Assignment Prompt & Instructions
Follow ALL the uploaded instructions
– a month ago
**files (9)**
– ## AnalysisintheStudyofTraumaPartTwoAssignmentInstructions.docx
– ## AnalysisintheStudyofTrauma-PartTwoGradingRubric.pdf
– ## TraumatologyAssignmentsOverview-1.docx
– ## PriorUnit3-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx
– Reading-Chapt.22-23LeversL.L.2023.Traumacounseling.pdf
– Reading-Chapt.24-25LeversL.L.2023.Traumacounseling.pdf
– Reading-Chapt.19-21LeversL.L.2023.Traumacounseling.pdf
– Reading-Chapt.16-18LeversL.L.2023.Traumacounseling.pdf
– PriorUnit4-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx
**## AnalysisintheStudyofTraumaPartTwoAssignmentInstructions.docx**
EDCO 790
**Analysis in the Study of Trauma: Part Two Assignment Instructions**
**Overview**
This course provides an overview of the aspects of stress and trauma, including examination of seminal texts and concepts. This assignment will establish a foundation to support the course focus on understanding of trauma counseling, theories, and interventions that intersect with a number of traumatic events, how science informs the delivery of effective counseling theory and technique for these clients with the goal of integrating ethical, effective, and biblically grounded care. This assignment will also ground the learner in components of quality doctoral level writing as needed in preparation for the successful completion of the dissertation requirement. These key components are to demonstrate analysis of what you studied from multiple resources on a topic, what new insight you gained from that study, and how you can synthesize that into practice.
**This assignment consists of three parts,** the
**Analysis in the Study of Trauma: Part One Assignment,** the
**Peer-Review Discussion: Analysis in the Study of Trauma,** and
the
**Analysis in the Study of Trauma: Part Two Assignment.**
**Instructions**
Learners will use:
(1) grading feedback from the professor on the initial submission of the
**Analysis in the Study of Trauma: Part One Assignment**
(2) and the feedback from the
**Peer-Review Discussion: Analysis in the Study of Trauma**
and revise their Part One assignment
**per both sources of feedback** to present an expanded and stronger discussion of the analysis
**.** The evidence of integration of insight from the classmate reply will be to cite it as personal communication and citation for the journal article shared, In the reference list, the journal article should be listed as an entry, but the personal communication is not listed in the reference list.
EXAMPLE: David King replies to your thread in the discussion forum and shares insight on challenges with sandwich generation caregivers from the article:
Cheng, K. J. G., & Santos-Lozada, A. R. (2024). Mental and physical health among 'sandwich' generation working-age adults in the United States: Not all sandwiches are made equal.
_SSM – Population Health_,
_26_, 101650.
[https://doi.org/10.1016/j.ssmph.2024.101650](https://doi.org/10.1016/j.ssmph.2024.101650)
In your text, you could say David King, fellow classmate (personal communication, February 2026) noted that members of the sandwich generation often experience a trauma of grief for many years (Cheng & Santos-Lozada, 2024).
Learners will then submit that revision into the assignment link for
**Analysis in the Study of Trauma: Part Two Assignment.**
**The intent of the revision opportunity is to further synthesize additional insight on their topic of analysis, solidify understanding, and the development of quality doctoral level writing that is aligned with writing the dissertation.**
**NOTE:** While this submission will also be checked by Turnitin for originality and AI use, it is understood that content of Part Two should have significant match with the earlier submission of Part One, and the concern would be questionable matches other than this.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## AnalysisintheStudyofTrauma-PartTwoGradingRubric.pdf**
Criteria Ratings Points
Content 50 to >40 pts
Advanced
Feedback from the
professor on Part
One and any
feedback from
classmates in the
Peer-Reviewed
Discussion Forum
were clearly
integrated into all
three sections of Part
Two to include
citation of shared
references.
40 to >21 pts
Proficient
Feedback from the
professor on Part
One and any
feedback from
classmates in the
Peer-Reviewed
Discussion Forum
were partially
integrated into Part
Two sections with
some citation of
shared references.
21 to >18 pts
Developing
Feedback from the
professor on Part One
and any feedback from
classmates in the
Peer-Reviewed
Discussion Forum were
clearly lacking, but Part
Two reflected some
improved discussion of
content of Part One
through increased
analysis or reflection.
18 to >0 pts
Below
Expectations
Content of
Part Two
presents
minimal
change from
content of
Part One.
0 pts
Not
Present
/ 50
pts
Content 20 to >18 pts
Advanced
Part Two clearly
reflects increased
depth of analysis in
all three major
sections.
18 to >8 pts
Proficient
Part Two reflects
improved depth of
analysis in some of
the sections, but not
all three major
sections.
8 to >7 pts
Developing
Part Two reflects
restatement of feedback,
but lacks synthesis of this
into content.
7 to >0 pts
Below
Expectations
Content of
Part Two
presents
minimal
change from
content of
Part One.
0 pts
Not
Present
/ 20
pts
Structure 16 to >14 pts
Advanced
All Ideas are
presented in a clear,
coherent, and
well-organized
manner.
14 to >6 pts
Proficient
Most or all ideas are
presented in a
coherent, organized
manner.
6 to >5 pts
Developing
Some ideas are
presented in a coherent,
organized manner.
5 to >0 pts
Below
Expectations
Ideas are not
presented in
a coherent,
organized
manner.
0 pts
Not
Present
/ 16
pts
Analysis in the Study of Trauma: Part Two Grading Rubric |
EDCO790_B02_202640
Criteria Ratings Points
Structure 14 to >12 pts
Advanced
Spelling an grammar
are correct.
Sentences are
complete, clear, and
concise. Where
applicable,
references are cited
in current APA
format.
12 to >5 pts
Proficient
Spelling an
grammar has some
errors. Sentences
are presented as
well. Where
applicable,
references are cited
with some APA
formatting.
5 to >4 pts
Developing
Spelling and grammar
errors distract. Select
sentences are incomplete
or unclear. Where
applicable, references
are minimally cited in
current APA format.
4 to >0 pts
Below
Expectations
Spelling and
grammar
errors
distract.
Sentences
are
incomplete or
unclear
Where
applicable,
references
are not cited
in current
APA format.
0 pts
Not
Present
/ 14
pts
Total Points: –
Analysis in the Study of Trauma: Part Two Grading Rubric |
EDCO790_B02_202640
**## TraumatologyAssignmentsOverview-1.docx**
EDCO 790
**Traumatology Assignments Overview**
Throughout EDCO 790, you will conduct a study across the eight weeks of the term on a specific topic and population of interest in traumatology. The purpose of this study is twofold.
