Dr Denis O'Hara
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course introduces students to the nature of crisis, trauma, and violence and approaches to mental health support. The theoretical foundations of trauma therapy are examined and applications of trauma theory is applied to a range of case studies. The nature and impact of domestic and family violence is also explored as one aspect of crisis and trauma. Students will be expected to understand the physical, psychological, and sociological impact of crisis and trauma on the individual and families. The course aims to develop in students a keen appreciation for ways of working with those who have been traumatised by life events.
Course staff
Course coordinator
Lecturer
Dr Denis O'Hara
Dr Kate Witteveen
Tutor
Dr Kate Witteveen
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
To understand the nature of human crisis experiences and short-term psychosocial crisis interventions.
To identify the physiological, sociological, and psychological responses to trauma.
To appreciate the differences between human stress and trauma conditions.
To investigate the nature and expressions of domestic and family violence.
To distinguish between and apply different evidenced-informed approaches of trauma therapy.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the distinction between crisis interventions and psychotherapy and the different forms of support they respectively provide.
LO2.
Examine the difference between different stress and trauma conditions and disorders.
LO3.
Explain key aspects of established trauma theory and how traumatic events affect the individual.
LO4.
Recognise different forms of domestic and family violence and their impact on individuals and families.
LO5.
Apply trauma informed approaches to psychotherapy to case studies.
LO6.
Develop a keen appreciation for a range of trauma theories and interventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation |
Assignment 1 Part A: Group Presentation
|
30% |
Group seminar presentations will range across week 8-12. The individual group due dates will be assigned in class. |
| Essay/ Critique, Reflection | Assignment 1 Part B: Critical Reflection | 10% |
30/05/2025 1:00 pm |
| Essay/ Critique | Assignment 2: Essay - Understanding Trauma Theory and Practice | 60% |
9/06/2025 1:00 pm |
Assessment details
Assignment 1 Part A: Group Presentation
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Presentation
- Weight
- 30%
- Due date
Group seminar presentations will range across week 8-12. The individual group due dates will be assigned in class.
Task description
As the mental health field has grown in its understanding of psychological trauma, a range of therapies have been developed to provide therapeutic support and recovery for those who have suffered trauma experiences. Some of these trauma therapies are extensions of existing theoretical approaches while others have been developed with trauma as the primary focus. All well-established trauma theories draw on many common foundations, but they also have differences in how their respective therapy is designed and applied. Your task is to present a group seminar on a specific trauma theory. You may choose from the following list of theories or select a different theory after approval from the course coordinator.
Trauma Therapy Approaches
· Prolonged Exposure Therapy (PE)
· Somatic Experiencing
· Cognitive Processing Therapy (CPT)
· Trauma-Focused CBT (TF-CBT)
· Narrative Exposure Therapy (NET)
· Eye Movement Desensitisation Reprocessing (EMDR)
Your Task in Detail
In a group of three or four people your task is to present a 40-minute seminar overviewing the history and theoretical principles of the selected approach. In addition, you will need to select a case study from a list of case studies (see case study file in Blackboard) and explain how the trauma theory would be applied to the case. As part of your presentation, you will need to incorporate a class activity which will help ground the class’s understanding of the approach. The presentation should be divided into three sections:
1. a theoretical overview of the approach;
2. an application of the approach to the case study; and
3. a class activity.
Each group will need to develop a PowerPoint presentation which will be shared with the whole class at the end of the semester.
Submission guidelines
A copy of the seminar presentation in the form of a set of Powerpoint slides or similar format will be uploaded to the Blackboard assessment portal by one member of the presentation group on behalf of the group.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
As the group seminar presentations are presented in the tutorials no extensions are possible.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Assignment 1 Part B: Critical Reflection
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 10%
- Due date
30/05/2025 1:00 pm
Task description
In this section your task is to reflect critically on one of the trauma theories presented in the group presentations and provide a brief critique of its strengths and limitations as an approach to trauma recovery. Questions which may help you develop your analysis include (but are not limited to):
· What is the approach’s primary therapeutic process or action?
