TRINITY EVANGELICAL SEMINARY



TRINITY EVANGELICAL DIVINITY SCHOOLXenos Christian FellowshipColumbus, OhioSpring 2018CO 7140 Crisis CounselingDonald A. Lichi, PhDE-mail Dlichi@PsychologistPhone: 330-573-6465 (C)EMERGE Counseling Services 330-867-5603 ext.340 (W)900 Mull Avenue 44313Class Dates: 1/19-202/16-173/16-174/13-14Class Times: Fridays 7-10 pm Saturdays 8:30 - 4:30 COURSE SYLLABUSCOURSE DESCRIPTIONThis course provides a faith based cognitive and experiential examination of the skills necessary to address a wide variety of crisis counseling situations. Participants will work with the models presented in the assigned texts and presented in class lectures. The goal is to prepare pastors, chaplains, counselors and other care-givers through the acquisition and use of crisis intervention strategies as well as encouraging increased self-understanding. COURSE OBJECTIVESThe objectives of this course are stated in terms of learning outcomes.Cognitive OutcomesThe participant should...Evaluate the role of crisis counseling in the local church and para-church contexts.Explain how one makes informed decisions about referrals to mental health professionals.Discuss the components of a personal, marital and lifestyle case history.Elaborate on the pitfalls and “traps” of the client-counselor relationship.Character/Attitude OutcomesThe participant should...Value personal spiritual formation as both a personal necessity and goal of all Christian counseling.Discuss key theological principles that guide the people-helping process, including the psychological benefits of sanctification.Develop a critical mindset related to various crisis counseling therapies.Improve one’s capacity to apply the principles and skills of crisis intervention to a wide variety of crises including (but not limited to) developmental, personal, congregational, natural disaster, situational and accidental. Skill OutcomesThrough this study, the participant should be better equipped to...Develop and articulate a consistent theological perspective in life's crises.Explain and demonstrate primary prevention and intervention strategies.Elaborate on primary counseling skills such as empathy, challenging, self-disclosure and immediacy along with more acutely developed listening skills.Maximize therapeutic counseling skills in crisis situations, being able to apply crisis counseling principles to individuals, groups, and institutions.Design and apply a comprehensive helping model (Healing of the Mind Model) to a variety of crisis situations. COURSE SCHEDULEThe course meets Friday and Saturday on the above dates. Friday classes are from 7-10 pm and Saturday classes are 8:30 am - 4:30 pm. Attendance at all classes is expected to fully benefit from the educational experience. COURSE TEXTBOOKSRequired Reading:Fleagle, Arnold and Donald A. Lichi. Broken Windows of the Soul. Camp Hill, PA: Wing Spread Publishers, 2011. ISBN-13: 978-1600662751, ISBN-10: 1600662757 (135 pages)Floyd, Scott. Crisis Counseling: A Guide for Pastors and Professionals. Grand Rapids, MI: Kregel Academic and Professional, 2008. ISBN-13: 978-0825425882, ISBN-10: 0825425883 (280 pages)Willard, Dallas. Getting Love Right. A paper presented at the American Association of Christian Counselors Conference, September 15, 2007. Available online. (Approx. 20 pages)Wright, H. Norman. Crisis and Trauma Counseling: What to Do and Say When It Matters Most! Ventura, CA: Regal Books from Gospel Light, 2011. ISBN-13: 978-0764216343, ISBN-10: 0764216341 (465 pages)BlogSpot. . Read entire blog prior to the class.Note: It is a violation of academic policy to claim credit for books read previously for credit. If participant has read any of these books for credit in another class, please substitute another book from the optional list below.Optional Reading: Choose from the following books to bring your reading total to a minimum of 1,000-1,200 pages. Cavaiola, Alan A. and Joseph E. Colford. Crisis Intervention Case Book. Brooks/Cole, CengageLearning. Belmont, CA, 2011. (287 pages)Collins, G. R. Christian Counseling: A Comprehensive Guide. 3rd ed. Nashville, TN: Thomas Nelson, 2007. (See especially pp. 745-780)Foster, Richard J. Celebration of Discipline. 3rd ed. San Fransisco: Harper, 2002.Greenstone, James L. and Sharon C. Leviton. Elements of Crisis Intervention: Crises and How to Respond to Them. 3rd ed. Brooks/Cole, Cengage Learning. Belmont, CA, 2011. (136 pages)James, Richard K. and Burl E. Gilliland. Crisis Intervention Strategies. 7th ed. Brooks/Cole, Cengage Learning, 2013. ISBN-13: 978-1111770617, ISBN-10: 1111770611 (730 pages)Kanel, Kristi. A Guide to Crisis Intervention. 