ࡱ>        _+bjbj:: /PP&! e.e.e.e.e.y.y.y.y.8.=1y.)588889zS:$w:i e.:99::MRe.e.88HiMRMRMR: e.8e.8MR:MRMR$e.e.ܕ`xyy.AE 8>l0D߮MR߮pܕMRܕFe."::: +-:   Social Work 640 Clinical Practice with the Military Affiliated Family: UnderstandingandIntervening 3 Units 2015 VAC Summer COL Jeff Yarvis, PhD, MSW, M.Ed., LCSW, ACSW, BCDjeffrey.s.yarvis.mil@mail.milCourse Day: Monday703-901-6973Course Time: Section 1 (67626) 07:00AM-08:15AM Section II (67627) 08:45AM-10:00AMVirtualCourse Location:VACUpon Request: Please send me an email. Will arrange a meeting time.  Course Prerequisites SOWK 505 and SOWK 535 Catalogue Description Theoretical and practical approaches to clinical practice with military affiliated families. Overview of common social issues in the military and veteran systems and demands on the family dynamic. Course Description The purpose of this course is to understand the military culture within which military affiliated families and veteran families function, the stressors such as deployment that they navigate, and the diversity of military family structures, and how a range of diversity filters can impact the military affiliated family and military culture. The different military contexts (i.e., active duty, guard/reserve, veteran) are analyzed. Ethical issues for working in this environment are examined. Theory-based and research-informed strategies to intervene with military affiliated families are reviewed. Military affiliated family policies are examined and critiqued. Family life cycle interactions with the military demands are discussed. Students completing this course will have a more in-depth understanding of and ability to work with the military and military affiliated families that are a vital part of American society. Course Objectives Clinical Practice with the Military Affiliated Family: Understanding and Intervening course will: Objective #Objectives1Provide students with an understanding of military culture and how military/veteran families cope with and thrive within and without of the military.2Challenge the student to consider ethical dilemmas, diversity issues, and the many stressors inherent in the military, when striving to intervene with military families.3Explore theories and research-informed intervention strategies and have the student assess and develop intervention goals with case studies. Course format / Instructional Methods The instructional methods used in this class will be classroom discussion, role plays, student presentations, in-class critical thinking exercises, use of videotapes, and a case-based final exam. Student Learning Outcomes Student learning for this course relates to one or more of the following ten social work core competencies: Social Work Core CompetenciesSOWK 640Course Objective1Professional Identity2Ethical Practice3Critical Thinking*1 & 34Diversity in Practice*25Human Rights & Justice6Research Based Practice*37Human Behavior8Policy Practice9Practice Contexts10Engage, Assess, Intervene, Evaluate*3 * Highlighted in this course The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment. Competencies/ Knowledge,Values,Skills  Student Learning Outcomes (What Advanced Practitioners in Military Social Work Do)Method of AssessmentCritical Thinking Apply critical thinking to inform and communicate professional judgments. Social workers competent in Critical Thinking: Are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. Use critical thinking augmented by creativity and curiosity. Understand that critical thinking also requires the synthesis and communication of relevant information. Analyze the unique relationships among the client, the family, the military, and various veterans organizations.Assignments 1, 2, & 3Analyze appropriate models of assessment, prevention, intervention, and evaluation within the context of military social work.Assignments 1 & 3Demonstrate effective oral and written communication using established DoD/VA professional standards and practices.Assignments 1, 2, & 3 Diversity in Practice Engage diversity and difference in practice. Social workers competent in Diversity in Practice: Understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. Recognize that the dimensions of diversity reflect intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Appreciate that, as a consequence of difference, a persons life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Manage potential conflicts between diverse identities within and among individuals and the military and veterans organizations.Assignments 1 & 3Manage potential conflicts between personal feelings/expression and collective/institutional responsibility.Assignment 3Recognize the potential risk and protective factors among diverse populations and communities that may be the result of military service.Assignments 1 & 3Communicate with a culturally responsive approach that includes service members with varying statuses such as active duty/retired, guard/ reserves, and combat/garrison. Research Based Practice Engage in research-informed practice and practice-informed research. Social workers competent in Research Based Practice: Use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Evaluate research to practice with service members, veterans, families, and their communities.Assignments 1 & 3Apply different literature and evidence-informed and evidence-based practices in the provision of services across the DoD/VA continuum of care and services. Engage, Assess, Intervene, and Evaluate Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing research-informed interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.Engagement: Social workers: Substantively and effectively prepare for engagement with individuals, families, groups, organizations, and communities. Use empathy and other interpersonal skills. Involve the client in goal-setting, focus of work, and desired outcomes.Engagement: Recognize the unique issues and culture presented by the service member, veteran, and/or family member client. Establish a culturally responsive therapeutic relationship that addresses the unique issues associated with confidentiality and reporting requirements within a military context. Explain the nature, limits, rights, and responsibilities of the client who seeks services. Explain the stigma, risks, and benefits of seeking or not seeking services. Engage with military leadership, the unit, veteran service organizations, and/or family members. Demonstrate a knowledge base related to risk and protective factors associated with deployment, military service, and other aspects of life and role transitions that service members and veterans experience. Demonstrate knowledge related to health and mental health illnesses, injuries, and outcomes for service members, veterans, their families, and their communities.Assignment 3Assessment: Social workers: Collect, organize, and interpret client data. Assess client strengths and limitations. Develop intervention goals and objectives. Select appropriate intervention strategies.Assessment: Select and modify appropriate multisystemic intervention strategies based on continuous clinical assessment of military or veteran issues. Use differential and multiaxial diagnoses that take into consideration signature injuries as well as other military related illnesses and injuries. Use empathy, cultural responsiveness, and other interpersonal skills in completing an assessment; and assess coping strategies to reinforce and improve adaptation to life situations and transitions while also emphasizing ways of coping with readjustment from military to civilian life.Intervention: Social workers: Initiate actions to achieve client and/or organizational goals and resolve problems. Implement prevention interventions that enhance client capacities. Negotiate, mediate, and advocate for clients. Facilitate transitions and endings.Intervention: Use a range of appropriate clinical and preventive interventions for various injuries, diagnoses, and psychosocial concerns identified in the assessment, including crisis intervention and advocacy strategies as needed. Engage