· Help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings using more than one modality.
·
Deepen the learner’s foundational understanding of trauma counseling
A series of five assignments are integrated across the course modules and weeks, using the scaffolding strategy to give the learner support as new concepts and skills as required for the dissertation. The assignments in this series include:
**Traumatology Study Foundations Assignment, Traumatology Outline Assignment, Traumatology Annotated Outline Assignment, Peer-Review Discussion: Traumatology Presentation,** and
**Traumatology Paper Assignment**. This series of assignments is contemplated to help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings using more than one modality.
Beginning with the
**Traumatology Study Foundations Assignment**, each study assignment will have five core sections: Discussion of the Topic of Study, Population of Interest, Associated Variables, Biblical Integration, and Topics for Future Research.
**Note that all written assignments in the study should be submitted in a Word (versus PDF) document with Times New Roman 12-point font, as this is recommended by APA.**
**Module 1: Week 1 – Traumatology Study Foundations Assignment**
· This is the foundation of the study, much as the first stage of building a house is to set the foundation.
· The learner will review The Liberty Way regarding ethical use of Artificial Intelligence (AI) and the document,
_Thesis Statements – Defining, Developing, and Evaluating_ (Liberty University Academic Success Center.
· The learner will identify a specific topic and a specifically focused population for that topic with their study in traumatology
· The learner will explore the topic and population further through use of AI to more specifically narrowthiese.
· The learner will conclude this assignment with a paper stating the topic and population for the study as well as a thesis which synthesizes the topic, population, and the main idea and primary conclusion that will capture the reader’s attention.
**Module 3: Week 3 – Traumatology Outline Assignment**
· The outline will include initial references that support the main points of the outline, with some initial development of topics throughout each of the 5 main sections of the outline.
· The learner will review the webpage covering the APA Research Paper Outline format (provided on the assignment page) to present an outline for the introduction, five sections of the study, and conclusion.
**Module 5: Week 5 – Traumatology Annotated Outline Assignment**
· The annotated outline is a structured plan for a research paper that builds on the outline of the main sections and sub-sections with brief annotations that describe the purpose, content and references of each part.
· The learner will review the document for
_Guidance and Example Annotated Outline_ for understanding and an example to follow.
· The learner will expand on the outline with annotations for at least 3 points with support from peer-reviewed scholarly articles.
**Module 6: Week 6 – Peer-Review Discussion: Traumatology Presentation**
· The presentation provides an opportunity for scholarly presentation on a topic of interest as a required skill for doctoral learners that is used in the dissertation proposal and dissertation final defense.
· The learner will present their study in a narrated presentation that is developed for a professional audience of emerging experts in the field of traumatology.
**Module 7: Week 7 – Traumatology Paper Assignment**
· The paper is the culminating assignment for the study conducted during the EDCO 790 course.
· The learner will integrate what has been developed through the previous study assignments and feedback from the professor on these to write the final paper.
Page 2 of 2
**## PriorUnit3-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx**
SECONDARY TRAUMATIC STRESS 1
**Traumatology Outline Assignment: Secondary Traumatic Stress Among Child Advocacy Center Victim Advocates**
This paper focuses on secondary traumatic stress in full-time victim advocates in Children's Advocacy Centers in the United States. Such advocates are exposed to the stories of abuse by children, distressed caregivers, and the intricate case information, which leads to occupational exposure to the trauma of another person (Endsjø et al., 2024; North et al., 2025). Therefore, the study will examine occupational exposure, secondary traumatic stress, and protective workplace conditions within this specific advocacy role.
I.
**Discussion of the Topic of Study**
A. Secondary traumatic stress is a trauma-related response to long-term indirect exposure to the experiences of survivors (Briere & Scott, 2025; Velasco et al., 2025).
B. Secondary traumatic stress, burnout, and compassion satisfaction in the Child Advocacy Center setting (Endsjø et al., 2024).
C. Organizational and individual issues influencing secondary traumatic stress and burnout in child welfare settings (Clark et al., 2026; Park et al., 2024).
II.
**Population of Interest**
A. Full-time female victim advocates aged 25 to 44.
B. Employment in the Children's Advocacy Centers in the United States. Comment by Cheney, Alan B (Community Care and Counseling): I would narrow this a specific county, state, region, or sub-region , e.g., Southeastern US or South Atlantic sub‑region, etc.
C. At least one year of victim advocacy experience.
D. Repeated exposure to traumatic narratives, caregiver distress, records, case discussions, and repetition of abuse information.
E. Direct service after suspected or confirmed child sexual or physical abuse.
F. Supervisory and organizational support as influences on advocate work outcomes (North et al., 2025)
III.
**Variables Associated With the Topic**
A. Exposure to cumulative trauma, workload pressure, work demands, and lack of support.
B. Indirect exposure and workplace pressures (Winters et al., 2025).
C. Severity of secondary traumatic stress, burnout, compassion satisfaction, turnover intention, and professional functioning (Clark et al., 2024).
D. Supportive supervision, transformational leadership, psychological safety, workplace connectedness, self-care, and resilience practices. (Clark et al., 2024; Clark et al., 2025).
IV.
**Biblical Integration**
A.
Bearing one another’s burdens as a foundation for compassionate helping (
_New International Version_[NIV], 2011, Gal. 6:2) Comment by Cheney, Alan B (Community Care and Counseling): Omit this
B. Sharing sorrow with people who suffer while maintaining a caring presence (
_NIV,_ 2011, Rom. 12:15)
C. Spiritual meaning, growth, resilience, and healthy limits in trauma work (Waters & Conley, 2025).
D. Faith-informed support is to be voluntary, ethically responsive, and not incompatible with professional supervision and organizational protections.
V.
**Topics for Future Research**
A. Multisite studies of the United States that isolate victim advocates of larger child welfare workforces (Endsjø et al., 2024; North et al., 2025).
B. Role-specific longitudinal research may help explain how repeated exposure changes over time.
C. Child Advocacy Center-controlled assessments to detect long-lasting protective factors. (Clark et al., 2024; Clark et al., 2026; Park et al., 2024).
D. Advocate secondary traumatic stress to retention, service continuity, quality of engagement, and multidisciplinary collaboration (Clark et al., 2024; North et al., 2025).
**References**
Briere, J., & Scott, C. (2025).
