Intervention Assignment 

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My population is primarily black young men (ages 29-39) counseling. FYI See rubric below:

Identify two interventions that are relevant to the populations in your field placement. Explain (using the literature) why they are a good fit as well as some challenges you might find while implementing them. Discuss how they could be adapted to work well within and be responsive to the context of the agency, community, clients and provider- culture, race, privilege, oppression, and intersectionality. Two pages in length.

Rubric

Intervention Assignment Rubric

Intervention Assignment Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeWell ResearchedUsed assigned readings to substantiate choice of intervention. Sources are properly cited.	20 ptsFull Marks10 ptsHalf Marks0 ptsNo Marks	20 pts
This criterion is linked to a Learning OutcomeAnswers Promptanswers assignment prompt demonstrates critical analysis substantive elaboration	70 ptsFull Marks35 ptsHalf Marks0 ptsNo Marks	70 pts
This criterion is linked to a Learning OutcomePage Lengthmeets page length requirement	10 ptsFull Marks0 ptsNo Marks	10 pts
Total Points: 100

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Course Syllabus

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COURSE PLAN

– Session 1: Introductions and Course Plan-Framework- Trauma informed care and Core Elements

Overview of course and assignments; Discussion of conceptual framework of common elements and trauma through a cultural, power, privilege, race and oppression lens.

• Barth, R., Lee, B. and Lindsey, M. (2011) Evidence-Based Practice at a Crossroads: The Timely Emergence of Common Elements and Common Factors. Research on Social Work Practice 22 (1) 108-119
• Chen, S. X., Mak, W. W. S., & Lam, B. C. P. (2020). Is It Cultural Context or Cultural Value? Unpackaging Cultural Influences on Stigma Toward Mental Illness and Barrier to Help-Seeking. Social Psychological and Personality Science, 11(7), 194855061989748. https://doi.org/10.1177/1948550619897482
• Sue, S., Zane, N., Nagayama Hall, G. C., & Berger, L. K. (2009). The case for cultural competency in psychotherapeutic interventions. Annual review of psychology, 60, 525–548. doi:10.1146/annurev.psych.60.110707.163651

Session 2: Trauma informed care and Formulation and Assessment

Working from a trauma informed care lens, how to formulate an assessment and continue its use throughout the therapeutic process.

• Dee Watts-Jones, T.  (2010).  Opening the door to dialogue on intersectionality in the therapy process. Family Process, 49(3), 405-420.

• Hartmann, W. E., & Gone, J. P. (2016). Psychological-mindedness & American Indian historical trauma: Interviews with service providers from a Great Plains reservation. American Journal of Community Psychology, 57, 229-242. DOI 10.1002/ajcp.12036.
• Henderson, Z. (2017). In Their Own Words: How Black Teens Define Trauma. Journal of Child & Adolescent Trauma. https://doi.org/10.1007/s40653-017-0168-6           

– Session 3: Suicide and Crisis

Review and further application of identifying crisis and/or suicide in clinical settings- assess, interventions, measures, safety plans.

• Harmer, Lee, Rizvi, Pal, Jackson.  Suicidal Ideation.  https://www.ncbi.nlm.nih.gov/books/NBK565877/
• McKinney, J. M., Hirsch, J. K., & Britton, P. C. (2017). PTSD symptoms and suicide risk in veterans: Serial indirect effects via depression and anger. Journal of Affective Disorders, 214, 100–107. https://doi.org/10.1016/j.jad.2017.03.008Links to an external site.
• Barzilay S, Yaseen ZS, Hawes M, Gorman B, Altman R, Foster A, Apter A, Rosenfield P, Galynker I. Emotional Responses to Suicidal Patients: Factor Structure, Construct, and Predictive Validity of the Therapist Response Questionnaire-Suicide Form. Front Psychiatry. 2018 Apr 5;9:104. doi: 10.3389/fpsyt.2018.00104. PMID: 29674979; PMCID: PMC5895710.

