University of Hawaii Maui College
HSER 360 - Trauma Informed Care

1. Course Alpha. Please click on the ? to the right for help.

 HSER

2. Course Number. Please click on the ? to the right for help.

 360

3. Course Title/Catalog Title. Please click on the ? to the right for help.

 Trauma Informed Care

4. Number of Credits. Please click on the ? to the right for help.

 3

5. Contact Hours/Type. Please click on the ? to the right for help.

 
  • Hour lecture (3)


6. Course Description. Please click on the ? to the right for help.

 

 Examines trauma experiences across the life span through the person-in-environment perspective including individual reactions, resiliencies and community responses. Compares trauma informed care with traditional helping paradigms via exploration of best practice models and local programs.



7. Pre-Requisites. Please click on the ? to the right for help.

 

 HSER 248, HSER 270, and ENG 100 all with grade C or better; or consent.



8. Co-requisites.

 

9. Recommended Preparation.

 

10. Is this a cross-listed course? Please click on the ? to the right for help.

 NO


11. Reason for Proposal. Why is this course being proposed or modified? This question requires specific information as part of the explanation. Please click on the ? to the right for help.

 

Develop upper division courses to meet community workforce needs and acceptance by other BA programs in the UH system.



12. Effective Semester and Year. For new or modified courses, the effective year is one year from the semester proposed. For example, if proposed in Spring 2012, the effective semester is Spring 2013. Please click on the ? to the right for help.

 Fall 2013

13. Grading Method. What grading methods may be used for this course? Please click on the ? to the right for help.

 
  • Standard (Letter,Cr/NCr,Audit) (0)


14. Is this course repeatable for credit? How often can this course be counted toward a degree or certificate? Please click on the ? to the right for help.

 NO

15. Course Student Learning Outcomes (SLOs). DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE LEARNING OUTCOMES" and enter in that screen. Please click on the ? to the right for help.

 
 Course SLO/CompetencyRecognize and manage manifestations of vicarious traumatization and engage in self-care.Explore the essential components of evidence-based trauma informed care model programs and distinguish from other agencies.Design an integrated trauma informed protocol that consists of evidence-based components that reflect cultural sensitivity, and the person-in-environment perspective.
Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model

Develop awareness of the impact of trauma experiences and the need for self-care

 


 Course SLO/PSLODevelop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.Demonstrate the attitudes, skills and knowledge of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.
Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model

 

 

Develop awareness of the impact of trauma experiences and the need for self-care



16. Course Competencies. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE COMPETENCIES/ISSUES/SKILLS" and enter text in that screen. Course competencies are smaller, simpler tasks that connect to and facilitate the SLOs.

 
Competency
Recognize and manage manifestations of vicarious traumatization and engage in self-care.
Explore the essential components of evidence-based trauma informed care model programs and distinguish from other agencies.
Design an integrated trauma informed protocol that consists of evidence-based components that reflect cultural sensitivity, and the person-in-environment perspective.


17. Recommended Course Content and Timeline. The course content facilitates the course competencies. Course content may be organized by weeks, units, topics or the like.

 
Content
1-3 weeks:  Trauma definition, sources and person-in-environment perspective
1-5 weeks:  Trauma experiences, individual reactions and resiliencies
2-5 weeks:  Community impacts and responses
2-6 weeks:  Trauma informed care models
1-3 weeks:  Local program comparisons to national models
2-3 weeks:  Self-awareness and self-care


18. Program Learning Outcomes. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "PLOs" and enter text in that screen. Program Student Learning Outcomes (PLOs) supported by this course. If you are not a "program" use the Liberal Arts PLOs, view them by clicking on ? icon to the right.

 
Program SLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.
Demonstrate the attitudes, skills and knowledge of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.


19. College-wide Academic Student Learning Outcomes (CASLOs). FIRST, fill out the CASLO grid located in the UHMC tab above. Click on the HELP icon for tips on determining support for the CASLOs and indicate your choices below by clicking on the box in front of each supported CASLO. NOTE: Our campus does not use the Preparatory Level, Level 1 and Level 2 designations in the chart below.

 

selectedCreativity - Able to express originality through a variety of forms.

selectedPreparatory Level  
selectedCritical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.

selectedPreparatory Level  
 Information Retrieval and Technology - Access, evaluate, and utilize information effectively, ethically, and responsibly.

   
selectedOral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.

selectedPreparatory Level  
 Quantitative Reasoning - Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.

   
selectedWritten Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.

selectedPreparatory Level  



GenED SLO
Creativity - Able to express originality through a variety of forms.
Critical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.
Oral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.
Written Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.


20. Linking. CLICK ON CHAIN LINK ICON IN UPPER RIGHT HAND CORNER TO BEGIN LINKING. Please click on the ? to the right for help.

 

21. Method(s) of delivery appropriate for this course. Please click on the ? to the right for help.

 
  • Classroom/Lab (0)
  • HITS/Interactive TV (0)
  • Hybrid (0)


22. Text and Materials, Reference Materials, and Auxiliary Materials. Please click on the ? to the right for help.

 
 
  • National Center for Trauma Informed Care. Models for Developing Trauma-Informed Behavioral Health Systems and Trauma-Specific Services. National Center for Trauma Informed Care, 2008.



23. Maximum enrollment. Please click on the ? to the right for help.

 20 due to interactive nature of course pedagogy

24. Particular room type requirement. Is this course restricted to particular room type? Please click on the ? to the right for help.

 YES

Moveable chairs, computer, sound, projector.



25. Special scheduling considerations. Are there special scheduling considerations for this course? Please click on the ? to the right for help.

