Character notes for "The Best Drivers in the World"

[ysabetwordsmith]

Here are the character notes for "The Best Drivers in the World."


Thandi Blazier -- She has mocha skin, brown eyes, and long nappy black hair done in microbraids. She is short and curvy. Her heritage is African-American; she speaks English. She is 26 years old in 2016.
Thandi grew up in a poor neighborhood and barely managed to finish high school. That limited her opportunities. However, she knew how to cook great food. She also had enough poorskills to build her own smoker grills. She launched Busy Pig, which started out selling barbecue food in parking lots or public events, and eventually added pig roast catering. It offers traditional pork favorites like ribs, sausages, sliced ham, and pulled pork; as well as vork equivalents for vegans.
Qualities: Good (+2) Black Culture, Good (+2) Entrepreneur, Good (+2) Pit Boss, Good (+2) Poorskills, Good (+2) Stamina
Poor (-2) Limited Education


Baby Back Ribs

Vegan Pulled Pork Sandwiches with Coleslaw

Vegan Sausages (made with sunflower seeds and coconut aminos)
Dairy-Free, Egg-Free, Fish-Free, Gluten-Free, Peanut-Free, Shellfish-Free, Soy-Free, Treenut-Free, Vegan, Vegetarian

Vegan Seitan Sham and Chiz
https://mealplannerpro.com/member-recipes/Vegan-Seitan-Ham-w-a-Pineapple-Mustard-Glaze-510452

Sham -- in the context of food, a vegan substitute for ham, which can be produced in various ways, either commercial or homemade. It's a carryover of "sham" for fakery and "ham." It often appears in combos like "sham and chiz" (instead of the original "ham and cheeze").

Vegan Vork Nibs
Vegan & Gluten-free BBQ Ribs (soy-free-friendly, nut-free)

Vork -- a vegan substitute for pork, which can be produced in various ways, either commercial or homemade. The term is short for "vegan pork."

Vegan Barbecue Sauces


Barachiel Brown -- He has sorrel skin, black eyes, and nappy black hair but shaves his head. He is muscular but build for speed more than raw strength. His heritage is African-American. He speaks English and Spanish fluently, plus Emergency Lakota, Emergency Omaha, and Emergency Vietnamese. He is 34 years old in 2016.
Barachiel grew up in a bad neighborhood. As a teen, he worked as a getaway driver. At 18, he was arrested as part of a group whose other getaway car caused a massive pileup with crippling injuries to several people. Barachiel spent 10 years in prison. There he participated in the Way Back Program, where he studied Physical Fitness, Physical First Aid, and Emotional First Aid. Eventually he earned EMT credentials. After release, Barachiel became an ambulance driver.
Despite all his hard work, Barachiel still regrets his life of crime. He blames himself for the pileup even though he didn't cause it. He feels like he can never make up for what he did, and worries that people won't trust him because of his past and his appearance. Barachiel has learned a lot about ethics, though. He attends church regularly and volunteers on the Visitation Team.
Barachiel prefers practical menswear that he can mix and match easily. His base colors are brown, khaki, and navy sometimes accented with lighter shades of blue, hunter green, gold, or burgundy. He enjoys running and other athletic activities, often outdoors.
Qualities: Expert (+4) Ambulance Driver, Good (+2) Christian, Good (+2) EMT, Good (+2) Ethics, Good (+2) Fast
Poor (-2) Criminal Background

"Being Legitimately Incarcerated for a Crime"
The Emotional Wound Thesaurus pp. 114-115

Skill Tree for Way Back Program
Basic First Aid, Intermediate First Aid, CPR, Advanced First Aid, EMT-Basic, EMT Specialty: Ambulance Driver
Basic Emotional First Aid, Intermediate Emotional First Aid
Basic Fitness, General Athletics, Individual Sport: Running


Lou Cannella -- He has fair skin, brown eyes, and short dark hair. He is tall and sturdy. His heritage is Italian and American. He speaks English and Italian. He is 42 years old in 2016.
Lou earned a Bachelor of Science having a double major in Mechanical Engineering and in Emergency Management with concentrations in Fire Service Management and in Planning and Preparing for Urban Hazards at the University of Nebraska-Omaha. There he joined the American Society of Mechanical Engineers - Lincoln, Ballroom Dance Club, Big Red Readers, Engineers Without Borders, Operation Firewatch, and War Gamers Club. Currently he works as a firefighter in Lincoln, Nebraska where he drives the biggest and most complicated engines for responding to tall building fires. His engineering and teamwork skills make him popular on the job.
Lou is married with two sons and two daughters. He met his wife at the ballroom dance club in college. He loves cars and sometimes goes to shows or races. The stress of his job leaves him downcast, though, making it hard to enjoy things. Lou is always looking for activities to cheer himself up and engage his interest.
Qualities: Expert (+4) Firefighter Driver/Engineer, Good (+2) Car Fan, Good (+2) Mechanical Intelligence, Good (+2) Strength, Good (+2) Teamwork
Poor (-2) Downcast

Firefighter driver/engineer is the title used to describe the firefighter position that is in charge of driving fire apparatus (engines, trucks, squads), pumping water to extinguish fires, operating aerial ladders and other related tasks. They can also be called drivers, driver/operators, or chauffeurs. This position usually requires testing and a promotion to obtain.


Bachelor of Science in Emergency Management
at the University of Nebraska-Omaha

Emergency Management and Disaster Science develops skills in preventing, planning and preparing for, responding to, and recovering from large scale natural or man-made disasters and public events that require inter-agency and/or inter-jurisdictional involvement. The Bachelor of Science prepares students for careers in emergency management in both the private and public sectors. The Bachelor of Science in Emergency Management requires 120 credit hours and is available on-campus and online.

University General Education Requirements (40 to 46 hours)
• Fundamental Academic Skills (15 hours)
• Distribution Requirements (25 hours)
• Diversity Requirements (6 hours)

Fundamental Academic Skills (15 credits)
Proficiency in reading, quantitative skills, and written/oral expression are essential for professional success and effective citizenship. The courses in fundamental academic skills are designed to provide the foundation for advanced academic study.
Fundamental academic skills comprise 15 hours of your general education requirements, and consist of:
English & Writing: Nine Credits
Quantitative Literacy: Three Credits
Public Speaking: Three Credits

English & Writing
The work of the university is to construct and share knowledge. Because this work is done largely by means of the written word, it is important for students to gain control over written language. Proficiency in reading, research, and written expression is essential for professional success and effective citizenship.

ENGL 2000 TOPICS IN LANGUAGE AND LITERATURE: First Responders in Fiction (3 credits)
A variety of topics primarily for the non-major. (For example, this course might study the image of the American businessman in American literature.) One or two such topics may be offered each term, depending upon current student interest and available faculty. Students should consult each term's class schedule in order to determine the specific topics for that term. (Cross-listed with WGST 2000 when topic is appropriate).
Prerequisite(s)/Corequisite(s): Variable according to topic.

ENGL 2160 Honors Composition: Reasoning & Research - either ENGL 2160 or ENGL 1160/1164 may be taken but not both 3 YES

ENGL 3980 TECHNICAL WRITING ACROSS THE DISCIPLINES (3 credits)
This course emphasizes the problem-solving processes of producing effective written documents and visuals in technical professions. Students will study the genres, situations, and audiences related to professional settings, the contexts in which writing occurs, the process involved in individual and collaborative projects, and the production of technical documents.
Prerequisite(s)/Corequisite(s): ENGL 1160 or permission
Distribution: Writing in the Discipline Single Course

Quantitative Literacy
Quantitative Literacy involves using mathematical, computational, or statistical methods, with significant applications across a wide variety of disciplines. It emphasizes the process of formulating, solving, interpreting, and applying equations of different types to solve many different real-world problems.

MATH 1130 Quantitative Literacy 3

Public Speaking
The goal of the public speaking requirement is to help students acquire the knowledge and skills needed for effective oral communication in their academic career or community life.

CMST 2120 Argumentation and Debate 3

Distribution Requirements (25 credits)
Beyond the fundamental academic skills, courses within the distribution requirements provide students with the opportunity to: 1) understand, analyze, and explore the human condition; 2) understand the complex dynamics that make up the world particularly the challenges, problems and factors that lead to social stability and change as essential for contributing to and living in contemporary society; and 3) understand the nature of scientific inquiry and the operation of the natural, physical and technological world for making personal and public policy decisions.
Distribution requirements comprise 25 hours of your general education requirements, and consist of:
Humanities & Fine Arts: Nine Credits Representing at least Two Disciplines
Social Sciences: Nine Credits Representing at least Two Disciplines
Natural & Physical Sciences: Seven Credits Representing at least Two Disciplines with a minimum of One Laboratory Course

Humanities & Fine Arts
The Humanities & Fine Arts courses seek to help students understand, analyze, and explore the human condition. Studying Humanities & Fine Arts contributes to personal growth and well-being, as well as to living in, and contributing to various communities.

ART 1010 Art Appreciation 3 U.S. Diversity

ENVN 2000 Landscape Appreciation and Environmental Sustainability 3

HONR 3020 Honors Colloquium - Humanities: Superpowers in Society 3 YES

Social Sciences
Courses in this category will allow students to gain an understanding of the complex dynamics that make up the world, and in particularly the challenges, problems, and factors that lead to social stability and change. This understanding is essential for contributing to, and living in, a contemporary society.

BSAD 2600 Ethics in Organizations 3 YES

CMST 2410
Small Group Communication and Leadership 3

PSYC 1010 Introduction to Psychology I 3

Natural & Physical Sciences
Understanding the nature of scientific inquiry and the operation of the natural, physical, and technological world is essential for making personal and public policy decisions.

PHYS 1110 General Physics I with Algebra 4 YES
PHYS 1154 General Physics Laboratory I 1 YES

TED 1100 Inquiry-based Thinking in STEM 3

Core Requirements (30 hours)
• EMGT 1000 Introduction to Emergency Management
• EMGT 2020 Emergency Management Strategies and Communications: National Incident Management System
• EMGT 2050 Political and Legal Foundations in Emergency Services
• PA 2170 Introduction to Public Administration
• PA/CRCJ 3000 Applied Statistics and Data Processing in the Public Sector
• EMGT 3040 Preparedness Planning and Risk Mitigation
• EMGT 3080 Agency Collaboration during Disasters
• EMGT 4060 Disaster Response and Recovery
• EMGT 4200 Internship in Emergency Management
• EMGT 4990 Capstone

Concentration Areas (Choose two 15-hour concentration areas)

Catalog

Concentration in Fire Service Management
at the University of Nebraska-Omaha
Fire Service Management is an emphasis on fire safety and technology and the role of fire and rescue services in emergency and disaster situations. This concentration is available online.
Required Courses:
• FSMT 2200 Codes and Inspections
• FSMT 2410 Fire Strategy and Tactics
• FSMT 3350 Fire Prevention Organization and Management
• FSMT 3680 Analytical Approaches to Public Fire Protection
• FSMT 4450 Fire and Emergency Services Administration
Within the Bachelor of Science in Emergency Management, students choose two concentrations. Several concentrations that pair well with Fire Service Management include: Criminology and Criminal Justice, Natural Disasters, Planning and Preparing for Urban Hazards, Private Sector Management, Public Administration and Management and Public Health.
Completing this concentration also grants students a minor in Fire Service Management.

