Instructor: Kristin Velazquez Kenefick, PsyD. Instructor Contact Information:

Transcription

1 Power of One: Bali, Indonesia Online during Fall I semester and On ground in Bali 12/26/15-1/10/16 Introduction to Trauma Theory & Alternative Treatment Practices 3 credit hours Fall 2015 Course Introduction Instructor: Kristin Velazquez Kenefick, PsyD Instructor Contact Information: kkenefick@thechicagoschool.edu Day, Time, Location: Tues-Friday on campus Office and Hours: 342 by appointment Official Course Description This course will examine the psychological and physiological impact of trauma on individuals and systems. Developmental, social, cultural, and multicultural issues in assessment and treatment of trauma and traumatic stress will be considered. Multiple types of trauma and a variety of treatment models will be explored. Additionally, alternative treatments, such as yoga and mindfulness practices, and Balinese culture, will be covered. This course will include a study abroad trip to Bali, Indonesia. (3 credits) Chicago School Institutional Learning Goal Addressed Professional Practice Primary Program Competency Relationship and Intervention Learning Objectives Objectives for the course are as follows: 1) Students will be able to understand and apply principles and theories underlying diagnosis and treatment of trauma in a therapy setting. 2) Students will be able to identify and effectively respond to issues of countertransference and vicarious trauma in trauma therapy. 3) Students will be able to formulate culturally appropriate diagnostic impressions and apply appropriate treatment approaches and intervention techniques with trauma survivors on a case-by-case basis. 4) Students will be able to identify cultural variables and understand cultural issues in the treatment of trauma in a therapy setting. 5) Students will be able to identify and appropriately respond to basic ethical conflicts that arise in trauma work. 6) Students will be able to understand the application of trauma theory to Balinese culture.

2 Course Syllabus Page 2 of 13 7) Students will learn alternative treatments, such as yoga and mindfulness meditation, as adjuncts to trauma therapy. Course Requirements And Assignments Attendance at all class meetings is mandatory. Students must read all readings before the assigned class session. The concepts will cycle through again and continue to be of importance to our discussions and your learning. The assignments will cover the readings and discussions. CANVAS Posts: Students will discuss questions related to readings for 6 weeks during the Fall semester on CANVAS. See due dates on syllabus. Post will be due by 6pm of the date listed on syllabus. Please post your reflection and respond to one other person s post. Please do not post to a student who has already had a reflection responded to. Please respond back to the second response to your post. All responses are due by 6pm on Friday. (each weekly post is worth 4 points 28 total) Assignment 1 Interview and Self-Examination This assignment is designed to increase students understanding of vicarious trauma, help them become alert to and conscious of their own potential emotional triggers in working with clients who have traumatic histories, and to develop a trauma stewardship plan. Each student will be expected to conduct an interview with a therapist psychologist or master s-level clinician who has at least five years of post-graduate experience treating patients or clients who are trauma survivors. Students should prepare a 5-7-page report based on the interview. In the interview, students should elicit information about the therapist s feelings, beliefs, therapy practices, likes and dislikes, and challenges in working with traumatized people. Students should ask the therapist to share some of her or his countertransference reactions to patients and explain how she or he deals with countertransference and compassion fatigue. Also, students should query about how the therapist sees issues of gender, culture, sexual orientation, religion, and spirituality impacting the trauma treatment process. In the report, the therapist should not be identified by name or other identifying information. Reports should include anecdotal information from case examples the therapist may share. After reporting on the interview, students are asked to describe some of the countertansference reactions they might have in working with trauma survivors. For example, students should identify if patients who have experienced a particular type of trauma, such as sexual abuse or combat trauma, may be more likely than other trauma survivors to evoke an emotional reaction from them. Students should also address the question of how they might deal with countertransferences and vicarious trauma/compassion fatigue. Students should integrate concepts from Trauma Stewardship (include citations in APA format) into their paper and develop a brief self-care or trauma stewardship plan. (15 points) Assignment 2 Trauma Case Analysis and Treatment Recommendations This assignment allows the student to apply core concepts learned in the course to fictional characters from a movie, book or to an actual client, if preferred (pending approval by instructor). Each student will choose one specific character from the book/move and imagine them as their client. As the therapist, you will develop a written report about your client that includes the following information: background information and history, developmental issues, current functioning, diagnostic issues/impressions, cultural information, countertransference and vicarious trauma issues, and trauma-specific treatment recommendations. In the report, you will paint a picture of the type/duration of treatment and any challenges and rewards you foresee in the therapeutic work. You are encouraged to apply your own theoretical orientation and/or utilize treatment models from the course or from course resources (See