4th ed. Brooks/Cole, Cengage Learning. Belmont, CA, 2012. (300 pages)Mann, David. Open My Heart, Heal My Soul. Living the Grace Saturated Life. RESOURCE Publications, Eugene, OR. 2013. (121 pages)Thomas, Gary. Every Body Matters: Strengthening Your Body to Strengthen Your Soul. Zondervan, Grand Rapids, MI. 2011. (242 pages)Wright, H. Norman. Crisis & Trauma Counseling: A Practical Guide for Ministers, Counselors and Lay Counselors. Regal Books from Gospel Light. Ventura, CA, 2003. ) 460 pages)COURSE METHODOLOGYA variety of teaching methods will be employed in class sessions including lecture, discussion, small groups, interviews, videos, assigned readings, completion of personal assessments, etc. Guest speakers will add their expertise in a variety of crisis counseling situations (e.g. hospital, military setting, response to physical/sexual abuse and crisis in the ministry leadership setting).COURSE REQUIREMENTS1. Beginning of Session to Mid-PhaseReading: Read a minimum of 1,000-1,200 pages from the textbook list. Each participant is expected to have a working knowledge of each book read and be prepared to dialogue in a meaningful and competent way on each. Due: March 16, 2018 (Please note due date). Writing: Write a 1-2-page, typed, reading reflection on each book, paper, and blog read. At the top of each report, include your name, date and a signed statement of the number of pages read. Each reflection should include: The author’s thesis/purpose in writing (Concise—ideally state in 1 sentence.)Discuss key insights gained, personal relevance, and implications for you, personally, in your own life and/or ministry context.Discuss 1-2 insights gained that would be the most helpful in training church leaders in crisis counseling. (If applicable)Note: This is not a summary of the textbook, but your higher level analysis, synthesis and personal integration. Due: Reading reports will be submitted no later than March 16, 2018 at the beginning of class.During Classa. Attend, and actively participate, in all class sessions. It is expected that all participants will engage in collaborative learning with other participants by actively participating in all discussions, simulations, interviews, group activities, etc. b. Complete the Self-Administered Lifestyle Analysis (see attached). As an addition to the instructions on the form, describe one of each of the following in your life experience: a personal/developmental crisis, a natural crisis, a congregational crisis, and any other type of a situational crisis you have personally experienced. Describe the crisis and how you managed to work through the crisis. Due Thursday November 30.c. Daily Reflection Reports: At the end of each class, participants will write a brief (1-2 paragraph) reflection based on learnings from that particular day. Participants will email the reflections to the instructor at dlichi@. Due within one week following each class. In-class Assignments: Additional reading, personal assessments, reflection, etc. may be assigned during the semester at the discretion of the professor.During and Post-SessionEach participant will complete a final project of his or her choosing from the following options:Option 1: Traditional Research Paper Participant may choose a particular area of interest, based on some topic addressed in the Crisis Counseling course, and write a 7-12 page research paper. The specific topic of the paper must be cleared with the professor prior to beginning the paper. Research papers will be graded according to the following criteria…Significant reading and research. Paper must demonstrate exposure to at least six significant additional sources not used in the classAnalysis and synthesis of works citedSignificant recommendations and conclusions that are consistent with biblical truth and current researchGraduate level writing (higher level critical thinking, clarity, conciseness, etc.)Adherence to Turabian format, 8th edition.Option 2: Literature ReviewParticipant will complete a literature review of 8 recent (e.g. past 8 years) primary sources on a particular crisis topic (not a textbook as it is a secondary source). Participant will then write a brief abstract on each source and integrate his/her personal faith into the crisis topic. The integration of a theistic worldview will be the key to success in this exercise. The entire project should be accomplished in 15-20 pages. Literature reviews will be graded according to the following criteria…Significant research: must demonstrate exposure to 8 of the most significant resources available on the given topic Analysis and synthesis of works chosenCorrelation of