Session Four – Content Level: Advanced
Master Topic: Lived Experience as a Teaching Tool for Clinicians

This session will explore positive disruption.

Objectives:
1.    Define the understanding of trauma-informed practice as the foundation for positive disruption and transformative leadership
2.    .Describe ways in which our understanding of racism and colonialism is important for all clinicians
3. Prepare and present case reports and process therapeutic interventions.

Readings:

• Quiros, L. (2021) Incorporating Diversity and Inclusion into Trauma-Informed Social Work:  Transformational Leadership.  Routledge, New York, NY. Introduction & Chapters 1-4 (pp. xvi-81).
• Jennifer M. Gómez, Robyn L. Gobin & Melissa L. Barnes (2021) Discrimination, Violence, & Healing within Marginalized Communities, Journal of  Trauma & Dissociation, 22:2, 135-140, DOI: 10.1080/15299732.2021.186905
• Devon S. Isaacs, Melissa Tehee, Julii Green, Kee J.E. Straits & Tamara Ellington (2020) When psychologists take a stand: Barriers to trauma response services and advocacy for American Indian communities, Journal of Trauma & Dissociation, 21:4, 468-483, DOI: 10.1080/15299732.2020.1770148

Timed Outline:
30 minutes: Discussion of Chapters 1-4 in Incorporating Diversity and Inclusion into Trauma-Informed Social Work
45 minutes: Discussion of “Discrimination, Violence, & Healing within Marginalized Communities” and “When psychologists take a stand: Barriers to trauma response services and advocacy for American Indian communities”
45 minutes: Case presentations