PSYCHOLOGICAL SCIENCE 296b: SCIENCE OF TRAUMATIC STRESS Primary Instructor

PSYCHOLOGICAL SCIENCE 296b: SCIENCE OF TRAUMATIC STRESS
Lafayette Hall L102; Spring 2016; CRN: 14814
Class Time: 8:30 AM to 9:45 AM; Tuesday & Thursday
Primary Instructor
Matthew Price, PhD
Office hours: Tuesday, 10:00-11:00
Office: John Dewey Hall 332
E-mail: [email protected]
Course Description
Recent estimates suggest that more than 85% of adults in the US will experience some type of traumatic event
in their lifetime. Yet only a fraction of these individuals will go on to develop chronic and disabling conditions
such as posttraumatic stress disorder, depression, generalized anxiety disorder, and abuse substances. This
course aims to understand why some victims of trauma recover and others do not from bio (neurological,
biological systems), psycho (cognitive, behavioral) and social (interpersonal and societal) perspectives. We will
examine methods of assessing and treating those who do not recover after a traumatic event.
Course Objectives
Students who successfully complete this course will possess the following:
• Understand how a traumatic event is defined within the field of psychology
• Identify the various outcomes associated with trauma exposure across the lifespan
• Competently deliver assessments of traumatic events and related mental health diagnoses
• Describe evidence-based methods for treating traumatic stress-related disorders
Readings and Class Format
Readings will include empirical articles and related media specified in the course schedule. You are required to
have completed all of the readings prior to the start of each class. Each class meetings will revolve around
discussions related to the readings and material presented in class. Your attendance grade and thought responses
are dependent upon your participation, and thus your knowledge of the readings.
Trigger Warning
The primary topic of this course is trauma. All of the discussions, readings, presentations, and material will
involve discussion of traumatic events. Given this focus, it is impossible to provide a comprehensive and
accurate list of anxiety or trauma-related triggers to each student. Therefore, trigger warnings will not be
provided and attendance at all classes is expected (see attendance policy). Students are strongly encouraged to
ensure that they have the support and resources necessary to actively participate in this course. These include
social support networks of friends, family members, and/or professionals in the community. You are welcome
to talk through difficult experiences in this course with the instructor during office hours. Please note, however,
that the instructor is unable to provide direct clinical services.
Blackboard
Many aspects of this course are presented and available through the course website on Blackboard. Lecture
materials, assignments, and the majority of class-wide communications will occur through Blackboard. It is
your responsibility to stay current with this material. In other words, check blackboard frequently.
Professional Correspondence
You will most likely contact the instructor of this course via e-mail during the semester. All correspondences
must be written in a professional manner. Such communication should begin with “Dr. Price,” and include a
brief message that begins with your primary reason for contacting the instructor; not include shorthand, slang,
or unnecessary abbreviations (e.g. LOL, wassup?, plz); and is signed with your full preferred name (e.g. –
James Smith). Brief messages are operationally defined as consisting of 2-3 sentences. E-mails and
correspondences that do not follow this format will not receive a response. Furthermore, it is highly
recommended that you use this structure when contacting all professionals at academic institutions.
E-mail communication for this class must occur through your @uvm.edu e-mail address. Messages sent to the
instructor must be sent to [email protected]. Communication sent via other e-mail addresses will not
receive a response.
Grading Policy
Your final grade will be based on your performance on several assignments for this class and attendance. Final
grades are based on the percentage of 105 points earned during the term:
Source
Attendance
Critical Thought Responses
Paper: What is a Trauma?
Interview: SCID Performance
Paper: SCID Reaction
Presentation: Trauma Treatment
Final Paper: Treatment Literature Review
Points
5
30
10
10
10
20
20
Final Grades
Grade
100-93
92-90
89-87
86-83
82-80
79-77
76-73
72-70
69-63
62 and below
Letter Grade
A
AB+
B
BC+
C
CD
F
The grade point distribution is final. Please do not approach me with requests to change the point distribution or
provide additional points on an assignment or exam to raise your grade. My answer is always “No.”
Assignments
The following assignments will determine your grade for this course. All assignments are due by the start of
class and should be submitted via blackboard. Each paper in this class must use the following format.
• APA format throughout
• 1’ margins
• 12 point font
• Times New Roman or Arial font
• Your name as the header for each page
Attendance: Attendance is mandatory and contributes to your final grade. This class occurs early in the day at
time when travel may be difficult. You should allow extra time to make it to class as students late to class will
be marked absent. You are allowed 2 unexcused absences during the semester without any need to provide
documentation. Greater than 2 absences will result in a loss of points on the attendance portion of your grade
unless (1) you obtain permission prior to your absence or (2) you provide documentation as to the reason for
your absence (e.g. doctor’s note). An absence caused by an event in which you had prior notice will not be
excused even if documentation is provided after the date of missed class. For example, if you have prior
knowledge that a class will be missed because of an upcoming soccer game and do not obtain permission to
miss the class prior to the game you cannot offer documentation after the game to prevent the loss of points. All
documentation provided must include contact information for a contact person associated with the excuse (e.g.