_Principles of trauma therapy: A guide to symptoms, evaluation, and treatment_ (3rd ed.). SAGE
Clark, S. L., Akin, B. A., Vanchy, P., Byers, K., & Diaz, A. (2024). Evaluating the early implementation of a resilience intervention addressing secondary traumatic stress in child welfare workers.
_Human Service Organizations: Management, Leadership & Governance, 48_(4), 496-521.
[https://doi.org/10.1080/23303131.2024.2392821](https://doi.org/10.1080/23303131.2024.2392821)
Clark, S. L., Miller, B., Akin, B. A., Barney, R. K., Grube, W., McArthur, V., … & Mitchell, J. (2024). Examining associations between child welfare workforce well-being and utilization of casework skills with children and families.
_Child Abuse & Neglect, 155_, 106964.
[https://doi.org/10.1016/j.chiabu.2024.106964](https://doi.org/10.1016/j.chiabu.2024.106964)
Clark, S. L., Miller, B., Akin, B. A., Byers, K., Wright, K., Carr, K., & Hunt, M. K. (2025). Exploring the relationships between self-care and well-being outcomes among child welfare professionals.
_Journal of Public Child Welfare_,
_19_(1), 110–140.
[https://doi.org/10.1080/15548732.2024.2306151](https://doi.org/10.1080/15548732.2024.2306151)
Clark, S. L., Riley, E. N., Lardner, M. D., Theile, K., Edge, L., Pearson, T., & Cull, M. J. (2026). Team culture factors and child welfare professionals' well-being: association of psychological safety, workplace connectedness and mindful organising with secondary traumatic stress.
_Child & Family Social Work_,
_31_(3), 1921-1930.
[https://doi.org/10.1111/cfs.70104](https://doi.org/10.1111/cfs.70104) Comment by Cheney, Alan B (Community Care and Counseling): Capitalize the first word after a colon
Endsjø, M., Vang, M. L., Jensen, T. K., & Skar, A. M. S. (2024). Predictors of burnout, secondary traumatic stress, and compassion satisfaction among practitioners in Norwegian child advocacy centers.
_Child Abuse & Neglect_,
_154_, 106924.
[https://doi.org/10.1016/j.chiabu.2024.106924](https://doi.org/10.1016/j.chiabu.2024.106924)
Hu, M., Wang, Y., Zhang, H., Wu, C., Liang, X., Zhang, Y., & Lang, H. (2025). The relationship between spiritual climate and secondary traumatic stress in ICU nurses: The mediating role of moral resilience.
_Intensive and Critical Care Nursing_,
_87_, 103815.
[https://doi.org/10.1016/j.iccn.2024.103815](https://doi.org/10.1016/j.iccn.2024.103815)
_New International Version Bible_. (2011). Zondervan. (Original work published 1978).
North, M. N., Thompson, Y. T., Jorgensen, A., Taylor, E. K., Miller, M., Ralston, E., & Silovsky, J. F. (2025). Lean on me: The role of organizational and supervisory support in understanding work outcomes in victim advocates.
_Children and youth services review_,
_171_, 108170.
[https://doi.org/10.1016/j.childyouth.2025.108170](https://doi.org/10.1016/j.childyouth.2025.108170) Comment by Cheney, Alan B (Community Care and Counseling): Be sure to proofread
Park, T. K., Kim, J., Pierce, B., & Lee, H. (2024). Transformational leadership, secondary traumatic stress, and burnout of child welfare workers: Multilevel moderation effects.
_Social Work_,
_69_(3), 231-239.
[https://doi.org/10.1093/sw/swae017](https://doi.org/10.1093/sw/swae017)
Velasco, J., Sanmartín, F. J., Cuadrado, F., & Moriana, J. A. (2025). Prevalence of secondary trauma, compassion fatigue and burnout among trauma therapists in Spain.
_Counselling and Psychotherapy Research_,
_25_(1), e12901.
[https://doi.org/10.1002/capr.12901](https://doi.org/10.1002/capr.12901)
Waters, M., & Conley, A. (2025). Trauma and spirituality: faith interacting with counselors’ sexual violence work.
_Counseling and Values_,
_70_(1), 39-64.
[https://doi.org/10.1163/2161007x-bja10029](https://doi.org/10.1163/2161007x-bja10029)
Winters, A. M., Barbee, A. P., Davidson, A., Putnam-Collins, P., Utterback, L., & Graef, M. (2025). Secondary traumatic stress and the child welfare workforce: A case study on resilience.
_Traumatology_,
_31_(4), 556.
[https://psycnet.apa.org/doi/10.1037/trm0000615](https://psycnet.apa.org/doi/10.1037/trm0000615)
**Reading-Chapt.22-23LeversL.L.2023.Traumacounseling.pdf**
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**Reading-Chapt.24-25LeversL.L.2023.Traumacounseling.pdf**
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**Reading-Chapt.19-21LeversL.L.2023.Traumacounseling.pdf**
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**Reading-Chapt.16-18LeversL.L.2023.Traumacounseling.pdf**
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**PriorUnit4-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx**
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**PriorUnit4-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx**
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**## AnalysisintheStudyofTraumaPartTwoAssignmentInstructions.docx**
EDCO 790
**Analysis in the Study of Trauma: Part Two Assignment Instructions**
**Overview**
This course provides an overview of the aspects of stress and trauma, including examination of seminal texts and concepts. This assignment will establish a foundation to support the course focus on understanding of trauma counseling, theories, and interventions that intersect with a number of traumatic events, how science informs the delivery of effective counseling theory and technique for these clients with the goal of integrating ethical, effective, and biblically grounded care. This assignment will also ground the learner in components of quality doctoral level writing as needed in preparation for the successful completion of the dissertation requirement. These key components are to demonstrate analysis of what you studied from multiple resources on a topic, what new insight you gained from that study, and how you can synthesize that into practice.
**This assignment consists of three parts,** the
**Analysis in the Study of Trauma: Part One Assignment,** the
**Peer-Review Discussion: Analysis in the Study of Trauma,** and
the
**Analysis in the Study of Trauma: Part Two Assignment.**
**Instructions**
Learners will use:
(1) grading feedback from the professor on the initial submission of the
**Analysis in the Study of Trauma: Part One Assignment**
(2) and the feedback from the
**Peer-Review Discussion: Analysis in the Study of Trauma**
and revise their Part One assignment
**per both sources of feedback** to present an expanded and stronger discussion of the analysis
**.** The evidence of integration of insight from the classmate reply will be to cite it as personal communication and citation for the journal article shared, In the reference list, the journal article should be listed as an entry, but the personal communication is not listed in the reference list.
