Fall 2025 SOWK 581 Week 13 - Trauma Theory
Fall 2025 SOWK 581 Week 13 - Trauma Theory
title: Fall 2025 SOWK 581 Week 13 - Trauma Theory date: 2025-11-22 00:44:56 location: Heritage University tags:
- Heritage University
- MSW Program
- SOWK 581 presentation_video: > “” description: >
Week 13 is a synchronous week with class on Saturday (11/22/25). The content is focused on trauma theory. Understanding trauma and its impact, as well as learning about trauma-focused treatment models, is essential. This can help lay the groundwork for supporting clients with a history of adverse events. There are forums to relate to the readings, to explore the DSM and trauma-related disorders, to share a creative depiction of attachment, and to explore and share more about trauma-focused treatments. During the in-person session, the following is the agenda
- Final case study paper
- Practice with trauma focused diagnosis
- Empathetic strain
Some of the learning objectives for this week include
- Be able to define trauma and understand some of the types of trauma
- Develop an overview understanding of diagnoses that trauma- and stressor-related
- To be able to articulate what trauma-focused treatment looks like
Podcasts?
Do people like the podcast and should I try to do it for other books.
Assignment 04c: Case Study Paper
Meta: Points 100 pts (20% of final grade); Deadline Monday 12/08/25 at 08:00 AM; Completion via Anthology accessible through MyHeritage Assignments; Locations Assignment Submission via Anthology and Assignment Description and Rubric;
Purpose: The purpose of this assignment is to document direct service implementation at the micro, mezzo, and macro levels with a real-life client. The assignment is designed to follow the students as they provide an intervention to a real-world client at their practicum placement. Students will be able to demonstrate their ability to engage in assessment, engagement, service planning, and intervention delivery to address client needs at micro, mezzo, and macro levels. They will be able to demonstrate their ability to engage in strong academic writing, linking client problems and real-world situations to literature and evidence-based practices.
Task: The case study paper is a key assignment for SOWK 581. The assignment is designed to encompass many aspects of social work practice with individuals, groups, and systems. It seeks to address two competencies from the CSWE (2022) and the specialized practice behaviors defined for the MSW Program. First is an opportunity to demonstrate ethical and professional behavior, which is competency one. This includes examining policy and research, as well as assessing culturally responsive decision-making models. The second EPAS evaluated is competency seven, which is focused on assessment and looks specifically at using advanced methods and adapting assessments based on cultural contexts.
The student’s final product will be an individually submitted report detailing a case study they have engaged in during the semester. The case study spans the process of a student assessing, developing a service delivery plan, and implementing an intervention with an individual client. Students are to use their practicum placement to provide a real-world case study for this assignment that details the work they are doing in their practicum. Because this paper is based on an actual client, names and identifying details must be changed to provide client confidentiality. An informed consent will be signed. Students should be using some of their meetings with their field placement supervisors to talk about the developments in working with this client. Discussion of this supervision and consultation should be included throughout your paper as applicable. Discussion regarding ethical decision-making, making direct connections to the NASW code of ethics or other related reasoning should be identified throughout the paper. The ADEI policy connection section should examine current or historical policies that could impact their client and be considered oppressive and apply an ethical decision-making model to working with their client. Final papers, excluding the appendix, should be between 10 and 15 pages. They will follow the APA style guide (American Psychological Association, 2020), and include a title page, introduction, ADEI policy connection, client assessment, service plan, intervention description, recommendations, reference, and appendix.
- Title Page: Should be formatted as an APA student paper.
- Introduction: The introduction should provide context to the services you have been providing your client. This should include a description of the organization, an overview of the services offered, and general needs addressed in the setting. Discussion of your ethical use of technology related to client records and documentation and your relationship to agency policy should be explained.
- ADEI Policy Connection: Policy should inform your practice, and the ADEI policy connection section of your final paper will discuss policy and research related to the impact of racism, oppression, violence, and historical trauma. Describe your decision-making model and how you engage in culturally responsive practices related to Latinx, indigenous, or agricultural communities.
- Client Assessment: The assessment as a document will be included as an appendix. The assessments should gather the information necessary to understand your client’s needs so that a service plan can be developed. This section will include a description of any evaluations conducted, along with a description of the identified problem areas and needs. Some of the identified needs should be related to peer-reviewed literature. The rationale for assessments should be articulated. Students should clarify how their assessment is culturally responsive, and how you adapted the assessment should be included. Connections pertaining to the client’s environment (e.g., family, groups, organization) should be included.
