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This course explores the history of our understanding of trauma, the neurobiology of traumatic experiences, attachment and reward as they relate to the addictive experience. Presents models of relational healing with a strong emphasis on specific skill acquisition that can be used in treatment settings. Utilizes trauma informed and wellness informed approaches targeted to working with families in the process of recovery from substance use disorder.

This course looks at the way experiences of oppression/social location/intergenerational trauma/minority stress intersect with trauma, substance use and recovery. This course will encourage you to look deep within yourself and your own experiences.

• Present to groups and/or individuals involved in the treatment of and recovery from addiction the effect childhood trauma and/or parental stress has on the neurobiology of attachment and reward systems.

• Present to groups and/or individuals involved in the treatment and recovery from addiction the lifelong propensities early childhood trauma and/or parental stress can create for intimate relationships.

• Employ effective trauma-informed and wellness-informed interventions targeted towards groups and/or individuals in addiction treatment presenting with relational issues.

• Articulate strategies which focus on childhood trauma, relational repair, trauma-informed care including medication-assisted treatment and peer-wellness services specific to the needs of people impacted by addiction.

For more information, please go to the Course Content and Outcome Guide for this course.

YOU SHOULD KNOW: While this class will offer opportunity for personal growth and development, this isn't a self-help class.  This is a class for students working towards a degree in Addictions Counseling but the information can be beneficial for those in helping and counseling professions. People taking this class should have worked through some of their own lived experiences of trauma and be in a place to engage with content that could be activating or triggering.  Topics include: substance use disorders, domestic and sexual violence, gender-based trauma, intergenerational trauma, oppression and discrimination related violence, etc. 

This is a program policy and not my individual policy.  Students can not miss more than 2 class periods and pass AD 202 regardless of their earned score.  Late arrivals and early departures in our remote class will be computed into the final attendance total.  Each class period will begin with a burnout reduction activity period.  This will begin promptly at 6:00pm.  If you arrive later than 6 please join quietly. In the event you are unable to join the class for the opening exercise you will be considered 15 minutes late for class and this will become part of your attendance record.

A computer that is able to access zoom, zoom software, a working camera and microphone. We also use Google products and D2L.