EXAMPLE: David King replies to your thread in the discussion forum and shares insight on challenges with sandwich generation caregivers from the article:
Cheng, K. J. G., & Santos-Lozada, A. R. (2024). Mental and physical health among 'sandwich' generation working-age adults in the United States: Not all sandwiches are made equal.
_SSM – Population Health_,
_26_, 101650.
[https://doi.org/10.1016/j.ssmph.2024.101650](https://doi.org/10.1016/j.ssmph.2024.101650)
In your text, you could say David King, fellow classmate (personal communication, February 2026) noted that members of the sandwich generation often experience a trauma of grief for many years (Cheng & Santos-Lozada, 2024).
Learners will then submit that revision into the assignment link for
**Analysis in the Study of Trauma: Part Two Assignment.**
**The intent of the revision opportunity is to further synthesize additional insight on their topic of analysis, solidify understanding, and the development of quality doctoral level writing that is aligned with writing the dissertation.**
**NOTE:** While this submission will also be checked by Turnitin for originality and AI use, it is understood that content of Part Two should have significant match with the earlier submission of Part One, and the concern would be questionable matches other than this.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## AnalysisintheStudyofTrauma-PartTwoGradingRubric.pdf**
Criteria Ratings Points
Content 50 to >40 pts
Advanced
Feedback from the
professor on Part
One and any
feedback from
classmates in the
Peer-Reviewed
Discussion Forum
were clearly
integrated into all
three sections of Part
Two to include
citation of shared
references.
40 to >21 pts
Proficient
Feedback from the
professor on Part
One and any
feedback from
classmates in the
Peer-Reviewed
Discussion Forum
were partially
integrated into Part
Two sections with
some citation of
shared references.
21 to >18 pts
Developing
Feedback from the
professor on Part One
and any feedback from
classmates in the
Peer-Reviewed
Discussion Forum were
clearly lacking, but Part
Two reflected some
improved discussion of
content of Part One
through increased
analysis or reflection.
18 to >0 pts
Below
Expectations
Content of
Part Two
presents
minimal
change from
content of
Part One.
0 pts
Not
Present
/ 50
pts
Content 20 to >18 pts
Advanced
Part Two clearly
reflects increased
depth of analysis in
all three major
sections.
18 to >8 pts
Proficient
Part Two reflects
improved depth of
analysis in some of
the sections, but not
all three major
sections.
8 to >7 pts
Developing
Part Two reflects
restatement of feedback,
but lacks synthesis of this
into content.
7 to >0 pts
Below
Expectations
Content of
Part Two
presents
minimal
change from
content of
Part One.
0 pts
Not
Present
/ 20
pts
Structure 16 to >14 pts
Advanced
All Ideas are
presented in a clear,
coherent, and
well-organized
manner.
14 to >6 pts
Proficient
Most or all ideas are
presented in a
coherent, organized
manner.
6 to >5 pts
Developing
Some ideas are
presented in a coherent,
organized manner.
5 to >0 pts
Below
Expectations
Ideas are not
presented in
a coherent,
organized
manner.
0 pts
Not
Present
/ 16
pts
Analysis in the Study of Trauma: Part Two Grading Rubric |
EDCO790_B02_202640
Criteria Ratings Points
Structure 14 to >12 pts
Advanced
Spelling an grammar
are correct.
Sentences are
complete, clear, and
concise. Where
applicable,
references are cited
in current APA
format.
12 to >5 pts
Proficient
Spelling an
grammar has some
errors. Sentences
are presented as
well. Where
applicable,
references are cited
with some APA
formatting.
5 to >4 pts
Developing
Spelling and grammar
errors distract. Select
sentences are incomplete
or unclear. Where
applicable, references
are minimally cited in
current APA format.
4 to >0 pts
Below
Expectations
Spelling and
grammar
errors
distract.
Sentences
are
incomplete or
unclear
Where
applicable,
references
are not cited
in current
APA format.
0 pts
Not
Present
/ 14
pts
Total Points: –
Analysis in the Study of Trauma: Part Two Grading Rubric |
EDCO790_B02_202640
**## TraumatologyAssignmentsOverview-1.docx**
EDCO 790
**Traumatology Assignments Overview**
Throughout EDCO 790, you will conduct a study across the eight weeks of the term on a specific topic and population of interest in traumatology. The purpose of this study is twofold.
· Help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings using more than one modality.
·
Deepen the learner’s foundational understanding of trauma counseling
A series of five assignments are integrated across the course modules and weeks, using the scaffolding strategy to give the learner support as new concepts and skills as required for the dissertation. The assignments in this series include:
**Traumatology Study Foundations Assignment, Traumatology Outline Assignment, Traumatology Annotated Outline Assignment, Peer-Review Discussion: Traumatology Presentation,** and
**Traumatology Paper Assignment**. This series of assignments is contemplated to help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings using more than one modality.
Beginning with the
**Traumatology Study Foundations Assignment**, each study assignment will have five core sections: Discussion of the Topic of Study, Population of Interest, Associated Variables, Biblical Integration, and Topics for Future Research.
**Note that all written assignments in the study should be submitted in a Word (versus PDF) document with Times New Roman 12-point font, as this is recommended by APA.**
**Module 1: Week 1 – Traumatology Study Foundations Assignment**
· This is the foundation of the study, much as the first stage of building a house is to set the foundation.
· The learner will review The Liberty Way regarding ethical use of Artificial Intelligence (AI) and the document,
_Thesis Statements – Defining, Developing, and Evaluating_ (Liberty University Academic Success Center.
· The learner will identify a specific topic and a specifically focused population for that topic with their study in traumatology
· The learner will explore the topic and population further through use of AI to more specifically narrowthiese.
· The learner will conclude this assignment with a paper stating the topic and population for the study as well as a thesis which synthesizes the topic, population, and the main idea and primary conclusion that will capture the reader’s attention.
**Module 3: Week 3 – Traumatology Outline Assignment**
· The outline will include initial references that support the main points of the outline, with some initial development of topics throughout each of the 5 main sections of the outline.
· The learner will review the webpage covering the APA Research Paper Outline format (provided on the assignment page) to present an outline for the introduction, five sections of the study, and conclusion.
**Module 5: Week 5 – Traumatology Annotated Outline Assignment**
· The annotated outline is a structured plan for a research paper that builds on the outline of the main sections and sub-sections with brief annotations that describe the purpose, content and references of each part.
· The learner will review the document for
_Guidance and Example Annotated Outline_ for understanding and an example to follow.
· The learner will expand on the outline with annotations for at least 3 points with support from peer-reviewed scholarly articles.