– Session 4: Suicide and Crisis

Skills lab on Suicide and Crisis Intervention

• Al’Uqdah, S. N., Maxwell, C., & Hill, N. (2016). Intimate Partner Violence in the African American Community: Risk, Theory, and Interventions. Journal of Family Violence, 31(7), 877–884. https://doi.org/10.1007/s10896-016-9819-xLinks to an external site.
• Linehan, M. M., Korslund, K. E., Harned, M. S., Gallop, R. J., Lungu, A., Neacsiu, A. D., McDavid, J., Comtois, K. A., & Murray-Gregory, A. M. (2015). Dialectical Behavior Therapy for High Suicide Risk in Individuals with Borderline Personality Disorder. JAMA Psychiatry, 72(5), 475. https://doi.org/10.1001/jamapsychiatry.2014.3039Links to an external site.

– Session 5:  Behavioral Activation & Cognitive Reframing

What is behavioral activation & cognitive reframing? What is their purpose? When to use and with whom?

• Mimiaga, M. J., Pantalone, D. W., Biello, K. B., Glynn, T. R., Santostefano, C. M., Olson, J., Pardee, D. J., Hughto, J. M. W., Garcia Valles, J., Carrico, A. W., Mayer, K. H., & Safren, S. A. (2018). A randomized controlled efficacy trial of behavioral activation for concurrent stimulant use and sexual risk for HIV acquisition among MSM: project IMPACT study protocol. BMC Public Health, 18(1). https://doi.org/10.1186/s12889-018-5856-0

• Wagner, A. W., Zatzick, D. F., Ghesquiere, A., & Jurkovich, G. J. (2007). Behavioral Activation as an Early Intervention for Posttraumatic Stress Disorder and Depression Among Physically Injured Trauma Survivors. Cognitive and Behavioral Practice, 14(4), 341–349. https://doi.org/10.1016/j.cbpra.2006.05.002Links to an external site.

– Session 6: Behavioral Activation & Cognitive Reframing

Skills lab on emotional regulation and dialectics: How and when are they applied?

• Essau, C. A., Olaya, B., Sasagawa, S., Pithia, J., Bray, D., & Ollendick, T. H. (2014). Integrating video-feedback and cognitive preparation, social skills training and behavioural activation in a cognitive behavioural therapy in the treatment of childhood anxiety. Journal of Affective Disorders, 167, 261–267. https://doi.org/10.1016/j.jad.2014.05.056Links to an external site.
• Feldhaus, C. G., Jacobs, R. H., Watkins, E. R., Peters, A. T., Bessette, K. L., & Langenecker, S. A. (2020). Rumination-Focused Cognitive Behavioral Therapy Decreases Anxiety and Increases Behavioral Activation Among Remitted Adolescents. Journal of Child and Family Studies, 29(7), 1982–1991. https://doi.org/10.1007/s10826-020-01711-7Links to an external site.
• Mueser, K. T., Gottlieb, J. D., Xie, H., Lu, W., Yanos, P. T., Rosenberg, S. D., Silverstein, S. M., Duva, S. M., Minsky, S., Wolfe, R. S., & McHugo, G. J. (2015). Evaluation of cognitive restructuring for post-traumatic stress disorder in people with severe mental illness. British Journal of Psychiatry, 206(6), 501–508. https://doi.org/10.1192/bjp.bp.114.147926

– Session 7:  Emotional Regulation and Dialectics

What is the purpose of emotional regulation and dialectics? When to use it and with whom?