- Service Planning: The completed service plan form will be included in an appendix. This section should include a general description of the service plan developed collaboratively with your client. Client voice and mutual engagement in the planning process should be described. The rationale for the developed plan and its linkage with peer-reviewed literature should be included in this section. Services plans should consist of at least a description of the problem being addressed, the identified goal, relevant strengths and resources, potential barriers, and tasks. Students should have identified goals at each level of intervention (e.g., micro, mezzo, and macro).
- Intervention Description: Describe the implementation of your interventions and include a detailed discussion of the student’s engagement with the client. Students should chronicle their use of interpersonal skills to engage the client. The discussion should also include their approach to providing culturally responsive practices and how they were implemented.
- Recommendations: A description of continued needs to be addressed, and recommendations for continuing or discontinuing services with this client should be provided.
- Reference: Any references used throughout your paper should be included in the reference section and formatted using APA style.
- Appendix: Students’ papers should refer to each appendices. At a minimum, students must include a copy of their assessment, service delivery plan, and a progress note example. Students are encouraged to include other items as deemed beneficial to their overall case study.
Success: Students will be assessed using the Case Study Paper and Competencies 1 and 7 Rubric. A quality paper will provide a comprehensive overview of your chosen case and an explanatory description of your therapeutic rationale. Students will use solid academic scholarship and follow the assignment description. Students will also demonstrate competency in ethical and professional behavior and assessment methods.
Appendix C: Case Study Paper and Competencies 1 and 7 Practice Behaviors Rubric
The Case Study Paper and Competency 1 and 7 Practice Behaviors Rubric is used to evaluate the overall case study paper students complete in SOWK 581. It serves two parts. The first is to assess Heritage University’s Specialized Practice behavior for ethical and professional practice and assessment. Second, it evaluates the assignment by looking at whether the case study is comprehensive, explains how the student developed rapport and connection, the use of high-quality scholarship, and if the student followed the assignment requirements.
Competency 1: Demonstrate Ethical and Professional Behavior
a. Examine policy and research related to the impact of racism, oppression, violence, and historical trauma to inform ethical practice.
b. Assess culturally responsive advanced decision-making models to address ethical issues and dilemmas in practice with Latinx, Indigenous, and agricultural communities.
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Examination and relation of historical oppression to ethical practice. | The case study lacks a discussion of policy and research related to racism, oppression, violence, or historical trauma. There is minimal or no connection between ethical decision-making and these systemic issues. | The case study includes some mention of policy or research related to racism, oppression, violence, or historical trauma, but the discussion is incomplete or lacks depth. Ethical decision-making is referenced, but connections to these issues are not consistently clear or well-explained. | The case study integrates relevant policy and research on racism, oppression, violence, and historical trauma. The discussion informs ethical decision-making, although certain aspects may lack detail or complexity. The ethical implications are understood but may not be fully explored in relation to systemic issues | The case study comprehensively examines policy and research on racism, oppression, violence, and historical trauma. These elements are thoroughly integrated to inform ethical decision-making throughout the case. The student demonstrates deep understanding of how these systemic issues shape practice and provides detailed examples of culturally responsive and ethically sound interventions. |
| Assessment of culturally responsive decision-making model and relating to historically oppressed populations. | The case study lacks assessment or application of culturally responsive decision-making models. Ethical issues or dilemmas are either not addressed or handled without consideration of the specific cultural contexts of Latinx, Indigenous, or agricultural communities. | The case study includes some consideration of decision-making models, but they are not clearly linked to ethical dilemmas specific to Latinx, Indigenous, or agricultural communities. Culturally responsive practices are mentioned but lack depth or consistency in application. | The case study demonstrates an understanding of advanced decision-making models. Ethical dilemmas are assessed with attention to the specific needs of Latinx, Indigenous, or agricultural communities. Culturally responsive practices are present and generally well-applied, though some areas may lack detailed exploration. | The case study thoroughly assesses and applies advanced, culturally responsive decision-making models. Ethical issues and dilemmas are addressed with a deep understanding of the unique cultural and historical contexts of Latinx, Indigenous, and agricultural communities. The student provides clear, well-reasoned examples of how ethical decisions were made and implemented, demonstrating cultural sensitivity and respect throughout the process. |
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
a. Evaluate advanced assessment methods with diverse individuals, families, groups, organizations, and communities.
b. Adapt advanced assessment methods through modification of questions, formats, and measurements that reflect diverse cultural contexts.
