SOPC Rubric Discussion Forum

Description of Rubrics for (1) Classroom activities (Large Group, Subgroup) and for (2) Written Assignments (In-Class and Homework):

RUBRICS FOR CLASSROOM ACTIVITIES (LARGE GROUP, SUBGROUP):

-3 no participation in activity
-2 very limited participation in activity with some distraction
-1 partial participation in activity but not actively involved

+1 active participation in activity, but on a limited basis
+2 active participation in activity with demonstrated focus on activity
+3 leadership role in activity with full attention and participation in activity

RUBRICS FOR WRITTEN ASSIGNMENTS (IN-CLASS AND HOMEWORK)

-3 no completion of assignment
-2 very cursory completion of assignment, but not all information provided
-1 limited completion of assignment, but lacking detail and some information
+1 completion of assignment, but not outstanding presentation
+2 completion of assignment including information of greater substance
+3 detailed completion of assignment providing very comprehensive data

Course Number and Title:    CCP/CCA 728 Trauma-Specific Clinical Interventions

Instructor(s):    Elena Cherepanov,  PhD, LMHC, Certified Trauma Specialist   
 
Text(s): Brier, J., Scott, C. (2006) Principles of Trauma Therapy: A Guide to Symptoms, Evaluation, and Treatment.  Sage Publications.
This popular text provides a creative synthesis of cognitive-behavioral, relational, affect regulation, mindfulness, and psychopharmacologic approaches to the "real world" treatment of acute and chronic posttraumatic states. Grounded in empirically-supported trauma treatment techniques, and adapted to the complexities of actual clinical practice, it is a hands-on resource for front-line clinicians, those in private practice, and graduate students of public mental health.
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•   ISBN-10: 0761929215
•   ISBN-13: 978-0761929215

Knowledge Outcomes:

•   The role of trauma specialist
•   The concept and principles of trauma-informed care
•   Types of prevention, crisis Intervention, brief therapies, psychodynamic therapies
•   Trauma-specific evidence-based approaches
•   Treatment and counseling strategies and trauma interventions specific for types of trauma and the special populations

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Skill Outcomes:
•   To provide the psychological first aid
•   To provide the crisis intervention and grief counseling
•   Providing culturally appropriate services to trauma survivors
•   Apply at trauma-informed approach when working with diverse communities;

Attitudinal Outcomes:

•   Will recognize survivors’ strength and resilience in face of adversity;
•   Will develop awareness of the importance of cultural competencies in trauma work.

Behavioral Outcomes:

•   Will demonstrate cultural sensitivity and respect to others

Course Number and Title: RESEARCH AND EVALUATION IN PSYCHOLOGY  CCP518


Instructor(s):    Elena Cherepanov, PhD,  LMHC   
 
Text(s):
McBurney D. H., White T. L. Research Methods (2006) (7th; 5th or  6th editions) . Wadsworth Publishing

ISBN-10: 0495092088
   ISBN-13: 978-0495092087


Knowledge Outcomes:


•   Have a basic understanding of the major concepts and tools of behavioral and social science research
•   Have operational knowledge of  the principles of observational research and program evaluation
•   Have an understanding and appreciation for the ethics of institutional research
•   Be aware of the social context of the behavioral sciences;


Skill Outcomes:
•   Understand, evaluate and analyze the research articles, research methods, appropriate designs and data gathering;
•   Apply research tools in designing and conducting the research project;
•   Present research data;
•   Identify the unethical and problematic research design

Thanks, Vita!

Knowledge Outcomes

1.   Identify the impact of chronic stress, fear, and trauma and violence on the neurobiological development of the child.
2.   Identify psychosocial factors associated with trauma response (age, ability, gender, cultural and racial identities, class, and spirituality/religious faith)
3.   Identify symptoms of stress, trauma and violence in school age children
4.   Identify types of trauma/crisis children may encounter
5.   Identify the cognitive, affective, behavioral, and neurological sequalae associated with trauma, chronic stress, fear, or violence.
6.   Identify the educator’s and support staff’s role in supporting and accommodating students who have special learning needs due to exposure to trauma or chronic stress, fear, or violence.
7.   Identify prevention, intervention, and post-vention strategies and techniques applicable to the school setting.
8.   Identify the importance and role of the Crisis Team in the School and School System and explore different models.
9.   Identify techniques for supporting students and families affected by stress, trauma or violence.
10.    Identify current practice trends in post trauma therapy
11.    Identify impact of secondary trauma, and identify strategies to reduce compassion fatigue