3 Course Syllabus Page 3 of 13 assignment description and rubric). You will also include appropriate alternatives that may be used in conjunction with your psychotherapy. Your paper will include concepts/references from the required texts below. You will also be asked to incorporate any cultural adaptations that would be necessary if working with a traumatized client from Bali. (22 points) Due 1/17/16 posted on Canvas Group Service Learning Presentation: We will partner with our local Bali agency to develop a lecture we will give on Trauma while in Bali. Students will be divided into small groups and will work together to develop the lecture. Students will incorporate cultural considerations from Balinese culture into the presentation. Due date Week 7 (10 points) Class Participation/Professional Comportment/Group Journal: Students will be graded on class participation and professional comportment on trip to Bali, and participation in group journal while in Bali. This will include reflections on the cross-cultural experience.(15 points) Video Reflection: Students will upload a 10 minute video reflection following the trip to Bali to Canvas. Further details on assignment will be given prior to trip. (10 points) Due 1/13/16 Required Texts Briere, J., & Scott, C. (2013). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment (2 nd Ed.). CA: Thousand Oaks. ISBN # 10: $49.05 on Amazon Covarrubias, M. & Vickers, A. (1937). Island of Bali. Singapore: Periplus Editions. ISBN # $17.36 Paperback. van Dernoot Lipsky, L., & Burk, C.(2009). Trauma stewardship: An everyday guide to caring for self while caring for others. San Francisco, CA: Berrett Koehler Publishers, Inc. ISBN: $13.57 on Amazon Additional Required Readings on reserve: Felitti, V.J. Anda, R.F., Nordenberg, D, Williamson, D, Spitz, A, Edwards, V., Koss, M., & Marks, J. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE). American Journal of Preventive Medicine, 14 (4), Garbarino, J., Dubrow, N., Kostelny, K., & Pardo, C. (1992). Children in danger: Coping with the consequences of community violence. San Francisco: Jossey-Bass (pp. 1-21, 48-66). Pynoos, R. S., & Eth, S. (1986). Witness to violence: The child interview. Journal of the American Academy of Child Psychiatry, 25 (3), Van der Kolk, B.A. (2005). Developmental trauma disorder: Toward a rational diagnosis for children with complex trauma histories. Psychiatric Annals, 35 (5), Recommended Text:

4 Course Syllabus Page 4 of 13 Broad, William (2012). The Science of Yoga: The Risks and Rewards. New York, NY: Simon and Schuster. ISBN # $26.00 Shapiro, S. & Carlson, L. (2009). The art and science of Mindfulness: Integrating mindfulness into psychology and the helping professions. Washington, DC: American Psychological Association. ISBN # $39.06 Grading Final course grades will be assigned as follows: Letter Grade Percentage Cutoff A % A % B % B 83-86% B % C 70-79% F Under 70% Class Timeline Class Date Topic Readings and Assignments Week 1: Week 2: Week 3: Welcome Introductions and Trauma Course Overview Vicarious Trauma and Trauma Exposure Response Introduction to Balinese Culture Managing Vicarious Trauma and Trauma Stewardship What is Trauma? Historical and Diagnostic Issues Balinese Community Life & Work Effects of Trauma: Mind, Body, and Spirit Balinese Family Life van Dernoot Lipskky & Burk Ch 1-4 Covarrubias & Vickers, Ch 1-2 Briere & Scott, Ch. 1 2 van Dernoot Lipskky & Burk Ch 5-6 Covarrubias & Vickers, Ch 3-4 Courtois & Ford, Ch2; Briere & Scott, Ch. 12; van Dernoot Lipskky & Burk Ch 7-9 Covarrubias & Vickers, Ch 5-6 Week 4: Effects of Trauma: Mind, Body, and Spirit Trauma Developmental Issues- Filitti (1998); Van der Kolk (2005); Pynoos (1986); Garabrino (1992) van Dernoot Lipskky & Burk Ch 10-12