Concentration in Planning and Preparing for Urban Hazards
at the University of Nebraska-Omaha
Planning and Preparing for Urban Hazards is an emphasis on geography including human populations and their impact on dealing with urban hazards, such as natural or manmade disasters. This concentration is available on-campus.
Take two courses from the following:
• GEOG 1050 Human Environment Geography
• UBNS 1010 Introduction to Urban Studies
Take courses from the following to reach a 15-hour minimum:
• GEOG 3130 Economic Geography
• GEOG 4120 Urban Geography
• GEOG 4160 Urban Sustainability
Within the Bachelor of Science in Emergency Management, students choose two concentrations. Several concentrations that pair well with Planning and Preparing for Urban Hazards include: Criminology and Criminal Justice, Gerontology, Information Technology and Communication, Intelligence and Security, Logistics Management, and Public Administration and Management.
A minor in Geography is also available; for more information, see the Emergency Management and Disaster Science Academic Advisor.


Mechanical Engineering (T-American)

Pre-Mechanical Engineering
at the University of Nebraska-Omaha
Mechanical engineers are considered the “general practitioners” of engineering because their education is extremely broad and their services span many interdisciplinary technical, social environmental and economic problems. These engineers deal with a wide realm of motion, all forms of energy conversion and transmission; the flow of fluids and heat; the development, design and operation of machinery and equipment; material structure and properties; and transportation processes. Here, you’ll choose among three major areas: thermal-fluid science engineering, systems and design engineering, and materials science engineering. Your career could include research and development, design of equipment and systems, testing, plant and sales engineering, and management.

Requirements
First Year
First Semester Credits
MATH 1950 CALCULUS I 5
CHEM 1180 GENERAL CHEMISTRY I 3
CHEM 1184 GENERAL CHEMISTRY I LABORATORY 1
Communication Elective: 3
CMST 2410 SMALL GROUP COMMUNICATION AND LEADERSHIP
ACE Elective 1 3
Credits 15

Second Semester
MATH 1960 CALCULUS II 5
CHEM 1190 GENERAL CHEMISTRY II 3
CHEM 1194 GENERAL CHEMISTRY II LABORATORY 1
PHYS 2110 GENERAL PHYSICS I - CALCULUS LEVEL 4
PHYS 1154 GENERAL PHYSICS LABORATORY I 1
ACE Elective 1 3
Credits 17

Second Year
First Semester
MATH 1970 CALCULUS III 4
PHYS 2120 GENERAL PHYSICS-CALCULUS LEVEL 4
MENG 2230 ENGINEERING STATICS 3
CONE 2060 ENGINEERING ECONOMICS 3
MENG 2000 ENGINEERING THERMODYNAMICS 3
Credits 17

Second Semester
MATH 2350 DIFFERENTIAL EQUATIONS 3
MENG 3250 MECHANICS OF ELASTIC BODIES 3
MENG 3730 ENGINEERING DYNAMICS 3
ENGL 3980 TECHNICAL WRITING ACROSS THE DISCIPLINES 2 3
STAT 3800 APPLIED ENGINEERING PROBABILITY AND STATISTICS 3
Credits 15
Total Credits 64
Plan of Study Grid
1 ACE Elective: Selected from ACE elective list.
2 ENGL 3980: EPPE sophomore level placement or successful completion of ENGL 1160 required.


(Summer courses)
Other applicable courses available:
Code Title Credits
MATH 2050 APPLIED LINEAR ALGEBRA 3
MENG 4200 HEAT TRANSFER 3
CIVE 310/MENG 3100 FLUID MECHANICS 3
ECEN 2110 ELEMENTS OF ELECTRICAL ENGINEERING 3
ACE elective 1 9
Course List
1 ACE Elective: Selected from ACE elective list.

Mechanical Engineering Courses

Third Year
First Semester
AE 3070 MECHANICS OF MATERIALS LAB 1

MENG 3000 THERMAL SYSTEMS AND DESIGN (3 credits)
Applications of control-volume analysis (mass, energy and momentum), both transient and steady; mixtures of gases and vapors; introduction to combustion; thermodynamic relations and establishment of data banks of thermal properties; applications of computer-aided engineering to processes and cycles; methodologies and case studies for thermal systems design; execution of small-scaled design projects.
Prerequisite(s)/Corequisite(s): MENG2000, not open to nondegree students

MENG 3420 KINEMATICS AND DYNAMICS OF MACHINERY (3 credits)
Analysis of the motion of linkage and cam mechanisms. Methods of design of linkage and cam mechanisms. Gear theory. Analysis and design of ordinary and planetary gear trains. Determination of static and dynamic forces in machines. Balancing of machines. Flywheel design. Dynamics of cam mechanisms. Vibration of machines.
Prerequisite(s)/Corequisite(s): MENG 1300 and MENG 3730. Not open to non-degree graduate students.

MENG 3500 INTRODUCTION TO DYNAMIC AND CONTROL OF ENGINEERING SYSTEMS (3 credits)
Unified treatment of the dynamics and control of engineering systems. Emphasis on physical aspects, formulation of mathematical models, application of various mathematical methods, and interpretation of results in terms of the synthesis and analysis of real systems. (Strong working knowledge of Matlab required.)
Prerequisite(s)/Corequisite(s): MENG 3730, and ELEC 2110 or ECEN 2110. Coreq: MATH 2050. Not open to non-degree graduate students.

MENG 3730 ENGINEERING DYNAMICS (3 credits)
A study of force action related to displacement, velocity and acceleration of rigid bodies. Kinematics of plane motion, kinetics of translation and rotation. Mass moment of inertia, vibration, work, energy and power, impulse and momentum.
Prerequisite(s)/Corequisite(s): MENG 2230 or EMEC 2230; and MATH1970


Second Semester
CIVE 319 HYDRAULICS LAB 1
ECEN 3070 ELECTRICAL ENGINEERING LABORATORY I 2

MENG 3210 ENGINEERING STATISTICS AND DATA ANALYSIS (3 credits)
An application-oriented course for formulating and solving engineering statistical problems. Includes Descriptive statistics, probability distributions, variability, sampling, confidence intervals, tests of significance, basics of statistical process control, and design of experiments.
Prerequisite(s)/Corequisite(s): MATH1970 (Math208 UNL)

MENG 3430 ELEMENTS OF MACHINE DESIGN (3 credits)
Design of machine elements under different conditions of loading. Design work includes a project of broader scope (done primarily out of class) requiring a breath of knowledge. Failure theories for static and dynamic loading of bolts, springs, bearings, and shafts.
Prerequisite(s)/Corequisite(s): MENG 3250, ISMG or CONE 2060, MENG 3420, MATL 3600, and ENGL 3980. CoReq: STAT 3800 or MENG 3210. Not open to non-degree graduate students.

Fourth Year
First Semester
ECEN 4940 CAPSTONE I 2
ENGR 4690 TECH, SCIENCE & CIVILIZATION 3

MENG 4020 TURBOMACHINERY (3 credits)
Thermodynamic analysis and design of axial and radial flow turbines, compressors, and pumps. Fundamentals of the operating characteristics and performance of turbomachines. Cavitation and blade element theory.
Prerequisite(s)/Corequisite(s): MENG3000 and (MENG3100 or CIVE310), not open to nondegree students

MENG 4030 INTERNAL COMBUSTION ENGINES (3 credits)
Basic cycle analysis and engine types, fundamental thermodynamics and operating characteristics of various engines are analyzed, combustion processes for spark and compression-ignition engines, fuels, testing procedures, and lubrication systems are evaluated. Emphasis on the thermodynamic evaluation of the performance and understanding the basic operation of various engine types.
Prerequisite(s)/Corequisite(s): MENG3000, not open to nondegree students

Second Semester
ECEN 4950 CAPSTONE II 3

MENG 4040 THEORY OF COMBUSTION (3 credits)
Stoichiometric analysis of combustion processes. Energy transfer, flame propagation, and transformation velocities during combustion. Combustor applications and design considerations. Emission formation and methods of control.
Prerequisite(s)/Corequisite(s): MENG3000 and MENG4200, not open to nondegree students

MENG 4140 COMPRESSIBLE FLOW (3 credits)
Analysis of the flow of compressible fluids by means of the momentum equation, continuity equation, and the laws of thermodynamics and some application of thermodynamic laws to incompressible fluids.
Prerequisite(s)/Corequisite(s): MENG3000 and (MENG3100 or CIVE310), not open to nondegree students

MENG 4550 VEHICLE DYNAMICS (3 credits)
Introduction to basic mechanics governing automotive vehicle dynamic acceleration, braking, ride, handling and stability. Analytical methods, including computer simulation, in vehicle dynamics. The different components and subsystems of a vehicle that influence vehicle dynamic performance. (Cross-listed with MENG 8556)
Prerequisite(s)/Corequisite(s): MENG3430, MENG 3500. Not open to non-degree graduate students.


Clubs

American Society of Mechanical Engineers - Lincoln
Welcome to the University of Nebraska - Lincoln Student Chapter of the American Society of Mechanical Engineers.
ASME is an organization dedicated to enriching the lives of its members, the university, and the community. By offering its members the opportunity to make lasting friendships and connections for the future, all the while providing a relaxing atmosphere for learning.

Ballroom Dance Club
The purpose of the UNL Ballroom Dance Club is to foster interest in ballroom dance by providing social, competitive, and performance opportunities to UNL students and the surrounding community. Ballroom dance encompasses several different styles, such as social swing, east coast swing, west coast swing, rumba, cha cha, salsa, mambo, samba, foxtrot, waltz, Viennese waltz, bolero, tango, and Argentine tango. If you're interested in ballroom dance at UNL, the club provides a few different levels of involvement:
1. Ballroom Dance Club Free weekly lessons taught by members of the ballroom team (see events). Perfect for those interested in learning more about what ballroom dance has to offer or those interested in honing their skills in a social environment. Open to all UNL students. No partner needed
2. Ballroom Dance Team Audition required (see membership criteria). Various ballroom styles and choreography taught by a local professional instructor. Performance opportunities throughout the school year including fall and spring showcases, as well as other optional events in the Omaha-Lincoln area. Competition opportunities and preparation offered throughout the year

Big Red Readers
We'll meet once a month to discuss a group-selected book, exploring our overall thoughts and opinions of it over snacks.

Engineers Without Borders
The purpose of EWB-NU shall reflect and support the values and mission of Engineers Without Borders-USA: "to partner with disadvantaged communities to improve the quality of their life through implementation of environmentally sound and economically sustainable engineering projects, while developing responsible engineering students."

Operation Firewatch (T-American)
This club promotes fire awareness, fire prevention, and fire safety. It teaches basic firefighting skills that can stop a small fire from becoming a large one. They also make fire education videos for V'You, funny things like What Not to Do With Fireworks and interesting things like How to Make Your Campfire Turn Colors.

