Trauma, Injustice, and Change: Using a Trauma-Informed Lens to Examine Inequality and Explore How to Be a Part of the Solution

Dates: January 25, February 8, and February 22

Location: Hock Auditorium, Hock Plaza, Erwin Road, Durham NC

This 3-part series includes:

  • Day 1 – Understanding the Impact of Trauma and Severe Stressors
  • Day 2 – The Daily Grind: Mental Health and Day-To-Day Inequity
  • Day 3 – Systemic Inequity: Insight Into Disparities and Institutional Betrayal

This 3-part series is intended to provide participants with: 1) a framework for understanding the effects of trauma and severe, prolonged or chronic stressors on individuals; 2) an understanding of discrimination and inequality, as well as theoretical paradigms for how these problems are maintained; and 3) an opportunity to explore how they can participate in addressing systemic inequities and practicing strategies for confronting discrimination and inequality. Trainings involve multiple learning methods, including lectures, case examples, self-assessments, experiential practices, and small group work.

Participants are encouraged to enroll in all three trainings of the 3-part series, as they will build on one another. However, participants who are unable to attend all three trainings may enroll in any of the three trainings as a stand-alone training session.

Registration and CE information will be posted in the next few weeks. For more information, please contact via email.


Description: The first day of the series is intended to help clinicians and supervisors to build and improve trauma-informed care through development of awareness and understanding of trauma and its effect on individuals. Trauma occurs as a result of violence, abuse, neglect, loss, disaster, war, and other emotionally harmful experiences, and the impact often endures long past the event through a variety of sequelae. Since severe stressors (particularly chronic or prolonged stressors) can often have similar impact as trauma, it is helpful to consider these stressors through a trauma-informed lens. Participants will learn to conceptualize trauma-related symptoms and conditions in a manner that integrates the individual’s trauma history. Participants will learn about the importance of attending to their own well-being as part of trauma-informed care, using ongoing consultation and supervision, respecting the importance of self-care and stress management, and maintaining awareness and responsiveness to secondary traumatic stress. We will also discuss a trauma-informed model for fostering client resilience. The session will include small group discussion exploring ways to care for oneself, our professional communities, and our clients.

Hours: 6 CE

Learning Objectives: Participants will learn to…

  • Identify indicators of trauma-related symptoms including PTSD symptoms, dissociation, conversion symptoms, and interpersonal difficulties
  • Provide a trauma-informed case conceptualization
  • Implement a resilience-focused plan for responding to secondary traumatic stress or burnout

Presenters: Noga Zerubavel, PhD, Sarah M. Wilson, PhD, and Kelly LeMaire, PhD

Day 1 Agenda: 

9:00-10:30am The Effects of Trauma and Severe Stressors: Symptoms and Sequelae
10:30-10:45am 15 minute break
10:45-12:00pm Sociocultural Contextual Factors Impacting Trauma and Severe Stressors
12:00-1:00pm Lunch Break
1:00-2:30 Assessing for Trauma and Severe Stressors and Providing a Trauma-Informed Case Conceptualization
2:30-2:45 15 minute break
2:45-4:00 The Trauma Therapist: Self-Awareness, Clinical Challenges, and Provider Wellness
4:00-4:30 Wrap-up, Questions and Feedback



Description: The second session in the series will focus on theoretical concepts related to subtle forms of discrimination and oppression, as well as the applications to our professional contexts. Participants will learn about the concepts of microaggression and implicit bias, both of which play a large role in daily experiences of discrimination. We will provide participants with tools for enhancing their ability to recognize microaggressions and implicit bias, as well as opportunities to practice using practical techniques for responding to them. We will discuss how a trauma-informed framework can be utilized to treat individuals who have been affected by institutional and personal discrimination and prejudice. All participants will leave with an array of skills to use in relevant contexts.

Hours: 6 CE

Learning Objectives: Participants will learn to…

  • Explain implicit bias and how to mitigate its effects
  • Identify microaggressions
  • Implement an intervention when a microaggression is occurring

Presenters: Sarah M. Wilson, PhD, Kelly LeMaire, PhD, and Noga Zerubavel, PhD

Day 2 Agenda: 

9:00-10:30am Implicit Bias
10:30-10:45am 15 minute break
10:45-12:00pm Microaggressions and Daily Experiences of Discrimination
12:00-1:00pm Lunch Break
1:00-2:30 Practical Tools for Recognizing and Responding to these Events
2:30-2:45 15 minute break
2:45-4:00 Small Group Work Focused on Clinical Applications
4:00-4:30 Wrap-up, Questions and Feedback



Description: The third day of the series will focus on discussing theoretical concepts related to discrimination and oppression (on the basis of race, ethnicity, gender/gender identity, sexual orientation, disability status, religion, age, and/or nationality). We will discuss health disparities and explore how to counter such effects through our own practices as providers. Participants will learn about the concept of institutional betrayal, including the characteristics of institutions that are linked with institutional betrayal. We will explore steps that individuals can take to promote institutional courage. We will discuss applications to working with clients who have experienced institutional betrayal. We will also explore participant experiences that can include institutional betrayals within various institutional contexts including workplaces, religious organizations, law enforcement, etc.