clients in ongoing monitoring and evaluation of practice processes and outcomes. Demonstrate the capacity to reflect on ones own responses (i.e., affect and world views) that influence the progress in and the completion of treatment.Assignment 3Evaluation: Social workers critically analyze, monitor, and evaluate interventions. Advanced practitioners in military social work understand the process of adaptation from evidence-based practice to implementation within a military context. They understand the research that informs all levels of practice as it relates to service members, veterans, their families, and their communities.Evaluation: Use clinical and program evaluation of the process and/or outcomes to develop best practice interventions and programs for a range of bio-psycho-social-spiritual conditions. Evaluate their own practice to determine the effectiveness of the applied intervention on military/veteran issues. Course Assignments, Due Dates & Grading AssignmentDue Date% of FinalGradeAssignment 1: Reflective Journal Topic Due on Unit 6 35%Assignment 2: In Class Presentation/ Role Play Students will sign up for dates20%Assignment 3: Case Study AssignmentLast Day of Class Unit 1535%Meaningful Class Participation 10%Each of the major assignments is described below. Please get approval for assignment topics from instructor for assignments 1 and 3. Assignment 1: Reflective Journal Assignment This written assignment is focused on course readings of your choice. You are to select at least eight (8) readings from the required course readings and integrate the main ideas or concepts into an original narrative. DO not summarize readings (summaries will be returned to be rewritten). Discuss how these readings relate to the cases you have in the field, and/or to the course content with regard to military affiliated family demands/stressors.Use the readings to help you further explore issues that have been challenging to you in the field. Relevant countertransference issues that impact your clinical work should also be included among other topics. The paper should be no less than six full pages double spaced and no more than eight pages long; you may write in the first person narrative but must use APA style for citations and references. NOTE: This assignment needs to integrate readings and personal reflections about field/practice and critical analyses of articles in relation to military affiliated families and not merely a summarization of readings. (Two citations from the same source do not count as two (2) different readings this would only count as one (1) reading). Do not cut, copy, and paste from previous papers you have written. This will be detected by Turnitin.com and is considered plagiarism. You can use the same resources and ideas but verbiage has to be different. Due: (By Unit 6) This assignment relates to student learning outcomes 1, 3, and 4. Assignment 2: Topic In-Class Presentation/Role Play Students are to present and role play as pairs (one group of three will be assigned by the instructor if needed) to the class on a topic relating to military affiliated families (other members of the course may be employed to facilitate the role play or demonstration). For instance, if you choose the problem of substance use disorders in military personnel, then you should present the current findings on this topic and then apply (role play) a family-based focus and intervention (choosing evidence-based practices wherever possible). You may also wish to consider current events that impact the lives of military children and families, i.e. budget cuts proposed by congress, protracted war, housing collapse, educating civilian communities, females in combat, impact on being a military mother or father, etc. You will discuss or demonstrate your role as a social worker/case manager and/or advocate. For these class sessions the presenters will have done more reading (outside of the syllabus) than the rest of the class. Students are encouraged to find a partner by the second class session or may be paired with a classmate by the instructor (no more than two students; although one group may have three students) depending on class size. The in-class presentation/role play may include the use of PowerPoint (not required); however the student presenters should lead a discussion on this topic area for 30 to 45 minutes. The use of experiential exercises such as role plays/case vignettes or leading a class debate is required. Please provide your instructor a copy of the presentation plan prior to the day that you present. Due: TBD. This assignment relates to student learning outcomes 1, 2, 3, 4, 5, and 6. Assignment 3: Case Based Assignment For this written assignment you will complete a six (6) to eight (8) page scholarly paper related to a military/veteran family case from field. For those who do not have military or veteran family cases, a case vignette can be provided by the instructor. Or instead of a clinical vignette, a current event, problem, agency changes or policy that impacts military families can be discussed along with possible interventions or policy solutions to the problem. For example, as a social work professional discuss how you would impact public policy changes and/or discuss how you would advocate for military affiliated families/children. The paper must include the following: Discussion of the relevant descriptive features of the case or problem, relating it to a theoretical framework(s) we have discussed or you have found in your readings. Provide an analysis, referencing these theories, indicating the contextual and personal factors that are most relevant for explaining the problem and planning a treatment response to it or policy change or advocacy agenda. Provide a discussion of a family based intervention approach -evidenced-based (if applicable to your assignment). Intervention options (with an analysis of relative strengths and weaknesses) can be part of this discussion. Discuss agency, policies past versus current changes, if applicable. Discuss any legal, ethical and policy issues impacting the case or problem. Provide community and military specific resources and referrals (if applicable). Discuss diversity, gender, or cultural issues associated with the case or policy as applicable. Due: (Last Day of Class - Unit 15) This assignment relates to student learning outcomes 4 thru 13 Class Participation (10% of Course Grade) Each student is to participate in designated class activities and discussions in each class. Students may also be expected to participate in on-line discussion boards as arranged by instructor. Attendance to class and promptness are also part of the participation grade. Cell phone usage (texting) and recreational computer use are not permitted during class time. Please respect the VAC learning environment. *Trauma Focused CBT. (n.d.).  HYPERLINK "http://tfcbt.musc.edu" http://tfcbt.musc.edu Note: This is an optional free training; a web-based course. Students who take the training and turn in the certificate to their instructor will earn five points towards their class participation grade.) Policy on Late Assignments Assignments are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If an assignment is late without permission, the grade will be lowered. Grading Class grades will be based on the following: Class GradesFinalGrade3.85 4A 93 100A3.60 3.84A-90 92A-3.25 3.59B+87 89B+2.90 3.24B83 86B2.60 2.87B-80 82B-2.25 2.50C+77 79C+1.90 2.24C73 76C70 72C-Grades in the School of Social Work are determined based on the following standards that have been established by the faculty of the School: Grades of A or A- are reserved for student work which not only demonstrates strong mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student. Grade of B+ will be given to work that is judged to be very good and demonstrates a more-than-competent understanding of the material being tested in the assignment. Grade of B will be given to student work, which meets the basic requirements of the assignment and demonstrates work that meets course expectations