Doctor’s office). Documentation will be verified prior to the granting of an excused absence. 5 points
Veterans’ Attendance: The Department of Veterans Affairs requires that institutions of higher learning
immediately report to them when a student discontinues attendance. Veterans who are receiving benefits to fund
their education will be reported to the DVA if they do not attend class for a period of two weeks or more.
Critical Thought Responses: Each week, you are required to write a paragraph (5-10 sentences) on a response
to one of the readings. This response is an opportunity for you to provide additional commentary on a topic in
the course, highlight a point that you did not have a chance to make in class, share additional insights from the
readings, or connect the material in this class to that of another class. Responses are meant to be brief but
demonstrate a synthesis of the information obtained through the readings. Well written and thoroughly proofed
responses are expected. Grades for each answer will range from 0-2. A 0 corresponds to an inadequate response.
A 1 corresponds to a sufficient but not well-formulated response. A 2 corresponds to a strong response that
clearly demonstrates critical thinking. There are 15 weeks of active material this term with an opportunity to
earn up to 30 points. Responses are due on Monday by 11:59 PM (midnight) each week. Late responses will not
earn any points. Due Each Week 30 points.
‘What is a Trauma’ Paper?: The term trauma carries a unique meaning the field of psychology and
psychiatry. Whereas trauma is defined as any deeply distressing or disturbing event in the general public,
psychology defines it as an event that would meet Criterion A for a diagnosis of PTSD (see blackboard for
diagnostic criteria for PTSD). Using the readings assigned for class and additional sources, write 1.5 pages
defending your position on whether or not the criteria used by psychology to define a trauma are appropriate.
You should include at least 3 references in your paper. Due February 2nd; 10 points
‘Structured Clinical Interview for the DSM-5: PTSD’ Interview: A critical part of working with those who
have experienced traumatic events is conducting an appropriate assessment of their experience and their
functioning. You will take the first steps in developing the skillset necessary to tactfully conduct a trauma
assessment as well as assess for a diagnosis of PTSD. Assessments will be conducted using the Structured
Clinical Interview for the DSM-5 (SCID) trauma modules. In working with another student in the class, you
will serve as the interviewer and interviewee. As the interviewee, you will be assigned a script that provide
background about the traumatic event that you will present in the interview as well as a guide of how which
symptoms you will present in the interview. Narratives will be drawn from popular media characters (e.g.,
Jessica Jones from “Jessica Jones). You are not to disclose any personal details about a distressing
experience that you have experienced during this assignment – you are expected to adhere to the script.
Interviews will be video recorded and uploaded to Blackboard. Your grade will reflect your skill in navigating
the interview. Due March 3rd; 10 points
‘SCID-5 Interview Reaction’ Paper: Growth as a clinician and scientist involves thoughtful reflection on past
experiences with an eye towards improvement. After completing the SCID Interview assignment, you will write
a 2-page reaction paper to your experience. The first page should describe your experience as the interviewer.
You should discuss your experience asking about traumatic experiences, your reaction to the trauma narrative,
and insights into the process of discussing these events. Your second page should describe your experience as
the interviewee. You should discuss what it felt like to discuss such experiences with a new person, what was
challenging about the process, and what was helpful about the process? Due March 3rd; 10 points
‘Treatment of PTSD’ Presentation: There are a range of approaches used to treat those who have experienced
traumatic events. The evidence base for each approach varies, however, and skilled clinicians and scientists
should be well versed in the support for each. Such knowledge is critical to making educated treatment
decisions and improving our knowledge base. You will select one treatment approach for PTSD (from a list
that the instructor will provide) and prepare a 15-minute presentation using a powerpoint or a similar program
(e.g., google slides, prezi, etc). Presentations should include a description of what is involved in the treatment
approach, evidence as to its efficacy, a description of the populations in which it has been tested, limitations or
short comings of the approach, and future directions for research on this treatment strategy. There will be a 10minute discuss period after each presentation during which the class will discuss the information presented and
ask questions. Presentations take place from April 21st to May 3rd; 20 points
‘Treatment of PTSD’ Paper: You will write a 4-page paper that will provide additional information on the
treatment that you discussed in your presentation. You should address the same topics that were addressed in
the presentation. This paper serves as the final for the class. Your paper should include at least 5 references.