**Module 6: Week 6 – Peer-Review Discussion: Traumatology Presentation**
· The presentation provides an opportunity for scholarly presentation on a topic of interest as a required skill for doctoral learners that is used in the dissertation proposal and dissertation final defense.
· The learner will present their study in a narrated presentation that is developed for a professional audience of emerging experts in the field of traumatology.
**Module 7: Week 7 – Traumatology Paper Assignment**
· The paper is the culminating assignment for the study conducted during the EDCO 790 course.
· The learner will integrate what has been developed through the previous study assignments and feedback from the professor on these to write the final paper.
Page 2 of 2
**## PriorUnit3-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx**
SECONDARY TRAUMATIC STRESS 1
**Traumatology Outline Assignment: Secondary Traumatic Stress Among Child Advocacy Center Victim Advocates**
This paper focuses on secondary traumatic stress in full-time victim advocates in Children's Advocacy Centers in the United States. Such advocates are exposed to the stories of abuse by children, distressed caregivers, and the intricate case information, which leads to occupational exposure to the trauma of another person (Endsjø et al., 2024; North et al., 2025). Therefore, the study will examine occupational exposure, secondary traumatic stress, and protective workplace conditions within this specific advocacy role.
I.
**Discussion of the Topic of Study**
A. Secondary traumatic stress is a trauma-related response to long-term indirect exposure to the experiences of survivors (Briere & Scott, 2025; Velasco et al., 2025).
B. Secondary traumatic stress, burnout, and compassion satisfaction in the Child Advocacy Center setting (Endsjø et al., 2024).
C. Organizational and individual issues influencing secondary traumatic stress and burnout in child welfare settings (Clark et al., 2026; Park et al., 2024).
II.
**Population of Interest**
A. Full-time female victim advocates aged 25 to 44.
B. Employment in the Children's Advocacy Centers in the United States. Comment by Cheney, Alan B (Community Care and Counseling): I would narrow this a specific county, state, region, or sub-region , e.g., Southeastern US or South Atlantic sub‑region, etc.
C. At least one year of victim advocacy experience.
D. Repeated exposure to traumatic narratives, caregiver distress, records, case discussions, and repetition of abuse information.
E. Direct service after suspected or confirmed child sexual or physical abuse.
F. Supervisory and organizational support as influences on advocate work outcomes (North et al., 2025)
III.
**Variables Associated With the Topic**
A. Exposure to cumulative trauma, workload pressure, work demands, and lack of support.
B. Indirect exposure and workplace pressures (Winters et al., 2025).
C. Severity of secondary traumatic stress, burnout, compassion satisfaction, turnover intention, and professional functioning (Clark et al., 2024).
D. Supportive supervision, transformational leadership, psychological safety, workplace connectedness, self-care, and resilience practices. (Clark et al., 2024; Clark et al., 2025).
IV.
**Biblical Integration**
A.
Bearing one another’s burdens as a foundation for compassionate helping (
_New International Version_[NIV], 2011, Gal. 6:2) Comment by Cheney, Alan B (Community Care and Counseling): Omit this
B. Sharing sorrow with people who suffer while maintaining a caring presence (
_NIV,_ 2011, Rom. 12:15)
C. Spiritual meaning, growth, resilience, and healthy limits in trauma work (Waters & Conley, 2025).
D. Faith-informed support is to be voluntary, ethically responsive, and not incompatible with professional supervision and organizational protections.
V.
**Topics for Future Research**
A. Multisite studies of the United States that isolate victim advocates of larger child welfare workforces (Endsjø et al., 2024; North et al., 2025).
B. Role-specific longitudinal research may help explain how repeated exposure changes over time.
C. Child Advocacy Center-controlled assessments to detect long-lasting protective factors. (Clark et al., 2024; Clark et al., 2026; Park et al., 2024).
D. Advocate secondary traumatic stress to retention, service continuity, quality of engagement, and multidisciplinary collaboration (Clark et al., 2024; North et al., 2025).
**References**
Briere, J., & Scott, C. (2025).
_Principles of trauma therapy: A guide to symptoms, evaluation, and treatment_ (3rd ed.). SAGE
Clark, S. L., Akin, B. A., Vanchy, P., Byers, K., & Diaz, A. (2024). Evaluating the early implementation of a resilience intervention addressing secondary traumatic stress in child welfare workers.
_Human Service Organizations: Management, Leadership & Governance, 48_(4), 496-521.
[https://doi.org/10.1080/23303131.2024.2392821](https://doi.org/10.1080/23303131.2024.2392821)
Clark, S. L., Miller, B., Akin, B. A., Barney, R. K., Grube, W., McArthur, V., … & Mitchell, J. (2024). Examining associations between child welfare workforce well-being and utilization of casework skills with children and families.
_Child Abuse & Neglect, 155_, 106964.
[https://doi.org/10.1016/j.chiabu.2024.106964](https://doi.org/10.1016/j.chiabu.2024.106964)
Clark, S. L., Miller, B., Akin, B. A., Byers, K., Wright, K., Carr, K., & Hunt, M. K. (2025). Exploring the relationships between self-care and well-being outcomes among child welfare professionals.
_Journal of Public Child Welfare_,
_19_(1), 110–140.
[https://doi.org/10.1080/15548732.2024.2306151](https://doi.org/10.1080/15548732.2024.2306151)
Clark, S. L., Riley, E. N., Lardner, M. D., Theile, K., Edge, L., Pearson, T., & Cull, M. J. (2026). Team culture factors and child welfare professionals' well-being: association of psychological safety, workplace connectedness and mindful organising with secondary traumatic stress.
_Child & Family Social Work_,
_31_(3), 1921-1930.
[https://doi.org/10.1111/cfs.70104](https://doi.org/10.1111/cfs.70104) Comment by Cheney, Alan B (Community Care and Counseling): Capitalize the first word after a colon
Endsjø, M., Vang, M. L., Jensen, T. K., & Skar, A. M. S. (2024). Predictors of burnout, secondary traumatic stress, and compassion satisfaction among practitioners in Norwegian child advocacy centers.
_Child Abuse & Neglect_,
_154_, 106924.
[https://doi.org/10.1016/j.chiabu.2024.106924](https://doi.org/10.1016/j.chiabu.2024.106924)
Hu, M., Wang, Y., Zhang, H., Wu, C., Liang, X., Zhang, Y., & Lang, H. (2025). The relationship between spiritual climate and secondary traumatic stress in ICU nurses: The mediating role of moral resilience.
