Description: The course offers a foundation of information regarding implementation of trauma-informed care for the end-of-life and aging population. This course is for interested clinical staff as well as doctors, nurses, receptionists, administrators, caseworkers, and other professionals and volunteers who interface with the end-of-life and aging population. Benefits of implementing a trauma-informed approach include supporting and empowering individuals who are aging and at the end of life, while also reducing the likelihood of re-traumatization.This online course offers the training in a video format. All course handouts can be viewed online, saved to your computer, or printed.
- Discuss the role of trauma in the aging population and those at the end-of-life;
- Describe how stress and trauma affects this population;
- Identify implications for implementing trauma-informed care for this population;
- Devise strategies on how to be trauma-informed in work with this population.
- Introduction to trauma-informed care and aging populations/end-of-life care
- Trauma and its impact on this population
- Practices when working with this population that may be re-traumatizing and how to avoid re-traumatization
Handouts Located in the Handouts Tab of the Course Site:
- Course Outline
- Reading 1
- Reading 2
- Reading 3
- Reading 4
- Reading 5
Target Audience: This course is for interested clinical staff as well as doctors, nurses, receptionists, administrators, caseworkers, and other professionals and volunteers who interface with the end-of-life and aging population.
Handouts: If it makes it easier for you to follow the course videos, we recommend you
print your handouts from the Handouts section and have them available as watch the
video modules. PowerPoints and other handouts are in the Handouts tab of the course. They can be saved to your computer or printed.
Course Availability: You have unlimited access to the course after purchase.
- Upon completion of watching the videos and readings, you will need to complete the evaluation and course quiz.
- Based on best continuing education practice, quizzes are included to verify your acquisition of knowledge. A score of 80% is needed to pass. You may retake the quiz if you do not achieve a passing score the first time.
- Certificate of Completion: Upon successful completion of the quiz, you will be able to print your Certificate of Completion for this course that includes your name, and completion date.
- CEUs: listed in the Credit tab of the course description.
- Hours for the UB School of Social Work Institute on Trauma and Trauma-Informed Care (ITTIC) Trauma-Informed Organization Certificate Program: 1.75 elective hours
- Frameable Certificate of Completion for the Trauma-Informed Clinical Foundation Certificate Program: If you are taking the entire ITTIC certificate Program, please email firstname.lastname@example.org when you complete the program requirements and you will be mailed your certificate of completion.
ADA accommodations: If you require supports for your ADA needs in the United States, please contact us in advance by email at email@example.com or phone at 716-829-5841.
Customer service: We are happy to respond to any questions or concerns you may have. Please contact us by email at firstname.lastname@example.org or phone at 716-829-5841.
Deborah Waldrop, PhD, MSW
Deborah Waldrop, PhD, MSW, is a professor and the Associate Dean for Faculty Development at the University at Buffalo School of Social Work. Deborah earned her MSW from Syracuse University and her PhD in Human Environmental Sciences with a certificate in gerontology from Oklahoma State University. Before joining as faculty in 1999, Deborah spent 25 years as a healthcare social worker. Throughout her practice career, Deborah worked with older adults and their family members who were making difficult decisions often without good options. Deborah now teaches courses on aging, healthcare, loss and grief and conducts research that focuses on the needs and concerns of people with serious illnesses and their families. She is a member of the national executive boards of the Social Work in Hospice and Palliative Care Network (SWHPN) and the Association for Gerontology Education in Social Work (AGESW) and serves as a co-chair of the National Quality Forum’s standing committee on End-of-life and Palliative Care.
Jacqueline McGinley, LMSW
Jacqueline McGinley, LMSW, is a PhD candidate at the University at Buffalo School of Social Work at the time of filming this course. Jackie has been supporting and advocating for people with intellectual and developmental disabilities for over 15 years. She began as a volunteer with the Special Olympics and the Chemung ARC. Then, after obtaining her MSW (Rutgers University) and attending a Certificate Program in Developmental Disabilities (The Boggs Center on Developmental Disabilities), Jackie worked for over four years in nonprofit disability organizations in positions ranging from social worker to behaviorist to administrator. As a researcher, Jackie has drawn upon her experiences in practice and focused on improving care for people with intellectual and developmental disabilities who are nearing life’s end and their families. She is the author of several articles on this subject including “From Nonissue to Healthcare Crisis: A Historical Review of Aging and Dying with an Intellectual and Developmental Disability”, which was published in the journal Intellectual and Developmental Disabilities.