Didactic Components

The didactic components of the curriculum provide a structured foundation for understanding trauma and its impact on individuals and communities. Through a combination of lectures, class engagement, and problem-based learning (PBL), students build core TIC competencies that inform their clinical decision-making and practice. These foundational concepts are integrated throughout the practicum year and reinforced through complementary experiential learning opportunities.

Learning objectives

Through lecture, class engagement, and problem-based learning, students will:

• Understand trauma and how it affects individuals, groups, communities, and cultures.
• Recognize the connections between trauma, adverse childhood experiences (ACEs), social determinants of health, oppression, and health risk.
• Review the physiology of the stress response and the effects of toxic stress and trauma.
• Learn core concepts for understanding traumatic stress responses in childhood and how to intervene effectively.
• Apply trauma-informed concepts to clinical decision-making using reflective practice and an understanding of theoretical and scientific foundations.
• Define secondary traumatic stress, identify who is at risk, and recognize organizational contributions and mitigation strategies.
• Emphasize the importance of self-care and supervision in TIC delivery.