at an adequate level. Grade of B- will indicate that a students performance was less than adequate on an assignment and reflects only moderate grasp of content and/or expectations. Grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several areas requiring improvement. Grades between C- and F will denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a students performance on the assignment. Required and supplementary instructional materials & Resources Required Textbook Rubin, A. & Weiss, E.L., Coll, J.E. (Eds.) (2013). Handbook of Military Social Work. Hoboken, NJ: Wiley & Sons, Inc. Note: Readings that are required and that are not in the textbooks will be available online through Electronic Reserves (ARES) under Professor Michael G. Rank, Ph.D. Recommended Textbooks Beder, J. (ed). Advances in Social Work Practice with the Military. New York: Routledge. Cabrera, D., Yarvis, J., Figley, C. and Cox, A. Warrior Families. IN: Ainspan and N. Penk, W. (Eds.) (2012) Guidance for Families of Service Members. United States Naval Institute. Exum, H. A., Coll, J. E., & Weiss, E. L. (2011). A counselors primer for counseling veterans (2nd ed.). Deer Park, NY: Linus Publications. Hall, L. K. (2008). Counseling military families: What mental health professionals need to know. New York, NY: Routledge. Jongsma, A.E. (2010). The family therapy treatment planner. Hoboken, New Jersey: John Wiley & Sons. Yarvis, J. (2008) Subthreshold PTSD in Veterans with Different Levels of Traumatic Stress: Implications for Prevention and Treatment with Populations with PTSD. Saarbrucken, Germany: VDM Verlag Dr. Muller Publishers, ISBN- 978-3-639-08332-3. Note: Additional required &recommended readings may be assigned throughout the course. Military Internet Resources (Not a Complete List) *Please notify your classmates and instructor if you find a new Internet Resource U.S. Army:  HYPERLINK "http://www.goarmy.com/" www.goarmy.com/ U.S. Army National Guard:  HYPERLINK "http://www.nationalguard.com/" www.nationalguard.com/ U.S. Army National Guard Readiness Program:  HYPERLINK "http://www.arng.army.mil/soldier_resources/default.asp?id=37" www.arng.army.mil/soldier_resources/default.asp?id=37 U.S. Army Community Services:  HYPERLINK "http://www.armycommunityservice.org/home.asp" www.armycommunityservice.org/home.asp U.S. Air Force:  HYPERLINK "http://www.military.com/Resources/ResourceSubmittedFileView?file=air_force_links.htm" www.military.com/Resources/ResourceSubmittedFileView?file=air_force_links.htm U.S. Coast Guard:  HYPERLINK "http://www.gocoastguard.com/" www.gocoastguard.com/ U.S. Marines:  HYPERLINK "http://www.marines.com/" www.marines.com/ U.S. Navy:  HYPERLINK "http://www.navy.com/" www.navy.com/ Family Advocacy Program:  HYPERLINK "http://www.bragg.army.mil/dv/" http://www.bragg.army.mil/dv/ Military Family Resource Center:  HYPERLINK "http://www.mfrc-dodqol.org/" http://www.mfrc-dodqol.org/ Military Family Resources:  HYPERLINK "http://www.2aces.com/endter/milfam.html" http://www.2aces.com/endter/milfam.html Military One Source:  HYPERLINK "http://www.militaryonesource.com/MOS.aspx" http://www.militaryonesource.com/MOS.aspx Military Spouse Resource Center:  HYPERLINK "http://www.milspouse.org/" http://www.milspouse.org/ National Center for Post-Traumatic Stress Disorder:  HYPERLINK "http://www.ncptsd.va.gov/ncmain/index.jsp" http://www.ncptsd.va.gov/ncmain/index.jsp National Military Family Association:  HYPERLINK "http://www.militaryfamily.org" http://www.militaryfamily.org Course Overview UnitTopicsAssignments & Date1Course Overview/Review of Culture in Military Life04 May2Systematic Approach to Military Families11 May3Demands and Stressors on the Military Family18 May4Combat Related Stress and the Military Family25 May-Grp picked5Family Violence and the Military Couple01 June6Children and Family Violence08 June-Paper due7Diversity and Military Families15 June-Grp8Substance Abuse and Military Families22 June-Grp9Attachment and Parent-Child Interactions29 June-Grp10Grief and Loss06 July *11Veteran Reintegration and Civilian Spouse13 July12TBI and Polytrauma20 July-Grp13Support for Military Families27 July-Grp14Intimacy for Couples after Wartime03 Aug*15Self-Care for Social Workers in Traumatic Stress10 Aug-Grp Course Schedule Detailed Description Unit 1: Culture of Military Family LifeTopics Growing up in a military family: Military culture (Prerequisite: Students should have taken the Military Culture course in SOWK 641; if not talk to instructor to make arrangements) Contrasting active duty and guard/reserve families Ethical considerations for social workers History of U.S. military families and the role of social work This Unit relates to course objectives 1 and 2. Required Readings Daley, J.G. (2013). Ethical decision making in military social work. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 51-65) Hoboken, NJ: Wiley & Sons, Inc. Harnett, C. (2013). Supporting National Guard & Reserve members and their families. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 335-357) Hoboken, NJ: Wiley & Sons, Inc. Harris, J. (2013). A brief history of U.S. military families and the role of social workers. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 301-311) Hoboken, NJ: Wiley & Sons, Inc. Recommended Readings Rubin, A. & Harvie, H. (2013). A brief history of social work with the military and veterans. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 3-19) Hoboken, NJ: Wiley & Sons, Inc. Booth, B., Segal, M. W., & Bell, D. B. (2007). What we know about army families: 2007 update. Washington, DC: Caliber. Castaneda, L. W., Harrell, M. C., Varda, D. M., Hall, K. C., Beckett, M. K., & Stern, S. (2008). Deployment experiences of guard and reserve families. Santa Monica, CA: RAND Corporation. Castro, C. A., Adler, A. B., & Britt, T. W. (Eds.). (2006). Military life: The psychology of serving in peace and combat The military family. Westport, CT: Praeger Security International. Griffith, J. (2009). Being a reserve soldier: Social identity. Armed Forces & Society, 36(1), 38-64. Hall, L. K. (2008). The unique culture of the military. In Counseling military families: What mental health professionals need to know (pp. 45-70). New York, NY: Routledge. Hall, L. K. (2008). Introduction. In Counseling military families: What mental health professionals need to know (pp. 3-23). New York, NY: Routledge. Hall, L. K. (2008). Military service members. In Counseling military families: What mental health professionals need to know (pp. 25-41). New York, NY: Routledge. Henry, R., & Robichaux, R. J. (1999). Understanding life in the Army: Military life from a service member and family member perspective. In J. G. Daley (Ed.), Social work practice in the military (pp. 217-234). New York, NY: Haworth Press. Leyva, M. (2003). A survival guide for military wives, girlfriends, and women in uniform. Riverside, NJ. Lomsky-Feder, E., Gazit, N., & Ben-Ari, E. (2008). Reserve soldiers as transmigrants: Moving between the civilian and military worlds. Armed Forces & Society, 34(4), 593-614. Simmons, C., & Rycraft, J. (2010). Ethical challenges of military social workers serving in a combat zone. Social Work, 55(1), 9-18. Stone, A. M. (2008). Dual agency for VA clinicians: Defining an evolving ethical question. Military Psychology, 20(1), 37-48. Tallant, S. H., & Ryberg, R. A. (1999). Common and unique ethical dilemmas encountered by military social workers. In J. G. Daley (Ed.), Social work practice in the military (pp. 179-204). New York, NY: Haworth Press. Unit 2: Systemic Approach to Military FamiliesTopics Family stress and resilience Stress survey Family systems (theory & interventions) Military specific family genogram (and optional class exercise) or Clarification ex.This Unit relates to course objectives 1 and 2. Required Readings Everson, R. B., & Camp, T. G. (2011). Seeing systems: An Introduction to systemic approaches with military families. In R. B. Everson & C. R. Figley (Eds.), Families under fire: Systemic therapy with military families (pp. 3-29). New York, NY: Routledge. Sherman, M. D., Fischer, E. P., Sorocco, K., & McFarlane, W. R. (2011). Adapting the multifamily group model to the veterans affairs system: The REACH program. Couple and Family Psychology: Research and Practice, 1(S), 74-84. Weiss, E. L., Coll, J. E., Gebauer, J., Smiley, K., & Carrillo, E. (2010). The military genogram: A solution-focused approach for resiliency building in service members and their families. The Family Journal, 18, 395-406. Weiss, E.L., DeBraber, T., Santoyo, A. & Creager T. (2013). Theory and practice with military couples and families. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 467-492) Hoboken, NJ: Wiley & Sons, Inc. Recommended Readings Calhoun, L. G., & Tedeschi, R. G. (Eds.). (2006). Handbook of post traumatic growth: Research and practice. Mahwah, NJ: Erlbaum. Gottman, J. M., Gottman, J. S., & Atkins, C. L. (2011). The comprehensive soldier fitness program: Family skills component. American Psychologist, 66, 52-57. Knox, J., & Price, D. H. (1999). Total force and the new American military family: Implications for social work practice. Families in Society, 80, 128-136. Kotria, K., & Dyer, P. (2008). Using marriage education to strengthen military families: Evaluation of the active military life skills program. Social Work & Christianity, 35(3), 287-311. Nichols, M. P. (2007). The Essentials of Family Therapy (3rd ed., pp. 56-80). New York, NY: Pearson. Rapp, C. A., Sallebey, D., & Sullivan, W. P. (2005). The future of strengths-based social work. Advances in Social Work, 6(1), 79-90. Saleebey, D. (Ed.). (2008). Strengths perspectives in social work practice (5th ed.). New York, NY: Longman Publishers. Sherman, M.D. (2003). The SAFE program: A family psychoeducational curriculum developed in a Veterans Affairs Medical Center. Professional Psychology: Research and Practice, 34(1), 42-48. Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 1-18. Wiens, T. W., & Boss, P. (2006). Maintaining family resilience before, during and after military separation. Military Life: The Psychology of Serving in Peace and Combat, 3, 13-38. Unit 3: Demands & Stressors on the Military FamilyTopics Cycles of military deployment & effects on the family- Carter and McGoldrick Model Family care plan policy Changing family roles (and optional class exercise)This Unit relates to course objectives 1 and 2. Required Readings Asbury, E. T. & Martin, D. (2012). Military deployment and the spouse left behind. The Family Journal: Counseling and Therapy for Couples and Families, 20(1): 45-50. Franklin, K. (2013). Cycle of deployment and family well-being. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 313-333) Hoboken, NJ: Wiley & Sons, Inc. Gambardella, L. C. (2008). Role-exit theory and marital discord following extended military deployment. Perspectives in Psychiatric Care, 44(3), 169-174. Huebner, A. J., Mancini, J. A., Wilcox, R. M., Grass, S. R., & Grass, G. A. (2007). Parental deployment and youth in military families: Exploring uncertainty & ambiguous loss. Family Relations, 56(2), 112-122. Recommended Readings Barker, L. H., & Berry, K. D. (2009). Developmental issues impacting military families with young children during single and multiple deployments. Military Medicine, 174, 1033-1042. Boss, P. (2007). Ambiguous loss theory: Challenges for scholars and practitioners. Family Relations, 56(2), 105-111. Bowling, U. B., & Sherman, M. D. (2008). Welcoming them home: Supporting service members and their families in navigating the tasks of reintegration. Professional Psychology: Research and Practice, 39, 451-458. Burrell, L. M., Adams, G. A., Durand, D. B., & Castro, C. A. (2006). The impact of military lifestyle demands on well-being, army, and family outcomes. Armed Forces & Society, 1(33), 43-58. Dawalt, S. (2007). 365 deployment days: A wifes survival story. Austin, TX: Bridgeway Books. Henderson, K. (2006). While theyre at war: The true story of American families on the homefront. New York, NY: Houghton Mifflin Company. Kelley, M. (1994). The effects of military induced separation on family factors and child behavior. American Orthopsychiatry Association, 64(1), 103-111. National Council on Family Relations. (2002). Family Focus On: Military Families, FF13. Pavlicin, K. M. (2003). The deployment cycle. In Surviving deployment: A guide for military families (pp. 1-20). Saint Paul, MN: Elsa Resa Publishing. Redmond, J. (2005). A year of absence: Six womens stories of courage, hope, and love. Saint Paul, MN: Elva Resa Publishing. Spera, C. (2009). Spouses ability to cope with deployment and adjust to Air Force demands: Identification of risk and protective factors. Armed Forces & Society, 35(2), 286-306. SteelFisher, G., Zaslavsky, A., & Blendon, R. (2008). Health-related impact of deployment extensions on spouses of active duty army personnel. Military Medicine, 173(3), 221-229. Unit 4: Demands & Stressors on the Military FamilyTopics Witness the Evil  HYPERLINK "https://www.youtube.com/watch?v=VzEDFyOp0GI" https://www.youtube.com/watch?v=VzEDFyOp0GI Understanding combat stress/PTSD and the military couple Interventions for couples affected by combat PTSDThis Unit relates to course objectives 1, 2, and 3. Required Readings Basham, K. (2013). Couple therapy for redeployed military and veteran couples. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) (2013). Handbook of Military Social Work (pp. 443-465) Hoboken, NJ: Wiley & Sons, Inc. Erbes, C. R., Polusny, M. A., MacDermid, S., & Compton, J. S. (2008). Couple therapy with combat veterans and their partners. Journal of Clinical Psychology, 64(8), 972-983. Sautter, F. J., Armelie, A. P., Glynn, S. M., & Wielt, D. B. (2011). The development of couple-based treatment for PTSD in returning veterans. Professional Psychology: Research and Practice, 42(1), 63-69. Sneath, L., & Rheem, K. D. (2011). The use of emotionally focused couples therapy with military couples and families. In R. B. Everson & C. R. Figley (Eds.), Families under fire: Systemic therapy with military families (pp. 127-151). New York, NY: Routledge. Recommended Readings Basham, K. (2008). Homecoming as safe haven or the new front: Attachment & detachment in military couples. Clinical Social Work Journal, 36(1), 83-96. Dekel, R., Goldblatt, H., Keidar, M., Solomon, Z., & Pollack, M. (2005). Being the wife of a veteran with posttraumatic stress disorder. Family Relations, 54(1), 24-36. Department of Veterans Affairs. (2004). Iraq war clinician guide (2nd ed.). National Center for Post-Traumatic Stress Disorder. Retrieved from  HYPERLINK "http://www.ncptsd.va.gov" http://www.ncptsd.va.gov (Instructor Note: Suggest reading chapters 3, 4, and 7.) Errebo, N., & Sommers-Flanagan, R. (2007). EMDR and emotionally focused therapy for war veteran couples. In F. Shapiro, F. W. Kaslow, & L. Maxfield (Eds.), Handbook of EMDR and family therapy process (pp. 202-222). Hoboken, NJ: John Wiley & Sons. Litz, B. T., Gray, M. J., Bryant, R. A., & Adler, A. B. (2002). Early interventions for trauma: Current status and future directions. Clinical Psychology: Science and Practice, 9, 112-134. Monson, C. M., & Fredman, S. J. (2008). Cognitive-behavioral conjoint therapy for posttraumatic stress disorder: Application to operation enduring and Iraqi freedom veterans. Journal of Clinical Psychology, 64(8), 958-971. Matsakis, A. (2007). Frequently asked questions about combat trauma. In Back from the front: Combat trauma, love and the family (pp. 36-67). Baltimore, MD: Sidran Institute Press. Matsakis, A. (2007). He doesnt talk about the war. In Back from the front: Combat trauma, love and the family (pp. 19-35). Baltimore, MD: Sidran Institute Press. Matsakis, A. (2007). Hes not the same. In Back from the front: Combat trauma, love and the family (pp. 68-106). Baltimore, MD: Sidran Institute Press. Sherman, M. D., Zanotti, D. K., & Jones, D. E. (2005). Key elements in couples therapy with veterans with combat-related post traumatic stress disorder. Professional Psychology: Research & Practice, 36(6), 626-633. Unit 5: Demands & Stressors on the Military FamilyTopics Understanding combat stress/PTSD and the children/family Interventions for children affected by PTSDThis Unit relates to course objectives 1, 2, and 3. Required Readings Cozza, S.J. & Guimond, J.M. (2011). Working with combat injured families through the recovery trajectory. In S. MacDermid Wadsworth & D. Riggs (Eds.). Risk and resilience in U.S. military families (pp. 259-277). New York, NY: Springer. Hardaway, T. (2004). Treatment of psychological trauma in children of military families. In N. Webb (Ed.), Mass trauma and violence: Helping families and children cope (pp. 259-282). New York, NY: Guilford Press. Leskin, G.A., Garcia, E., DAmico, J., Mogil, C.E. & Lester, P. E. (2013). Family-centered programs and interventions for military children and youth. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) Handbook of Military Social Work (pp. 427-441) Hoboken, NJ: Wiley & Sons, Inc. Westerink, J., & Giarratano, L. (1999). The impact of posttraumatic stress disorder on partners and children of Australian Vietnam veterans. Australian and New Zealand Journal of Psychiatry, 33(6), 841-847.  HYPERLINK "http://www.ncbi.nlm.nih.gov/pubmed/10619210" http://www.ncbi.nlm.nih.gov/pubmed/10619210 Recommended Readings Dekel, R., & Goldblatt, H. (2008). Is there intergenerational transmission of trauma? The case of combat veterans children. American Journal of Orthopsychiatry, 78(3), 281-289. Hall, L. K. (2008). The children. In Counseling military families: What mental health professionals need to know (pp. 101-128). New York, NY: Routledge Matsakis, A. (2007). Why cant you make Dad better? Children in veteran families. In Back from the front: Combat trauma, love and the family (pp. 296-342). Baltimore, MD: Sidran Institute Press. McLean, A., & Elder, G. H. (2007). Military Service in the life course. Annual Review of Sociology, 33, 175-196. Trauma Focused CBT. (n.d.).  HYPERLINK "http://tfcbt.musc.edu" http://tfcbt.musc.edu (Instructor Note: This is an optional free training a web-based course) Vernberg, E.M., Steinberg, A.M., Jacobs, A.K., Watson, P.J., Layne, C.M., Pynoos, R.S., Brymer, M.J., Osofsky, J.D., & Ruzek, J.I., (2008). Innovations in disaster mental health: Psychological first aid. Professional Psychology: Research & Practice, 39(4), 381-388. Unit 6: Demands & Stressors on the Military FamilyTopics Family violence in military families Possible Guest Speaker-Chief of FAP Family advocacy program in the military *Reflective Journal Assignment due at 11:59 PM (Pacific)This Unit relates to course objectives 1, 2, and 3. Required Readings AFI40-301 Family Advocacy Program  HYPERLINK "http://www.e-publishing.af.mil/" \t "l" http://www.e-publishing.af.mil/ Fraser, C. (2011). Family issues associated with military deployment, family violence, and military sexual trauma. Nursing Clinics of North America, 46(4), 445-455. Heyman, R. E., & Schlee, K. (2002). Stopping wife abuse via physical aggression couples treatment. In D. Dutton & D. J. Sonkin (Eds.), Intimate violence: Contemporary treatment innovations (pp. 135-157). New York, NY: Haworth Press. Williamson, E. (2012). Domestic abuse and military families: The problem of reintegration and control. British Journal of Social Work, 42(7), 1371-1387. Recommended Readings Amy, L. (2010). The wars we inherit: Military life, gender violence, and memory. Philadelphia: Temple University Press. Gibbs, D. A., Martin, S. L., Clinton-Sherrod, M., Hardison Walters, J. L., & Johnson, R. E. (2011). Child maltreatment within military families. In S. MacDermid Wadsworth & D. Riggs (Eds.), Risk and resilience in U.S. military families (pp. 111-130 ). New York, NY: Springer. Hall, L.K. (2008). Family violence. In Counseling military families: What mental health professionals need to know (pp. 177-184). New York, NY: Routledge. Hall, L. K. (2008). Case Study # 1. In Counseling military families: What mental health professionals need to know (pp. 251-255). New York, NY: Routledge. Marshall, A. D., Panuzio, J., & Taft, C. T. (2005). Intimate partner violence among military veterans and active duty servicemen. Clinical Psychology Review, 25(7), 862-876. Matsakis, A. (2007). Why do I stay?: Battered women. In Back from the front: Combat trauma, love and the family (pp. 221-243). Baltimore, MD: Sidran Institute Press. Mercier, P. J., & Mercier, J. D. (2000). Battle cries on the home front: Violence in the military family. Springfield, IL: Charles C. Thomas. .Nelson, J. P. (1999). Development and evolution of the family advocacy program in the Department of Defense. In J. G. Daley (Ed.), Social work practice in the military (pp. 51-65). New York, NY: Haworth Press. Sherman, M. D., Sautter, F., Jackson, M. H., Lyons, J. A., & Han, X. (2006). Domestic violence in veterans with posttraumatic stress disorder who seek couples therapy. Journal of Marital & Family Therapy, 32(4), 479-490. Taft, C.T., Walling, S. M., Howard, J.M., & Monson, C. (2011). Trauma, PTSD, and partner violence in military families. In S. MacDermid Wadsworth & D. Riggs (Eds.), Risk and resilience in U.S. military families (pp. 195-212). New York, NY: Springer. Unit 7: Demands/Stressors on the Military FamilyTopics Geographic relocation: Impact on families and children Diversity of family structures Diversity in military families Dependents with Special Needs (Exceptional Family Member Program)-Possible Speaker, Laura YarvisThis Unit relates to course objectives 1, 2, and 3. Required Readings Burrell, L. M. (2006). Moving military families: The impact of relocation on family well being, employment and commitment to the military. Military Life: The Psychology of Serving in Peace and Combat, 3, 39-63.. Lowe, T. B., Hopps, J. G., & See, L. A. (2006). Challenges and stressors of African American armed service personnel and their families. Journal of Ethnic & Cultural Diversity in Social Work, 15(3/4), 51-81. Wheeler, B.Y. , McGough, D., & Goldfarb, F. (2013). The Exceptional Family Member Program: Helping special needs children in military families. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) Handbook of Military Social Work (pp. 359-381) Hoboken, NJ: Wiley & Sons, Inc. Wickman, M., Greenberg, C., & Boren, D. (2010). The relationship of perception of invincibility, demographics, and risk behaviors in adolescents of military parents. Journal of Pediatric Health Care, 24(1), 25-33. Recommended Readings Castro, C. A., Adler, A. M., & Britt, T. W. (Eds.). (2006). Military life: The psychology of serving in peace and combat The military family. Westport, CT: Praeger Security International. Drummet, A. R., Coleman, M., & Cable, S. (2003). Military families under stress: Implications for family life education. Family Relations, 52(3), 279-287. Ender, M. G. (2002). Military brats and other global nomads: Growing up in organizational families. Westport, CT: Praeger. Hall, L. K. (2008). Other military families to consider. In Counseling military families: What mental health professionals need to know (pp. 129-150). New York, NY: Routledge. (Kelley M L 2006 Single military parents in the new millennium)Kelley, M. L. (2006). Single military parents in the new millennium. In T. Britt, A. Adler, & C. Castro (Eds.), Military Life (1st ed., Vol. 4, pp. 93-114). Westport, CT: Praeger Security International. Matsakis, A. (2007). Military couples. In Back from the front: Combat trauma, love and the family (pp. 278-295). Baltimore, MD: Sidran Institute Press. McLean, A., & Elder, G. H. (2007). Military service in the life course. Annual Review of Sociology, 33, 175-196. Rhodes, A. R. (2002) Long-distance relationships in dual-career commuter couples: A review of counseling issues. The Family Journal: Counseling and Therapy for Couples and Families, 10(4), 398-404. Slaven-Lee, P.W., Padden, D., Andrews, C.M., & Fitzpatrick, J.J. (2011). Emotional distress and health risk behaviors of mothers of United States Marines. International Nursing Review, 58(2), 164-170. Sullivan, T. (2006). Hes the spouse? The most neglected military spouses: Husbands. Military Spouse, 2(6), 52-56. Weber, E. G., & Weber, D. K. (2005). Geographic relocation