5 Week 5: Week 6: Week 7: Children and Trauma Balinese Art and Drama Assessing Trauma and Posttraumatic Outcomes; Central Issues in Trauma Treatment Balinese Rites and Festivals Central Issues in Trauma Treatment and Countertransference Special Topic: Yoga and Mindfulness in Trauma Treatment Covarrubias & Vickers, Chs 7-8 Assignment 1 due post on Canvas Briere & Scott, Ch. 3-5 Covarrubias & Vickers, Ch 9 Briere & Scott, Ch. 4; Covarrubias & Vickers, Chs Course Syllabus Page 5 of 13 Briere Ch. 10; Appendix 3 Shapiro & Carlson, Ch. 1-5 Broad Ch. 1-3 Group Projects Due post on Canvas See attached itinerary at end of syllabus for Bali activities as well as attached excel spreadsheet Course Policies Instructor Expectations and Policies: Classroom Expectations Every professor is different, and I find it useful to be clear about what I expect from my students as well as what they can expect from me. I expect students to be fully engaged in class discussions. I expect students to be engaged, ask questions, and make meaningful contributions. I expect that students care about their education and learning, and as such, come prepared for class and be interested in the content. You can expect me to come to class prepared as well, and to listen to your questions, and be interested in your understanding and benefiting from the course. I will be most successful at achieving these goals if you communicate with me throughout the course. Similarly, I am, within reason, open to discussing different things that you would like to do in the course, pending the needs of the class and likelihood that the group would benefit from the activity. Instructor Values Statement I care very much about students, clients, clinical psychology and the general field of mental health. I know that you, the students, are going to be the ones who actually make a direct difference in the world. I teach because I am excited about the things you will do in this world, about the lives you will change. I hope you are excited about this too. Thus, I will attempt to challenge you and have high expectations of you as it relates to your learning and professional comportment. Communication

6 Course Syllabus Page 6 of 13 Students are expected to respond to instructor s within 48 hours (Monday-Friday). I will respond to student s within 48 hours (Monday-Friday). Students are encouraged to communicate with me regularly through , and if needed, go-to-meeting appointments. Deadlines Students are expected to post their assignments on time and be prepared for class discussions. Late submissions are not accepted for credit. Extensions are for exceptions and are available only in the case of documented emergencies as negotiated with the instructor. In addition, work may not be resubmitted for additional credit except in unusual circumstances approved by the instructor. See Student Handbook for policies regarding grade appeals, Incompletes, withdrawals, and grade record permanence. Assignments turned in on the syllabus due date are considered complete and final work products. Resubmitted work Under extremely rare circumstances an instructor may allow a student to submit an assignment after a due date, but it would also be rare to give full credit in such an instance. Class Attendance and Punctuality In the event of an emergency or medical situation necessitating an absence, students are expected to update the instructor at least 24 hours prior to or following an absence with some explanation of the absence, and a plan indicating the student's responsibility to master the course material missed. For religious accommodation, it is the student's responsibility to inform the instructor of the accommodation request at the start of the semester as stated in the Student Handbook. Statement of Academic Honesty The Chicago School expects its students to function within an environment of trust relative to other students, faculty, staff, and administration. Moreover, the School expects all students to conduct themselves ethically, with personal honesty, and with professionalism. Academic dishonesty violates one of the most basic ethical principles in an academic community, and will result in sanctions imposed under the School s disciplinary system. All incidents of academic dishonesty must be immediately referred to the Department Chair or Associate Department Chair for investigation and intervention. The Student Affairs Committee may be convened to review the student s situation. Possible interventions and sanctions may include, but are not limited to, developing a remediation plan, placing a student on academic warning, suspending or dismissing a student. Academic dishonesty includes, but is not limited to: CHEATING: In any form, including but not limited to, giving or receiving aid on tests, giving or receiving test materials prior to official distribution, or collaborating on assignments or exams without instructor permission. PLAGIARISM: The use or reproduction of another s work without appropriate attribution. The School expects all students to produce original work in their papers, coursework, dissertation, and other academic projects and to follow appropriate rules governing attribution. FABRICATION: Inventing information or citations in an academic or clinical exercise. Student and Use of School Technology Each enrolled student is provided a School-sponsored account. Students are responsible for all information communicated through in the same way and to the same extent as if published in hard copy and distributed through other means. Students must regularly check this account for

