Conflict Analysis and Trauma Studies
The Undergraduate Minor in Conflict Analysis and Trauma Studies (CATS) provides the only academic program in the nation that combines these two complementary areas. Conflict resolution programs primarily are combined with peace and conflict studies, while the trauma studies programs are predominately in clinical mental health programs (e.g., psychiatry, psychology, social work). The CATS program bridges these two areas, providing the framework and models for individuals, families, groups, communities, and the social empowerment and resiliency to heal from conflict, trauma and loss. The program provides foundational knowledge in microsystems (e.g., individuals, families) and larger social macrosystems (e.g., communities and nations). The program also provides a variety of professional trainings, beyond clinical professions, for post-trauma and post-conflict reconstruction.
CATS Mission Statement
The undergraduate minor in conflict analysis and trauma studies provides a theoretical and empirical framework and model for analysis and study of trauma, violence, conflict and their consequences. This emerging study provides students, faculty and human service professionals the knowledge for establishing post-trauma and post-conflict reconstruction practice, research, service and policy to improve interpersonal and social systems.
Educational Objectives of the Program
The undergraduate minor in conflict analysis and trauma studies offers students the fundamentals of conflict resolution theory and practice, as well as issues surrounding trauma exposure. It is intended to meet the needs of those individuals who seek introductory training in conflict resolution and those interested in the study of trauma. It may also be appropriate for professionals who have already earned a degree in their professional field, but who would benefit from academic study of applications of trauma and conflict analysis and resolution in their current profession. This program also lends further education on the effects of conflict and violence as well as strategies to help individuals, families, groups and communities recover from conflict and trauma.
- Knowledge: Apply models for conflict analysis, conflict management and traumatic stress, and have an understanding of approaches to conflict resolution and traumatic stress prevention
- Critical Thinking: Identify and assess sources of conflict and trauma, among individuals, families, organizations, groups and communities
- Communication: Demonstrate effective communication skills and apply them to specific conflict and trauma situations
- Diversity: Recognize values, perceptions, experiences and assumptions related to their own cultural background and have the ability to make culturally sensitive assessments for conflict intervention and traumatic stress prevention
- Academic Professional Integrity: Apply ethical standards for mediation, the Kansas Judicial Branch rules, and best practice and research parameters in the area of traumatic stress
Summary of 2015-2016 Report:
Our goal is for students in the Conflict Analysis and Trauma Studies (CATS) Academic Minor to obtain minimum proficiency: 50% of students will achieve > 75% on assessment of student outcomes, 20% of students will achieve > 95% on assessment of student outcomes. On areas where these data were available, student outcomes met minimum proficiency (75%), with an increase noted on several measures for maximum (exceptional) proficiency (95%). Scores on the assessment were comparable between campus and distance students, and between previous years’ assessment data. Assessment methods appear to be appropriate and thorough. Faculty are pleased with student performance, in general, across all 5 SLOs. All SLOs are currently being assessed in the CATS Minor program. All SLOs are currently assessed across the 6 core classes with several SLOs assessed in multiple classes. The Retrospective Pre-test is a unique feature and we believe implementing the Pre-Post evaluation with graduating students, as well as asking additional program assessment questions, provides more thorough indirect data of our program. The assessment program that has been implemented is a highly robust program of SLO assessment that is a unique model of multi-input assessment methods. Because we had data missing due to the changes in K-State Online (From Classic to Canvas), we plan to continue data collection with these measures for an additional year, then we will review additional areas for revision. However, because all SLOs are measured in all courses, this general model will be continued.