SCWK 8822
Child and Adolescent Trauma: Clinical Assessment & Treatment · 5 instructors on record · 19 sections
That is the class itself, averaged across everyone who taught it. Who taught it, and how each of them scored, is the board below — that is what a student picking a section is actually choosing between.
Boston College's own “intellectually challenging” question for this class only — students answer it positively about courses that stretched them, so it measures intellectual challenge and NOT grading, workload or quality. Almost every BC class scores high on it, which is why it is shown as a rank rather than a score.
Boston College reports workload for this class only as one of five bands, not as a number of hours, and it does not publish what the bands mean — so this site will not translate it into hours. Higher means more work, which is not the same as worse.
Elective This course is an introduction to trauma theory and practice with children and adolescents. Theory is framed within a developmental perspective to understand neurobiology, brain development and attachment and their role in response to trauma and stress on children. Diversified definitions of trauma are considered, including single event versus complex trauma, attachment based/relational trauma, and structural violence and oppression. Skills for management of vicarious trauma are also explored. The latter half of the course examines selected modalities in the treatment of trauma, including TF-CBT, ARC and TST with a goal to understanding the theoretical approach of each modality, differential application and development of clinical skills for practice. Treatments are also examined within developmental context. Special consideration is given to the impact of separation from caregivers for youth placed in foster care, congregate care settings, and refugee youth experiencing family separation and immigration detention. The role of advocacy and resistance of youth movements in response to structural violence, oppression and historical and intergenerational trauma are also examined.
Scores are real averages. The order also accounts for how many records back each one — the count is under every score — so one perfect review does not outrank a semester of them. 1 of the 5 rows carry a mark saying so.
| Rank | Instructor | Overall | Workload | Challenge |
|---|---|---|---|---|
| 1 | Kathleen FlintonSocial Work | 997 records | 30th | 79th |
| 2 | Aine Flanagan BlanchardSocial Work Provisional | 942 records | 25th | 51st |
| 3 | Gabriel CorensSocial Work Provisional fewer records | 761 record | 25th | 15th |
| 4 | Rebecca BrighamSocial Work | 844 records | 78th | 58th |
| 5 | Zane FitzgeraldSocial Work | 815 records | 39th | 41st |
How this board is orderedPositions account for how many records stand behind each number, so one perfect review does not outrank a semester of them. Every score shown is the real average — only the ordering is adjusted. The comparison here is the class itself: a thin record is read against how this class was rated overall, not against the university.
Every instructor with an evaluation record for this class is on this board — it is not a top ten, and nothing is hidden behind a “show more”. Overall is the instructor's blended score for THIS class only, and its one contributing source is Boston College's evaluations for the sections in the row's record count — nothing on this board is an average across the other things they teach. Workload and Challenge are RANKS against every class we hold, not scores: BC's questions all sit near the top of the 1-5 scale, so a raw number would put almost every row in the high eighties and tell you nothing. Challenge is BC's “intellectually challenging” item, which students answer positively about courses that stretched them — it is not a measure of difficulty or grading. Neither column is ever marked better or worse. 2 of 5 rows are marked provisional: fewer than 3 records stand behind the number. That is thin evidence, not a bad instructor — the record count is in every row.
The line
All 13 items · means across 19 recordsBar length is the rank against every comparable record we hold, not the raw score: BC's questions all have a median around 4.5, so a raw-scale bar would be nearly full on every row and would tell you nothing. Every bar is one ink colour — nothing here is graded green or red. The hatched bars are not ratings at all: a higher number on either describes a different course, not a better one.
Game log
19 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Gabriel Corens | Fall 2025 | 01 | 76 | 77 | 40 |
| Rebecca Brigham | Fall 2025 | 02 | 80 | 82 | 60 |
| Kathleen Flinton | Summer 2025 | 01 | 100 | 100 | 60 |
| Kathleen Flinton | Summer 2025 | 02 | 100 | 96 | 40 |
| Aine Flanagan Blanchard | Fall 2024 | 01 | 94 | 90 | 40 |
| Rebecca Brigham | Fall 2024 | 02 | 85 | 82 | 60 |
| Zane Fitzgerald | Summer 2024 | 01 | 95 | 89 | 60 |
| Kathleen Flinton | Summer 2024 | 02 | 99 | 99 | 40 |
| Aine Flanagan Blanchard | Fall 2023 | 01 | 95 | 89 | 40 |
| Kathleen Flinton | Fall 2023 | 02 | 96 | 94 | 40 |
| Zane Fitzgerald | Summer 2023 | 01 | 69 | 64 | — |
| Kathleen Flinton | Summer 2023 | 02 | 100 | 99 | — |
| Zane Fitzgerald | Spring 2023 | 01 | 64 | 68 | 40 |
| Rebecca Brigham | Fall 2022 | 01 | 85 | 84 | 60 |
| Kathleen Flinton | Fall 2022 | 02 | 98 | 92 | 40 |
| Zane Fitzgerald | Summer 2022 | 01 | 78 | 73 | 60 |
| Zane Fitzgerald | Spring 2022 | 02 | 100 | 100 | 40 |
| Rebecca Brigham | Fall 2021 | 01 | 87 | 85 | 60 |
| Kathleen Flinton | Fall 2021 | 02 | 100 | 95 | 60 |
How to read this boardInstructors are ranked on their record in this class only, never on their average across everything they teach. Scores are out of 100 — Boston College's 1–5 agreement scale, ×20, the way these numbers were printed for years. Workload is BC's own five-band figure, not a number of hours, and is shown as a rank. A dash means the question was not reported, and is never a zero.