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Evaluating advanced assessment methods with diverse populations | There is no application of advanced assessment methods. The assessment is generic or incomplete, with little attention to the diversity of the client or contexts. | An evaluation of the assessment methods used. It is focused only on the clients’ individual needs and lacks any other context. | The case study evaluates and applies advanced assessment methods. It includes most but not all. It does not include all the contexts (e.g., individual, family, group, organization, community) | The case study thoroughly evaluates and applies advanced, culturally responsive assessment methods. The assessment is comprehensive and contextually sensitive, providing context to your client’s needs and discussing the needs of interrelated systems, including family, groups, organizations, and communities. |
| Adaption of assessment to be culturally responsive. | There is no modification or adaptation of assessment methods to fit the cultural contexts of diverse clients. | Culturally responsive practices seem to be being implemented, but they are not directly described in the case study paper. | There is a discussion of adaptations to assessments made. However, the rationale and reflection on this practice do not clearly articulate these parts. | The case study includes a specific discussion regarding how they have adapted their assessment methods to be culturally responsive with rationale and reflection on why they made the adaptations and the impact on their work with the client. |
General Components of Case Study
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| The overview of the case study is comprehensive | The case study is missing the required sections of the paper. The attached appendices do not provide appropriate or complete clinical documentation | The case study includes all the required sections, but the components are underdeveloped. The content lacks sufficient detail for a comprehensive understanding of the case formulation. | The case formulation is mostly understandable but may miss detailed insight into specific aspects. The attached appendices provide clinical documentation that is appropriate but may lack some details or refinement. | The case study paper includes all of the sections required in the assignment. Each section is thorough and provides details to elaborate on the entire case formulation. The attached appendices clearly demonstrate the student’s ability to provide comprehensive clinical documentation that aligns with the case formulation. |
| Therapeutic rationale is used throughout the process | There is a limited or no rationale for decisions between assessment and intervention, and interventions may not be supported by evidence-informed practice and do not align with client needs. | There is a weak or incomplete rationale for service delivery decisions. Some interventions align with the client’s needs, but selected interventions might not follow best practices. | There is evident rationale for service delivery interventions. The assessment is connected to the service delivery. The selected interventions are appropriate but lack depth in discussion or clarity in implementation. | The case study demonstrates the implementation of effective, ethical, and individualized services for a client. Evidence of sound reasoning between assessment and intervention is provided. Interventions include scientifically sound interventions and are based on the client’s needs. The rationale for decisions is clearly and soundly articulated. |
| Strong academic scholarship | No scholarly sources are used, and/or there is a complete disregard for APA formatting. The writing contains numerous errors in grammar, spelling, and style. | The sources used are not from strong academic sources, and there are many problems with formatting. | The inclusion of scholarly sources is good, and the general content looks like it is trying to follow APA formatting but lacks consistency in the implementation or has minor formatting errors. | The final case study includes strong academic scholarship. There is a connection with evidence-based practices in the discussion through scholarly sources. The writing follows APA guidelines for tone, the format of the paper, and the use of in-text/reference list entries. |
| Following Assignment | The case study does not follow the assignment description and requirements. | The case study somewhat follows the assignment description, but significant errors exist. | The case study follows the assignment description and requirements but has minor errors. | The case study closely follows the assignment description and requirements. |
Munday et al. (2013) Case 7.5 Stressed Out
Review case study, find content in the DSM (adjustment disorder with depressive symptoms)
Franklin Sims was a 21-year-old single African American man who sought treatment at a university-affiliated community mental health clinic because he felt “stressed out,” withdrawn from friends, and “worried about money.” He said he had been feeling depressed for 3 months, and he attributed the “nosedive” to two essentially concurrent events: the end of a 3-year romantic relationship and the accidental and disappointing discovery of his father’s identity.
Mr. Sims had supported himself financially since high school and was accustomed to feeling nervous about making ends meet. He had become more worried after breaking up with his longtime girlfriend, so he approached a “family friend” for financial help. He was turned down and then discovered that this man was his biological father. This disappointment revived longstanding anger and sadness about not knowing his father’s identity. His roommates taunted him for “falling apart” with this discovery.
At the time of this discovery, Mr. Sims was a full-time undergraduate who also worked full-time as a midnight-shift warehouse worker. When he finished his early-morning shift, he found it hard to “slow down,” and he had trouble sleeping. He was often frustrated with his two roommates due to their messiness and frequent socializing with friends in their small apartment. His appetite was unchanged and his physical health was good. His grades had recently declined, and he had become increasingly discouraged about money and about being single. He had not previously sought any type of mental health services, but a supportive cousin suggested seeing a therapist at the student mental health clinic.