_Intensive and Critical Care Nursing_,
_87_, 103815.
[https://doi.org/10.1016/j.iccn.2024.103815](https://doi.org/10.1016/j.iccn.2024.103815)
_New International Version Bible_. (2011). Zondervan. (Original work published 1978).
North, M. N., Thompson, Y. T., Jorgensen, A., Taylor, E. K., Miller, M., Ralston, E., & Silovsky, J. F. (2025). Lean on me: The role of organizational and supervisory support in understanding work outcomes in victim advocates.
_Children and youth services review_,
_171_, 108170.
[https://doi.org/10.1016/j.childyouth.2025.108170](https://doi.org/10.1016/j.childyouth.2025.108170) Comment by Cheney, Alan B (Community Care and Counseling): Be sure to proofread
Park, T. K., Kim, J., Pierce, B., & Lee, H. (2024). Transformational leadership, secondary traumatic stress, and burnout of child welfare workers: Multilevel moderation effects.
_Social Work_,
_69_(3), 231-239.
[https://doi.org/10.1093/sw/swae017](https://doi.org/10.1093/sw/swae017)
Velasco, J., Sanmartín, F. J., Cuadrado, F., & Moriana, J. A. (2025). Prevalence of secondary trauma, compassion fatigue and burnout among trauma therapists in Spain.
_Counselling and Psychotherapy Research_,
_25_(1), e12901.
[https://doi.org/10.1002/capr.12901](https://doi.org/10.1002/capr.12901)
Waters, M., & Conley, A. (2025). Trauma and spirituality: faith interacting with counselors’ sexual violence work.
_Counseling and Values_,
_70_(1), 39-64.
[https://doi.org/10.1163/2161007x-bja10029](https://doi.org/10.1163/2161007x-bja10029)
Winters, A. M., Barbee, A. P., Davidson, A., Putnam-Collins, P., Utterback, L., & Graef, M. (2025). Secondary traumatic stress and the child welfare workforce: A case study on resilience.
_Traumatology_,
_31_(4), 556.
[https://psycnet.apa.org/doi/10.1037/trm0000615](https://psycnet.apa.org/doi/10.1037/trm0000615)
**Reading-Chapt.22-23LeversL.L.2023.Traumacounseling.pdf**
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**Reading-Chapt.24-25LeversL.L.2023.Traumacounseling.pdf**
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**Reading-Chapt.19-21LeversL.L.2023.Traumacounseling.pdf**
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**PriorUnit4-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx**
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**## AnalysisintheStudyofTraumaPartTwoAssignmentInstructions.docx**
EDCO 790
**Analysis in the Study of Trauma: Part Two Assignment Instructions**
**Overview**
This course provides an overview of the aspects of stress and trauma, including examination of seminal texts and concepts. This assignment will establish a foundation to support the course focus on understanding of trauma counseling, theories, and interventions that intersect with a number of traumatic events, how science informs the delivery of effective counseling theory and technique for these clients with the goal of integrating ethical, effective, and biblically grounded care. This assignment will also ground the learner in components of quality doctoral level writing as needed in preparation for the successful completion of the dissertation requirement. These key components are to demonstrate analysis of what you studied from multiple resources on a topic, what new insight you gained from that study, and how you can synthesize that into practice.
**This assignment consists of three parts,** the
**Analysis in the Study of Trauma: Part One Assignment,** the
**Peer-Review Discussion: Analysis in the Study of Trauma,** and
the
**Analysis in the Study of Trauma: Part Two Assignment.**
**Instructions**
Learners will use:
(1) grading feedback from the professor on the initial submission of the
**Analysis in the Study of Trauma: Part One Assignment**
(2) and the feedback from the
**Peer-Review Discussion: Analysis in the Study of Trauma**
and revise their Part One assignment
**per both sources of feedback** to present an expanded and stronger discussion of the analysis
**.** The evidence of integration of insight from the classmate reply will be to cite it as personal communication and citation for the journal article shared, In the reference list, the journal article should be listed as an entry, but the personal communication is not listed in the reference list.
EXAMPLE: David King replies to your thread in the discussion forum and shares insight on challenges with sandwich generation caregivers from the article:
Cheng, K. J. G., & Santos-Lozada, A. R. (2024). Mental and physical health among 'sandwich' generation working-age adults in the United States: Not all sandwiches are made equal.
_SSM – Population Health_,
_26_, 101650.
[https://doi.org/10.1016/j.ssmph.2024.101650](https://doi.org/10.1016/j.ssmph.2024.101650)
In your text, you could say David King, fellow classmate (personal communication, February 2026) noted that members of the sandwich generation often experience a trauma of grief for many years (Cheng & Santos-Lozada, 2024).
Learners will then submit that revision into the assignment link for
**Analysis in the Study of Trauma: Part Two Assignment.**
**The intent of the revision opportunity is to further synthesize additional insight on their topic of analysis, solidify understanding, and the development of quality doctoral level writing that is aligned with writing the dissertation.**
**NOTE:** While this submission will also be checked by Turnitin for originality and AI use, it is understood that content of Part Two should have significant match with the earlier submission of Part One, and the concern would be questionable matches other than this.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## AnalysisintheStudyofTrauma-PartTwoGradingRubric.pdf**
Criteria Ratings Points
Content 50 to >40 pts
Advanced
Feedback from the
professor on Part
One and any
feedback from
classmates in the
Peer-Reviewed
Discussion Forum
were clearly
integrated into all
three sections of Part
Two to include
citation of shared
references.
40 to >21 pts
Proficient
Feedback from the
professor on Part
One and any
feedback from
classmates in the
Peer-Reviewed
Discussion Forum
were partially
integrated into Part
Two sections with
some citation of
shared references.
21 to >18 pts
Developing
Feedback from the
professor on Part One
and any feedback from
classmates in the
Peer-Reviewed
Discussion Forum were
clearly lacking, but Part
Two reflected some
improved discussion of
content of Part One
through increased
analysis or reflection.
18 to >0 pts
Below
Expectations
Content of
Part Two
presents
minimal
change from
content of
Part One.
0 pts
Not
Present
/ 50
pts
Content 20 to >18 pts
Advanced
Part Two clearly
reflects increased
depth of analysis in
all three major
sections.
18 to >8 pts
Proficient
Part Two reflects
improved depth of
analysis in some of
the sections, but not
all three major
sections.
8 to >7 pts
Developing
Part Two reflects
restatement of feedback,
but lacks synthesis of this
into content.
7 to >0 pts
Below
Expectations
Content of
Part Two
presents
minimal
change from
content of
Part One.
