1

COURSE NUMBER: PP 8950

COURSE NAME: Special Topics

HIV and Trauma in Rwanda

TERM:Spring II 2008

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Tuesdays12:30-3:15pm

Room: Executive Conference Room

INSTRUCTOR:

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Sandra G. Zakowski, Ph.D.

PHONE:

312-777-7676

EMAIL:


FAX:

312-777-7748

Room:

1365

RECOMMENDED TEXTS:

Title / Humanitarian Aid Work: Critical Approach
Author(s) / Beristain, C.M.
Copyright / 2006
Publisher / University of Pennsylvania Press
ISBN / 978-0-8122-2053-7
Edition
Title / Healing Invisible Wounds: Paths to Hope and Recovery in a Violent World.
Author(s) / Richard F. Mollica
Copyright / 2006
Publisher / Harcourt
ISBN
Edition
Title / We Wish to Inform You That Tomorrow We Will Be Killed With Our Families.
Author(s) / Philip Gourevitch
Copyright / (1998)
Publisher
ISBN
Edition

This Course Requires the Purchase of a Course Packet: YES NO

ArgosyUniversity

IllinoisSchool of Professional Psychology

COURSE SYLLABUS

PP8950

Special Topics

HIV and Trauma in Rwanda

Faculty Information

Faculty Name: Sandra G. Zakowski, Ph.D.

Campus: Chicago

Contact Information:

Phone: 312-777-7676

E-Mail:

Office Hours: By Appointment

Course description: this course is a survey of the major methods utilized in empirical clinical practice andprogram evaluation. Students learn experimental, quasi-experimental, and systematic single-subject designs, as well as principles and strategies of program evaluation and quality assurance in the delivery of mental health services in a variety of clinical settings. Initial formulations of clinical research proposals are encouraged.

Course Pre-requisites: Second year or higher in PsyD program

Articles assigned for each class: Articles are on library reserve

Course length: 7 Weeks

Contact Hours: 21 Hours

Credit Value: 1.5

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

  • Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
  • Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
  • Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
  • Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
  • Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
  • Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
  • Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
  • Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
    Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
  • Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
  • Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
  • Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

Course Objectives:

1)To achieve a basic understanding of the application of mental health work in a cross-cultural environment with a complex sociopolitical and economic context.

2)Acquire knowledge of psychological consequences of HIV disease in a cross-cultural context and in the context of trauma.

3)Achieve an understanding of complex trauma in the aftermath of genocide within a context of ongoing stressors including HIV disease, economic poverty, domestic violence.

4)Learn basic principles of short-term trauma treatment adapted cross-culturally (e.g., TF-CBT)

5)Develop a brief training module on a chosen topic area for mental health staff working with genocide survivors in Rwanda.

Assignment Table

Topics / Readings / Assignments
1
3/3/09
Start time 1:30pm / History and sociopolitical context of Rwanda and the social psychology of genocide; / Philip Gourevitch (1998). We Wish to Inform You That Tomorrow We Will Be Killed With Our Families.
IRIN (2007). Rwanda, Humanitarian Country Profile.

Beristain, C.M. (2006). The social impact of disasters and political violence. Chapter 1. In Humanitarian Aid Work: A critical Approach. University of Pennsylvania Press, Philadelphia
Staub, E. (1999). The roots of evil: Social Conditions, culture, personality, and basic human needs. Personality and Social Psychology Review, 3, 179-192. / Film (to be viewed in class): God Sleeps in Rwanda
2
3/10/09
Start time 1pm / Issues in international disaster psychology; / Sommers-Flanagan, R. (2007). Ethical considerations in crisis and humanitarian interventions. Ethics and Behavior, 17, 187-202.
Beristain, C.M. (2006). From victims to survivors. Chapter 4. In Humanitarian Aid Work: A critical Approach. University of Pennsylvania Press, Philadelphia
Beristain, C.M. (2006). Cross-cultural interactions. Chapter 7. In Humanitarian Aid Work: A critical Approach. University of Pennsylvania Press, Philadelphia
Mollica, R.F. et al. (2004). Mental health in complex emergencies. The Lancet, 364, 2058-67.
Suggested readings:
IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
www.who.int/entity/mental_health/emergencies/IASC_guidelines.pdf / Case Presentation 1