War Gamers Club
This club focuses on gaming, mainly RPG board games. These include Dungeons and Dragons, Boot Hill, Gamma world, and more. We will also have games such as Betrayal at the house on the hill, Axis and Allies, and Cards against humanity. Members and guests are free to bring their own games to play.


Chia Cannella -- She has fair skin, brown eyes, and long brown hair with just a little wave. She is slender with a pear-shaped face. Her heritage is mostly American with a little Italian. She speaks English. She is 48 years old in 2016.
Raised by hippies, Chia grew up eating out of the commune garden and developed an early interest in food. She learned many skills of natural living such as gardening, preserving and cooking food, herbalism, folk music and dancing, crafts, and homestead repairs.
Chia earned a Bachelor of Science in Nutrition and Health with a Horticulture minor at Kansas State University-Manhattan. There she belonged to the Bohemian Hangout, Go Off Sis! multicultural women's club, Horticulture Club, Student Dietetics Association, and Water Ski Club. Chia went on to get a Master of Science in Community Nutrition and Health Promotion with a graduate minor in Recreation-Outdoor Education at the University of Nebraska-Omaha. She also joined the Ballroom Dance Club, Big Red Readers, Nutrition & Health Promotion Association, War Gamers Club, and Women and Underrepresented Genders in the Sciences Club.
In the ballroom dance club, Chia met Lou Cannella. They fell in love and got married. They have two sons and two daughters. They live in Lincoln, Nebraska. Currently Chia works as a nutritionist, and she enjoys bringing delicious healthy treats to first responder events. However, she worries about Lou because his job as a firefighter makes him downcast. She's always looking for ways to cheer him up. Chia prefers natural women's wear, mostly in light neutrals like beige and camel, sometimes accented with muted shades such as sage and mauve.
Qualities: Expert (+4) Nutritionist, Good (+2) Bohemian, Good (+2) Constitution, Good (+2) Natural Living, Good (+2) Naturalistic Intelligence
Poor (-2) Worried About Lou


Bachelor of Science in Nutrition and Health
at Kansas State University-Manhattan

Human Nutrition (B.S.)-Nutrition and Health

The nutrition and health curriculum includes emphasis in health promotion, chronic disease prevention, human nutrition, and preparation for careers in healthcare. Graduates from this program may develop community programs to promote nutrition and good health; educate people about the relationship between diet and health; conduct research on the psychological, cultural, social, economic, and environmental issues related to nutrition and health; or work with special groups who are at risk for nutrition‐related health problems, such as pregnant women, infants, and the elderly. Opportunities are available with local health departments, community wellness programs, the food industry, and agencies involved in international development. This program is, also, designed to develop our graduates to be competitive applicants for most accredited healthcare programs including (but not limited to):
• Physician Assistant
• Athletic Training/Physical Therapy
• Medicine
• Nursing
• Occupational Therapy
Bachelor’s degree requirements

General requirements (45–47 credit hours)
(Grades of C or higher required.)

Communications (8-9 credit hours)
• COMM 106 - Public Speaking I Credits: 3
• ENGL 100 - Expository Writing I Credits: 3
• ENGL 200 - Expository Writing II Credits: 3
Social Science (6 credit hours)
• ECON 110 - Principles of Macroeconomics Credits: 3
• PSYCH 110 - General Psychology Credits: 3

Humanities elective (6 credit hours)
Art 120 - Kansas En Plein Air Credits: 3 (T-American)
GWSS 300 - Selected Studies of Gender, Women, and Sexuality Studies: Women's Health
Credits: 3
Specific course content will vary by semester and instructor.
Repeat for Credit
May be repeated with a change of topic.
Typically Offered
Fall or Spring
K-State 8
Human Diversity within the U.S.

Sciences (16 credit hours)

Biological Science (12 credit hours)
• BIOL 198 - Principles of Biology Credits: 4
• BIOL 441 - Human Body I Credits: 4
• KIN 360 - Anatomy and Physiology Credits: 8

Physical Sciences (4 credit hours)
• CHM 210 - Chemistry I Credits: 4

Quantitative Studies (6-7 credit hours)
• MATH 220 - Analytic Geometry and Calculus I Credits: 4
• STAT 325 - Introduction to Statistics Credits: 3

Integrative Health and Human Sciences core courses (3 credit hours)
• HHS 101 - Introduction to Well-being Credits: .5
• HHS 201 - Community Well-being Credits: .5
• HHS 202 - Social Well-being Credits: .5
• HHS 203 - Financial Well-being Credits: .5
• HHS 204 - Physical Well-being Credits: .5
• HHS 301 - Career Well-being Credits: .5

Professional studies (30-31 credit hours)
(Grades of C or higher required.)
• FNDH 115 - Introduction to Health and Nutrition Professions Credits: 2
• FNDH 132 - Basic Nutrition Credits: 3
• FNDH 400 - Human Nutrition Credits: 3
• FNDH 413 - Science of Food Credits: 4
• FNDH 450 - Nutritional Assessment Credits: 2
• FNDH 510 - Life Span Nutrition Credits: 2
• FNDH 575 - Research Methods and Scientific Communication in Health Sciences Credits: 3
• FNDH 600 - Public Health Nutrition Credits: 3
Three courses from the following (8-9 credit hours):
• FNDH 340 - Food and Health: Safety, Allergies and Intolerances Credits: 3
• FNDH 620 - Nutrient Metabolism Credits: 3
• FNDH 635 - Sports Nutrition Credits: 3

Unrestricted electives (42-45 credit hours)
Total credit hours required for graduation (120)


Horticulture Minor
at Kansas State University-Manhattan

A minor in horticulture will provide the student with a breadth of knowledge in horticulture.
• HORT 201 - Principles of Horticultural Science Credits: 4
• HORT 350 - Plant Propagation Credits: 3
Horticulture Electives (9 credit hours)
Choose any combination of Horticulture courses to reach 9 credit hours of electives.
Total credit hours for Minor: (16)

Courses

HORT 256 - Human Dimensions of Horticulture
Credits: 3
Introduction to horticulture applied in schools, psychiatric and medical hospitals, corrections, vocational rehabilitation centers, elderly programs, and consumer horticulture settings. Networking the art and science of horticulture with architecture, business, social sciences, health care, horticulture, and education.
Note Two hours lecture and one hour recitation a week.
Typically Offered Fall, Spring
K-State 8 Global Issues and Perspectives, Human Diversity within the U.S.

HORT 325 - Introduction to Organic Farming
Credits: 2
This class will cover the history of organic farming principles, practices, and policies. USDA standards will be compared to similar standards in other countries, and to “green labels” that compete with organic products in the marketplace. Industry trends as well as the basics of how to certify farms and food processors will be included.
Note One hour lecture and two hours lab a week.
Typically Offered Fall, even years
K-State 8 Ethical Reasoning and Responsibility

HORT 520 - Fruit Production
Credits: 3
Principles and practices of cultivating fruit and nut crops commercially. Laboratory offers experiences in pomological practices.
Note Two hours recitation and two hours lab a week.
Requisites
Prerequisite: HORT 201 or equivalent.
Recommended prerequisite: HORT 350.
Typically Offered Spring, odd years
K-State 8 Empirical and Quantitative Reasoning, Natural and Physical Sciences

HORT 560 - Vegetable Crop Production
Credits: 3
Study of production principles and cultural practices involved in the growing of vegetable crops.
Note Two hours lecture and two hours lab or field trips a week.
Requisites
Prerequisite: HORT 201.
Typically Offered Spring, even years
K-State 8 Empirical and Quantitative Reasoning, Natural and Physical Sciences


Clubs

Bohemian Hangout (T-American)
This club gathers bohemians, hippies, and other free spirits. Enjoy socializing, crafts, games, presentations, and other fun stuff.

Go Off Sis! multicultural women's club
Women achieving strategic progression, retaining historically excluded identities.

Horticulture Club
Horticulture Club is a group of passionate horticulturalists working to promote good fellowship among members and advance interest in horticulture and horticulture-related fields.

Student Dietetics Association
The mission of Student Dietetics Association shall be to provide a framework to involve and stimulate interest in the profession of dietetics and nutrition.

Water Ski Club
To get students interested in waterskiing or to improve the skills that they already possess.


Master of Science in Community Nutrition and Health Promotion
at the University of Nebraska-Omaha

Requires the following courses (12 credit hours):
• NUTR 805 Research Methods (3)
• NUTR 859 Nutrition: A Focus on Life Stages (3)
• NUTR 860 Health Behavior Theories and Approaches (3)
• NUTR 956 Community Nutrition (3)

(She did her thesis on "Special Dietary Needs in Society: Limitations and Accommodations.")
Experiential Learning (3)
• NUTR 857 Classroom and Outreach Experiences in Food and Nutrition (3) and NUTR 998 Special Topics in Human Sciences: Making Nutrition Delicious (1-3) -for a total minimum of 3 credits for non-thesis students
• NUTR 899 Master's Thesis for research thesis students (3)

Other courses and programs of interest include:
• NUTR 829A Food Security: A Global Perspective (3)
• NUTR 834 Food and Nutrition in Biocultural Perspective (3)
• Courses in Physical Activity in Health Promotion at University of Nebraska-Omaha, e.g., KINS 8130/BMKI 9131 Implementing Physical Activity in Diverse Populations (3)

Total credits required:
• M.S. Option A: 30 total credit hours, requires research thesis
• M.S. Option B: 30 total credit hours, non-thesis


Graduate Minor in Recreation-Outdoor Education (ODED) (T-American)
at the University of Nebraska-Omaha

Take the two health courses:
ODED 109B Wilderness First Aid (2 credits)
ODED 110B Wilderness First Responder (2 credits)

Choose 3 credits in basic outdoor activities:
ODED 100A Canoeing (1 credit)
ODED 107B Back-country Camping (1 credit)
ODED 107E Cycling: Indoors (1 credit)

Choose 3 credits in intermediate outdoor activities:
ODED 110A Canoeing II (1 credit)
ODED 117B Intermediate Backpacking (1 credit)
ODED 117E Bike Camping (1 credit)

Choose 3 credits in advanced outdoor activities:
ODED 127B Backpacking III (1 credit)
ODED 127E Cycling III (1 credit)
ODED 137E Bike Maintenance (1 credit)

Graduate students choose 3 credits of leadership coursework:
ODED 160 Outdoor Leadership Seminar (3 credits)

Courses

ODED 100A Canoeing
Introduction to the fundamentals, basic knowledge and skills of canoeing necessary for safe and enjoyable activity.
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: Total Seats Needed: 150
Course details

ODED 107B Back-country Camping
Introduction to the fundamentals, basic knowledge and skills of backpacking and back country travel necessary for safe and enjoyable activity.
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: Total Seats Needed: 150
Course details

ODED 107E Cycling: Indoors
Cycling techniques for developing cardiovascular fitness and muscular endurance.
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course details

