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Essay:

Part one: 1200 Words

1.    600 words – Describe the neurophysiological mechanisms underpinning trauma and influencing the ongoing effects of trauma.

2.    600 words – Explain how this informs the principles of informed trauma-informed care with reference to attachment theory.

Rationale and Expectations:

Demonstrate understanding of theoretical concepts and their relationship to the application of trauma-informed care.

Part two: 600 words

ASSESSMENT TASK 2

Title of Assessment: Self-care plan and safety/stabilisation practicum. (No introduction or conclusion necessary)

Prepare a plan for your ongoing well-being as a people helper (Vicarious Trauma)

1.    250 words – Identify your indicators of differing levels of ANS arousal. (Autonomic nervous system)

2.    250 words – incorporates specific self-care strategies to use when working face-to-face with survivors of trauma (technique therapists can use for their own wellbeing during sessions with their trauma clients).

3.    100 words – includes general well-being strategies for daily life.

(No introduction or conclusion necessary)

Rationale and Expectations:

Provides opportunity for personal understanding of vicarious trauma and application of this understanding to personal self-care

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Presentation: 1500 wordshttps://www.adhd.com.au/autism/parental-grief-and-adaptation-asd

Students will research and appraise grief parents after an autism diagnosis and how this related to working as a counsellor within the field of grief, loss and/or attachment. 

A summary of the findings will be presented to the class with reference to theoretical knowledge, critical analysis of relevant studies, implications for practice and practical applications 

Parental Grief and Adaptation in ASD

BOWLBY’S ATTACHMENT THEORY

DIMENSIONS OF GRIEF

BEHAVIOURS

DETERMINANTS OF GRIEF

ADAPTATION TO LOSS

COUNSELLING FOR PARENTS

Although most people are able to independently work through the broad range of reactions that follow the diagnosis of their child, some experience difficulty in resolving their feelings and emotions and may seek counselling to help them resolve their pain and clarify their thoughts. 

Counselling include; 

(a) helping the person to accept the reality that their child has a disorder; 

(b) assisting the person to work through the emotions of anger, guilt, anxiety and helplessness that he or she is feeling; and 

(c) reassuring the person that what he or she is experiencing is normal. 

REQUIRED TEXTS

Worden, J. (2018). Grief counselling & grief therapy: A handbook for the mental health practitioner (5th ed.). New York: Springer.

RECOMMENDED TEXTS/BIBLIOGRAPHY 

Attig, T. (1991). The importance of conceiving of grief as an active process. Death Studies, 15 (4), 385-394 Attig, T. (2001). How we grieve: Relearning the world. In R. Neimeyer (Ed.), Meaning reconstruction & the meaning of loss (pp. 33- 53). Washington DC: American Psychological Association Fiorini, J., & Mullen, J. (2006). Counselling children and adolescents through grief and loss. Illinois: Research Press Harris, D., & Winokuer, H. (2016). Principles and practice of grief counselling. NY: Springer Publishing Company Humphrey, K.M. (2009). Counselling strategies for loss and grief. Alexandria, VA.: American Counselling Association Klass, D., Silverman, P.R. & Nickman, S.L. (1996). Continuing bonds: New understandings of grief. Philadelphia: Taylor & Francis Neimeyer, R. (2012). Techniques of grief therapy: Creative practices for counselling the bereaved. Routledge Neimeyer, R. (2016). Techniques of grief therapy: Assessment and intervention, Routledge RECOMMENDED 

JOURNALS Grief Matters: The Australian Journal of Grief & Bereavement Journal of Loss and Trauma RECOMMENDED 

WEBSITES Australian Centre for Grief and Bereavement: www.grief.org.au Centre for Loss and Life Transition https://www.centerforloss.com