In this course learners will explore concepts of Complex Posttraumatic Stress Disorders, Disorders of Extreme Stress and the DSM-5 (APA: 2013) changes to Trauma-Stress Related Disorder and PTSD. The prevalence of complex trauma in a variety of populations seeking treatment for serious and enduring mental illness, substance abuse and those in diverse settings will be highlighted. Differences between Trauma Informed Care (TIC) and Trauma-Specific Services (TSS) will be explored. Trauma Informed Care in practice will be emphasized. Learners will be exposed to a variety of Trauma Specific Services. Risks for the practitioners associated with TIC, specifically Vicarious Trauma (VT) and Secondary Trauma Stress (STS) will be identified. The concept of Post Traumatic Growth will be reinforced by the completion of a self-care plan.
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 treatments for serious and enduring mental illness and substances abuse 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 learner's 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.
- Differences between Trauma Informed Care and Trauma-Specific Services will be explored. Learners will be exposed to a variety of Trauma-Specific Services. Among TSS intervention, successful recovery includes a gradual shift from the perception of unpredictable danger to reliable safety, from disconnected trauma to a knowledge memory, and from stigmatized isolation to restored social action.
- The course will identify and differentiate between concepts of burnout, countertransference, STS, compassion fatigue, VT and Post Traumatic Stress Disorder that often lead to confusion among the conceptual models. Risks for the practitioner associated with TIC, specifically Vicarious Trauma and Secondary Trauma Stress will be identified.
Methods of Instruction
Learners will acquire knowledge and skill and learn to apply concepts through a variety of means of instruction and activities, including: lecture, audio-visual aids, case studies, debate forums, critical thinking exercises and team work.
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
- Philosophy of Trauma Informed Care
- Differentiating Trauma Informed Care (TIC) and Trauma-Specific Services (TSS)
- Trauma Informed Care in Practice
- Trauma Specific Services in Practice
- Risks associated with TIC: Vicarious Trauma (VT) and Secondary Trauma Stress (STS)
- Interventions and Prevention of VT and STS
- Introduction to Post Traumatic Growth
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.