research, analysis, and personal faith with ScriptureGraduate level writing (higher level critical thinking, clarity, conciseness, etc.)Adherence to Turabian format, 8th edition.Option 3: Self-Designed ProjectParticipant will propose an individualized project that integrates course learnings, and subsequent research, into addressing a particular challenge/opportunity in his/her ministry context. For example, a participant could develop a crisis counseling training course for his/her ministry setting (leadership team, key lay-leaders, etc.). This would include teaching notes (with sources documented), participant notes, and power point presentation. Specific details must be discussed with the professor prior to starting the project. Projects will be graded according to the following criteria…Significant reading and research. Paper must demonstrate exposure to at least 8 significant additional sources not used in the classDevelopment of a project design that is consistent with biblical truth, current research and contextual analysisEvidence of integration of course into meaningful application to ministry setting.Graduate level writing (higher level critical thinking, clarity, conciseness, etc.)Adherence to Turabian format, 8th edition.Due Date: All during/post-session assignments should be postmarked by May 30 2018. Please include a self-addressed, stamped envelope if you would like your work returned to you.LATE WORKLate work is subject to a deduction in grading. COURSE GRADINGAll grades will be awarded using the Trinity Grading Scale: Publishable = A+; 100% - 94% = A; 93% - 90% = A-; 89% - 87% = B+; 86% - 84% = B; 83% - 80% = B-; 79% - 77% = C+; 76% - 74% = C; 73% - 70% = C-.GRADING PROCEDUREAttendance and Class Participation 15%Pre-During Session Reading15%Pre-During Session Reading Reflection Papers15%In-class daily reflections (4 total) 10%Self-Administered Lifestyle Analysis 10%Final Project 35% 100%CELL PHONE POLICYPlease silence cell phones before the beginning of class. Out of respect for your fellow participants, as well as the professor, please do not talk on the phone or text during class.NON-DISCRIMINATORY LANGUAGEParticipants should use non-discriminatory language in all written and spoken communication in this class. For specific guidelines, see the Student Handbook.DISABILITY ACCOMMODATIONAs defined in Section 504 of the Rehabilitation Act of 1973, Trinity Evangelical Divinity School is committed to the provision of reasonable accommodations for students with disabilities. If participants believe they qualify for accommodations, they should contact the Trinity (TEDS) student affairs office.ACADEMIC INTEGRITYIt is assumed that participants at TEDS will endeavor to be honest and of high integrity in all matters pertaining to Seminary life. A lack of respect and integrity is evidenced by cheating, fabricating, plagiarizing, misusing facilities, removing books and other property not one's own and disrupting classes.“Cheating is defined as intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. It is assumed that whatever work is submitted is the participant’s own work and is new work for that course. Fabrication is defined as intentional and unauthorized falsification or invention of any information or citation in an academic exercise or form. Plagiarism is defined as representing the words or ideas of another as one's own in any academic exercise. One who facilitates any of the above is equally responsible with the primary violator.”[1]Penalties may include restitution, an "F" on an individual paper, exam, or course; disciplinary probation; removal and suspension. TEDS ATTENDANCE POLICY"Students are required to attend each and every session throughout the entire course period. Due to the nature of Extension classes, attendance at all sessions is especially important with weekend courses. Missing even an hour of a weekend class means a significant portion of the required contact with the instructor and learning community has been lost. For this reason, students missing any portion (hours) of an Extension course can result in a grade reduction; missing more than one weekend class session will result in a grade reduction and possibly failing the course.In the case of extreme emergency or unforeseen circumstances (family emergencies, death, etc.) the student should contact the instructor and secure the necessary permission to miss time in a class and make up the missed class time and assignments. Vacations, ministry responsibilities and travel plans are not considered emergencies and such requests will be denied. As the schedule for the Extension courses is set ahead of time, students should plan ahead to be sure they will be able to make it to all class sessions before they register. If the emergency necessitates a long absence the student should contact the Dean of Students to request an extension of time, or in rare instances a withdrawal from the class without penalty."SPECIFIC DATASyllabus prepared by Donald A. Lichi, PhD October 2017.