7 Course Syllabus Page 7 of 13 information transmitted by various departments of the School. The School will not direct electronic correspondence from official School accounts to personal addresses; students are expected to utilize the institutional addresses for all electronic communication about School matters. A student's continued enrollment in this course indicates his or her agreement to allow graded assignments to be returned via the Chicago School account when necessary. In keeping with FERPA compliance, if a student does not wish to receive graded material over he or she must make alternate arrangements with the instructor, such as providing self-addressed stamped envelopes to receive graded assignments by mail. No graded material will be left for pick-up or sent to a non- School account. Files and messages that travel using the School s network are not private. A user s privacy is superseded by the School s requirement to maintain the network s integrity and the rights of all network users. For example, should the security of the network be in danger, user files and messages may be examined under the direction of the Vice President of Administration, or the Director of Information Technology. The School reserves its right, as owner of the network and the computers in question, to examine, log, capture, archive, and otherwise preserve or inspect any messages transmitted over the network and any data files stored on School-owned computers, should circumstances warrant such actions. All members of the community must recognize that electronic communications are by no means secure, and that during the course of ordinary management of computing and networking services, network administrators may inadvertently view user files or messages. Policy on Disability Accommodation The Chicago School complies with all laws and regulations regarding the access of disabled individuals to education and works to insure that no qualified student with a disability is denied the benefits of, or excluded from participation in, any School program or activity. Disabled students may request reasonable accommodations including but not limited to adaptations in the way specific course requirements are accomplished, the use of auxiliary equipment and support staff, and other modifications including testing procedures. This request must be accompanied by appropriate documentation that establishes that the student has a specific disability and that supports the accommodation(s) requested. The School reserves the right to select the specific aids and services it provides, as long as it deems they will be effective for the student and do not fundamentally alter the Program or academic standards. Such aids and services are determined on a case-by-case basis in consultation with the student who has identified the need for accommodation. Please see the Director of Student Services regarding requests for accommodation. Statement on Final Grades Some courses may use online course management software, such as Canvas, as a key component in the course experience. Such software may record grades for individual assignments for both the instructor and the student, as well as tabulate a cumulative grade based on the grading criteria for the course. However, the only official source for final grades is the Student eportal. Confidentiality Requirement In this class, at times we may discuss details of clinical work or review client case materials as examples of course concepts. In accordance with the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct, reasonable precautions must be taken to protect confidential information. "Psychologists do not disclose in their writings, lectures, or other public media confidential, personally identifiable information concerning their client/patients, students, research