ODED 110A Canoeing II
Prerequisites: Beginner or intermediate canoeist.
Build on ODED 100A Canoeing I. Canoe travel on moving water. Experience class I and/or II white water.
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: $225
Course details

ODED 117B Intermediate Backpacking
Backpacking and backcountry travel with an emphasis on expanding fundamental backcountry skills. Designed for the adventurous novice and intermediate backpackers.
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: $250
Course details

ODED 117E Bike Camping
Cycling and touring with an emphasis on building fundamental touring skills. Designed for the novice cyclist. Special Fee - $75
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: Total Seats Needed: 150
Course details

ODED 127B Backpacking III
Prerequisites: Intermediate experience in backpacking and/or back country travel.
Experiences for the intermediate backpacker and/or back country traveler. Build and refine back country leadership skills based upon the Wilderness Education Association 18-point curriculum on winter skills.
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: $525
Course details

ODED 127E Cycling III
Credit Hours: 0-1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course and Laboratory Fee: $200
Course details

ODED 137E Bike Maintenance
Introduction to the basic knowledge and skills necessary to perform regular preventative bike maintenance and basic repairs.
Credit Hours: 1
Max credits per semester: 1
Max credits per degree: 1
Grading Option: Pass No Pass
Course details

ODED 110B Wilderness: First Responder
Advanced emergency medical techniques and extended patient care skills needed for back country trips, expeditions, and world travel. Build and refine skills needed for recognition, treatment, and prevention of medical emergencies.
Credit Hours: 0-2
Max credits per semester: 2
Max credits per degree: 2
Grading Option: Pass No Pass
Course and Laboratory Fee: $550
Course details


Clubs

Ballroom Dance Club
The purpose of the UNL Ballroom Dance Club is to foster interest in ballroom dance by providing social, competitive, and performance opportunities to UNL students and the surrounding community. Ballroom dance encompasses several different styles, such as social swing, east coast swing, west coast swing, rumba, cha cha, salsa, mambo, samba, foxtrot, waltz, Viennese waltz, bolero, tango, and Argentine tango. If you're interested in ballroom dance at UNL, the club provides a few different levels of involvement:
1. Ballroom Dance Club Free weekly lessons taught by members of the ballroom team (see events). Perfect for those interested in learning more about what ballroom dance has to offer or those interested in honing their skills in a social environment. Open to all UNL students. No partner needed
2. Ballroom Dance Team Audition required (see membership criteria). Various ballroom styles and choreography taught by a local professional instructor. Performance opportunities throughout the school year including fall and spring showcases, as well as other optional events in the Omaha-Lincoln area. Competition opportunities and preparation offered throughout the year

Big Red Readers
We'll meet once a month to discuss a group-selected book, exploring our overall thoughts and opinions of it over snacks.

Nutrition & Health Promotion Association
To encourage and foster the professional and educational goals and interests in the fields of food science, dietetics, restaurant management, and hospitality management.

War Gamers Club
This club focuses on gaming, mainly RPG board games. These include Dungeons and Dragons, Boot Hill, Gamma world, and more. We will also have games such as Betrayal at the house on the hill, Axis and Allies, and Cards against humanity. Members and guests are free to bring their own games to play.

Women and Underrepresented Genders in the Sciences Club


Martha Garross -- She has pinkish-fair skin, dark blue eyes, and flyaway blonde hair that falls just past her shoulders. She is short and chunky. She has several piercings in both ears, a relic of her wild teen years. Her heritage is American and a little French; she speaks English and French. She is 45 years old in 2016.
When Martha was 12, her mother died by suicide. The family had been struggling for a while, and that was the final blow that drove them all apart. Martha wound up with PTSD from discovering her mother's body, and went to stay with an aunt. Despite therapy, she floundered through high school and picked a college supportive of learning differences and other special needs.
Martha earned a Bachelor of Science in Emotional First Aid with a double minor in Communication and Psychology at Landmark College in Putney, Vermont. There she joined the Art Club, Horseback Riding Club, Landmark Dungeon Delvers, Neurodiverse Brains Club, and PTSD Support Group. She went on to get a Certified Field Traumatologist Certificate from the Traumatology Institute at the College of St. Joseph in Rutland, Vermont.
After graduating, Martha worked as an Emotional First Aide for several years. At a weekend event about emotional healing techniques, she met a man from Nebraska who piqued her interest. Eventually they got married, and she moved out to Nebraska with him. They have two teenage children, a son and a daughter.
Currently Martha works as a field counselor at the Emotions First Agency, which supplies experts for mental crisis response teams among the first responders in Lincoln, Nebraska. They paid for a defensive driving course because sometimes upset people run out into traffic, and she turned out to be quite good at it. Martha also keeps several therapy horses which she shares with her PTSD support group. Although she has largely overcome her trauma, she keeps ties with that community and mentors newer victims. It helps in times when her birth family drama makes old history flare up again.
As a hobby, Martha enjoys gaming with friends and family. She wears practical women's clothes. Her base colors are black, gray, ivory, and khaki accented with pink, yellow, and aqua.
Qualities: Expert (+4) Emotional Intelligence, Expert (+4) Field Traumatologist, Good (+2) Defensive Driving, Good (+2) Gamer, Good (+2) Horsewoman
Poor (-2) Birth Family Drama


Emotional First Aid
at Landmark College in Putney, Vermont
Major 48 credits, EFA certification 30 credits

The EFA major is more than required for certification as an Emotional First Aide. It is intended for students who want a Bachelor of Science with Emotional First Aide certification, or who plan to transfer and pursue Emotional Trauma Care or other advanced work.

The EFA certification begins with this core. (12 credits)
EFA 1011 Introduction to Emotional First Aid
EFA 1012 Personal Safety and Self-Care
EFA 1111 Emotional Crisis Response
EFA 1112 Prevention & Treatment of Traumatic Stress

The following class may be taken as a 1-credit lab alongside any EFA class. Majors must take it at least twice, certification students at least once.
EFA 0911 Roleplay & Imaginative Exercises

Choose a basic Psychology class (3 credits) and electives. Majors choose 3 electives (9 credits) while certification students choose 1 elective (3 credits).
PSY1011 Introduction to Psychology (already taken for minor, replaced with electives)

Electives:
PSY2051 Abnormal Psychology
PSY2061 Positive Psychology
PSY3021 Theories of Personality
PSY3041 Psychology of Emotion

Majors choose 4 classes (12 credits) about things that need EFA. Certification students choose 2 classes (6 credits).
Mental Illnesses
Natural Disasters
Psychological Trauma
Violence

Electives: Majors choose 4 credits of electives from any listed classes. Certificate students choose 2 credits.
Substance Abuse

Conclude with practical classes. Majors take EFA 4011, 4012, or 4013 and EFA 4021 (6 credits). Certificate students take 1 class from EFA 4011, 4012, or 4013 (3 credits).
EFA 4013 Clinical Trial
EFA 4021 Capstone


Communication Minor
at Landmark College in Putney, Vermont

A minor in Communication provides students with the opportunity to take on a second area of focus beyond the student’s declared major. The communication minor could focus on improving interpersonal communication, message design, storytelling, project management, team building, media production or public relations.
A minor in Communication requires 21 total credits. Students must earn an average of C or better in all 21 credits. At least nine credits in the minor must be Landmark College institutional credits.
Students may not minor in Communication if they are majoring in Communication and Entrepreneurial Leadership. At least nine credits earned in the minor must be unique to the minor and not applied toward requirements in the student’s major or any other minor.

Required Communication Foundation: 6 credits
COM1011 Introduction to Communication
COM course at 3000/4000 level
COM 3021 Relationships & Relational Communication

Required Communication Focus Area:
15 credits (at least 6 at the 3000/4000 level) in any of the following discipline areas:
Communication (COM)
COM 1180 Mediation Skills
COM 2021 Interpersonal Communication
COM 2082 Collaborative Negotiation:Theory & Practice
COM 3051 Spec Topics: Intercultural Competence
COM 3081 The Philosophy of Communication
COM 3084 Special Topics: Persuasion: Art & Logic of Argument

Communication Courses

COM 1180 Mediation Skills
This one-credit course teaches students the skills they need to act as mediators in the conflicts of others. Emphasis will be on role-play, practice and the practical application of these skills in real conflict situations. Through the study of communication, negotiation, facilitation and understanding the unique role of the mediator, students will learn the skills and process necessary to conduct successful mediations. Credits: 1.000

COM 2021 Interpersonal Communication
By learning the practical and theoretical aspects of interpersonal communication in both dyadic and group settings, students in this course will learn how to better manage meaningful family, social, and workplace relationships. Students will explore the role of self-awareness, perception, listening, nonverbal communication, gender/cultural difference, and ethics in creating more effective conversations and with managing conflicts. Current research and theory will be reviewed and interpersonal communication skills will be practiced through various experiential formats, such as role-playing, observations and in-depth analysis of everyday interpersonal exchanges. Assignments include ongoing observation journals and short summary papers with a final comprehensive multi-modal presentation. Students cannot receive credit for both CO1021 and COM2021. Credits: 3.000

COM 2082 Collaborative Negotiation:Theory & Practice
In this course, students study both the principles and applications of negotiation. Particular emphasis is placed on the development of the communication and process skills involved in a collaborative approach to negotiation and conflict resolution. Relying heavily on a hands-on approach involving role-playing and simulation, students will learn about their own conflict behaviors and styles and develop skills applicable to their own personal and professional lives. Credits: 3.000

COM 3051 Spec Topics: Intercultural Competence
Intercultural competence refers to the ability to interact effectively with persons of different cultures. It requires an integration of awareness, attitude, knowledge, and skills. Ultimately this results in forming relationships across cultural boundaries and with improved decision-making and social engagement/work performance in multi-cultural settings. In particular, students will research the differences in cultural attitudes and potential modification needed for engagement in business, health care, and education. Intercultural competence is not simply visiting and learning about another culture, but to think critically about one’s own culture and to acquire the process of coming to understand a new culture which can be used to adapt to a variety of cultures. Students must have completed three courses at the 2000 level with grades of C or higher, as prerequisites for this course. Students may not receive credit for both COM 2051 and COM3051. Credits: 3.000

COM 3081 The Philosophy of Communication
Both philosophy and communication are concerned with questions about how we create meaning together in a world that can seem beyond our grasp. Recognizing this overlap between philosophy and communication, this course examines the core questions, concepts, and problems of communication in philosophical terms. When we no longer take communication for granted, we are left with perplexing questions that Western philosophy has explored for over 2500 years (for example, how exactly does one brain transmit an idea to another brain?). Through historical and contemporary/postmodern perspectives, we will study a series of philosophical metaphors, theories, and schools of thought that will help us understand the complexities of human communication. Students must have completed three courses at the 2000 level, with grades of C or higher, as prerequisites for this course. Credits: 3.000