 YES

Evening classes to accommodate professionals and working adults.



26. Are special or additional resources needed for this course? Please click on the ? to the right for help.

 

Computer, projector, DVD, speakers.



27. Does this course require special fees to be paid for by students? Please click on the ? to the right for help.

 NO

28. Does this course change the number of required credit hours in a degree or certificate? Please click on the ? to the right for help.

 

No



29. Course designation(s) for the Liberal Arts A.A. degree and/or for the college's other associate degrees. Please click on the ? to the right for help.

 
DegreeProgramCategory
Associate in Arts:Liberal ArtsLE - Elective

IN - Human Understanding: The Individual
AS:Human Services - AllPE - Program Elective
AAS:ANYOther
BAS:ANYOther
Developmental/
Remedial:		  


30. Course designation(s) for other colleges in the UH system.

 

 None.



31. Indicate the year and page # of UHMC catalog referred to. For new or modified courses, please indicate the catalog pages that need to be modified and provide a sheet outlining those changes.

 

2012-2013; p. 52-53, 125



32. College-wide Academic Student Learner Outcomes (CASLOs). Please click on the HELP icon for more information.

 
Standard 1 - Written Communication
Write effectively to convey ideas that meet the needs of specific audiences and purposes.		  
Outcome 1.1 - Use writing to discover and articulate ideas. 2
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication. 2
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences. 2
Outcome 1.4 - Gather information and document sources appropriately. 3
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement. 2
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content. 3
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics. 1
Outcome 1.8 - Demonstrate proficiency in revision and editing. 1
Outcome 1.9 - Develop a personal voice in written communication. 3
Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.		  
Outcome 2.1 - Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately. 0
Outcome 2.2 - Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate. 0
Outcome 2.3 - Communicate clearly and concisely the methods and results of quantitative problem solving. 0
Outcome 2.4 - Formulate and test hypotheses using numerical experimentation. 0
Outcome 2.5 - Define quantitative issues and problems, gather relevant information, analyze that information, and present results. 0
Outcome 2.6 - Assess the validity of statistical conclusions. 0
Standard 3 - Information Retrieval and Technology.
Access, evaluate, and utilize information effectively, ethically, and responsibly.		  
Outcome 3.1 - Use print and electronic information technology ethically and responsibly. 1
Outcome 3.2 - Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology. 0
Outcome 3.3 - Recognize, identify, and define an information need. 1
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.  2
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media. 1
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use. 1
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.		  
Outcome 4.1 - Identify and analyze the audience and purpose of any intended communication. 2
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication. 2
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion. 2
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion. 3
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed. 3
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions. 3
Standard 5 - Critical Thinking
Apply critical thinking skills to effectively address the challenges and solve problems.		  
Outcome 5.1 - Identify and state problems, issues, arguments, and questions contained in a body of information. 3
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem. 3
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses. 2
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis. 1
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. 3
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence. 1
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions. 2
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning. 2
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others. 3
Standard 6 - Creativity
Able to express originality through a variety of forms.		  
Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking. 2
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 3
Outcome 6.3: Sustain engagement in activities without a preconceived purpose. 1
Outcome 6.4: Apply creative principles to discover and express new ideas. 2
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction 2
Outcome 6.6: Build upon or adapt the ideas of others to create novel expressions or new solutions. 2


33. Additional Information

 

Competency
Recognize and manage manifestations of vicarious traumatization and engage in self-care.
Competency
Explore the essential components of evidence-based trauma informed care model programs and distinguish from other agencies.
Competency
Design an integrated trauma informed protocol that consists of evidence-based components that reflect cultural sensitivity, and the person-in-environment perspective.
Competency
Recognize and manage manifestations of vicarious traumatization and engage in self-care.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
Competency
Explore the essential components of evidence-based trauma informed care model programs and distinguish from other agencies.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
Competency
Design an integrated trauma informed protocol that consists of evidence-based components that reflect cultural sensitivity, and the person-in-environment perspective.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
Competency
Recognize and manage manifestations of vicarious traumatization and engage in self-care.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
Competency
Explore the essential components of evidence-based trauma informed care model programs and distinguish from other agencies.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
Competency
Design an integrated trauma informed protocol that consists of evidence-based components that reflect cultural sensitivity, and the person-in-environment perspective.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
Competency
Recognize and manage manifestations of vicarious traumatization and engage in self-care.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care
Competency
Explore the essential components of evidence-based trauma informed care model programs and distinguish from other agencies.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care
Competency
Design an integrated trauma informed protocol that consists of evidence-based components that reflect cultural sensitivity, and the person-in-environment perspective.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.
PSLO
Demonstrate the attitudes, skills and knowledge of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
PSLO
Demonstrate the attitudes, skills and knowledge of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Identify sources of trauma experiences and multiple consequences across life domains as seen through the person-in-environment perspective
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
PSLO
Demonstrate the attitudes, skills and knowledge of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Analyze components of an integrated, holistic, culturally sensitive trauma informed human service model
PSLO
Develop interpersonal skills that build appropriate, collaborative, respectful relationships with fellow students, clients and professionals in the community.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care
PSLO
Demonstrate the attitudes, skills and knowledge of client-centered, evidence-based helping strategies across a variety of populations in diverse human service settings.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care
PSLO
Identify vulnerable populations and the social conditions that contribute to their vulnerability and consider advocacy strategies to help alleviate those conditions.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care
PSLO
Develop self-awareness of person values, interpersonal styles, strengths and challenges that influence the development of professionalism.

Course SLO

Develop awareness of the impact of trauma experiences and the need for self-care

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