8 Course Syllabus Page 8 of 13 participants, organizational clients, or other recipients of their services that they obtained during the course of their work, unless 1) they take reasonable steps to disguise the person or organization, 2) the person or organization has consented in writing, of 3) there is legal authorization for doing so. (APA Ethics Code 2002, 4.07) As a result, in their discussions and course materials, instructors will remove or alter any details that could identify actual clients. Students also at times may bring to class real world and work experiences in order to enhance their own and others learning. Students are similarly expected to protect the privacy and confidentiality of such information and materials. All students are expected to maintain all related notes and handouts from such classes in a professional manner. Failure to do so may result in referral to the Student Affairs Committee. Religious/Military Accommodations Statement Students who wish to observe religious holidays or who must meet military requirements that will interrupt class attendance or their ability to fulfill course requirements must inform their instructors in writing within the first two weeks of each semester/term (or, in the case of military requirements, as soon as possible) of their intent to observe the holiday so that reasonable alternative arrangements convenient to both students and faculty can be made. Student self-disclosure in classes In accordance with the American Psychological Association (APA, 2002) Ethical Principles and Code of Conduct Standard 7.04, students should be aware that some courses enrolled in by all Clinical Psychology students may require disclosure of certain personal information related to the student's ability to understand the purposes of these courses and their application to the effective practice of clinical psychology. For example, students may be asked to relate personal experiences to particular therapy concepts or processes. Faculty and training staff will assist students in exploring and understanding how relevant parts of the student s history and personal qualities affect clinical and other professional relationships, and therapeutic interactions and interventions. The program sees such exploration as an important part of the process of becoming an effective clinician. This exploration may also include identifying and processing student cohort dynamics, with the objective of helping the student develop professional, collegial relationship skills. Students can be expected to examine and discuss issues such as how personal characteristics and interpersonal styles affect professional group functioning, addressing and resolving conflicts, and addressing power differences within professional groups. In addition, consistent with APA Ethics Code Standard 7.04 requirements, students may also be required to disclose certain personal information, subject to appropriate confidentiality safeguards, when the clinical faculty considers the disclosure of such information necessary to evaluate a student who s observed personal problems could reasonably be judged to be preventing the student from competently performing training or professionally-related activities. These disclosures will occur in private and confidential consultation with faculty members unless a student voluntarily chooses to make them in a class setting.

9 Course Syllabus Page 9 of 13 DAY ONE (Ubud) 27 Dec Chicago School of Professional Psychology Bali, Indonesia December 27, 2015 January 10, 2016 DRAFT ITINERARY (subject to change) Arrive in Denpasar, Bali in the early afternoon. Bali Institute staff and drivers will pick you up and you ll head to Ubud, a bustling village regarded as the cultural capital of the island due to its high volume of artists, musicians and wonderful architecture. You ll settle in to your rooms and then enjoy your first taste of Balinese cuisine at a special welcome dinner. After dinner you ll have time to relax and get a good night s sleep. DAY TWO (Ubud) 28 Dec After breakfast you ll have an orientation session with staff from the Bali Institute to go over health and safety issues, cultural dos and don ts, and to answer any questions you may have. You ll have lunch and the set out in teams on a Bali scavenger hunt. You ll try new foods, ask locals questions, and maybe even learn some Balinese dance moves along the way. A special prize will be awarded to the winning team! In the evening you ll meet up with everyone again for dinner and to tally the scores. An opening class dialogue can be held during this day too, framing the course and preparing students for the first course session held the next day. DAY THREE (Ubud) 29 Dec Today you ll wake up early for your first foray into an authentic Balinese market! You ll marvel at the stalls full of colorful fruits, vegetables, spices, and offerings. If you drum up enough courage, you might even barter for a breakfast of sticky black rice topped with coconut milk and palm sugar. After the morning market, you ll take a walk through some of Bali s most pristine rice fields and learn a bit about how the island s staple food came to be. Then you ll don a sarong, make an offering and participate in a blessing by a high priest at a sacred temple. You ll eat lunch overlooking Kintamani, one of Bali s active volcanoes, before returning to Ubud. Mt. Batur has erupted 24 times since 1800 and has greatly impacted the local villages surrounding the mountain. Lake Batur, which surrounds the volcano is the largest lake in Bali. After lunch you ll have class with your professor. In the evening you ll attend a Kecak Fire Dance performance in Junjungan Village.

