and caregiver/ family involvement. Special consideration of the use of seclusion and restraint will be explored. Experiential learning will include learning grounding techniques and participation in a peer clinical supervisions/consultation group.
Methods of Instruction
The course includes several experiential learning opportunities that include instructor and student peer participation (as an example, participation in a peer clinical consultation/supervision group). Experiential learning may take place in the classroom or through the use of HD video conferencing for online courses. It is the intent of the course to allow the student to optimize the clinical value of learning by choosing to focus assignments including research on prevalence, choice of trauma screening tool, specific therapeutic relationship skills building,
Means of Assessment
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.
At the end of the course, successful learners will be able to analyze:
- Complex Posttraumatic Stress Disorder, Disorders of Extreme Stress and DSM-5 changes to Trauma-Stress Related Disorder and PTSD
- Prevalence of Complex Trauma
- Differentiate Trauma Informed Care (TIC) Versus Trauma -Specific Services (TSS)
- Recognize the philosophy of Trauma Informed Care
- Trauma Informed Care in Psychiatric Nursing Practice
PNUR 2101, PNUR 2121, PNUR 2130, PNUR 2175, PHIL 3125, PNUR 2161
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.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.