• Mikaeili, N., & Barahmand, U. (2013). Training in Self-regulation Enhances Psychological Well-being of Distressed Couples. Procedia – Social and Behavioral Sciences, 84, 66–69. https://doi.org/10.1016/j.sbspro.2013.06.511Links to an external site.
• Links to an external site.Ruglass, L.M., Lopez-Castro, T., Papini, S., Killeen, T., Back, S., & Hien, D. A., (2017). Concurrent treatment with prolonged exposure for co-occurring posttraumatic stress disorder and substance use disorders: A randomized clinical trial. Psychotherapy and Psychosomatics, 3, 150-161
• Salvatore, G., Lysaker, P. H., Gumley, A., Popolo, R., Mari, J., & Dimaggio, G. (2012). Out of Illness Experience: Metacognition-Oriented Therapy for Promoting Self-Awareness in Individuals with Psychosis. American Journal of Psychotherapy, 66(1), 85–106. https://doi.org/10.1176/appi.psychotherapy.2012.66.1.85Links to an external site.
• TED Talk: The Science of Cells that Never Get Old
  (this is Dr. Blackburn who won a nobel prize for her work on teleomeres, and she also discusses the impact of chronic stress including oppression and racism)
  https://www.ted.com/talks/elizabeth_blackburn_the_science_of_cells_that_never_get_oldLinks to an external site.
• Links to an external site. 

– Session 8:  Emotional Regulation and Dialectics

Skills lab on emotional regulation and dialectics: How and when are they applied?

• Parsonson, K., & Alquicira, L. (2019). The Power of Being There for Each Other: The Importance of Self-Awareness, Identifying Stress and Burnout, and Proactive Self-Care Strategies for Sex-Offender Treatment Providers. International Journal of Offender Therapy and Comparative Criminology, 0306624X1984177. https://doi.org/10.1177/0306624x19841773Links to an external site.
• Perepletchikova, F. (2018) DBT for Pre-Adolescent Children: Research, Theory, and the Nuts and Bolts of Practical Application. Journal of the American Academy of Child and Adolescent Psychiatry. 57, 10.

– Session 9: Coping Strategies and Stress Management

What is stress management? What are coping strategies? What is their purpose?

• Alcántara, C., Li, X., Wang, Y., Canino, G., & Alegría, M. (2016). Treatment moderators and effectiveness of Engagement and Counseling for Latinos intervention on worry reduction in a low-income primary care sample. Journal of Consulting and Clinical Psychology, 84(11), 1016-1022. http://dx.doi.org.ezproxy.cul.columbia.edu/10.1037/ccp0000146
• Held, P., Owens, G. P., Monroe, J. R., & Chard, K. M. (2017). Increased Mindfulness Skills as Predictors of Reduced Trauma-Related Guilt in Treatment-Seeking Veterans. Journal of Traumatic Stress, 30(4), 425–431. https://doi.org/10.1002/jts.22209
• Wong, Y. J., Gabana, N. T., Zounlome, N. O. O., Goodrich Mitts, N., & Lucas, M. (2017). Cognitive correlates of gratitude among prison inmates. Personality and Individual Differences, 107, 208–211. https://doi.org/10.1016/j.paid.2016.11.043Links to an external site.
• TED Talk: The Science of Cells that Never Get Old
  (this is Dr. Blackburn who won a nobel prize for her work on teleomeres, and she also discusses the impact of chronic stress including oppression and racism) https://www.ted.com/talks/elizabeth_blackburn_the_science_of_cells_that_never_get_oldLinks to an external site.

– Session 10: Coping Strategies and Stress Management

Skills lab on coping strategies and stress management: How and when are they applied?

• Hernandez-Wolfe, P., Killian, K., Engstrom, D., & Gangsei, D. (2014). Vicarious Resilience, Vicarious Trauma, and Awareness of Equity in Trauma Work. Journal of Humanistic Psychology, 55(2), 153–172. https://doi.org/10.1177/0022167814534322Links to an external site.
• Kelly, A., & Garland, E. L. (2016). Trauma-Informed Mindfulness-Based Stress Reduction for Female Survivors of Interpersonal Violence: Results from a Stage I RCT. Journal of Clinical Psychology, 72(4), 311–328. https://doi.org/10.1002/jclp.22273Links to an external site.
• Mohajerin, B., Bakhtiyar, M., Olesnycky, O. S., Dolatshahi, B., & Motabi, F. (2019). Application of a transdiagnostic treatment for emotional disorders to body dysmorphic disorder: A randomized controlled trial. Journal of Affective Disorders, 245, 637–644. https://doi.org/10.1016/j.jad.2018.11.058Links to an external site.