10 Course Syllabus Page 10 of 13 Kecak Dance goes back to the 1930s, developed with the help of Wayan Limbak and German painter Walter Spies, creating the Kecak from movements and themes in the traditional sanghyang exorcism ritual and portions of the Ramayana. This collaboration between the artists help create a dance that was both authentic to Balinese traditions but also palatable to western tourist s narrow tastes at the time. It also allowed the entire community of men to collaborate in a powerful and highly energetic dance and trance performance. DAY FOUR (Ubud) 30 Dec Today will be an exciting full-day cross-cultural seminar with students from the Psychology Department at Udayana University. The program will be designed in partnership between Chicago School of Professional Psychology, Bali Institute, and Udayana University. There is a possibility that one discussion might be geared towards the work of KISARA, an organization of which many Udayana students are members. KISARA (Kita Sayang Remaja, translated to We love teenagers ) is an organization concerned with the issues of teenagers in Bali. The organization is located in Denpasar and their major focus is sexual health education. They are currently working on a pilot project to train schoolteachers in Denpasar to teach an extracurricular sexual education course including information on how to use condoms, reduce the spread of HIV/AIDS, and to address issues of abortion, drug abuse, and sexual orientation. DAY FIVE (Ubud) 31 Dec This morning you ll visit IDEP for a discussion about the Bali bombings and community-based disaster management. IDEP is a national Indonesian NGO founded in 1999 and based in Bali. The organization develops and delivers training, community programs and media related to sustainable development through permaculture and community-based disaster management. Indonesia is located at the friction points of three continental tectonic plates, and has the largest number of historically active volcanoes in the world. Earthquakes are frequent and there is a high risk of volcanic eruptions, tsunamis, floods, landslides, forest fires, and, in some regions, drought and social unrest. IDEP helps to assess the risks of these disasters across communities and implement measures to ensure the community is prepared and ready to respond should a disaster occur. After lunch at IDEP, the group will split into two for visits to two traditional Balinese healers. Half of the group will see Tjokorda Rai (energy work) while the other half will see Ibu Jero (palm reader). In the evening you will have a group reflection about everything you have experienced so far. DAY SIX (Ubud) 1 Jan

11 Course Syllabus Page 11 of 13 Today will begins with a site visit to PKP Women s Center Bali for a discussion with the founder, Ibu Sari, about divorce and women s status in Bali. Ibu Sari, the director of a school for disabled Balinese children, recently started a women s center that is currently based out of the school in response to the treatment of divorced women in Bali and the status of women in Balinese society. By focusing on training in specific skill areas (sewing, cooking, and beauty) she hopes that women will have greater opportunities to find employment and gain independence. The group also focuses on sharing and support, as women in Bali do not often have the opportunity to share their feelings and discuss problems they are facing. The group also goes on outings to visit members homes, temples, and other areas of Bali. Lunch will be provided by women from the women s center. In the afternoon you will have class. DAY SEVEN (Ubud Amed) 2 Jan You ll spend the morning and early afternoon traveling to Amed, a quiet fishing village on Bali s Eastern coast. On the way, you ll stop for lunch in Tirtagangga. Tirta Gangga is a water palace built in 1946 by the king of the region of Karangasem in Bali. The palace consists of a maze of pools and fountains surrounded by a lush garden and stone carvings and statues. After settling into your accommodations in Amed, you ll have the opportunity to go for a walk/hike around the village and its surrounding hills. DAY EIGHT (Amed) 3 Jan This morning you ll have the opportunity to head out in a fisherman s traditional spider boat to snorkel over the amazing coral reefs along Amed s coastline. You may even see the remnants of a Japanese shipwreck! After breakfast, the first of 3 groups will head into the jungle to the home of a local healer who will answer your life questions and tell you what he perceives about you. In the afternoon the remaining two groups will see the healer while the rest of the class relaxes at the beach. In the evening you ll enjoy a delicious local BBQ fish dinner on the beach. DAY NINE (Amed Mengwi) 4 Jan Today you ll leave Amed and head to Mengwi, a quiet, authentic Balinese village nestled among picturesque rice fields. You ll arrive at your beautiful accommodations, settle into your rooms and have lunch. After lunch the class will be split into two groups. The first group will meet with a local healer while the second group goes on a walk around the village guided by a Balinese elder. This group will visit the first Holistic Hospital in Bali to see their facilities, learn about their practices, and meet their staff. DAY TEN (Mengwi) 5 Jan This morning you will visit Senang Hati, an NGO founded by and in support of Balinese people with disabilities. You ll enjoy a lunch prepared by the residents before heading back to Mengwi.