Due May 12th at 10:30 AM; 20 points
Confidentiality, Disclosure, and Classroom Behavior
All members of the class are expected to treat each other in a respectful, civil manner. The nature of this course
may encourage some students to disclose personal information. It is expected that all information discussed in
class remain completely confidential. Confidentiality includes not discussing topics with students who are not
members of the class, discussing personal material outside of class, or discussing such material in public
locations. I ask that all students respect the privacy and support the well being of their classmates. Although we
can all do our best to make this a safe environment, full and complete confidentiality cannot be guaranteed.
Students are advised to use their best judgment when disclosing personal information. It can be helpful to
quietly ask yourself, “Do I want all of my classmates and a professor to know this information?” before such a
disclosure.
There is a zero-tolerance policy in this class for any type of harassment, bullying, discrimination, or disrespect.
Students who exhibit such behaviors in this class, outside this class as a result of events related to this class, or
any behavior the instructor considers obstructive or disruptive to the class or its learning activities will be
treated according to the Code of Students Rights and Responsibilities. Disruptive students will first receive a
verbal warning. Continued violations will result in a written warning, a meeting with the Chair of the
Department of Psychological Science, and finally formal disciplinary action at the University level. In addition,
any student who engages in disruptive behavior may be dismissed from the class, assessed point deductions
from his/her final grade, and – for repeat offenders – disenrolled from the course.
Students are also expected to be tolerant of the ideas that are put forth in this course, even if they disagree with
them. This course is meant to challenge your way of thinking and help you grapple with difficult issues. As
such, students should use their judgment when deciding if and how they want to respond to comments in class.
You are strongly encouraged and welcome to discuss reactions with the instructor during office hours as
needed.
Make Up Policy
There is no make up policy. If you are unable to complete an assignment, you will receive zero points.
Mobile/Electronic Devices
You are required to SILENCE all electronic devices that make noise during class. If a device cannot be
silenced it must be turned off. Students who have electronic devices that go off during class will be penalized by
deducting points from their total grade as determined by the professor. The use of personal devices during class
time is permitted only during times that are sanctioned by the instructor. These times primarily include periods
of lecturing.
Policy on Cheating (Academic Honesty)
The Department of Psychological Science follows the University system policy on academic honesty that is
published on the student affairs website. You may download a version from here:
http://www.uvm.edu/policies/student/acadintegrity.pdf. You are expected to know the University’s standards of
academic honesty and are responsible for abiding by these standards. Lack of knowledge of these standards is
not an acceptable defense for academic misconduct. Acts of academic dishonesty include:
•
•
•
•
•
Plagiarism: presenting another person's work as your own, whether or not doing so was intentional.
Cheating on examinations: giving or receiving unauthorized help before, during, or after an examination
Unauthorized collaboration: submitting academic work, whole or in part, as your individual effort when
it has been developed in collaboration with another person or source
Falsification: misrepresenting material or fabricating information in order to gain an unfair advantage
over others
Multiple submissions: submitting the same work, whole or in part, for credit more than once without the
explicit consent of the faculty member(s) to whom the material is submitted
The penalty for academic misconduct in this course varies from a 0 on the assignment to a failing grade in the
course, depending on the severity of the offense and the student’s history of academic conduct. Disciplinary
action may be taken in addition to the academic penalty if the instructor, department, college, or university feels
such action is warranted. All acts of academic dishonesty will be reported to the Chair of the Department of
Psychology, the Director of Undergraduate Studies in Psychology, and the Dean of the College of Arts and
Sciences.
All members of the University community, including students, faculty, and staff, are expected to report
violations of academic conduct to the appropriate authorities. Failure to report academic misconduct of which
you are aware reflects complicity with the misconduct. Such complicity may also result in an academic and/or
disciplinary penalty.
Disabling Conditions
University of Vermont complies with Section 504 of the Rehabilitation Act and the Americans with Students
with Disabilities. If you have a documented disability that may have an impact on your work in this class,
and for which you require accommodations, please see me as soon as possible so that we can discuss
arrangements.
Accommodations, Consultation, Collaboration, and Educational Support (ACCESS) located in Room A-170 of
the Living Learning Center (802-656-7753; [email protected]), is available to assist you and can provide
services. Please refer to their website (http://www.uvm.edu/access/) to identify how to obtain services.
Well Being
The course material may prove distressing for some or help others determine that they may benefit from
psychological services. The University of Vermont Counseling and Psychiatry Services (CAPS) offers free
counseling to UVM students. You are encouraged to contact CAPS (802-656-3340)
(http://www.uvm.edu/~chwb/psych/) if you think that treatment would be helpful.
Helpful Hints
• Come to class every day.
• Check Blackboard at least 24 hours before class.