-CLASS CONTRACTProfessor: Donald A. Lichi, PhDAs a graduate participant entering this course experience, it is my understanding that I am contracting for a two-fold goal:Exploration – I am going to use part of my time in class to examine my own interpersonal style which is something I have to deal with as I work on my helping skills. I understand that I will probably come to a different understanding of both strengths and weaknesses.Experimentation – I accept that I am expected to work at making changes in my interpersonal and helping style. I accept that in this class that I will be encouraged to grow stronger in my strengths and will have the chance to work at eliminating, or at least coming to grips with my weaknesses.These goals will be achieved through the process of the course experience. I accept that I am expected to work at:Learning the core skills we will be studying and which are basic to any crisis counseling setting regardless of one’s theoretical approach:Attending, listening, responding, empathy, probes, appropriate self-disclosureChallenging skills, advanced empathy, confrontation, immediacyDeveloping relationships in the class that will help me examine my interpersonal style and work at some behavioral changes. We are going to be investing ourselves in one another, at least for the duration of this course in a way that will result in our:Working cooperatively with each other to achieve the goals of the courseListening to one anotherGiving constructive feedback and receiving feedbackLearning to speak concretely to each otherSharing our feelings and thoughts as a way to let others know usSeriously considering my own spiritual formation and how God might use me to effectively minister to others.As a participant, I understand and accept that I have the responsibility for self-examination and making changes. Toward this end I will be proactive (initiating) rather than solely reactive, or even inactive. As part of this sharing and skill building group experience, I may bring personal issues into the dialogue and conversations. By enrolling in this course, I am agreeing to this type of interpersonal communication and exploration that may tend at times to be emotional or stressful. There is no requirement in this course for “deep,” personal self-disclosure. The agreement is that as a participant, I will attempt to be honest and genuine, set appropriate personal boundaries for a graduate course experience, and engage reasonably with other participant. If I have a difficulty or question with any portion of this agreement or in the implementation of it, I agree to discuss this with Dr. Donald A. Lichi directly and/or with a designated member of Trinity Evangelical Divinity School. Name Printed ___________________________________ Name Signed ____________________________________Date _________________SELF-ADMINISTERED LIFE STYLE ANALYSISThe Self-Administered Life Style Analysis (SALSA) is an instrument designed to elicit personal life style information—that is, information about how you view a variety of different life areas. More specifically, you will be asked to indicate: (a) your view of yourself, others, and life in general; (b) your approach to the life tasks of work, social, and love relationships; (c) your descriptions of and relationships with parents and siblings; and (d) some of your early memories.Instructions: Please respond to each of the following statements, providing the requested information. Write approximately one paragraph per statement for Sections I, II, and IV, and two paragraphs per statement for Section III. You will find three questions following every statement; these are meant merely to assist you in better understanding the statement should it seem vague. Therefore, feel free to use or not use the various questions, responding as you see fit.SECTION I. (Write 1 paragraph each for A, B and C)Your View of Self Indicate briefly how you currently see yourself as an individual. What are some of the strengths you consider yourself to possess? What are some of the obstacles that inhibit your growth? What are some of the behaviors or traits that seem to summarize you as a person? Your View of OthersShare the impressions or thoughts you have when you think of people in general. In other words, do