Prerequisites for Module
None, in addition to course entry requirements.
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To provide students with knowledge and analytical frameworks regarding the nature, processes and psychopathology of childhood abuse. To enable students to understand and apply conceptual models and frameworks regarding the impact of trauma. To develop an understanding of the importance of relationships as a core feature of therapeutic work in the context of trauma and its management.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Evidence a critical understanding of the impact of trauma and abuse in practice with children, young people and their families.
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| 2. |
Critically apply and evaluate learning of the dynamics of trauma and abuse in direct work with children young people and their families.
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| 3. |
Evidence a critical awareness of the personal and professional impact of working with trauma and abuse and relate this to practice.
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Indicative Module Content
The nature of working with trauma and abuse within the social, legal and policy context.
* Key aspects of child development within a framework of attachment and resilience.
* Defining trauma and abuse and the impact of this on development.
* Identifying a range of conceptual models to understand the impact of trauma and abuse.
* The dynamics of children and young people disclosing their experience of abuse and trauma.
* How children cope with the short and long term effects of abuse and trauma.
| * How to develop therapeutic relationships with children, young people and their families.
* Introduction to therapeutic methods used in abuse and trauma work.
* The dynamics of therapeutic work and the potential impact on the worker.
Indicative Student Workload
Contact Hours
| Distance Learning | Lectures; mentoring session
| 18 |
Directed Study
| |
| 55 |
Private Study
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| 77 |
Mode of Delivery
A combination of lectures and skills-based workshops.
Assessment Plan
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Learning Outcomes Assessed
| | Component 1 | 1,2,3
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Assignment based on the student's own practice will assess all outcomes
Indicative Bibliography
| 1. | Bloom, S.L., (2003).Caring for the Caregiver: Avoiding and Treating Vicarious Traumatization. In Sexual Assault, Victimization Across the Lifespan, edited by A.Giardino, E.Datner and J. Asher. Maryland Heights,
MO: GW Medical Publishing (pp. 459-470)
| | 2. | Daniel, B., Wassell, S., Gilligan, R., (1999). Child Development for Child Care and Protection Workers. UK: Jessica Kingsley Publishers
| | 3. | Gerhardt, S., (2004). Why Love Matters: How affection shapes a baby's brain. London: Routledge
| | 4. | Gil, E., (1991). The Healing Power of Play: Working with Abused Children. USA: The Guilford Press
| | 5. | Howe, D., (2005). Child Abuse and Neglect: Attachment, Development and Intervention. Hampshire: Palgrave Macmillan
| | 6. | Haugh, S., Paul, S., (2008). The Therapeutic Relationship; Perspectives and Themes. Ross-on-Wye: PCCS Books
| | 7. | Pipe, M.E., Lamb,M., Orbach, Y., Cederborg, A.C., (2007). Child Sexual Abuse; Disclosure, Delay and Denial. London:Routledge
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