Postgraduate Course: Trauma and Resilience (fusion on-site) (EFIE11197)
|School||Edinburgh Futures Institute
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||The course will introduce you to the psychology of individual and societal adversity, common coping mechanisms and aspects of individual and societal resilience. It will focus on discussing how we deal with day-to-day adversity, extreme stress and trauma and how we build resilience and cope with stressors or triggers.
This course will introduce students to concepts of adversity, trauma and individual resilience. Past and current conceptualisations will be considered within applied settings.
The course has a preventative health care/health promotion focus and encourages critical and creative examination of these concepts through theoretical, research, professional and systemic/institutional lenses.
The student experience will progress through three phases:
1) Immersion (online, individual: key theories of trauma and key concepts of resilience)
2) Integration (two-day intensive workshop)
3) Application: Group work and production of an artefact
The teaching will draw on different pedagogical approaches from mini-lectures and Q&As to highly interactive team activities in and outside the classroom. The course will be delivered in a fusion format (on campus/online), with interaction between on campus and remote students, through recorded sessions, online forums accessible to all, and communication tools for practical group work.
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2023/24, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 3,
Supervised Practical/Workshop/Studio Hours 3,
Other Study Hours 6,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Other Study: Scheduled Group-work Hours (hybrid online/on-campus) - 6
|Assessment (Further Info)
|Additional Information (Assessment)
The course will be assessed by means of the following assessment components:
1) Poster [OR] Blog Post (100%)
Students will be given a choice to create either a poster or a blog post (word count to 2,000 words) to summarise how their initial thinking around their chosen case examples identified in Week 3 changed throughout the course.
Students will be asked to submit this artefact 7 weeks after the intensive.
||This course will be characterised by ongoing and timely feedback from staff and peers. This will include the use of the discussion boards and the dialogue that will take place during Weeks 1-4.
|No Exam Information
On completion of this course, the student will be able to:
- Critically appraise models of trauma in terms of developmental and personal impact and consequences, and relevance to and utility in applied settings.
- Critically examine existing definitions and models of resilience and coping.
- Consider how interventions and preventative contexts might be defined and shaped to enhance personal resilience and coping and to prevent secondary risk accruing from future trauma.
Altmaier, E. M. (2019c) 'Resilience', in Promoting Positive Processes After Trauma. Elsevier, pp. 55-64. doi: 10.1016/B978-0-12-811975-4.00005-8.
Baba, R. El and Colucci, E. (2018) 'Post-traumatic stress disorders, depression, and anxiety in unaccompanied refugee minors exposed to war-related trauma: a systematic review', International Journal of Culture and Mental Health, 11(2), pp. 194-207. doi: 10.1080/17542863.2017.1355929.
Backhans, M. C. and Hemmingsson, T. (2012) 'Unemployment and mental health-who is (not) affected?', European Journal of Public Health, 22(3), pp. 429-433. doi: 10.1093/eurpub/ckr059.
Barnhill, J. et al. (2019) 'Trauma-Informed Care: Helping the Healthcare Team Thrive', in Gerber, M. R. (ed.) Trauma-Informed Healthcare Approaches: A Guide for Primary Care. Cham: Springer International Publishing. Available at:
Barter, C. and Stanley, N. (2016) 'Inter-personal violence and abuse in adolescent intimate relationships: mental health impact and implications for practice', International Review of Psychiatry, 28(5), pp. 485-503. doi: 10.1080/09540261.2016.1215295.
Bonanno, G. A. (2004) 'Loss, Trauma, and Human Resilience: Have We Underestimated the Human Capacity to Thrive After Extremely Aversive Events?', American Psychologist, 59(1), pp. 20-28. doi: 10.1037/0003-066X.59.1.20.
Bryant, R. A. (2019) 'Post-traumatic stress disorder: a state-of-the-art review of evidence and challenges', World Psychiatry, 18(3), pp. 259-269. doi: 10.1002/wps.20656.
Elderton, A., Berry, A. and Chan, C. (2017) 'A Systematic Review of Posttraumatic Growth in Survivors of Interpersonal Violence in Adulthood', Trauma, Violence, & Abuse, 18(2), pp. 223-236. doi: 10.1177/1524838015611672.
Engelbrecht, A. and Jobson, L. (2016) 'Exploring trauma associated appraisals in trauma survivors from collectivistic cultures', SpringerPlus, 5(1). doi: 10.1186/s40064-016-3043-2.
Hughes, K. et al. (2017) 'The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis', The Lancet Public Health, 2(8), pp. e356-e366. doi: 10.1016/S2468-2667(17)30118-4.
Masiero, M. et al. (2020) 'From Individual To Social Trauma: Sources Of Everyday Trauma In Italy, The US And UK During The Covid-19 Pandemic', Journal of Trauma & Dissociation, 21(5), pp. 513-519. doi: 10.1080/15299732.2020.1787296
McFARLANE, A. C. (2010) 'The long-term costs of traumatic stress: intertwined physical and psychological consequences', World Psychiatry, 9(1), pp. 3-10. doi: 10.1002/j.2051-5545.2010.tb00254.x.
McLaughlin, K. A. and Lambert, H. K. (2017) 'Child trauma exposure and psychopathology: mechanisms of risk and resilience', Current Opinion in Psychology, 14, pp. 29-34. doi: 10.1016/j.copsyc.2016.10.004.
Oral, R. et al. (2016) 'Adverse childhood experiences and trauma informed care: the future of health care', Pediatric Research, 79(1-2), pp. 227-233. doi: 10.1038/pr.2015.197
Pitman, R. K. (2013) 'A Brief Nosological History of PTSD', Journal of Traumatic Stress Disorders & Treatment, 02(01). doi: 10.4172/2324-8947.1000101.
Safir, M., Wallach, H. S. and Rizzo, A. (eds) (2015) Future directions in post-traumatic stress disorder: prevention, diagnosis, and treatment. New York: Springer. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://link.springer.com/10.1007/978-1-4899-7522-5.
|Graduate Attributes and Skills
||Knowledge and Understanding - students will gain:
1) A critical understanding of a range of specialised theories, concepts and principles.
2) Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
Applied Knowledge, Skills and Understanding - students will gain experience:
1) In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
2) In planning and executing a significant project of research, investigation or development.
3) In demonstrating originality and/or creativity, including in practices.
Generic Cognitive Skills - students will be able to:
1) Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the subject/discipline/sector.
2) Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline/sector.
Communication, ICT and Numeracy Skills - students will be able to:
1) Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
2) Communicate with peers, more senior colleagues and specialists.
Autonomy, Accountability and Working with Others - students will be able to:
1) Exercise substantial autonomy and initiative in professional and equivalent activities.
2) Take responsibility for own work and/or significant responsibility for the work of others.
3) Take significant responsibility for a range of resources.
|Course organiser||Dr Ewelina Rydzewska
|Course secretary||Miss Yasmine Lewis