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Introduction: Individuals in various career fields will interact with people who have experienced trauma while engaging in their work responsibilities, and many have limited, if any, trauma training. Therefore, there is a need to provide trauma training within undergraduate degree programs. Statement of Problem: Online learning is a viable method of meeting the need for psychological trauma education for undergraduate students. Literature Review: Education in the United States has steadily moved toward more online formats, with many students preferring the flexibility of an online course. We discuss the literature on teaching about trauma and considerations for teaching the course online. Teaching Implications: We outline components of an online undergraduate trauma education course focused on teaching students about psychological trauma. This includes presenting the course objectives, describing course assignments, and discussing considerations for the course which instructors can use in teaching about trauma. Conclusion: Instructors of higher education can use the activities and considerations discussed in this article as a guide in the development of an online trauma education course. [ABSTRACT FROM AUTHOR]

In observation of empirical support and theoretical support for relational and attachment-based interventions in addictions counseling education and research, the authors explore the relational depth model as a potential training model in addictions counseling education. This piece offers training activities for addictions counseling educators targeted at enhancing student capacity and understanding of presence and connection with clients. The authors detail the use of experiential activities to enhance these capacities that include questions for reflection and discussion of application to practice. The authors develop the rationale for this training with a brief review of the relational depth literature and the recent addictions literature regarding research and training in relational factors in addictions counseling. Finally, the authors offer future implications for the addictions counseling education literature including the need for the development and empirical validation of relational training programs in addictions counseling education and practice. [ABSTRACT FROM AUTHOR]