COM 3084 Special Topics: Persuasion: Art & Logic of Argument
This course provides an overview and analysis of how beliefs, values, attitudes, and behavior are deliberately influenced through communication, relying on both scientific and rhetorical perspectives to explore what persuasion is, how it works, and what role you can play in constructing and deciphering persuasive messages. The first half of the semester will introduce theory and research to unpack how persuasion works. The second half of the semester will be devoted to looking at persuasion in context, exploring the professional use of persuasion and the ethical implications persuasion has on the world in which we live. Students will be expected to analyze and develop persuasive texts, working in teams and as individuals to construct effective and ethical messages. Students must have completed three courses at the 2000 level, one of which must be in a Social Science discipline, with grades of C or higher, as prerequisites for this course. Credits: 3.000

COM 3021 Relationships & Relational Communication
By studying the practical and theoretical aspects of relational communication, students in this course will learn the techniques for managing the communication demands of meaningful intimate relationships. Students will investigate the role of self-awareness, perception, listening, nonverbal communication, gender difference, and ethics in resolving conflicts and creating more successful interactions between intimate partners, friends and family members. Current research and theory on topics such as attraction, equity, power, gender, and marriage will be explored. Students will be introduced to a range of literature and research from several disciplines. Relational communication skills will be practiced through various experiential formats, such as role-playing, simulations, observations and in-depth analysis of everyday interpersonal exchanges. As a discussion based course, students will be regularly assessed on discussion practices as well as complete assignments such as several 3-5 page research papers on various theories followed by the 8-12 comparative analysis paper. For a final project, students will (metaphorically) construct a personal “relationship toolbox.” Students must have completed three courses at the 2000 level, with grades of C or higher, as prerequisites for this course. Students cannot receive credit for both CO2022 and COM3021. Credits: 3.000


Psychology Minor
at Landmark College in Putney, Vermont
A minor in Psychology provides students with the opportunity to take on a second area of focus beyond the student’s declared major. The psychology minor focuses on key concepts, theories, and perspectives in psychology and neurodiversity as well as the scope and limitations of the discipline. Curriculum in the minor provides opportunities to develop the cultural competence to engage with all forms of social diversity.
A minor in Psychology requires 21 total credits. Students must earn an average of C or better in all 21 credits. At least nine credits in the minor must be Landmark College institutional credits. Students may not minor in Psychology if they are majoring in the B.A. in Psychology. At least nine credits earned in the minor must be unique to the minor and not applied toward requirements in the student’s major or any other minor.

Required Psychology Foundation: 6 credits
PSY 1011 Introduction to Psychology
PSY 3061 Diversity Psychology

Required Psychology Focus Area:
15 credits (at least 6 at the 3000/4000 level) in any of the following discipline areas (3 credits must be in PSY at the 2000 level or above):
PSY 2011 Special Topics: Introduction to Psychology Research
PSY 2021 Child Development
PSY 2031 Adolescent and Adult Development
PSY 4011 Social Identity in a Diverse World
PSY 4021 Special Topics: Crisis Intervention (T-American)

Psychology Courses

PSY 2011 Special Topics: Introduction to Psychology Research
Introduction to Psychology Research provides an overview of the most common research methods used in psychology to generate knowledge. Topics include research ethics, formulating questions, choosing a methodology, measuring variables, collecting and analyzing data, and common research pitfalls. Students will participate in a series on hands-on activities that demonstrate parts of the scientific method, and they will read and interpret selected studies. From this essential background, students will develop foundational critical thinking tools to understand, interpret, and evaluate research outcomes. The class will include reading, lecture, discussion, and activities. Students will be required to complete writing assignments based on journal articles, use databases to formulate a bibliography, deliver a presentation in APA format, and take two exams. Credits: 3.000

PSY 2021 Child Development
Child development focuses on the physical, cognitive, and social - emotional changes between conception and adolescence. Students will learn to ask and answer the types of questions that a developmental psychologist would, and they will study the interplay between nature and nurture in development. This course has an experiential component in which students observe children in off-campus sites, providing opportunities to apply theory. Students will be asked to think critically and demonstrate their learning by completing a variety of assessment activities which may include projects, papers, presentations, discussions, and exams. Credits: 3.000

PSY 2031 Adolescent and Adult Development
How do adolescents’ thought, behavior and emotion patterns change as they age into adulthood? How do individuals construct identities and morality as they enter and proceed through adulthood? These are some of the questions that this course entertains as it gives an overview of major theoretical perspectives and favored research methods in the field of human development. Students will be asked to think critically and demonstrate their learning by completing a variety of assessment activities which may include projects, papers, presentations, discussions, and exams. Credits: 3.000

PSY 4011 Social Identity in a Diverse World
This seminar course explores the impact of diversity on who you are as a person. Identity, one’s definition of the self, is a cornerstone of wellness and well-studied feature of teen and adult psychology. For many, the path to a positive identity is affected by personal experience with racism, heterosexism, ableism, and other forces. This course uses social identity development theory to examine the consequences of living in a diverse and sometimes unequal world. Emphasis will be on listening to the experience of the “other” and developing a nuanced understanding of causes and consequences of social identity. From this framework, students will explore their own identities and those of writers and thinkers who define themselves as LD, black, Afropolitan, white Appalachian, and U.S. Muslim, to name a few. Students will also learn how research methods used in psychology to study diversity issues. Students will be asked to read an interdisciplinary selection of books and articles, lead a seminar session, write an autobiographical paper, and write a research article following disciplinary conventions in psychology. Students must have completed a 2000 or 3000 level Social Science course, with a grade of C or higher as one of the prerequisites for this course, as well as the Advanced Writing and Interdisciplinary Seminar requirements, with grades of C or higher. Credits: 3.000

PSY 4021 Special Topics: Crisis Intervention (T-American)
This course teaches identification of mental crisis situations, from the ordinary to the extraordinary, and how to handle them. Many crises can be resolved with calm, sympathetic support. Others may benefit from expert care. Students will learn how to distinguish between these and ways of addressing each type.
Credits: 3.000


Clubs

Art Club
No prior art experience is needed by students to join this club! Students can ask for help or be shown different techniques they might like to learn.

Horseback Riding Club
We learn about the horse world and take lessons.

Landmark Dungeon Delvers
We are a club that is open to all students who want to play Dungeons and Dragons and other tabletop RPGs.

Neurodiverse Brains Club
For people with mental differences and their friends.

PTSD Support Group (T-American)
Putting the past in the past where it belongs.


Traumatology
at the College of St. Joseph in Rutledge, Vermont

The Traumatology Institute at College of St. Joseph in Rutland, Vermont
The Traumatology Institute at College of St. Joseph is a Certification Program designed specifically for students, first responders, professionals, para-professionals and community members within the fields of mental health, law enforcement, military, education, and other stakeholders and practitioners who deal with trauma and its emotional impact. The CSJTI is a fully accredited certification program of The Green Cross Academy of Traumatology Commission of Certification and Accreditation.

CSJTI is the only GCAT Certification Program in the State of Vermont and surrounding area, and it addresses a growing need for specialized trauma services and advanced practitioner development.

Certifications offered
Within the CSJ Traumatology Institute, the Center for Trauma Studies offers courses leading to four separate levels of Trauma Certification leading to membership in the Green Cross Academy of Traumatology. The four certifications are:
• Compassion Fatigue Therapist
• Compassion Fatigue Educator
• Certified Field Traumatologist
• Certified Clinical Traumatologist

Certified Field Traumatologist Certificate
from the Traumatology Institute
at the College of St. Joseph in Rutland, Vermont

TI-1001 Early Intervention Field Traumatologist (EIFT)
TI-102 Trauma Evaluation & Community Resources (TECR)
TI-104 Motivational Interviewing after Trauma
TI-105 Group Approaches for Trauma Survivors: Community
TI-202: Overview of Assessment & Interventions
PSY 102 Introduction to Psychology (already taken)
HUS 106 Professional Development and Crisis Management
PSY 304 Abnormal Psychology (already taken)

Since Martha had already taken two Psychology courses, she substituted other courses for those:
Drunk Driving and Collisions Workshop (1 credit)
Emergency Management Intensive (3 credits)
Equestrian Oratory Therapy (3 credits)
Seminar on Flickering (1 credit)

TI-1001 Early Intervention Field Traumatologist (EIFT)
If you work in crisis response, emergency services and/or disaster management
And you are trauma survivor’s first point of contact
Ensure you know what to do with the victims and/or witnesses in traumatic situations
ENROLL NOW
Who would Benefit from Participation?
• First responders (e.g., fire/rescue, emergency medical services, law enforcement)
• Mental health and health care professionals etc.
• This is an entry-level course with no prerequisites for the Early Intervention Field Trauma Certificate, other than successful course completion.
What is Early Intervention Field Traumatologist?
Our Early Intervention Field Traumatologist training is designed to give you skills to assist in responding promptly and effectively to natural or human caused disasters from the perspective of both the emergency responders and mental health professionals. You will gain skills in providing support in the immediate aftermath of trauma. Dr. Baranowsky designed the Early Intervention Field Traumatologist course specifically to alleviate all doubts of the crisis and emergency responders, of how to provide support in the immediate aftermath of trauma.
Already been trained in CISM?
With our state-of-the-art technology, you will have unlimited access to this online, self-paced course for 160 days (as opposed to a 1- to 2-day training session) AND support all along the way.
This course is also the first course of both our Clinical Traumatologist and Community & Workplace Traumatologist designations.
Download TI-1001 Course Outline HERE
Learning Objectives
• Learn to respond immediately to the emotional components of natural or human-caused disaster.
• Lessen the negative impact resulting from the stress/trauma caused by crisis.
• Differentiate between stress and trauma.
• Identify the stages of grief and bereavement.
• Execute a preliminary trauma assessment.
• Survey group, individual, debriefing and Defusing Models.
• Learn how to apply the new Educate, Assess and Refer (EAR) Field Trauma Model.
• Understand reactions and how to respond to Chemical/Biological/Radioactive/Nuclear Terrorism.
• Recognize the phases of disaster, emergency management and key concepts of mental health.
• Discuss responder resiliency, prevention and self-care strategies.
Course Details
• In depth narrated interactive course presentation
• Downloadable student manual for your personal and workplace use
• Final quiz requiring a passing grade of 80%
• Estimated course time: 12 hours
• Certificate of completion
• 160 day access (extendable within 12 months)
• Required Course Readings – Early Intervention Field Traumatologist (Manual for Course TI-1001)
• Continuing education credit if available*
Course Price: $139 CAD plus applicable taxes.

