In this course you will learn an approach to therapy that employs a versatile group model suitable for use with varied client populations that can be applied in a wide range of therapeutic settings to treat patients having a history of trauma. The manual and associate worksheets as provided and described in the text, serve as a comprehensive educational tool, summarizing basic knowledge concerning many aspects of trauma and trauma recovery, and thus provide a useful guide to the many aspects of recovery for patients and therapists that treat them. The manual has detailed instructions about how to run the group, attend to problems, and screen patients, thus directly addressing the skill set that therapists need to facilitate such groups successfully.
This course is based on the book, Group Trauma Treatment in Early Recovery- Process, Leadership and Adaptation created by Judith Lewis Herman, MD et al. in 2019.
Publication Date:
2019
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Judith Lewis Herman, MD
Dr. Herman currently works part-time as a Professor of Psychiatry at Harvard Medical School. Prior to retirement, Dr. Herman was the Director of the Cambridge Health Alliance (CHA) Victims of Violence Program for 30 years. Herman's best-known contribution to the field is her development of the diagnosis of Complex PTSD. Herman found that victims of prolonged or multiple traumas frequently developed symptoms that were markedly different from those associated with traditional PTSD. Herman is seen as an expert in the treatment of trauma and is an advocate for victims of traumatic crimes. Herman uses her experience and education to enlighten professional and legal communities and the public to the sensitivity of victims after traumatic events. She has published multiple books and her work has appeared in several peer reviewed journals.
Diya Kallivayalil, PhD
Diya Kallivayalil, PhD, is a staff psychologist at the Victims of Violence Program at Cambridge Health Alliance, where she is also the trauma consultant for the Department of Psychiatry. She is Assistant Professor in the Department of Psychiatry at Harvard Medical School and a faculty member in the Cambridge Health Alliance’s seminar on Global Health and Human Rights. Dr. Kallivayalil’s clinical specialty is the treatment of trauma-related disorders. She has published in the areas of complex trauma, gender-based violence, homicide bereavement, and refugee health.
Lois Glass, MSW, LICSW
Lois Glass is in private practice and a senior consultant to the CHA Victims of Violence Program. She also is Director of the Vicarious Trauma Project at the Boston Area Rape Crisis Center and a member of the national Vicarious Trauma Toolkit Project, sponsored by the U.S. Department of Justice. Ms. Glass specializes in group treatment and the treatment of trauma. She has lectured extensively and has contributed to many publications.
David Lutkemeier holds a BA degree in psychology, a master’s degree in developmental psychology, and a doctorate degree from the University of Cincinnati in Special Education and Psychology. He is certified as a psychologist by the Arizona Board of Psychologist Examiners, as well as holding public school superintendent certification in Arizona and California. Dr. Lutkemeier has worked as an assistant professor at Arizona State University, a school psychologist, special education director, assistant superintendent, and superintendent in both Arizona and California. David, working as a consultant with a national curriculum management group (CMSi) has completed over two dozen comprehensive district-wide curriculum audits in 15 states over the past 20 years and has worked as a test developer for CE Learning Systems for the past ten years.
Recommended For:
Counselors, marriage and family therapists, psychologists, and social workers. This course is appropriate for intermediate levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
Identify three tasks that Group Leaders are responsible for attending to in the TIG model.
Describe ways that the TIG model has been adapted to different populations.
List the three structural elements of the TIG model that remain the same in every adaptation.
Contrast and compare the Trauma Information Group structure with regard to who it differs from other approaches based on a cognitive and psychoeducational orientation.
Disclosures
Disclosure of Relevant Financial Relationships
Disclosure of Relevant Financial Relationships
CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.
In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).
Any individual with control over accredited content, including planner, faculty, and reviewer, is required to globally disclose:
Individual relationship(s) or lack thereof, and its nature, with any/all ineligible company, and
any investigational, off-label, or non-FDA approved content or discussion
CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.
Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:
All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
Planners
The planners have reported the following: There are no relevant disclosures.
Course Material Authors
The authors have disclosed any disclosures within the material.
Course Creator: David M. Lutkemeier
No relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
Exam Questions
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