frequency, resiliency and military adolescent behavior. Military Medicine, 170, 638-642. Unit 8: Demands/Stressors on the Military FamilyTopics Substance abuse and military families-Possible Guest speaker-Dr. Anthony DekkerThis Unit relates to course objectives 1 and 3. Required Readings Klostermann, K., Kelley, M. L., Mignone, T., Pusateri, L., & Fals-Stewart, W. (2010). Partner violence and substance abuse: Treatment interventions. Aggression and Violent Behavior, 15 (3), 162-166. Rohrbauch, M. J., & Shoham, V. (2002). Couple treatment for alcohol abuse: A systemic family-consultation model. In S. G. Hofmann & M. C. Tompson (Eds.), Treating chronic and severe mental disorders: A handbook of empirically supported interventions. New York, NY: Guilford Press. Rotunda, R. J., OFarrell, J., Murphy, M., & Babey, S. H. (2008). Behavioral couples therapy for comorbid substance use disorders and combat-related posttraumatic stress disorder among male veterans: An initial evaluation. Addictive Behaviors, 33, 180-187. Recommended Readings Catalano, R., Gainey, R., Fleming, C., Haggerty, K., & Johnson, N. (1999). An experimental intervention with families of substance abusers: One-year follow-up of the focus on families project. Addiction, 94, 241-256. Freeman, E. M. (1993). Substance abuse treatment: A family systems perspective. Newbury Park, CA: Sage Publications. Gibbs, D. A., Martin, S. L., Clinton-Sherrod, M., Hardison Walters, J. L., & Johnson, R. E. (2011). Empirically guided community intervention for partner abuse, child maltreatment, suicidality and substance misuse. In S. MacDermid Wadsworth & D. Riggs (Eds.), Risk and resilience in U.S. military families (pp. 85-107). New York, NY: Springer. Hall, L. K. (2008). Alcohol in the military. In Counseling military families: What mental health professionals need to know (pp. 184-187). New York, NY: Routledge. McConnell, T. (2000). Military wives recognition of alcoholism. Journal of Addictions Nursing,12(2),83-88. Williams, T. G. (1984). Substance misuse and alcoholism in the military family. In F. W. Kaslow & R. I. Ridenour (Eds.), The military family (pp. 73-97). New York, NY: Guilford Press. Unit 9: Military Family Life and Attachment IssuesTopics Attachment considerations for children Attachment considerations for spouses Intergenerational Trauma Transmission & Healing Soul Wounds. Parent-child interaction therapy as an interventionThis Unit relates to course objectives 1 and 3. Required Readings Chandra, A., Lara-Sinisomo, S., Jaycox, L., Tanielian, T., Burns, R., Ruder, T., & Han, B. (2010). Children on the homefront: The experience of children from military families. Pediatrics, 125(1), 13-22. Chawla, N. & Solinas-Saunders, M. (2011). Supporting military parent and child adjustment to deployments and separations with filial therapy. The American Journal of Family Therapy, 39(3), 179-192. Lincoln, A. L., & Sweeten, K. (2011). Considerations for the effects of military deployment on children and families. Social Work in Health Care, 50(1), 73-84. Merolla, A. J. (2010). Relational Maintenance during military deployment: Perspectives of wives of deployed U.S. Soldiers. Journal of Applied Communication Research, 38(1), 4-26. National Child Traumatic Stress NetworkParent Child Interaction Therapy Handout. (Instructor Note: This will be provided by instructor). Go to website Westerink, J., & Giarratano, L. (1999). The impact of posttraumatic stress disorder on partners and children of Australian Vietnam veterans. Australian and New Zealand Journal of Psychiatry, 33(6), 841-847.  HYPERLINK "http://www.ncbi.nlm.nih.gov/pubmed/10619210" http://www.ncbi.nlm.nih.gov/pubmed/10619210 Recommended Readings Adler-Baeder, F., Pittman, J. F., & Taylor, L. (2005). The prevalence of marital transitions in military families. Journal of Divorce & Remarriage, 44, 91-106. Armstrong, K., Best, S., & Domenici, P. (2006). Courage after fire: Coping strategies for troops returning from Iraq and Afghanistan and their families. Berkeley, CA: Ulysses Press. Basham, K. (2008). Homecoming as safe haven or the new front: Attachment & detachment in military couples. Clinical Social Work Journal, 36(1), 83-96. Chapin, M. (2009). Deployment and families: Hero stories and horror stories. Smith College Studies in Social Work, 79(3/4), 263-282. Duran, E. (2006) Healing the Soul Wound, Counseling with American Indians and Other Native Peoples (Multicultural Foundations of Psychology and Counseling)  HYPERLINK "http://www.amazon.com/Healing-Soul-Wound-Multicultural-Foundations/dp/0807746894" http://www.amazon.com/Healing-Soul-Wound-Multicultural-Foundations/dp/0807746894 Gibbs, D. A., Martin, S. L., Clinton-Sherrod, M., Hardison Walters, J. L., & Johnson, R. E. (2011). Attachment ties in military families: Mothers perception of interactions with their children, stress and social competence. In S. MacDermid Wadsworth & D. Riggs (Eds.), Risk and resilience in U.S. military families (pp. 131-147). New York, NY: Springer. Ryan-Wenger, N. A. (2001). Impact of the threat of war on children in military families. American Journal of Orthopsychiatry, 71(2), 236-244. Sloane, L. B., & Friedman, M. J. (2008). After the war zone: A practical guide for returning troops and their families. Philadelphia, PA: Perseus Books. Ursano, R. J. (1996). Emotional aftermath of the Persian Gulf War: Veterans, families, communities, and nations. Arlington, VA: American Psychiatric Publishing. Watanabe, H. K., & Jensen, P. S. (2000). Young childrens adaptation to a military lifestyle. In Martin et al. (Eds.), The military family: A practice guide for human service providers (pp. 209-223). Westport, CT: Praeger. Unit 10: Military Family Demands/StressorsTopics Wartorn: 1861-2010  HYPERLINK "https://www.youtube.com/watch?v=RYBy-wMDKx0" https://www.youtube.com/watch?v=RYBy-wMDKx0 Grief & loss in the military family-Stages of Grief Suicide & the veteran familyThis Unit relates to course objectives 1, 2, and 3. Required Readings Harrington-LaMorie, J. (2013). Grief, Loss & Bereavement in military families. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) Handbook of Military Social Work (pp. 383-407) Hoboken, NJ: Wiley & Sons, Inc. National Institute for Trauma and Loss in Children. (2007). Grief and Trauma. Retrieved May 13, 2007, from  HYPERLINK "http://www.tlcinst.org/griefandtrauma.html" http://www.tlcinst.org/griefandtrauma.html Vandervoorde, S. (2006). Decisions we never want to make. In Separated by duty, united by love (pp. 127-149). New York, NY: Citadel Press. Recommended Readings Fiske, H. (2008). Hope in action: Solution-focused conversations about suicide. New York, NY: Routledge Kubler-Ross, E. (1969). On death and dying. New York, NY: MacMillan. Matsakis, A. (2007). Anger, grief and guilt. In Back from the front: Combat trauma, love and the family (pp. 164-196). Baltimore, MD: Sidran Institute Press. Matsakis, A. (2007). Suicide. In Back from the front: Combat trauma, love and the family (pp. 343-369). Baltimore, MD: Sidran Institute Press. Worden, W. (2002, 2012). Grief counseling and grief therapy: A handbook for the mental health practitioner (3rd ed.). New York, NY: Springer. Wright, K. M., Burrell, L. M., Shroeder, E. D., & Thomas, J. L. (2006). Military spouses: Coping with the fear and reality of service member injury and death. Military life: The Psychology of Serving in Peace and Combat, 3, 64-90. Unit 11: Military Family Demands/StressorsTopics Employment challenges for civilian spouses Veteran transitioning/reintegration-COL Yarvis will present on the subtleties of reintegration. Women (and mothers) in the militaryThis Unit relates to course objectives 1 and 2. Required Readings Yarvis, J.S. (2014) The Intimacy of Trauma. Reflections: Narratives of Professional Helping 19 (3). ISSN: 1080-0220,  HYPERLINK "http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections" http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections Kelley, M. L., Doane, A. N., & Pearson. M. R. (2011). Single military mothers in the new millennium: Stresses, supports, and effects of deployment. In S. MacDermid Wadsworth & D. Riggs (Eds.), Risk and resilience in U.S. military families (pp. 343-363). New York, NY: Springer. Manderscheid, R.W. (2007). Helping veterans return: Community, family and job. Archives of Psychiatric Nursing, 21(2), 122-124. Weiss, E.L. & DeBraber, T. (2013). Women in the military. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) Handbook of Military Social Work (pp. 37-49) Hoboken, NJ: Wiley & Sons, Inc. Recommended Readings Coll, J.E. & Weiss, E.L. (2013). Transitioning veterans into civilian life. In A. Rubin, E.L. Weiss, & J.E. Coll (Eds.) Handbook of Military Social Work. (pp. 281-297). Hoboken, NJ: Wiley & Sons, Inc. Davison, E. H., Pless, A. P., Gugliucci, M. R., King, L. A., King, D. W., Salgado, D. M., & Bacharach (2006). Late life emergence of early life trauma: The phenomenon of late-onset stress symptomatology among aging combat veterans. Research on Aging, 28(1), 84-114. Gregg, G. & Miah, J.S. (2011). Tragedy, loss, and triumph after combat: A portrait of young women veteran survivors of sexual and combat trauma. In Kelly D.C., Howe-Barksdale, S. & Gitelson, (Eds).Treating young veterans: Promoting resilience through practice and advocacy. (pp. 135-151). New York, NY: Springer. Manderscheid, R.W. (2007). Helping veterans return: Community, family and job. Archives of Psychiatric Nursing, 21(2), 122-124. Perlin, J., Mather, S., Turner, C. (2005). Women in the military: New perspectives, new science. Journal of Womens Health, 14(9), 861-862. Raza, R. (2009). Workplace challenges for military families. Intersections In Practice, NASW, 28-30. Rothrauff, T., Cable, S. M., & Coleman, M. (2004). All that you can be: Negotiating work and family demands in the military. Journal of Teaching Marriage and Family, 40, 1-25. Russo, T. J., Dougherty, L. M., & Marin, J. A. (2000). Military spouse employment: Challenges and opportunities. In J. A. Martin, L. N. Rosen, & L. R. Sparacino (Eds.), The military family: A practice guide for human service providers (pp. 87-102). Westport, CT: Praeger. Viuc, K. D. (2007). I am afraid were just going to have to change our ways: Marriage, motherhood and pregnancy in the Army Nurse Corps during the Vietnam War. Journal of Women, Culture & Society, 32(4), 997-1022. Weinstein, L. & White, C. (1997). Wives and warriors: Women and the military in the United States and Canada. Westport, CT: Greenwood Publishing. Wolpert, D. S. (2000). Military retirement and the transition to civilian life. In In J. A. Martin, L. N. Rosen, & L. R. Sparacino (Eds.), The military family: A practice guide for human service providers (pp. 103-119). Westport, CT: Praeger. Unit 12: Military Family Demands/StressorsTopics Combat injured families and polytrauma - Brainlinemilitary.org Traumatic brain injury and families-Possible Guest Speaker Heechin Chae,  HYPERLINK "http://www.brainlinemilitary.org/experts/profile.php?name=Heechin,Chae" http://www.brainlinemilitary.org/experts/profile.php?name=Heechin,Chae Family caregivingThis Unit relates to course objectives 1, 2, and 3. Required Readings Amdur, D., Batres, A., Belisle, J., Brown, J.H., Cornis-Pop, M., Mathewson-Chapman, M., Harms, G., Hunt, S. C., Kennedy, P., Mahoney-Gleason, H., Perez. J., Sheets, C., & Washam, T. (2011). VA integrated post-combat care: A systemic approach to caring for returning combat veterans. Social Work in Health Care, 50(7), 564-575. Collins, R.C. & Kennedy, M.C. (2008). Serving families that have served: Providing family therapy & support in interdisciplinary polytrauma rehabilitation. Journal of Clinical Psychology 64(8), 993-1003 Matthieu, M.M. & Swensen, A. B. (2013). The stress-process model for supporting long-term family caregiving. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) Handbook of Military Social Work (pp. 409-426) Hoboken, NJ: Wiley & Sons, Inc. Phelan, S. M., Griffin, J. M., Hellerstedt, W. L., Sayer, N. A., Jensen, A. C., Burgess, D. J., & van Ryn, M. (2011). Perceived stigma, strain, and mental health among caregivers of veterans with traumatic brain injury. Disability and Health Journal, 4(3), 177-184. Recommended Readings Presidents Commission on Care for Americas Returning Wounded Warriors. (2007). Serve, support, simplify: Report of the Presidents Commission on Care for Americas Returning Wounded Warriors. As of February 2010, available at  HYPERLINK "http://www.veteransforamerica.org/wp-content/uploads/2008/12/presidents-commission-on-care-for-americas-returning-wounded-warriors-report-july-2007.pdf" http://www.veteransforamerica.org/wp-content/uploads/2008/12/presidents-commission-on-care-for-americas-returning-wounded-warriors-report-july-2007.pdf. (Instructor Note: Available on Blackboard.) Price, J., & Stevens, S. (2003). Partners of Veterans with PTSD: Caregiver burden and related problems. Iowa National Guard. Retrieved from  HYPERLINK "http://www.iowanationalguard.com/family/Documents/Partners%20of%20Veterans%20" http://www.iowanationalguard.com/family/Documents/Partners%20of%20Veterans%20 with%20PTSD.pdf Tanielian, T., & Jaycox, L. H. (Eds.). (2008). Invisible wounds of war: Psychological and cognitive injuries, their consequences, and services to assist recovery. Santa Monica, CA: RAND Corporation. Weiss, E. L. (2009). Families as part of a healthcare recovery team. Intersections in Practice, NASW, 3135. Unit 13: Support for Military FamiliesTopics Building community strengths to empower military families Military children in schoolsThis Unit relates to course objectives 1, 2, and 3. Required Readings Heubner, A. J., Mancini, J. A., Bowen, G. L., & Orthner, D. K. (2009). Shadowed by war: Building community capacity to support military families. Family Relations, 58, 216-228. Straits-Troster, K. A., Brancu, M., Goodale, B., Pacelli, S., Wilmer, C., Simmons, E. M., & Kudler, H. (2011). Developing community capacity to treat post-deployment mental health problems: A public health initiative. Psychological Trauma: Theory, Research, Practice, Policy, 3(3), 283-291. Weiss, E.L. & Coll, J.E. (2013) Children & youth impacted by military service: A school-based perspective. In C. Franklin, M.B. Harris & P. Allen-Mears (Eds.), The School Services Sourcebook: A Guide for School Based Professionals (2nded.) (pp. 695-706). New York, NY: Oxford University Press. Please skim USCs Building Capacity in Military Connected Schools Year 1 and Year 2 Annual Reports (not the technical reports). Download the link from website: http://buildingcapacity.usc.edu/research/annual-reports.html Recommended Readings Bowen, G. L., Mancini, J. A., Martin, J. A., Ware, W. B., & Nelson, J. P. (2003). Promoting the adaptation of military families: An empirical test of a community practice model. Family Relations, 52, 3344. Bowen, G. L., Martin, J. A., Mancini, J. A., & Nelson, J.P. (2001). Civic engagement and sense of community in the military. Journal of Community Practice, 9, 71-93. Bowen, G. L., Martin, J. A., Mancini, J. A., & Nelson, J. P. (2000). Community capacity: Antecedents and consequences. Journal of Community Practice, 8, 2-21. Clark, J. (2006). A legislators guide to military children: What you and your state can do to help the children who also serve. Harker Heights, TX: Military Child Education Coalition. Retrieved from  HYPERLINK "http://www.militarychild.org/files/pdfs/BRLegislatorsGuide.pdf" http://www.militarychild.org/files/pdfs/BRLegislatorsGuide.pdf Hoshmand, L. T., & Hoshmand, A. L. (2007). Support for military families and communities. Journal of Community Psychology, 35(2), 171-180. Lester, P., Leskin, G., Woodward, K., Saltzman, W., Nash, W., Mogil, C., Paley, B. & Beardslee, W. (2011). War time deployment and military children: Applying prevention science to enhance family resilience. In S. MacDermid Wadsworth & D. Riggs (Eds.), Risk and resilience in U.S. military families (pp. 149-173). New York, NY: Springer. Mancini, J. A., & Marek, L. I. (2004). Sustaining community-based programs for families: Conceptualization and measurement. Family Relations, 53, 339-347. Martin, J. A., Mancini, D. L., Bowen, G. L., Mancini, J. A., & Orthner, D. K. (2004). Building