– Session 11: Psychoeducation-Shared Learning and Problem Solving

CLASS PRESENTATIONS

Understanding the principles of shared learning and problem solving across multiple modalities and as a major component of therapeutic alliance.

• Bernal, G., Rivera‐Medina, C. L., Cumba‐Avilés, E., Reyes‐Rodríguez, M. L., Sáez‐Santiago, E., Duarté‐Vélez, Y., Nazario, L., Rodríguez‐Quintana, N., & Rosselló, J. (2019). Can Cognitive‐Behavioral Therapy Be Optimized with Parent Psychoeducation? A Randomized Effectiveness Trial of Adolescents with Major Depression in Puerto Rico. Family Process. https://doi.org/10.1111/famp.12455Links to an external site.
• Gone, J. P. (2010). Psychotherapy and traditional healing for American Indians: Exploring the prospects for therapeutic integration. The Counseling Psychologist, 38(2), 166-235. http://dx.doi.org/10.1177/0011000008330831
• Lau, A.S., Fung, J.J., & Yung, V. (2010). Group parent training with immigrant Chinese families: Enhancing engagement and augmenting skills training. Journal of Clinical Psychology: In Session, 66, 880-894.

– Session 12: Psychoeducation- Shared Learning and Problem Solving

CLASS PRESENTATIONS

REFLECTIONS FROM ROUND 1 DUE

Skills lab on psychoeducation (as a common element), shared learning and problem solving

• Beitel, M., Myhra, L. L., Gone, J. P., Barber, J. P., Miller, A., Rasband, A., Cutter, C. J., Schottenfeld, R. S., & Barry, D. T. (2018). Psychotherapy with American Indians: An exploration of therapist-rated techniques in three urban clinics. Psychotherapy, 55(1), 45–51. https://doi.org/10.1037/pst0000156Links to an external site.
• Ford, J. D., & Hawke, J. (2012). Trauma Affect Regulation Psychoeducation Group and Milieu Intervention Outcomes in Juvenile Detention Facilities. Journal of Aggression, Maltreatment & Trauma, 21(4), 365–384. https://doi.org/10.1080/10926771.2012.673538Links to an external site.
• Wendt, D. C., & Gone. J. P. (2018). Group psychotherapy in specialty clinics for substance use disorder treatment: The challenge of ethnoracially diverse clients. International Journal of Group Psychotherapy. Advance online publication. doi:10.1080/00207284.2018.1442225

– Session 13: Synthesis and Review- Decision Making re Application/ Integration of Skills with Trauma Informed Care and PROP/DSW,  Social Work licensing and careers, Presentations

REFLECTIONS DUE

• Black, P. J., Woodworth, M., Tremblay, M., & Carpenter, T. (2012). A review of trauma-informed treatment for adolescents.Canadian Psychology/Psychologie Canadienne, 53(3), 192–203. 
• Gibbons, D., Lichtenberg, P. & van Beusekom, J. (1994). Working with victims: Being empathic helpers.Clin Soc Work J22, 211–222. 
• Hernández, P., Gangsei, D., & Engstrom, D. (2007). Vicarious Resilience: A New Concept in Work with those who Survive Trauma.Family Process, 46(2), 229–241. 
• Tosone, C., Nuttman-Shwartz, O. & Stephens, T. Shared Trauma: When the Professional is Personal.Clin Soc Work J 40, 231–239 (2012). 

– Session 14: Synthesis and Review, Presentations & Celebration!