Early Intervention Field Traumatologist (saved in Damask)
TI-1001 – Early Intervention Field Traumatologist
Course Description:
Early Intervention Field Traumatologist course explores the knowledge and skills needed to respond to the emotional trauma associated with natural or human-caused disasters or crisis Topics include warning signs, recovery stages, fitting interventions to client needs, the new Educate, Assess and Refer (EAR) Field Trauma Response model, Reactions and Response to CBRN Terrorism, steps to lessen crisis impact, utilization of community resources for prevention/resolution.
In addition, Compassion Fatigue risk factors, symptoms and prevention/self-care strategies will be addressed. This course is both didactic and experiential. Emergency Site Management System (ESMS) will be reviewed. You are encouraged to learn about your countries ESMS so you better understand how incidents are managed in your locality.
This course will provide training necessary to enable an individual to respond immediately to natural or human-caused disaster, to know what to do to lessen the negative impact caused by such crisis, and arrange for additional resources as necessary to resolve the stress/trauma accompanying the crisis.
Who Would Benefit From Participation:
This certificate will benefit first responders (e.g., fire/rescue, emergency medical services, law enforcement, etc.) as well as mental health and health care professionals.
Learning Objectives:
• Learn to respond immediately to the emotional component of natural or human-caused disaster
• Lessen the negative impact resulting from the stress/trauma caused by crisis
• Differentiate between stress and trauma
• Define grief stages and bereavement
• Conduct an initial trauma assessment
• Survey group, individual, debriefing and Defusing Models
• Learn how to apply the new Educate, Assess and Refer (EAR) Field Trauma Model
• Understand reactions and how to respond to Chemical/Biological/Radioactive/Nuclear Terrorism
• Identify emergency management, phases of disaster, and key concepts of disaster mental health
• Discuss responder resiliency, prevention and self-care strategies
Course Evaluation:
Students are required to complete all training components in order to successfully complete this program.
Required Course Reading:
Early Intervention Field Traumatologist (Manual for Course TI-1001).
TI-1001 – Early Intervention Field Traumatologist Contents
Unit I - Introduction to Training & Learning Goals
 Training philosophy and process
 Preparing oneself for work in post trauma response
 Field of Traumatology: Clinical & Community Traumatology Allies
 Unit II
 - History of Trauma
 Early History
 Science & Practice of Traumatology
 Domestic & Community Violence (Neuropsychobiology)
Unit III - Disaster & Stress
 Measuring Life Stress
 Key Concepts of Disaster Mental Health
 Definition of Disaster
Disaster Epidemiology & PTSD prevalence
 Stress Reactions of Survivors
 Acute Stress Disorder & Post Traumatic Stress Disorder
 Chemical/Biological/Radioactive/Nuclear (CBRN) Terrorism
 Unit IV
 - Scene & Trauma Assessment
 Emergency Preparedness Canada (EPC) & Site Mgt System (ESMS)
 Psychological Response Stage of Post-Trauma/Disaster
 Fit Intervention to Recovery Stage
Contact Log
Unit V - Crisis Intervention Methods
 Clinical & Community Traumatology
 Communication Drills (Descillo, 1997)
 Four Waves of Assistance (Figley, 1995)
 Disaster Traumatology: Intervention Roles
  Key Characteristics & Helping Behaviors of Disaster Mental Health
  Individual Defusing: A Six Step Guide (Young & Ford, 1998)
  Individual Debriefing Model (Gentry, 1997)
  Educate, Assess & Refer (E.A.R.) Field Trauma Model
 Trauma Recovery Approaches
 Unit VI - Compassion Fatigue & Burnout
 Compassion Fatigue – ARP (Gentry, Baranowsky, & Dunning, 1997)
 Compassion Satisfaction/Fatigue Self-Test for Helpers
 Unit VII - Administration & Disaster Deployment
Unit VIII - Knowledge Assessment
 Outline - Course Evaluation Components
 Unit IX - Course Conclusion/Summary

TI-102 Trauma Evaluation & Community Resources (TECR)
Develop skills in diagnosing, evaluating and treating PTSD
Learn ethical approaches to trauma assistance
Become competent in utilizing networks for referrals and advocacy
ENROLL NOW
Who would Benefit from Participation?
• First responders (e.g., fire/rescue, emergency medical services, law enforcement)
• Mental health, community health care professionals, case managers and volunteers working with trauma survivors.
• This is an entry-level program and no prerequisites are required to receive the Trauma Evaluation & Community Resources certificate other than successful course completion.
What is Trauma Evaluation & Community Resources?
Our Trauma Evaluation & Community Resources is the essential course for all case managers, emergency and early response professionals, community workers and volunteers who work with trauma survivors. You will learn the history, theory and treatment methods associated with traumatic stress disorders. Effective approaches for trauma recovery. Identify post-trauma warning signs.
This course focuses on developing skills in diagnosing, evaluating and treating PTSD for those without a counseling mandate who work with trauma survivors.
This second course in the Community & Workplace Traumatologist designation will focus on topics and skill-building involving how to utilize networking for self and clients, case conferencing, consulting, advocacy, as well as making referrals and identifying useful community resources. Ethical approaches to trauma assistance will also be reviewed and discussed.
With our state-of-the-art technology, you will have unlimited access to this online, self-paced course for 160 days (as opposed to a 1- to 2-day training session) AND support all along the way.
Download TI-102 Course Outline HERE
Learning Objectives
• Overview of the history, theory and treatment methods associated with traumatic stress disorders.
• Increase knowledge of types of evaluation and treatments available for stress reactions.
• Identify the major symptoms of acute and chronic post-traumatic stress disorders.
• Access community resources, case-conferencing, consultation and advocacy.
• Understand phase-oriented treatment with trauma survivors.
• Discuss how the helper may effectively employ the “self” as a helping instrument.
Course Details
• In depth narrated interactive course presentation
• Downloadable student manual for your personal and workplace use
• Final quiz requiring a passing grade of 80%
• Estimated course time: 6 hours
• Certificate of completion
• 160 day access (extendable within 12 months)
• Required Course Readings – Trauma Evaluation & Community Resources (Manual for Course TI-102)
• Continuing education credit if available*
Course Price: $75 CAD plus applicable taxes.

Trauma Evaluation & Community Resources (saved in Damask)
TI-102 – Trauma Evaluation & Community Resources
Course Description:
In order to help trauma survivors effectively, Community & Workplace Traumatologists must beknowledgeable about the different types of traumas, treatment methods and the community resources available in order to convey this information to the trauma survivor. This course will cover the foundational knowledge of psychological trauma and community resources needed for effective case management work.
Course Goals:
This course addresses an overview of effective approaches for trauma recovery and identifying posttrauma warning signs. Students will review the history, theory and treatment methods associated with traumatic stress disorders. Skills building will focus on networking for self and clients, case conferencing, consulting, advocacy, as well as making referrals and identifying useful community resources.
Who Would Benefit From Participation:
TI-102 Trauma Evaluation & Community Resources Course will benefit professionals, paraprofessionals, and volunteers who work with trauma survivors or wish to gain skills to do so. The courses in this certification stream are designed to enhance skills development among individuals whose work,
volunteer or personal activities take them into contact with individuals or groups who have been directly exposed to trauma.
Learning Objectives:
At the completion of this course, participants will be able to:
• Overview history, theory and treatment methods associated with traumatic stress disorders.
• Increase knowledge of types of evaluation and treatments available for stress reactions.
• Identify the major symptoms of acute and chronic post-traumatic stress disorders.
• Access community resources, case-conferencing, consultation and advocacy.
• Understand phase-oriented treatment with trauma survivors.
• Discuss how the helper may effectively employ the “self” as a helping instrument
Course Evaluation:
Students are required to complete all training components in order to successfully complete this program.
Required Course Reading:
TI-102 Trauma Evaluation & Community Resources course Manual
TI-102 – Trauma Evaluation & Community Resources
Contents
Unit I - Training & Learning Goals – Introduction
 My Goals
Unit II - Review of T1001
 Diagnostic Criteria for PTSD
 Complex PTSD
 Glossary of Terms
 Neuropsychobiology of Trauma
 Continuum of Post Trauma Responses
 Review & Exploration of Trauma Impact
 Reacting to Trauma: Signs & Symptoms
 Additional Delayed Reactions
 Three Major Factors that Impact the Severity of Reactions to Trauma
Unit III - Evaluation & Resource Referral
 Intake and Evaluation: Pre-Meeting Ritual
 Intake
 Helpful Information
 Functional Evaluation
 Global Check Set
 Global Check Set – Scoring
 Trauma Response Checklist
 Trauma Response Checklist – Scoring
 Community & Workplace Resource Template
 Sample C & W Resource List
 Community & Workplace Incident Evaluation Kit Contents
 Incident Type Form – Form 1
 Incident Action Task Key – Form 2
 Incident Communication & Action Plan – Form 3
 Incident Record Form – Form 4
 Needs Assessment Form – Form 5
 Coping Guide – Form 6
 At Risk Behavior Checklist – Form 7
 My Trauma Response Checklist – Form 8
 Scoring Key for “My Trauma Response Checklist”
 Incident Follow-Up Form – Form 9
 Traumatology Institute Interview Template
Unit IV - Tri-Phasic Model: Safety
 What is Safety
 Safety Net Plan
 Stabilization Plans Following Dissociative Regression
 Stabilization Schedule following Dissociative Regression
TI-102 – Trauma Evaluation & Community Resources Contents
Unit V - Tri-Phasic Model: Treatment – Trauma Care that Helps
 Overview of Treatments (1)
 Cognitive Behavioural Therapy
 Eye Movement Desensitization & Reprocessing
 Active Ingredients to Trauma Treatment
 PTSD Coach Smartphone App
 Trauma Treatment Online Coach Web-based Application
 Overview of Treatments (2-6)
Unit VI – Helper Responses to Trauma Work
 Traumatologist Reponses to Trauma Work
 Emotional preparedness for trauma work
 Acclimatization of listening skills
 Identification of the trauma history
 The therapeutic environment
Bibliography: On-Line Resources & Recommended Reading

TI-104 Motivational Interviewing after Trauma
Attain skills to empower & motivate clients who have experienced trauma
Teach clients to overcome ambivalence
Learn the use of MI to stabilize clients for positive change and growth
ENROLL NOW
Who would Benefit from Participation?
• First responders (e.g., fire/rescue, emergency medical services, law enforcement)
• Mental health and community health care professionals.
• Volunteers working with trauma survivors or are in contact with trauma-related histories or experiences.
• This is an entry-level program and no pre-requisites are required to receive the Motivational Interviewing After Trauma certificate other than successful course completion.
What is Motivational Interviewing After Trauma?
Motivational Interviewing (MI) is an evidence-based counselling approach, developed by clinical psychologists, Stephen Rollnick and William Miller (1991), involving a style of communicating with clients that specifically resolves ambivalence and/or resistance and builds motivation for change. MI can also be used in supporting clients to learn to stabilize before going into their stories.
Trauma survivors often find it difficult to motivate themselves in everyday life activities (e.g. education, work, relationships and home life) as a direct result of both the physiological and psychological impact of trauma.
This course offers a wide variety of non-clinical hands-on approaches for assisting trauma survivors in a community setting incorporating Motivational Interviewing techniques. A strong emphasis is placed on designing activities for recovery and reconnection such as rituals and memorials. Creating or re-creating community connections and healthy outlets will be the main focus of this course. This program will be both engaging and participatory, but will not be directed towards counseling or clinical skills.
With our state-of-the-art technology, you will have unlimited access to this online, self-paced course for 160 days (as opposed to a 1- to 2-day training session) AND support all along the way.
This program is the fourth course of our Community & Workplace Traumatologist designations.
Download TI-104 Course Outline HERE
Learning Objectives
• Study Miller and Rollnick’s motivational interviewing principles.
• Understand the overarching philosophical underpinnings of motivational interviewing in the context of trauma work.
• Learn to listen and respond to change talk.
• Ensure that focus on the future is not used incorrectly in the context of the work with traumatized clients. Often, people who have suffered trauma may have a great deal of difficulty looking into the future.
• Learn how to use MI when working on stabilizing clients.
• Acquire other skills including rolling with resistance, using controlled empathy, developing discrepancy and reflective listening.
Course Details
• In depth narrated interactive course presentation
• Downloadable student manual for your personal and workplace use
• Final quiz requiring a passing grade of 80%
• Estimated course time: 12 hours
• Certificate of completion
• 160 day access (extendable within 12 months)
• Required Course Readings -Motivational Interviewing After Trauma (Manual for Course TI-104)
• Continuing education credit if available*
Course Price: $79 CAD plus applicable taxes.