Tf-CBT training course online (homework)

(module 1)


3
3/17/09 / Genocide and its aftermath / Staub, E., Pearlman, L.A., Gubin, A., Hagengimana, A. (2005). Healing, reconciliation, forgiving, and the prevention of violence after genocide or mass killing: An intervention and its experimental evaluation in Rwanda. Journal of Social and Clinical Psychology, 24, 297-334.
Beristain, C.M. (2006). The strength of the people. Chapter 5. In Humanitarian Aid Work: A critical Approach. University of Pennsylvania Press, Philadelphia
Exerpts from Jean Hatzfeld (2000). Life Laid Bare: The Survivors in Rwanda Speak.
Mollica, R.F. (2006). Humiliation. In R.F. Mollica, Healing Invisible Wounds: Paths to Hope and Recovery in a Violent World. Chapter 3 (pp. 62-88). Harcourt.
Other Suggested Readings:
Kanyangara, P., Rime, B., Philippot, P., & Yzerbyt, V. (2007). Collective rituals, emotional climate, and intergroup perception: Participation in “Gacaca” tribunals and assimilation of the Rwandan genocide. Journal of Social Issues, 63, 387-403.
Hagengimana, A., et al. (2003). Somatic panic-attack equivalents in a community sample of Rwandan widows who survived the 1994 genocide. Psychiatry Research, 117, 1-9 / Case Presentation 2

Tf-CBT training course online

(module 2-3)


4
3/24/09 / Psychological consequences of HIV/AIDS;
Children and genocide; / Trauma and HIV/AIDS: A Summary of Research Results. (2007). American Psychological Association.
Earls et al, 2008). Promoting child and adolescent mental health in the context of the HIV/AIDS pandemic in sub-Saharan Africa. Journal of Child Psychology and Psychiatry, 49, 295-312.
Dyregrov, A. et al. (2000). Trauma exposure and psychological reactions to genocide among Rwandan children. Journal of Traumatic Stress, 13, 3-21
Boris, N.W., et al. (2008). Depressive symptoms in youth heads of households in Rwanda. Archives of Pediatric Adolescent Medicine, 162, 836-843.
Schaal, S. & Elbert, T. (2006). Ten years after the genocide: Trauma confrontation and posttraumatic stress in Rwandan adolescents. Journal of Traumatic Stress, 19, 95-105.
Other suggested readings:
Kaplan, S. (2006). Children in genocide. International Journal of Psychoanalysis, 87, 725-746. / Case Presentation 3

Tf-CBT training course online

(module 4-5)


5
3/31/09 / Children and genocide (cont.)
Domestic violence;
Conducting focus groups
Guest Speaker: Mary Black / Gerbert, B., et al. (1999). A qualitative analysis of how physicians with expertise in domestic violence approach the identification of victims. Annals of Internal Medicine, 131, 578-584.
Gonzalez-Brenes, M. (2004). Domestic violence and decision making: Evidence from East Africa
Ntaganira, J. et al. (2008). Intimate partner violence among pregnant women in Rwanda. BMC Women’s Health, 8, 1-7.
Other suggested readings:
IGWG (2003). Involving men to address gender inequities. / Case Presentation 4

Tf-CBT training course online

(module 6-7)