you perceive others as basically trustworthy and good, self-serving and egocentric, or something in-between? Around people, are you usually at ease, tense, or on guard? When you think of individuals as a whole, what comes to mind?Your View of LifePoint out some of the basic assumptions, or general ideas, you have toward life. Does the world seem like a fair, impartial, or unfair place to you? Do you see yourself as having, or not having, control in relation to the world about you? Do you view the world as being a comfortable, or somewhat uncomfortable, place as you move about from day to day? SECTION II. (Write 1 paragraph each for A, B and C)Your Approach to WorkState briefly how you feel toward the work/school in which you are involved. What do you like about work/school? What do you not like about work/school? What are your feelings toward your work/school experience as a whole?Your Approach to Social RelationshipsProvide some information as to how you approach your social relationships. How do you feel when you interact with others socially? Are you someone who initiates, follows, or some combination thereof, in your inter-personal relationships? How would you characterize yourself in the relationships you have?Your Approach to Love RelationshipsIndicate how you view your love relationships. How do you feel about the intimate relations in which you now are involved or have been involved? Do you consider yourself openly expressive, reserved, or unexpressive when interacting in love relationships? How would you describe yourself in pastor or current relations?SECTION III. (Write 2 paragraphs each for A, B and C)Description of your father, and your relationship with your fatherShare a description of how you perceive your father (1 paragraph) and your relationship with him (one paragraph). (Please indicate his age)Is your father loving and caring, somewhat concerned, or distant and aloof?Does he seem to have time for you; is he usually busy, or do others seem to receive more attention from him than you?How does your father seem to function in the world about him?Description of your mother, and your relationship with your motherShare a brief description of how you perceive your mother (1 paragraph) and how you view your relationship with her (one paragraph). (Please indicate her age)Does your mother tend to be a dominant, submissive, or cooperative individual?How does she act toward, and interact with, you as a person?How would you characterize your mother as approaching and coping with life?Description of your sibling(s), and your relationship with your sibling(s)Describe what your brother(s) and sister(s) are like (1 paragraph). Describe what kind of relationships you have with your siblings (1 paragraph). (Indicate their ages as you refer to them.)Which siblings do you tend to get along with, or not get along with, and why?What has life been like in growing up with your brothers and/or sisters?How do you see you and your siblings as functioning collectively? (Note: If you are an only child, describe your relationships with close peers or individuals who were like brothers and/or sisters to you.)SECTION IV. (Write 1 paragraph for each early recollection and/or development)Early recollections (ERs) are early memories/crises that (a) occur before the age of eight; (b) can be visualized; and (c) are single, specific incidents. For example, an early recollection could run somewhat as follows: “Once, when I was about six, my father slipped up on my brother and me while we were playing. We were both surprised. Then, he told us he was going to take us to the circus later that afternoon. My brother and I were pleased.”This merely serves as an example to give you some idea of what an early recollection is—a specific, visualizable event occurring before the age of eight. Your memories can be expected to vary, and may include a variety of emotions such as ecstasy, contentment and/or depression. Please provide as much details as possible in each recollection, indicating your thoughts, feelings, and/or actions. After the memory has been written out, identify the age at which the recollection occurred and what aspect of it is most vivid for you. (Rev. 3.17).Finally, include in your SALSA examples of personal, developmental, situational, congregational or other types of "crises" in your life. How did you deal with the crisis then? How do you deal with the crisis now? What did you learn from the crisis experience? How have you managed to develop a "theodicy" that allows you to live more fully in the present despite the crisis? ................
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