strong communities for military families. National Council on Family Relations Policy Brief, April. Ridding-Johnston, C. (2010). Building sustainable communities for Americas military families. Economic Development Journal, 9(1), 24-30. Vidal, A., Venkatesh, S., Brown, P., & Chaskin, R. (2001). Building community capacity. New York, NY: Walter de Gruyter Inc. Unit 14: Intimacy for Couples after WartimeTopics Expression of sexuality post war Changes in sexual/intimacy functioning and response  HYPERLINK "http://www.brainlinemilitary.org/content/2015/03/sexual-functioning-in-military-personnel-preliminary-estimates-and.html" http://www.brainlinemilitary.org/content/2015/03/sexual-functioning-in-military-personnel-preliminary-estimates-and.html Couples sex therapy InfidelityThis Unit relates to course objectives 1 and 3. Required Readings Yarvis, J.S. (2014) The Intimacy of Trauma. Reflections: Narratives of Professional Helping 19 (3). ISSN: 1080-0220,  HYPERLINK "http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections" http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections Matsakis, A. (2007). Sex now, sex never? In Back from the front: Combat trauma, love and the family (pp. 136-163). Baltimore, MD: Sidran Institute Press. Nunnink, S. E., Goldwaser, G., Niloofar, A., Nievergelt, C. M., & Baker, D. G. (2010). The role of emotional numbing in sexual functioning among veterans of the Iraq and Afghanistan Wars. Military Medicine, 175, 424-428. Ponsford, J. (2003). Sexual changes associated with traumatic brain injury. Neuropsychological Rehabilitation, 13, 275-289. Snyder, D. K., Gasbarrini, M. F., Doss, B. D., & Scheider, D. M. (2011). Intervening with military couples struggling with issues of sexual infidelity. Journal of Contemporary Psychotherapy, 41(4), 201-208. Weeks, G. R. (2005). The emergence of a new paradigm in sex therapy: Integration. Sexual and Relationship Therapy, 20, 89-103. Unit 15: Self Care for Social Workers in Traumatic Stress This Unit relates to course objectives 1 and 2.- Self-care & Termination Required Readings Berzoff, J. & Kita, E. (2010). Compassion fatigue and countertransference: Two different concepts. Clinical Social Work Journal, 38(3), 341-349. Department of Veterans Affairs. (2004). Caring for clinicians. In Iraq war clinician guide (2nd ed.). National Center for Post-Traumatic Stress Disorder. Retrieved from  HYPERLINK "http://www.ncptsd.va.gov" http://www.ncptsd.va.gov Kinztle, S., Yarvis, J.S., and Bride, B. (2013) Secondary Traumatic Stress in Military Primary Care and Mental Health Providers. Military Medicine. 178 (12), 1310-1315. Rubin, A. & Weiss, E.L. (2013). Secondary trauma in military social work. In A. Rubin, E.L. Weiss, & J.E. Coll, (Eds.) Handbook of Military Social Work (pp. 67-77) Hoboken, NJ: Wiley & Sons, Inc. Recommended Reading Figley, C. R. (1995). Compassion fatigue as secondary traumatic stress disorder: An overview. In C. R. Figley (Ed.), Compassion fatigue: Coping with secondary stress disorder in those who treat the traumatized (pp. 1-20). New York, NY: Routledge. Stewart, D. W. (2009). Casualties of war: Compassion fatigue and health care providers. MedSurg Nursing, 18(2), 91-94. Tyson, J. (2007). Compassion fatigue in the treatment of combat related trauma during wartime. Clinical Social Work Journal, 35, 183-192. University Policies and Guidelines Attendance Policy Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email of any anticipated absence or reason for tardiness. University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance. Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies. Statement on Academic Integrity USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect ones own academic work from misuse by others as well as to avoid using anothers work as ones own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: HYPERLINK "http://www.usc.edu/dept/publications/SCAMPUS/gov/"http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: HYPERLINK "http://www.usc.edu/student-affairs/SJACS/"http://www.usc.edu/student-affairs/SJACS/. Additionally, it should be noted that violations of academic integrity are not only violations of USC principles and policies, but also violations of the values of the social work profession. Statement for Students with Disabilities Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Director of the DSP office at 213-740-0776 or HYPERLINK "mailto:mability@usc.edu" \t "_blank"ability@usc.edu. Emergency Response Information Note: The following Emergency Response Information pertains to students on campus, but please note its importance should you be on campus for a temporary or extended period. When not on campus: Call the 911 listing in your local community for any emergency. To receive information, call the main number (213) 740-2711, press #2. For recorded announcements, events, emergency communications or critical incident information. To leave a message, call (213) 740-8311. For additional university information, please call (213) 740-9233. Or visit university website: HYPERLINK "http://emergency.usc.edu/"http://emergency.usc.edu If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation. Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or e-mail account. Register at  HYPERLINK "https://trojansalert.usc.edu" https://trojansalert.usc.edu. University Park CampusAcademic CentersCity CenterFront of Building (12th & Olive)Orange CountyFaculty Parking Lot MRFLot BSan DiegoBuilding Parking LotSWCLot BSkirballFront of BuildingVKCMcCarthy QuadWPHMcCarthy Quad Do not re-enter the building until given the all clear by emergency personnel. Statement about Incompletes An Incomplete (IN) grade can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official Incomplete Completion Form. Policy on Late or Make-Up Work Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected. Policy on Changes to the Syllabus and/or Course Requirements It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing. Code of Ethics of the National Association of Social Workers Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [http://www.socialworkers.org/pubs/Code/code.asp] Preamble The primary mission of the social work profession is to enhance human wellbeing & help meet the basic human needs of all people, with particular attention to the needs & empowerment of people who are vulnerable, oppressed, & living in poverty. A historic and defining feature of social work is the professions focus on individual wellbeing in a social context & the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. Clients is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the professions history, are the foundation of social works unique purpose and perspective: Service Social justice Dignity and worth of the person Importance of human relationships Integrity Competence This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Complaints If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel you cannot discuss it with the instructor, contact the course lead instructor, Michael G. Rank, Ph.D. (rank@usc.edu) or chair of the sub-concentration, Dr. Kim Finney ( HYPERLINK "mailto:Kfinney@usc.edu" Kfinney@usc.edu). If you do not receive a satisfactory response or solution, contact your advisor or Dr. Paul Maiden, Vice Dean and Professor of Academic and Student Affairs, at  HYPERLINK "mailto:rmaiden@usc.edu" rmaiden@usc.edu. Or, if you are a student of the VAC, contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or HYPERLINK "mailto:mjune.wiley@usc.edu"june.wiley@usc.edu for further guidance Tips for Maximizing Your Learning Experience in this Course Be mindful of getting proper nutrition, exercise, rest and sleep! Always come to class. Complete required readings and assignments before coming to class. Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit. Come to class prepared to ask any questions you might have. Participate in class discussions. After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit. 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