0 pts
Not
Present
/ 20
pts
Structure 16 to >14 pts
Advanced
All Ideas are
presented in a clear,
coherent, and
well-organized
manner.
14 to >6 pts
Proficient
Most or all ideas are
presented in a
coherent, organized
manner.
6 to >5 pts
Developing
Some ideas are
presented in a coherent,
organized manner.
5 to >0 pts
Below
Expectations
Ideas are not
presented in
a coherent,
organized
manner.
0 pts
Not
Present
/ 16
pts
Analysis in the Study of Trauma: Part Two Grading Rubric |
EDCO790_B02_202640
Criteria Ratings Points
Structure 14 to >12 pts
Advanced
Spelling an grammar
are correct.
Sentences are
complete, clear, and
concise. Where
applicable,
references are cited
in current APA
format.
12 to >5 pts
Proficient
Spelling an
grammar has some
errors. Sentences
are presented as
well. Where
applicable,
references are cited
with some APA
formatting.
5 to >4 pts
Developing
Spelling and grammar
errors distract. Select
sentences are incomplete
or unclear. Where
applicable, references
are minimally cited in
current APA format.
4 to >0 pts
Below
Expectations
Spelling and
grammar
errors
distract.
Sentences
are
incomplete or
unclear
Where
applicable,
references
are not cited
in current
APA format.
0 pts
Not
Present
/ 14
pts
Total Points: –
Analysis in the Study of Trauma: Part Two Grading Rubric |
EDCO790_B02_202640
**## TraumatologyAssignmentsOverview-1.docx**
EDCO 790
**Traumatology Assignments Overview**
Throughout EDCO 790, you will conduct a study across the eight weeks of the term on a specific topic and population of interest in traumatology. The purpose of this study is twofold.
· Help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings using more than one modality.
·
Deepen the learner’s foundational understanding of trauma counseling
A series of five assignments are integrated across the course modules and weeks, using the scaffolding strategy to give the learner support as new concepts and skills as required for the dissertation. The assignments in this series include:
**Traumatology Study Foundations Assignment, Traumatology Outline Assignment, Traumatology Annotated Outline Assignment, Peer-Review Discussion: Traumatology Presentation,** and
**Traumatology Paper Assignment**. This series of assignments is contemplated to help prepare the learner for the dissertation requirements of deepening a single topic of interest over a period of time and presenting the findings using more than one modality.
Beginning with the
**Traumatology Study Foundations Assignment**, each study assignment will have five core sections: Discussion of the Topic of Study, Population of Interest, Associated Variables, Biblical Integration, and Topics for Future Research.
**Note that all written assignments in the study should be submitted in a Word (versus PDF) document with Times New Roman 12-point font, as this is recommended by APA.**
**Module 1: Week 1 – Traumatology Study Foundations Assignment**
· This is the foundation of the study, much as the first stage of building a house is to set the foundation.
· The learner will review The Liberty Way regarding ethical use of Artificial Intelligence (AI) and the document,
_Thesis Statements – Defining, Developing, and Evaluating_ (Liberty University Academic Success Center.
· The learner will identify a specific topic and a specifically focused population for that topic with their study in traumatology
· The learner will explore the topic and population further through use of AI to more specifically narrowthiese.
· The learner will conclude this assignment with a paper stating the topic and population for the study as well as a thesis which synthesizes the topic, population, and the main idea and primary conclusion that will capture the reader’s attention.
**Module 3: Week 3 – Traumatology Outline Assignment**
· The outline will include initial references that support the main points of the outline, with some initial development of topics throughout each of the 5 main sections of the outline.
· The learner will review the webpage covering the APA Research Paper Outline format (provided on the assignment page) to present an outline for the introduction, five sections of the study, and conclusion.
**Module 5: Week 5 – Traumatology Annotated Outline Assignment**
· The annotated outline is a structured plan for a research paper that builds on the outline of the main sections and sub-sections with brief annotations that describe the purpose, content and references of each part.
· The learner will review the document for
_Guidance and Example Annotated Outline_ for understanding and an example to follow.
· The learner will expand on the outline with annotations for at least 3 points with support from peer-reviewed scholarly articles.
**Module 6: Week 6 – Peer-Review Discussion: Traumatology Presentation**
· The presentation provides an opportunity for scholarly presentation on a topic of interest as a required skill for doctoral learners that is used in the dissertation proposal and dissertation final defense.
· The learner will present their study in a narrated presentation that is developed for a professional audience of emerging experts in the field of traumatology.
**Module 7: Week 7 – Traumatology Paper Assignment**
· The paper is the culminating assignment for the study conducted during the EDCO 790 course.
· The learner will integrate what has been developed through the previous study assignments and feedback from the professor on these to write the final paper.
Page 2 of 2
**## PriorUnit3-NeedCorrectionsAssignment-TraumatologyAnnotatedOutline.docx**
SECONDARY TRAUMATIC STRESS 1
**Traumatology Outline Assignment: Secondary Traumatic Stress Among Child Advocacy Center Victim Advocates**
This paper focuses on secondary traumatic stress in full-time victim advocates in Children's Advocacy Centers in the United States. Such advocates are exposed to the stories of abuse by children, distressed caregivers, and the intricate case information, which leads to occupational exposure to the trauma of another person (Endsjø et al., 2024; North et al., 2025). Therefore, the study will examine occupational exposure, secondary traumatic stress, and protective workplace conditions within this specific advocacy role.
I.
**Discussion of the Topic of Study**
A. Secondary traumatic stress is a trauma-related response to long-term indirect exposure to the experiences of survivors (Briere & Scott, 2025; Velasco et al., 2025).
B. Secondary traumatic stress, burnout, and compassion satisfaction in the Child Advocacy Center setting (Endsjø et al., 2024).
C. Organizational and individual issues influencing secondary traumatic stress and burnout in child welfare settings (Clark et al., 2026; Park et al., 2024).
II.
**Population of Interest**
A. Full-time female victim advocates aged 25 to 44.
B. Employment in the Children's Advocacy Centers in the United States. Comment by Cheney, Alan B (Community Care and Counseling): I would narrow this a specific county, state, region, or sub-region , e.g., Southeastern US or South Atlantic sub‑region, etc.
C. At least one year of victim advocacy experience.
D. Repeated exposure to traumatic narratives, caregiver distress, records, case discussions, and repetition of abuse information.
E. Direct service after suspected or confirmed child sexual or physical abuse.
F. Supervisory and organizational support as influences on advocate work outcomes (North et al., 2025)
III.