Mr. Sims was raised as an only child by his mother and her extended family. He was a self-described “good student and popular kid.” High school was complicated by his mother’s 3-year period of unemployment and his experimentation with alcohol and marijuana. He recalled several heavy drinking episodes at age 14 and first use of marijuana at age 15. He smoked marijuana daily for much of his junior year and stopped heavy use under pressure from a girlfriend. At the time of the evaluation, he had “an occasional beer” and limited marijuana use to “being social” several times a month.
On examination, Mr. Sims was punctual, cooperative, pleasant, attentive, appropriately dressed, and well groomed. He spoke coherently. He appeared generally worried and constricted, but he did smile appropriately several times during the interview. He had a quiet, dry sense of humor. He denied suicidality, homicidality, and psychosis. He was cognitively intact, and his insight and judgment were considered good.
Trauma- and Stressor-Related Disorders Diagnostic Examples
Go though and do handout. Four cycles. Have people switch up groups so different people and discussions.
Model of Empathy-Based Stress Process
Secondhand trauma and empathetic engagement and the impact they have on us the the empathy-based strain they put onto a clinician are influenced by:
- Individual factors: consider practitioner coping, personality, sociodeomgraphic status, etc.
- Contextual factors: consider frequency, level of support, etc.
Depending on these contextual and individual factors practioniers can develop different levels of empathy-based strain. This can look like:
i.e., compassion fatigue, secondary traumatic stress, vicarious traumatization
Empathy-based strain has…
- adverse workplace outcomes: burnout, depression, anxiety, impacted health, etc.
- negative impact on work: performance, turnover, satisfaction
(Rauvola et al., 2019)
Burnout
Burnout is chronic workplace stress from workload or systemic issues.
- People who experience burnout have emotional exhaustion
- Can have trouble engage in empathy and experience depersonalization
- Lose their sense of personal accomplishment
- And be exhasuted across contexts
(Cummings et al., 2018)
Reference
Cummings, C., Singer, J., Hisaka, R., & Benuto, L. T. (2018). Compassion satisfaction to combat work-related burnout, vicarious trauma, and secondary traumatic stress. Journal of Interpersonal Violence, 36(9-10), NP5304-NP5319. https://doi.org/10.1177/0886260518799502
Empathy Based Stress, Vicarious Traumatization, Secondary Traumatic-Stress, and Compassion Fatigue
| Construct | Definition | Symptoms | Alternate & related terms |
|---|---|---|---|
| Empathy-based stress | Experience of adverse psychological and/or physical reactions to trauma exposure at work, resulting from empathic engagement following trauma exposure | Symptoms vary, depending on the specific manifestation of strain (i.e., vicarious traumatization, secondary traumatic stress, compassion fatigue, other health outcomes) | “Risks and hazards” of caring work |
| Vicarious traumatization | Transformation of the “inner experience” of trauma-exposed individuals (McCann and Pearlman 1990; Pearlman and Saakvitne 1995) | Symptoms include worldview shifts, cognitive schema disruptions | Vicarious trauma; vicarious posttraumatic growth, vicarious resilience |
| Secondary traumatic stress | Stress reaction induced following exposure to traumatic material; PTSD parallel (Figley 1995) | Symptoms similar to PTSD, but from secondary exposure | Secondary traumatization, secondary traumatic stress disorder |
| Compassion fatigue | Acute, affective phenomenon engendering high levels of stress after trauma exposure (Figley 1995) | Symptoms parallel original trauma victim’s (e.g., avoidance, hyperarousal, numbing, sleep disturbances) | Compassion stress; compassion satisfaction |
(Rauvola et al., 2019)
Reference
Rauvola, R. S., Vega, D. M., & Lavigne, K. N. (2019). Compassion Fatigue, Secondary Traumatic Stress, and Vicarious Traumatization: a Qualitative Review and Research Agenda. Occupational Health Science, 3(3), 297-336. https://doi.org/10.1007/s41542-019-00045-1
Reducing Empathetic Strain
We can think about reducing some of this empathetic strain through development of personal self-care practices, considering out professional practices, engaging in organizational supports, and when needed getting direct support
- Development of personal self-care practices: developing self-awareness, implementing boundries, mindefulness, physical activites, hobbies, etc.
- Considering our professional practice: setting realistic expectations, using rational detachment, increasing our professional skills
- Engaging in organizational support: supervision and consultation, taking breaks, EAP
- Getting direct support:
Small Group and Whole Group Discussion/Activity Brainstorm ideas you can do Share things you are committed to doing How will you be accountable to that