• Check your syllabus often. I will not answer questions that can be answered by looking at the syllabus
• Complete the reading prior to class and come with topics for discussion.
• Ask questions! If you don’t understand something, you are likely not the only person.
Week
1
Date
Jan 19th
Jan 21th
2
Jan 26th
Jan 28th
3
4
Feb 2nd
Is PTSD The Right Way to Think About Post-Trauma Mental
Illness?
Challenges and limitations of PTSD
Feb 9th
Do We All Get Better Equally?
Post-trauma trajectories
Why Do Some Get Better and Some Don’t?
Predictors of post-trauma illness 1
Why Else Do Some Get Better and Some Don’t?
Predictors of post-trauma illness 2
How Do You Ask About Trauma?
Assessment of PTSD 1
How Else Do You Ask About Trauma?
Assessment of PTSD 2
How Does Our Body Respond to Trauma?
Biological responses to trauma
Town Meeting Day, No class
Feb 16th
Feb 18th
6
Feb 23rd
Feb 25th
7
Mar 1st
Mar 3rd
8
Feb 1st Add?Drop, Pass/No Pass, Audit Deadline
What is PTSD? PTSD and current thinking about the disorder
What is a Trauma Paper Due
Feb 4th
Feb 11th
5
Tentative Course Schedule
Reading should be completed PRIOR to the assigned class day
Lecture Topic
Readings
Course overview, syllabus review, well-being plans
Syllabus
How Do We Define Trauma in Psychology?
Kilpatrick et al., 2009;
Criterion A and the challenges of labeling a trauma
Gold et al., 2005;
*Bedard-Gilligan &
Zoellner, 2008
th
Jan 25 Withdrawal Deadline without instructor permission
Are They Isolated Events?
*Kilpatrick et al.,
Revictimization and the frequency of trauma
2013;
Messman-Moore &
Long, 2003
How Did This Diagnosis Come About?
Moth Radio Piece;
Post Trauma Diagnoses History and Patient Perspectives
Andreasen 2010
Mar 8th
Mar 10th
Mar 15th
How can our brains help us think about post-trauma problems?
Neurological phenotypes of PTSD and dissociation
Structured Clinical Interview for the DSM-5: PTSD
Interview and Paper Due
Diagnostic Criteria;
Miller et al 2014;
Friedman 2013
Galatzer-Levy &
Bryant, 2013;
Brewin, 2013;
Maercker & Perkonigg
2013;
*Kilpatrick 2013;
*Friedman 2013;
Bonanno, 2008;
*Bryant et al., 2013
Ozer et al., 2003
DiGangi et al., 2013
SCID Manual
SCID Manual
Pitman et al., 2012;
John Rigg Ted Talk
Lanius et al., 2008
Spring Break! No Class
Does Early-Life Trauma Have Long Term Impact?
The effect of childhood abuse
Teicher & Samson,
2013;
Robert Ross Ted Talk
Mar 17th
9
10
11
Mar 22nd
Mar 24th
What Happens When a Trauma Effects Us All?
Natural Disasters and Terrorism
Mar 29th
The Trauma of Loss
Mar 31st
How Do Friends Affect the Situation?
The important effect of social responses in recovery
Apr 4th Last day to Withdraw
Putting it All Together
Ecological Understanding of Post-Trauma Outcomes
How Does Culture Play Into This?
Cultural assessments of PTSD
How Do We Treat These Problems?
Introduction to trauma-treatments
Apr 5th
Apr 7th
12
Does It Matter When Trauma Happens?
Timing and severity of trauma and outcomes 1
Does It Really Matter When Trauma Happens?
Timing and severity of trauma and outcomes 2
Apr 12th
Apr 14th
Tottenham &
Sheridan, 2010
Pechtel et al., 2014;
*Teicher & Parigger,
2015
Norris et al., 2002;
*Adams & Boscarino,
2005
Prigerson & Jacobs
2001;
*Prigerson et al., 2009
*Guay et al., 2006;
Ullman, 1999
Campbell et al., 2009
*Pole et al., 2008;
Wilson, 2014
*Zatzick et al., 2009;
Bisson et al., 2013
(Page 1-10, 50-52)
McCart et al., 2010;
*Elhai et al., 2005
Ruzek et al., 2007
Most folks get help if they need it, right?
Treatment seeking among trauma victims
th
13
Apr 19
What do we do first?
Psychological First Aid
st
Apr 21
Student Presentations
th
14
Apr 26
Student Presentations
th
Apr 28
Student Presentations
rd
15
May 3
Student Presentations
Treatment of PTSD Paper Due May 12th at 10:30 AM
Note: This course syllabus provides a general plan for the course; deviations may be necessary.
* = Additional readings that are not required, but helpful if you want to learn more about the topic.