Motivational Interviewing After Trauma (saved in Damask)
TI- 104 –Motivational Interviewing After Trauma
Course Description:
Extreme life events and Post Traumatic Stress create a barrier that hinders an individual’s motivation for change due to physiological and psychological states of fear and anxiety. As anxiety increases, the tendency is to avoid rather than to engage in our lives. Motivational Interviewing (MI) can be used in supporting clients to learn to stabilize before going into their stories. It is an evidence-based counselling approach that was developed by clinical psychologists Stephen Rollnick and William Miller (1991). It involves a style of communicating with clients that specifically resolves ambivalence and/or resistance and builds motivation for change. MI can be utilized to support clients to be able to stabilize prior to beginning to share and work through their traumatic experiences.
Course Goals:
At the end of this course, students will be able to empower the trauma survivors to motivate themselves in everyday activities (education, work, relationships and home life). A strong emphasis is placed on designing activities for recovery and reconnection such as rituals and memorials. Creating or re-creating community connections and healthy outlets will be the main focus of this course.
This program offers a wide variety of non-clinical hands-on approaches for assisting trauma survivors in a community setting incorporating Motivational Interviewing techniques.
Who Would Benefit From Participation:
This course will benefit professionals, paraprofessionals, and volunteers who work with trauma survivors or wish to gain skills to do so. The courses in this certification stream are designed to enhance skills development among individuals whose work, volunteer or personal activities take them
into contact with individuals or groups who have been directly exposed to trauma.
.
Learning Objectives:
• Treatment approaches within a Tri-Phasic model: Safety & Stabilization;
Remembrance & Mourning; Reconnection.
• Addressing post-trauma responses of the Body, Mind, Behavior and Emotion using CBT
• Over 20 CBT interventions for trauma recovery.
• Learn underlying principles of CBT, and the development of Behavioral, Cognitive and CBT approaches.
• Application of CBT toward fulfilling each stage of the Tri-Phasic treatment model
• Practical applications of CBT among trauma survivors.
• Hands on approaches for working with trauma survivors on their journey to
recovery through community reconnection.
Course Evaluation:
Students are required to complete all training components in order to successfully complete this program.
Required Course Reading:
TI-104 Motivational Interviewing after Trauma Course Manual
TI- 104– Motivational Interviewing After Trauma
Contents
Course Outline
Program Instruction Philosophy & TI Training & Learning Goals
Motivational interviewing Agenda and learning objectives
The spirit of motivational interviewing (MI)
Collaboration, Evocation and Autonomy
The value of using MI – Why Do People Change
Ambivalence
Post-traumatic Stress Disorder
Trauma and Dysregulation
MIs Fit with Trauma
Creating New Neurons
Motivational Interviewing Techniques
Simple, Complex, Feeling, Amplified and Double-sided Reflections
Avoid argumentation
Develop discrepancy
Using the MI Skills
Preparing People to Change Health Behaviours Tips
Skills checklist
Prochaska and DiClemente’s Stages of Change Model
Motivation & Ambivalence
Change Talk
Strategies for Evoking Change Talk
References

TI-105 Group Approaches for Community Trauma Response
Gain mastery in peer models of group intervention
Learn self-help and personal empowerment components
Assist individuals and groups who have been directly exposed to traumatic situations
ENROLL NOW
Who would Benefit from Participation?
• First responders (e.g., fire/rescue, emergency medical services, law enforcement)
• Mental health & community health care professionals; volunteers working with trauma survivors.
• Individuals who work in crisis response, emergency services and/or disaster management.
• This is an entry-level program and no pre-requisites are required to receive the Group Approaches Trauma Survivors certificate other than successful course completion.
What is Group Approaches for Community Trauma Response?
Our Group Approaches for Community Trauma Response course explores peer models of group intervention with trauma survivors. Psycho-educational group approaches with self-help and personal empowerment components will form the basis of this program. Various types of program promotion and admission procedures will be addressed.
The course is also designed to enhance skills development among individuals whose work, volunteer or personal activities bring them into contact with individuals or groups who have been directly exposed to trauma.
With our state-of-the-art technology, you will have unlimited access to this online, self-paced course for 160 days (as opposed to a 1- to 2-day training session) AND support all along the way.
This program is the fifth course of our Community & Workplace Traumatologist designation.
Download TI-105 Course Outline HERE
Course Objectives
• Learn Peer and “Support” type group approaches for work with trauma survivors including: supportive, psycho-educational, self-help, personal empowerment models; group member selection decisions; promotion and program development
• Understand the underlying principles of group dynamics.
• Address the needs of trauma survivors in a group format.
• Learn how to select an appropriate group model for the needs of your group and setting.
• Practical applications of group models.
Course Details
• In depth narrated interactive course presentation
• Downloadable student manual for your personal and workplace use
• Final quiz requiring a passing grade of 80%
• Estimated course time: 12 hours
• Certificate of completion
• 160 day access (extendable within 12 months)
• Required Course Readings – Group Approaches for Community Trauma Response (Manual for TI-105)
• Continuing education credit if available*
Course Price: $119 CAD plus applicable taxes.

Group Approaches for Community Trauma Response (saved in Damask) TI-105 – Group Approaches for Community Trauma
Response
Course Description:
While individual support and therapy may prove to be a great approach, for some, working in a supportive group may allow for a sense of community and normalization of personal struggles. Group work for trauma survivors can be approached as a healthy holding unit for establishing stabilization in the trauma
survivors’ symptoms. Group members can enhance each other’s’ recoveries through a supportive environment that encourages skill development and recovery.
At the end of this course, students will be able to utilize a Group Approach for enhancing Resiliency and Recovery among Trauma Survivors. Some of these techniques include: Psycho-education, Stabilization, Self-Reflection and Memorials. Basic information on group work along with a suggested group format will be presented.
Students will learn to facilitate non-counselling group support for their clients.
Who Would Benefit From Participation:
This course will benefit professionals, paraprofessionals, and volunteers who work with trauma survivors or wish to gain skills to do so. The courses in this certification stream are designed to enhance skills development among individuals whose work, volunteer or personal activities take them into contact with individuals or groups who have been directly exposed to trauma.
Learning Objectives:
• Learn about supportive Posttraumatic Growth, and Resiliency Enhancement Models.
• Acquire knowledge of group intake procedures.
• Promote and program development approaches.
• Learn underlying principles of group dynamics and group selection decisions.
• Address the needs of trauma survivors in a group format.
• Select an appropriate group model for the needs of treatment in a personal setting.
• Practical applications of group models with trauma survivors.
• Utilize the Resiliency & Recovery group approach for trauma survivors.
• Provide Psycho-education to group members.
• Teach stabilization, self-reflection and memorial techniques for group members.
• Learn about group promotion and program development.
Course Evaluation:
Students are required to complete all training components in order to successfully complete this program
Required Course Reading:
TI-105 Group Approaches for Community Trauma Response Manual
TI-105 – Group Approaches for Community Trauma
Response Contents

Section 1: Professional Issues in Group Work
1. What qualifies as trauma?
2. The value of doing trauma work in a group format
3. Guidelines for leading Care groups
a. Creating and maintaining the group
b. Assessment of potential members to determine their appropriateness
c. Dynamic Issues in Groups
d. Potential Problems in Groups
e. Special considerations of treating trauma in a group format
4. Promotion and Program Development
Section 2: Resiliency & Recovery Model
1. The Resiliency and Recovery Model
2. Stressors, Triggers & Early Warning Signs
3. Psycho-Education Stress Reactions
4. Stabilization
a. Stabilization Exercises
b. Deep Breathing Exercises
c. Anchors or Healing Metaphors
d. Safe-Place Visualization
5. Self-Reflection
a. Practice Diary
b. Mindfulness Exercises
c. Feeling in Your Body vs. Alexithymia
d. Journaling
e. Pain monitoring
f. Being your own Wise Counsel (Positive Self-Talk)
6. Memorials
a. Letting Go and Other Rituals
Section 3: Evaluation Assignment
1. Group Program Template
Section 4: Support Materials
Appendix A: Screening Protocol for the Resiliency & Recovery Model
• Global Check Set & Scoring
• Trauma Response Checklist & Scoring
• Trauma Recovery Scale & Scoring
Appendix B: Self-Knowledge and Trauma Self-Reflection
Appendix C: Brochure and Flier
Appendix D: If you are going to help me
Appendix E: Sweat Care Manual – Yalom’s 11 Post-traumatic growth Factors
Appendix F: Johari Window Exercise

TI-202 Overview of Assessment & Interventions
Gain skills in effectively assessing & diagnosing trauma
Learn how to recognize usual behaviour VS distress behaviour
Assist clients & families in minimizing the adverse effects of trauma
ENROLL NOW
Who would Benefit from Participation?
• Social workers, nurses, psychologist, master’s level counselors.
• Mental health care professionals.
• Students must have a Master’s degree, completed or in progress, related to a clinical or counseling field; OR at least four years of counseling experience with ongoing supervision by a local registered mental health clinician.
• Unsure if you qualify? Ask us or email learn@psychink.com
What is Overview of Assessment & Interventions?
Our Overview of Assessment & Interventions course is an essential guide to learning how to conduct proper assessments resulting in an appropriate diagnosis or pre-screening evaluations. This course addresses assessment approaches, clinical interventions, research, theory and practical applications to help the trauma care professional assist clients. The syllabus focuses on the process by which one could conduct assessments that could add to an appropriate diagnosis. Participants will gain the skills to be able to recognize the differences between usual and distressed behavior, approach cases with skill, and have minimal adverse effects upon the client, family and community.
In this second course of Clinical Traumatology designation, participants will expand the specialty of their practice to include the field of trauma recovery which includes focus on group work and methods for assisting traumatized individuals.
With our state-of-the-art technology, you will have unlimited access to this online, self-paced course for 160 days (as opposed to a 1- to 2-day training session) AND support all along the way.
Download TI-202 Course Outline HERE
Learning Objectives
• Study theory, history and treatment methods related to traumatic stress disorders.
• Advance knowledge of categories of expertise in assessment & treatment solutions for disorders of extreme stress.
• Recognize post-traumatic stress responses and disorders from a trauma theory perspective.
• Distinguish the prominent symptoms of acute and chronic post-traumatic stress disorders.
• Establish key tools employed to assess disorders associated with traumatic stress.
• Understand phase-oriented treatment with trauma survivors and implementation of a Tri-Phasic treatment model.
• Recognize the proposed and theoretical “active ingredients” to practical trauma treatment.
• Review the ways in which a therapist can effectively employ the “self” as an instrument for healing.
Course Details
• In depth narrated interactive course presentation
• Downloadable student manual for your personal and workplace use
• Final quiz requiring a passing grade of 80%
• Estimated course time: 6 hours
• Certificate of completion
• 160 day access (extendable within 12 months)
• Required Course Readings – Overview of Assessment & Interventions (Manual for Course TI-202)
• Continuing education credit if available*
Course Price: $75 CAD plus applicable taxes.

