| CODE | FSC5516 | ||||||
| TITLE | Trauma-informed Practice for Health Practitioners | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Child and Family Studies | ||||||
| DESCRIPTION | This study-unit is designed for nurses, psychotherapists, psychologists and other health professionals who want to deepen their understanding and application of trauma-informed care principles in their practice. Over 30 hours, participants will engage in a comprehensive exploration of trauma, its effects and evidence-based interventions designed to support individuals and families impacted by trauma. In addition, the course will offer participants a space to discuss ethical dilemmas when working with clients who have experienced trauma. It will also highlight the importance of self care among professionals in order to foster resilience and mitigate vicarious trauma. There will be an emphasis on teaching and learning through the analysis of case studies and practical exercises. Study-Unit Aims: The study-unit aims to: - enhance the understanding of trauma, including definitions, types, effects and the neuroscience behind trauma responses; - to equip participants with the knowledge and skills to implement the core principles of trauma-informed care, and ensure that the service is safe, trustworthy and empowering of clients; - to train participants to recognize trauma-related symptoms effectively; - to familarise participants with evidence-based therapeutic approaches and intervention strategies tailored to meet with the needs of trauma- affected clients; - to guide participants in navigating ethical dilemmas and establishing proper boundaries when working with clients who have experienced trauma; - to highlight the importance of self-care among professionals, emphasising strategies to mitigate vicarious trauma and foster resilience; - to encourage the integration of learned concepts through the analysis o case studies and practical exercises, promoting the application of trauma-informed techniques in a real-world clinical setting. By achieving these aims, the study unit will prepare professionals to provide compassionate, effective and client-centred care Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: Describe various forms of trauma (acute, chronic, and complex) and understand their distinctions and implications for treatment. Recognize the Impact of Trauma: Explain the psychological, emotional, and physical effects of trauma on individuals, including how these effects manifest in behavior and functioning. Understand the Neuroscience of Trauma: Articulate how trauma impacts brain function and the body's physiological responses, including the concepts of fight or flight and the role of the amygdala and hippocampus. Articulate Trauma-Informed Care Principles: Identify and explain the five core principles of trauma-informed care: safety, trustworthiness, empowerment, collaboration, and sensitivity. Conduct Trauma-Informed Assessments: Describe the importance of trauma history in the assessment process and identify appropriate screening tools for trauma-related symptoms. Describe Evidence-Based Interventions: Summarize key therapeutic approaches for trauma treatment, such as EMDR, cognitive behavioral therapy (CBT), and other trauma-focused interventions. Navigate Ethical Considerations: Recognize ethical dilemmas that may arise in trauma work and articulate strategies for maintaining professional boundaries and ethical practices. Identify Vicarious Trauma and Self-Care Strategies: Recognise the concept of vicarious trauma and its potential effects on mental health professionals, as well as implement effective self-care practices to mitigate these effects. Apply Knowledge to Case Studies: Analyze real-life case studies to demonstrate the ability to apply trauma-informed principles and interventions in clinical scenarios. 2. Skills: By the end of the study-unit the student will be able to: Implement Trauma-Informed Interventions: . - Establish Safe and Trusting Environments:Create and maintain a safe therapeutic environment that fosters trust and encourages clients to engage fully in the therapeutic process. - Facilitate Client Empowerment: Employ strategies that promote client empowerment, enabling individuals to reclaim agency over their lives and therapeutic journeys. - Demonstrate Active Listening and Communication Skills:Utilize active listening techniques and empathetic communication to build rapport with clients, facilitating open and honest dialogue about their experiences. - Collaborate Effectively with Colleagues:Work collaboratively within multidisciplinary teams, sharing insights and supporting one another in the delivery of trauma-informed care. - Analyze and Apply Ethical Decision-Making:Apply critical thinking skills to assess and navigate ethical dilemmas in trauma work, making informed decisions that prioritize client welfare. - Practice Self-Care and Resilience Techniques: - Engage in Reflective Practice:Engage in self-reflection to evaluate one’s own biases, responses, and growth as a trauma-informed practitioner, continually seeking opportunities for professional development. Main Text/s and any supplementary readings: Main Texts: - Briere, J, N & Lanktree, C. B. (2012). Treating complex trauma in adolescents and young adults: London: Sage - Evans, A., & Coccoma, P. (2014). Trauma-informed care- how neuroscience influences practice. London: Routledge. Supplementary Readings: - Jonsson, P.V. (2009) Complex trauma. Impact on development and possible solutions on an adolescent intensive care unit. Clinical Child Psychology and Psychiatry, 14, 437 – 456 - Perry, B. D., & Winfrey, O. (2021). What happened to you: conversations on trauma, resilience and healing. London: BlueBird - Rober, P., Elliott, R., Buysse, A., Loots, G., & De Corte, K. (2008). Positioning in the therapist’s inner conversation: A dialogical model based on a grounded theory analysis of therapist reflections. Journal of Marital and Family Therapy, 34(3), 406-421. - Steele, W., & Malchiodi, C. A. (2012). Trauma-informed practices with children and adolescents. Routledge. - Sweeney, C. (2021). Exploring trauma care. Community Practitioner, 94(5), 45- 47. - Trauma-Informed Practice: A tool kit for Scotland. Retrieved from https://www.gov.scot/publications/trauma-informed-practice-toolkit-scotland/ - Wilkinson, J. (2018). Developing and leading trauma-informed practice. Darlington |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Charlotte Busuttil Gianella Caligari Claire Casha Daniel Mercieca Clarissa Sammut Scerri (Co-ord.) Mariella Zerafa |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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