6
4/7/09 / Trauma treatment models / Beristain, C.M. (2006). Reconstructing the social fabric: Psychosocial care. Chapter 8. In Humanitarian Aid Work: A critical Approach. University of Pennsylvania Press, Philadelphia
Mollica, R.F. (2006). The power of self-healing. In R.F. Mollica, Healing Invisible Wounds: Paths to Hope and Recovery in a Violent World. Chapter 4 (pp. 88-109). Harcourt.
Mollica, R.F. (2006). Social instruments of healing. In R.F. Mollica, Healing Invisible Wounds: Paths to Hope and Recovery in a Violent World. Chapter 7 (pp. 157-187). Harcourt
Richters, A. et al. (2008). Community-based sociotherapy in Byumba, Rwanda. Intervention: International Journal of Mental Health, Psychosocial Work and Counseling in Areas of Armed Conflict, 1-16 (preprint)
Neuner, F. et al. (2008). Treatment of post-traumatic stress disorder by trained lay counselors in an African refugee settlement: A randomized controlled trial. JCCP, 76, 686-694. / Case Presentation 5

Tf-CBT training course online (module 8)


Final papers due
7
4/14 / Trauma treatment models and secondary trauma (cont) / Stamm, H. (1999). Secondary Traumatic Stress: Self-Care Issues for Clinicians and Researchers.
Chapter 1.
RHRC (Reproductive Health Resources Consortium) Manual on Self-Care and Managing Stress
Health Canada: Guidebook on Vicarious Trauma: Solutions for Anti-Violence Workers (selected sections).
Hernandez, P. et al. (2007). Vicarious resilience: A new concept in work with those who survive trauma. Family Process, 46, 229-241.
Other suggested readings:
Stamm, H. (1999). Secondary Traumatic Stress: Self-Care Issues for Clinicians and Researchers.
Chapter 15.
Collins, S. & Long, A. (2003). Working with the psychological effects of trauma: Consequences for mental health workers - a literature review. Journal of Psychiatric and Mental Health Nursing, 10, 417-424. /

Paper Presentations

Tf-CBT training course online (module 9)


Grading Information

Class participation / 30%
Final paper / 30%
Class Presentations and case research / 30%
Homework assignments / 10%

Grading ScaleGrading Criteria

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below

Description of Course Requirements:

Class participation:

The format of this course will consist of classroom discussions of the reading material assigned for each class. Attendance and punctuality are essential and mandatory. All students are responsible for the readings and will bring at least 4 discussion questions to every class that are based on the readings.

Case research and presentation:

Students will be paired up to conduct research based on a case that is provided for each class. They will research issues that are essential to understanding each case by answering a series of questions provided with the case. They will present the results of their research in class and lead a discussion on clinical and treatment issues of the case. About 1 hour will be reserved for case presentationand discussion.

Final paper and class presentation:

Each student will prepare a training module on a specific topic that can be presented to mental health staff. A choice of topics will be provided that will be based on training needs at WE-ACTx. Examples of topics include: Secondary trauma and self-care, play therapy, child development within the context of HIV/trauma, psychology of domestic violence. Training modules should take into account the culture and sociopolitical context of Rwanda. Each student will present their training on Week 7. The final paper will consist of the following sections (8 pages double spaced, 12 pt, 1 inch margins, not including references and addenda):

  1. Introduction: Brief scholarly literature review of theoretical and empirical context of the training topic (2 -3 pages)
  2. Cultural considerations: An examination on how training on this topic will be provided within the cultural and sociopolitical context of Rwanda (2 pages).
  3. Brief summary of each of the training modules with specific reference to cultural considerations for each (3-4 pages).
  4. References
  5. Addenda: Provide any learning materials that you would include

Homework:

Students will write weekly reflection papers (1-2 pages, double spaced, 12 pt, 1 inch margins) reflecting on the discussion topics of the previous class. Go in some depth here. Feel free to discuss any reactions you had to the discussion, what you learned that was particularly poignant, etc. You will be asked to share these reflections in class discussions.

Library

All resources in ArgosyUniversity’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

ArgosyUniversity’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .

In addition to online resources, ArgosyUniversity’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: ArgosyUniversity’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, ArgosyUniversity requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). WashingtonDC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the ArgosyUniversity catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at ArgosyUniversity is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” ( an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of ArgosyUniversity to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

TheArgosyUniversity Statement Regarding Diversity

ArgosyUniversity prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.