**Variables Associated With the Topic**
A. Exposure to cumulative trauma, workload pressure, work demands, and lack of support.
B. Indirect exposure and workplace pressures (Winters et al., 2025).
C. Severity of secondary traumatic stress, burnout, compassion satisfaction, turnover intention, and professional functioning (Clark et al., 2024).
D. Supportive supervision, transformational leadership, psychological safety, workplace connectedness, self-care, and resilience practices. (Clark et al., 2024; Clark et al., 2025).
IV.
**Biblical Integration**
A.
Bearing one another’s burdens as a foundation for compassionate helping (
_New International Version_[NIV], 2011, Gal. 6:2) Comment by Cheney, Alan B (Community Care and Counseling): Omit this
B. Sharing sorrow with people who suffer while maintaining a caring presence (
_NIV,_ 2011, Rom. 12:15)
C. Spiritual meaning, growth, resilience, and healthy limits in trauma work (Waters & Conley, 2025).
D. Faith-informed support is to be voluntary, ethically responsive, and not incompatible with professional supervision and organizational protections.
V.
**Topics for Future Research**
A. Multisite studies of the United States that isolate victim advocates of larger child welfare workforces (Endsjø et al., 2024; North et al., 2025).
B. Role-specific longitudinal research may help explain how repeated exposure changes over time.
C. Child Advocacy Center-controlled assessments to detect long-lasting protective factors. (Clark et al., 2024; Clark et al., 2026; Park et al., 2024).
D. Advocate secondary traumatic stress to retention, service continuity, quality of engagement, and multidisciplinary collaboration (Clark et al., 2024; North et al., 2025).
**References**
Briere, J., & Scott, C. (2025).
_Principles of trauma therapy: A guide to symptoms, evaluation, and treatment_ (3rd ed.). SAGE
Clark, S. L., Akin, B. A., Vanchy, P., Byers, K., & Diaz, A. (2024). Evaluating the early implementation of a resilience intervention addressing secondary traumatic stress in child welfare workers.
_Human Service Organizations: Management, Leadership & Governance, 48_(4), 496-521.
[https://doi.org/10.1080/23303131.2024.2392821](https://doi.org/10.1080/23303131.2024.2392821)
Clark, S. L., Miller, B., Akin, B. A., Barney, R. K., Grube, W., McArthur, V., … & Mitchell, J. (2024). Examining associations between child welfare workforce well-being and utilization of casework skills with children and families.
_Child Abuse & Neglect, 155_, 106964.
[https://doi.org/10.1016/j.chiabu.2024.106964](https://doi.org/10.1016/j.chiabu.2024.106964)
Clark, S. L., Miller, B., Akin, B. A., Byers, K., Wright, K., Carr, K., & Hunt, M. K. (2025). Exploring the relationships between self-care and well-being outcomes among child welfare professionals.
_Journal of Public Child Welfare_,
_19_(1), 110–140.
[https://doi.org/10.1080/15548732.2024.2306151](https://doi.org/10.1080/15548732.2024.2306151)
Clark, S. L., Riley, E. N., Lardner, M. D., Theile, K., Edge, L., Pearson, T., & Cull, M. J. (2026). Team culture factors and child welfare professionals' well-being: association of psychological safety, workplace connectedness and mindful organising with secondary traumatic stress.
_Child & Family Social Work_,
_31_(3), 1921-1930.
[https://doi.org/10.1111/cfs.70104](https://doi.org/10.1111/cfs.70104) Comment by Cheney, Alan B (Community Care and Counseling): Capitalize the first word after a colon
Endsjø, M., Vang, M. L., Jensen, T. K., & Skar, A. M. S. (2024). Predictors of burnout, secondary traumatic stress, and compassion satisfaction among practitioners in Norwegian child advocacy centers.
_Child Abuse & Neglect_,
_154_, 106924.
[https://doi.org/10.1016/j.chiabu.2024.106924](https://doi.org/10.1016/j.chiabu.2024.106924)
Hu, M., Wang, Y., Zhang, H., Wu, C., Liang, X., Zhang, Y., & Lang, H. (2025). The relationship between spiritual climate and secondary traumatic stress in ICU nurses: The mediating role of moral resilience.
_Intensive and Critical Care Nursing_,
_87_, 103815.
[https://doi.org/10.1016/j.iccn.2024.103815](https://doi.org/10.1016/j.iccn.2024.103815)
_New International Version Bible_. (2011). Zondervan. (Original work published 1978).
North, M. N., Thompson, Y. T., Jorgensen, A., Taylor, E. K., Miller, M., Ralston, E., & Silovsky, J. F. (2025). Lean on me: The role of organizational and supervisory support in understanding work outcomes in victim advocates.
_Children and youth services review_,
_171_, 108170.
[https://doi.org/10.1016/j.childyouth.2025.108170](https://doi.org/10.1016/j.childyouth.2025.108170) Comment by Cheney, Alan B (Community Care and Counseling): Be sure to proofread
Park, T. K., Kim, J., Pierce, B., & Lee, H. (2024). Transformational leadership, secondary traumatic stress, and burnout of child welfare workers: Multilevel moderation effects.
_Social Work_,
_69_(3), 231-239.
[https://doi.org/10.1093/sw/swae017](https://doi.org/10.1093/sw/swae017)
Velasco, J., Sanmartín, F. J., Cuadrado, F., & Moriana, J. A. (2025). Prevalence of secondary trauma, compassion fatigue and burnout among trauma therapists in Spain.
_Counselling and Psychotherapy Research_,
_25_(1), e12901.
[https://doi.org/10.1002/capr.12901](https://doi.org/10.1002/capr.12901)
Waters, M., & Conley, A. (2025). Trauma and spirituality: faith interacting with counselors’ sexual violence work.
_Counseling and Values_,
_70_(1), 39-64.
[https://doi.org/10.1163/2161007x-bja10029](https://doi.org/10.1163/2161007x-bja10029)
Winters, A. M., Barbee, A. P., Davidson, A., Putnam-Collins, P., Utterback, L., & Graef, M. (2025). Secondary traumatic stress and the child welfare workforce: A case study on resilience.
_Traumatology_,
_31_(4), 556.
[https://psycnet.apa.org/doi/10.1037/trm0000615](https://psycnet.apa.org/doi/10.1037/trm0000615)
**Reading-Chapt.22-23LeversL.L.2023.Traumacounseling.pdf**
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**Reading-Chapt.24-25LeversL.L.2023.Traumacounseling.pdf**
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