12 Course Syllabus Page 12 of 13 Senang Hati is a non-profit organization in Bali that creates programs to develop selfconfidence, physical and economic independence, and increased awareness in the general community of the rights of people with disabilities. Approximately 20 individuals live at the Senang Hati Center in Gianyar, Bali, but over 150 individuals are involved in the organization. The organization generates funding through the sale of its members artwork and handicrafts and through tours led on special handicap friendly motorbikes with sidecars. They also have English, computer, sewing, and music classes available to their members to help them attain independence and find gainful employment. People with disabilities are often looked down on or hidden away in Balinese society, as traditional thinking blames black magic for such afflictions. The members of Senang Hati have transcended these negative social attitudes and dedicated themselves to the enlightenment of other individuals with similar disabilities. The two groups from the previous day will swap activities (Meeting with healer, village walk). In the evening you will head into Ubud for a performance of Legong dance at the Agung Rai Museum of Art (ARMA). Legong is a form of Balinese dance. It is a refined dance form characterized by intricate finger movements, complicated footwork, and expressive gestures and facial expressions. Legong probably originated in the 19th century as royal entertainment. Legend has it that a prince of Sukawati fell ill and had a vivid dream in which two maidens danced to gamelan music. When he recovered, he arranged for such dances to be performed in reality. The Agung Rai Museum of Art (ARMA) houses a beautiful collection of Balinese and Indonesian artwork, as well as artwork from foreigners whose artwork was inspired by their time spent in Bali. The museum also hosts performances of traditional Balinese music and dance. DAY ELEVEN (Mengwi) 6 Jan This morning you ll have class #3. After lunch we will show the film, The Act of Killing. The Act of Killing is a controversial documentary which challenges former Indonesian death-squad leaders in the 1965 purge of suspected Communists in Bali to reenact their masskillings in whichever cinematic genres they wish, including classic Hollywood crime scenarios and lavish musical numbers. The film was nominated for the Academy Award for Best Documentary Feature in DAY TWELVE (Mengwi) 7 Jan This morning you will meet with members of Taman 65 to discuss the film, The Act of Killing, and their work in raising awareness about the time in history that the documentary looks back on. Taman 65 is a group of activists who joined together to restart conversation on the controversial killings of thousands of suspected Communists in Bali in Some of the members are grandchildren of those who were killed. They hope to raise awareness

13 Course Syllabus Page 13 of 13 about the historical record and to seek reconciliation between those who committed the atrocities and those who suffered because of them. After lunch you will have class #4. DAY THIRTEEN (Mengwi) 8 Jan This morning you will attend a Balinese yoga and meditation with Kadek Suambara. You ll practice laughing yoga and also have the opportunity to discuss how Balinese people deal with trauma. After lunch you will head to Tanah Lot, Bali s iconic temple by the sea, where you can stroll along the seaside park, do any last minute shopping at the small shops in the area, and watch the sunset over the temple as you eat dinner up on the surrounding cliffs. Tanah Lot means "Land in the Sea" in the Balinese language. The temple is located on the rocky shore of Beraban village in Tabanan regency. It is one of seven sea temples said to have been built by the revered 15th century Hindu priest Danghyang Nirartha. Each temple was built within eyesight of the next temple, forming a chain along the southwest coast of the island. DAY FOURTEEN (Mengwi) 9 Jan You will spend the morning in class and then have an afternoon of free time to relax or go exploring in the village. In the evening you will have a special farewell dinner with cultural icon Agung Prana and a special final ceremony. Agung Prana is a member of the Royal Family of Mengwi, and is considered a cultural icon in Bali for the tremendous work he continues to do to retain the true cultural and spiritual life of the Balinese. He is the head of the globally-awarded Karang Lestari Coral Restoration Foundation in Bali. The Pemuteran Coral Reef Restoration Project is the result of Agung Prana s lifelong commitment to building community, restoring nature, and advancing his deeply personal spiritual practice. He is highly regarded as one of Bali s visionaries who has developed a new concept in community-based tourism bringing dignity and new economic opportunities to local villagers while supporting the fight against extreme poverty in North Bali. He is also the owner of Puri Taman Sari Resort in Mengwi. DAY FIFTEEN (Mengwi) 10 Jan Today you ll say Sampai Jumpa Lagi! (See you later!) as you pack up.