Hours: 4 CE

Learning Objectives: Participants will learn to…

  • Explain the concept of institutional betrayal
  • Describe an example of an institutional change strategy aimed to address an aspect of systemic inequity
  • List three manifestations of health disparities that research has identified

Presenters: Kelly L. LeMaire, PhD, Sarah M. Wilson, PhD, and Noga Zerubavel, PhD

Day 3 Agenda:

9:00-10:30am Systemic Inequity and Disparities
10:30-10:45am 15 minute break
10:45-11:00am Small Group Discussion
11:00-12:15pm Institutional Betrayal
12:15-1:15pm Wrap-up –Questions and Feedback, Intentions for Action Steps


Prices and Registration Links:

Early Bird Cost (before February 28):
All three days: $235 ($140 for students)
Days 1 and 2: $100 ($75 for students)
Day 3: $75 ($50 for students)

Late Registration Cost (after February 28):
All three days: $295 ($200 for students)
Days 1 and 2: $125 ($100 for students)
Day 3: $100 ($75 for students)

  • $40 to Add CE (Continuing Education Credits) for all three days or $40 for each day.
  • We also have a number of partial scholarships available for practitioners who cannot afford the registration fees. Please contact Kelly LeMaire at for more information.
Here are all four of the URLs for the pages for all three days together or for each individually:
All 3 Days:


Presenter Bios:

Kelly L. LeMaire, Ph.D., completed doctoral degree from Marquette University in Clinical Psychology and her internship at Duke University Medical Center. As a current post-doctoral fellow, she is a part of the Stress, Trauma, and Recovery Treatment Clinic (START Clinic) within the Cognitive Behavioral Research & Treatment Program (CBRTP). Her clinical areas of expertise are trauma, LGBTQ affirmative treatment, multiculturally competent care, borderline personality disorder, and emotion dysregulation. Dr. LeMaire specializes in practicing cognitive behavior therapies, including DBT. Her research focuses on prejudice, discrimination, LGBTQ health and mental health, allies and allied behavior, and interpersonal violence. She is passionate about advocacy and leadership and was awarded the Arthur J. Schmitt Leadership Fellowship for 2015-2016. During her time at Duke University Medical Center she has continued to pursue these interests through providing educational trainings and beginning a Multicultural & Diversity Action Committee within the CBRTP.

Sarah M. Wilson, Ph.D., is a licensed Clinical Psychologist and an Investigator at the VA Center for Health Services Research in Primary Care. She is also an Assistant Professor in the Duke University School of Medicine Department of Psychiatry and Behavioral Sciences, Behavioral Medicine Division. Dr. Wilson is a research psychologist with over 30 published research articles as well as current research grant funding. Her work in research focuses on mobile approaches to health behavior change for underserved, marginalized groups, such as people with unstable housing, those with psychotic illness, and people living with HIV. Dr. Wilson’s clinical practice at the Durham VA Health Care System focuses on culturally sensitive trauma-focused treatment and health behavior change for low-income veterans, ethnic minority veterans, and LGBTQ veterans.

Noga Zerubavel, Ph.D., is a licensed psychologist and Assistant Professor in the Department of Psychiatry and Behavioral Sciences at Duke University Medical Center. Dr. Zerubavel is the Director of the Stress, Trauma, and Recovery Treatment Clinic (START Clinic) at Duke, which provides treatment for trauma-related disorders including PTSD, dissociative disorders, and other sequelae of trauma. She specializes in working with individuals who have experienced interpersonal victimization, including intimate partner violence and sexual trauma. She also works with individuals with mood, anxiety, substance use, and personality disorders in the Cognitive Behavioral Research & Treatment Program. Dr. Zerubavel has clinical expertise in cognitive behavioral and mindfulness-based approaches to psychotherapy, including dialectical behavioral therapy (DBT) and mindfulness-based cognitive therapy (MBCT), and supervises psychiatry residents and clinical psychology interns and fellows in these approaches.