· How well does this approach engage with current knowledge about the neurobiology of trauma?
· What do you consider to be the limitations of this approach?
· Would you be comfortable being counselled by a proficient counsellor principally informed by this approach? Why?
Please note that the theory you chose for this section must not be the same theory you presented in the group presentation.
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Assignment 2: Essay - Understanding Trauma Theory and Practice
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60%
- Due date
9/06/2025 1:00 pm
Task description
The field of trauma therapy has significantly expanded in both theoretical understanding and practice over the past decade. While there is much agreement within the field about the nature and treatment of psychosocial trauma, there are also differences in perspectives, especially on how best to approach treatment.
In this essay your task is to outline key aspects of the current understanding of the biopsychosocial mechanisms involved in trauma experiences, choose one current trauma-focussed therapeutic approach, and provide a description of the approach applied to a hypothetical case. The hypothetical case can be chosen from a wide range of traumatic experiences such as single incident events, or series of traumatic events.
To accomplish this task, you will need to provide three sections in your essay:
1. An explanation on of the biopsychosocial mechanisms of trauma experiences, with reference to empirical evidence and trauma theory.
2. A brief description of a hypothetical case, in which a client has faced an experience or series of experiences which is/are recognisable as potentially contributing to a trauma response; and
3. A detailed description of a trauma-focussed therapeutic approach, together with an explanation of how this approach could be applied to the hypothetical case study.
The approach you choose cannot be the same as the trauma theory used in the group presentation in assignment 1.
Word limit: 3000 words, + or - 10% (in text references will count toward your word count but your reference list will not). As per the School Assessment Policy - A word count that is within ±10% of the set length (word limit) is acceptable. A word count that is outside these parameters will be penalised through a reduction of 10% of the total mark available for the assessment.
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Grade 1, Fail:ﾠFails to demonstrate most or all of the basic requirements of the course: 0-29.9%. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Grade 2, Fail:ﾠDemonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: 30-46.9%. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Grade 3, Fail:ﾠDemonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: 47-49.9%. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Grade 4, Pass:ﾠDemonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: 50-64.49%. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Grade 5, Credit:ﾠDemonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: 64.5-74.49%. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Grade 6, Distinction:ﾠAs for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: 74.5-84.49%. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction:ﾠAs for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: 84.5-100%. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Emerging practitioners need to use the APAﾠ style for referencing when submitting their work. It is critical that attention be paid to your referencing, in particular as emerging practitioners you all will be required to prepare court reports; family reports and other submissions where referencing is critical forﾠ your reputation and for the benefit of your client population.ﾠ The library guide to APA ﾠreferencing is available in the Learning Resources Folder in Blackboard.
N.B. The assessment tasks evaluate students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introduction to Trauma Therapy Introduction to the course Defining crisis |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Crisis Management Differentiating between crisis, stress, and trauma. Crisis intervention |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Neurobiology of Trauma The body's response to stress and trauma |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Polyvagal Theory Further exploration of neuorbiology and trauma response Learning outcomes: L02, L03, L05, L06 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Neurobiology and Memory Trauma and its impact on memory and general functioning |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Neuro Affective Relational Model (NARM) Approach 1 Introduction to working with trauma |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Neuro Affective Relational Model (NARM) Approach 2 Understanding and applying the Neuro Affective Relational Model |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Dual Awareness Therapies Introduction to dual awareness therapies Learning outcomes: L03, L05, L06 |
Week 9 (28 Apr - 04 May) |
Lecture |
Trauma Therapy Approaches Broadening the lens on different trauma therapy apporaches |
Week 10 (05 May - 11 May) |
Lecture |
Trauma and Domestic and Family Violence 1 Trauma and Domestic Violence |
Week 11 (12 May - 18 May) |
Lecture |
Trauma and Domestic and Family Violence 2 Trauma and domestic violence |
Week 12 (19 May - 25 May) |
Lecture |
Culture and Trauma Exploring the influence of culture on experience |
Week 13 (26 May - 01 Jun) |
Lecture |
Course Review Review of course content and skills |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.