Fundamentals of Trauma Processing
Course #66233 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
This course will challenge participants to look at the multiple ways in which trauma affects humans and ultimately impacts life, work, family, and functioning in society. This course will examine traumas that are often associated with post-traumatic stress disorder (PTSD), such as surviving a violent crime, fighting in combat, weathering a natural disaster, or being injured in a life-threatening accident, while also examining the adverse life experiences that, while not meeting the standard for PTSD, can still have a great impact on human behavior. Topics to be covered include a brief history of trauma and the PTSD diagnosis; recognizing and assessing the impact of trauma on a client, co-worker, family member, or friend; understanding the links between trauma, addiction, and underlying grief; and accessing the best possible treatment for those who have been impacted by trauma. Practical, reflection-oriented activities are included throughout the course to further hone clinical skills.
- INTRODUCTION
- FOUNDATIONS: CONCEPTUALIZING TRAUMA
- THEORETICAL MODELS
- PROPOSALS FOR THE FUTURE OF TRAUMA DIAGNOSIS AND TREATMENT
- ASSESSING FOR TRAUMA-RELATED DISORDERS
- TRAUMA TREATMENT IN THE THREE-STAGE CONSENSUS MODEL
- TRAUMA AND ADDICTION
- EVALUATING PERSONAL ROADBLOCKS TO ADDRESSING TRAUMA
- COLLABORATION AND REFERRAL OPTIONS
- CONCLUSION
- RESOURCES
- GLOSSARY OF TERMS
- Works Cited
- Evidence-Based Practice Recommendations Citations
This intermediate course is designed for psychologists who may encounter trauma-related disorders and their manifestations in professional settings.
The purpose of this course is to provide psychologists with the information necessary to assist clients to identify and process traumas that may be affecting their lives.
Upon completion of this course, you should be able to:
- Outline concepts and definitions important to effective trauma work.
- Identify various models of trauma and information processing.
- Assess for the presence of clinically significant trauma in an individual.
- Evaluate aspects of the first stage of trauma treatment with the three-stage consensus model.
- Describe stages 2 and 3 of the three-stage consensus model and their use in the treatment of trauma-related disorders.
- Determine one's own strengths and weaknesses in clinically addressing trauma and their various clinical manifestations.
- Access the best possible referrals for enhanced client care.
Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, (she/they) travels internationally speaking on topics related to EMDR therapy, trauma, addiction, expressive arts, and mindfulness while maintaining a private practice and online education operation, the Institute for Creative Mindfulness, in her home base of northeast Ohio. She is the developer of the Dancing Mindfulness approach to expressive arts therapy and the developer of Yoga for Clinicians. Dr. Marich is the author of numerous books, including EMDR Made Simple, Trauma Made Simple, and EMDR Therapy and Mindfulness for Trauma Focused Care (written in collaboration with Dr. Stephen Dansiger). She is also the author of Process Not Perfection: Expressive Arts Solutions for Trauma Recovery. In 2020, a revised and expanded edition of Trauma and the 12 Steps was released. In 2022 and 2023, Dr. Marich published two additional books: The Healing Power of Jiu-Jitsu: A Guide to Transforming Trauma and Facilitating Recovery and Dissociation Made Simple. Dr. Marich is a woman living with a dissociative disorder, and this forms the basis of her award-winning passion for advocacy in the mental health field.
Contributing faculty, Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
James Trent, PhD
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.