Prerequisites for Module
None.
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To enable students to critically apply knowledge and skills to the assessment of children and young people who have been traumatised. To provide students with knowledge of a range of models of therapeutic practice and associated techniques. To provide students with relevant and contemporary theory, research and practice-based evidence on working within a context of abuse and trauma. To provide students with knowledge and skills relevant to developing a practice-based project.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Critically apply knowledge in relation to the assessment of children, young people and their families where abuse and trauma is a contextual factor.
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| 2. |
Critically evaluate and utilise a range of therapeutic techniques in direct work with children, young people and their families.
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| 3. |
Critically evaluate and apply contemporary research on abuse and trauma to inform practice with children, young people and their families.
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| 4. |
Critically appraise, select and utilise appropriate research methodologies in the context of developing a project or undertaking an investigation or enquiry and be able to present findings to a professional audience.
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Indicative Module Content
Key developments in theory and research on the impact of trauma and abuse and the implications for practice.
* Assessment of the impact of trauma and abuse on children, young people and their families.
* How to work systemically with children, young people and their families where trauma and abuse is an issue.
* Identify range of therapeutic interventions and to be able to apply them in practice.
* Be able to critically evaluate therapeutic techniques and select appropriate modalities in practice.
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* How to use counselling skills in direct practice with children, young people and their families affected by trauma and abuse.
Indicative Student Workload
Contact Hours
| Distance Learning | Lectures; mentoring session
| 18 |
Directed Study
| |
| 99 |
Private Study
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| 183 |
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
| | Component 2 | 4
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Component 2 is a presentation of project which will assess learning outcome 4.
Component 1 is an assignment based on the student's own practice and will assess learning outcomes 1, 2 and 3.
Indicative Bibliography
| 1. | Brewin, C.R., (2003). Post-Traumatic Stress Disorder; Malady or Myth? USA: Vail-Ballou Press
| | 2. | Geldard, D., Geldard, K,. (2002). Counselling Children; A Practical Introduction. London: Sage Publications Ltd
| | 3. | Hall, L., Lloyd, S,. (1993). Surviving Child Sexual Abuse: A handbook for helping women challenge their past. UK: The Falmer Press
| | 4. | Perry, B.D., (2002) Brain Structure and Function I: Basics of Organization. [online] The Child Trauma Academy. Available from: <http://www.ChildTrauma.org>
| | 5. | Perry, B.D., (2002) Brain Structure and Function II: Special Topics Informing work with Maltreated Children. [online] The Child Trauma Academy. Available from: <http://www.ChildTrauma.org> [Accessed 19 December 2008]
| | 6. | Perry, B.D., (2002) Helping Traumatized Children: A Brief Overview of Caregivers. [online] The Child Trauma Academy. Available from:
<http://www.ChildTrauma.org> [Accessed 19 December 2008]
| | 7. | Wilson, K., Kendrick, P., Ryan, V., (1992). Play Therapy: A Non-directive Approach for Children and Adolescents. London: Bailliere Tindall
| | 8. | Yasenik, L., Gardner, K., (2004). Play Therapy Dimensions Model; A Decision-Making Guide for Therapists. Canada: Rocky Mountain Play Therapy Institute
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