Overview of Assessment & Interventions (saved in Damask)
TI-202 – Overview of Assessment & Interventions
Course Description:
Overview of Assessment & Interventions course covers clinical interventions, assessment approaches, research, theory and practical applications to help the Traumatologist assist clients. Materials focus on how to conduct assessments that might contribute to a professional diagnosis. Participants learn to
distinguish between normal and distressed behavior, handle cases with skill, and have minimal negative impact upon the client and family.
Who Would Benefit From Participation:
This course will benefit psychologists, social workers, master’s level counselors and other skilled mental health professionals who work with trauma survivors or wish to gain skills to do so.
Participants will enhance their practice specialty in the area of trauma recovery.
Learning Objectives:
• Overview history, theory and treatment methods associated with traumatic stress disorders
• Increase knowledge of types of expertise in assessment & treatment options for
disorders of extreme stress
• Identify post-traumatic stress responses and disorders from the perspective of trauma theory
• Identify the major symptoms of acute and chronic post-traumatic stress disorders
• Identify key instruments used to assess disorders associated with traumatic stress
• Understand phase-oriented treatment with trauma survivors and implementation of a tri-Phasic treatment model
• Understand the proposed and theoretical “active ingredients” to effective trauma treatment
• Discuss how the therapist may effectively employ the “self” as a tool for healing
Course Evaluation:
Students are required to complete all training components in order to successfully complete this program.
Required Course Reading:
Overview Assessment & Interventions (Manual for Course TI-202).
TI-202 – Overview of Assessment & Interventions Contents
Unit I - Training & Learning Goals – Introduction
Unit II – PTSD & Trauma Impact
• Diagnostic Criteria for PTSD
• Traumatic Events vs Traumatic Response
• Complex PTSD
• Glossary of Terms
• Neuropsychobiology of Trauma
• Anatomy of Anxiety
• Continuum of Post-Traumatic Responses
• Essential Elements of Narrative Trauma Processing (Louis W . Tinnin)
Unit III - Assessment & Diagnosis
• Psychotraumatology Evaluation: Intake and Client Information
• Pre-session Ritual
• Client Information
• Traumatology Institute Assessment Protocol
• The Trauma Profile
• Data Summary
• Sample Report
• CAPS
• Dissociative Experiences Scale (DES)
• Dissociative Regression Scale (DRS)
• Global Check Set (GCS)
• Impact of Events Scale (IES)
• Symptom Check List - 45 (SCL-45)
• Trauma Intake Assessment (TIA)
• Toronto Alexithymia Scale (TRS)
• Trauma Recovery Scale (TRS)
• Safety Net Plan
Unit IV - Tri-Phasic Model: Safety
• Grounding & Containment
• Managing Dissociative Regression
Unit V - Tri-Phasic Model: Treatment
• Overview of Approaches-CBT (p. 78); CISM (p. 79); EMDR (p. 86); TFT (p. 88); TIR (p.89);
TLTT (p. 90); VK/D-NLP (p. 91);
• EMDR Exercise: Establish Safe Place
• TFT Algorithm
• VK/D-NLP - Anchoring
• Active Ingredients to Trauma Treatment
Unit VI – Clinician Responses to Trauma Work
• Emotional preparedness for trauma work
• Acclimatization of listening skills
• Identification of the trauma history
• The therapeutic environment
Unit VII -- Bibliography: On-Line Resources & Recommended Reading

HUS 106 Professional Development and Crisis Management
This course examines the topic of personal crisis from a developmental perspective as well as addressing characteristics of situational crises that may require some type of emergency response at the individual and systems level. Both preventive and reactive intervention approaches will be studied. Students will have the opportunity to be certified to participate in a community disaster response network, as well as in courses in Community First Aid, CPR, and Disease Prevention. $35 lab fee. 1 credit.

Equestrian Oratory Therapy -- this actually has nothing to do with horses or speeches. It's an oblique way of saying "from the horse's mouth." In this school of counseling, a therapist can only be licensed to treat conditions they have personally experienced and overcome or at least learned to live with. Counselors who have survived multiple challenges may choose to specialize in one or handle clients from the whole range. (They can still treat other problems, just not within this system.) The goal is to teach people how to live with the body/mind they have. It's like peer therapy, and in fact had its roots there, but functions at a professional level now.


Rossi Lamborghini -- He has olive skin, green eyes, and curly auburn hair cut short. He is tall and thin. He is homoromantic homosexual. His heritage is primarily Italian with an Irish grandmother; he speaks Bolognese, English, German, Irish Gaelic, and Italian. He is 21 years old in 2016.
Rossi grew up in Bologna, Emilia-Romagna, Italy. His mother is a policewoman. His father is high up in the Lamborghini family car company. Rossi enjoyed working with cars, but was more interested in finished ones than in designing new ones. So he wound up becoming a bodyguard, specializing in car protection; he can detect tampering and keep watch over parked vehicles. He can be nitpicky, though, which annoys some people.
Handsome and sophisticated, Rossi enjoys a lively social life. He loves music, both as a performer and as a fan. He favors classical music A complication arose when Rossi fell in love with Bruni Ferrari. The two families have a fierce rivalry, although they try to keep a lid on things by maintain equality and discouraging violence. It's still an awkward situation. Rossi and Bruni have largely handled this by watching for opportunities to take assignments outside the country, where their romance won't raise eyebrows.
Origin: He was born with his superpowers.
Uniform: For working on cars, Rossi wears a mechanic jumpsuit. Otherwise, he chooses fashionable Italian menswear, usually a light-colored suit and button-up shirt. His base colors are ivory, khaki, bronze, and olive. For accents he likes shades of green, gold, and maroon. He prefers small patterns with organic curves such as leaves, watermarks, or paisley.
Qualities: Good (+2) Bodyguard: Cars, Good (+2) Dexterity, Good (+2) Mechanical Intelligence, Good (+2) Music, Good (+2) Sophisticated
Poor (-2) Nitpicky
Powers: Good (+2) Super-Speed
Motivation: To be first.

The surname Lamborghini is most commonly used in Italy, where it is borne by 271 people, or 1 in 225,670. In Italy it is most common in: Emilia-Romagna, where 92 percent are found, Lombardy, where 3 percent are found and Piedmont, where 1 percent are found. Beside Italy this surname occurs in 19 countries. It also occurs in The United States, where 21 percent are found and Brazil, where 17 percent are found.

The part of Italy where a person lived also had much to do with how their surname was spelled. If you come from a family of Italian heritage and your surname ends in -o, your ancestors came from southern Italy, whereas last names ending in -a or -i typically came from the country’s northern regions. Italian last names can also have many spelling variations, all depending on the specific region where the name originated and that area’s dialect.

Emilia-Romagna is an administrative region of Italy, situated in the north of the country, comprising the historical regions of Emilia and Romagna. Its capital is Bologna.

Bolognese, also called Southeastern Emilian, is an Emilian dialect spoken for the most part in the city of Bologna (except east of the Sillaro stream), but also in the district of Castelfranco Emilia in the Province of Modena, and in the towns of Sambuca Pistoiese (Tuscany), Cento, Sant'Agostino, and Poggio Renatico (Province of Ferrara).


Bruni Ferrari -- He has olive skin, brown eyes, and wavy brown hair cut short. He is short and sturdy with broad shoulders. He is biromantic bisexual. His heritage is Italian. He speaks English, French, German, Italian, and Lombard. He is 24 years old in 2016.
Bruni grew up in Milan, Lombardia in Italy. His mother is an engineer. His father is a mobster in the Ferrari family car company. Bruni enjoyed working with cars, but had a more protective vocation. So he wound up becoming a bodyguard, specializing in car protection; he can detect tampering and keep watch over parked vehicles. He can be a real fussbudget, though; at least cars are less prone to complain about it than humans.
Strong and suave, Bruni enjoys a lively social life. He loves ballroom dancing, whether a casual coffee dance or a grand ball. He makes a good representative for the family at such events. A complication arose when Bruni fell in love with Rossi Lamborghini. The two families have a fierce rivalry, although they try to keep a lid on things by maintain equality and discouraging violence. It's still an awkward situation. Bruni and Rossi have largely handled this by watching for opportunities to take assignments outside the country, where their romance won't raise eyebrows.
Origin: His superpowers grew in during puberty.
Uniform: For working on cars, Bruni wears a mechanic jumpsuit. Otherwise, he chooses fashionable Italian menswear, usually a light-colored suit and button-up shirt. His base colors are ivory, taupe, coffee brown, and navy. For accents he likes sapphire, aubergine, and burgundy. He prefers small patterns with angular designs like squares, crosses, or Greek keys.
Qualities: Good (+2) Ballroom Dance, Good (+2) Bodyguard: Cars, Good (+2) Mechanical Intelligence, Good (+2) Strength, Good (+2) Suave
Poor (-2) Fussbudget
Powers: Good (+2) Tough Guy
Motivation: Protection.

The last name Ferrari is most prevalent in Italy, where it is held by 196,529 people, or 1 in 311. In Italy Ferrari is most numerous in: Lombardy, where 44 percent are found, Emilia-Romagna, where 23 percent are found and Veneto, where 8 percent are found. Beside Italy this last name exists in 133 countries. It is also found in Brazil, where 15 percent are found and Argentina, where 8 percent are found.

The part of Italy where a person lived also had much to do with how their surname was spelled. If you come from a family of Italian heritage and your surname ends in -o, your ancestors came from southern Italy, whereas last names ending in -a or -i typically came from the country’s northern regions. Italian last names can also have many spelling variations, all depending on the specific region where the name originated and that area’s dialect.

Lombardy is an administrative region of Italy. It has an extent of 23,844 km2 (9,206 sq mi) in the northern-central part of the country, and a population of about 10 million people, constituting more than one-sixth of the population of Italy. Over a fifth of the Italian gross domestic product is produced in the region.

Lombard is a Gallo-Romance language, spoken by millions of speakers in Northern Italy and Southern Switzerland, including most of Lombardy and some areas of neighbouring regions, notably the eastern side of Piedmont and the western side of Trentino, and in Switzerland in the cantons of Ticino and Graubünden. Lombard is also spoken in Santa Catarina in Brazil by Lombard immigrants from the Province of Bergamo.