Issues in Crisis Intervention (Theory and Method)



Summer 2010

Southern Connecticut State University

Counseling and School Psychology

CSP 549: Issues in Crisis Intervention (Theory and Method)

Course Description: CSP 549 Issues in Crisis Intervention (Theory and Method)

A course specifically designed to give the counselor/therapist a theoretical and practical background in crisis intervention in both school and community settings. Prerequisite: CSP 550 or equivalent and departmental permission. Scheduled summer semesters. 3credits.

Methods of Instruction

Lectures and topical presentations

Vignette case analysis

Video and multimedia

• eLearning VISTA online threaded discussions

Content Areas and Desired Knowledge/Skill Outcomes

As a result of this course, students will acquire the following knowledge and skills according to the 2009 CACREP Standards:

| |Knowledge/Skill Outcomes |CACREP Common Core |CMHC Domains |Related Assignments |

| | |Curricular Areas |(Section III.CMHC.A-L) | |

|1 |Counselors’ roles and responsibilities as members of an |1C | |Quizzes |

| |interdisciplinary emergency management response team during a | | | |

| |local, regional, or national crisis, disaster or other | | | |

| |trauma-causing event | | | |

|2 |Effects of crisis, disasters, and other trauma-causing events on|3C | |Quizzes |

| |persons of all ages | | | |

|3 |Crisis intervention and suicide prevention models, including the| |5G |Quizzes |

| |use of psychological first aid strategies | | | |

|4 | Understands the impact of crises, disasters, and other | |A9 |Quizzes, Personal |

| |trauma-causing events on people | | |Reflection Paper |

|5 |Understands the operation of an emergency management system | | |Quizzes |

| |within clinical mental health agencies and in the community | |A10 | |

|6 |Understands the principles of crisis intervention for people | |C6 |Quizzes |

| |during crises, disasters, and other trauma-causing events | | | |

|7 |Understands appropriate use of diagnosis during a crisis, | |K5 |Quizzes |

| |disaster, or other trauma-causing event | | | |

Required Texts:

• James, R. K. (2008). Crisis intervention strategies (6th ed.). Belmont, CA: Thomson Brooks/Cole. ISBN 0-495-10026-9. (Approximate cost: $81-used - $118 new).

• Readings available electronically via eLearning VISTA on the SCSU website

PRODUCTION REQUIREMENTS

Students are evaluated based upon the following:

Quizzes (30 points each)

There will be 3 quizzes consisting of various types of questions (true/false and multiple choice). Quizzes will be based upon readings and class discussion. Quizzes may not be rescheduled.

Personal Reflection Paper (120 points)

Students will submit a two-three page, double-spaced paper. The paper will focus on a crisis that was most challenging or difficult to learn about and/or a crisis the student anticipates will be challenging to cope with in future clinical situations. The student should explain his/her personal reactions to the crisis and clearly present a plan for coping with personal feelings, countertransference, or other issues as they may arise in the future. This plan should include strategies for self-care related to clinical practice with the crisis described in the paper. The paper should be written in first-person.

|120 points possible |High Mastery |

|Up to 35 |Personal reflection on a crisis is clearly evident, with insight into personal dynamics |

|points | |

|Up to 35 |Plan for coping with personal feelings, countertransference, or other issues is appropriate, |

|Points |insightful, and clearly explained, along with self-care strategies |

|Up to 30 points |Paper is clear, concise and thorough, with few spelling, punctuation, or grammar errors |

|Up to 20 points |Paper is at least two pages and no more than three pages in length |

Crisis Interview Recording

On multiple occasions, students will have the opportunity to video-record a session demonstrating their crisis counseling skills. The video-recordings will be peer-evaluated. Students are evaluated on two roles: as peer reviewer/observer and as interviewer. As peer-reviewers/observers, students are required to provide meaningful feedback using the attached peer feedback form. As interviewers, students are expected to make their best effort to apply class-related clinical knowledge and crisis interview skills. Each peer feedback form will be evaluated by the instructor. The instructor may also personally review the student video as appropriate.

Class Participation In Campus Classroom (120 points)

Active Participation:

Clinical Mental Health Counseling courses require active collaboration and participation of all students. This includes completing all assigned readings, paperwork, and activities prior to class and arriving to class ready to discuss issues relevant to the internship experience. Failure to actively participate will result in a lower grade as determined by the instructor.

Attendance:

Students may not miss more than one half of one class meeting.

Students should call ahead to the instructor in advance of any absences from class. If the student is absent for more than one half of a class meeting and/or has multiple tardies, the instructor may give a grade of C or below or require that the course be repeated. In some circumstances, the instructor reserves the right to deduct points from the final grade for two or more absences from class and/or multiple tardies.

Class Participation On-line (120 points)

This course is a hybrid course. This means that a significant portion of meaningful work will be done on-line via eLearning VISTA. Class participation in the online environment is evaluated based on the student’s demonstration of knowledge, depth of personal reflection, and application of course-related skills. In the case of electronic threaded postings, this means adhering to the assignment in all ways. Students must make the specified number of postings, respond to classmate comments, revisit the site as instructed, and provide thoughtful comments of an appropriate length.

EVALUATION:

|CSP 595 Final Grade Calculations | |Grading Scale |

|Quiz #1 |30 | |100-95% |A |

|Quiz #2 |30 | |94-90% |A- |

|Quiz #3 |30 | |89-85% |B+ |

|Personal Reflection Paper |120 | |85-80% |B |

|Crisis interview video recording |50 | |79-75% |B- |

|Class Participation (in campus classroom) |120 | |74-70% |C |

|Class Participation (online) |120 | | | |

|Total Possible Points |500 | | | |

SCSU Disability Resources

I believe in providing reasonable accommodations for students with documented disabilities on an individualized and flexible basis. If you are a student with a documented disability, the university’s Disability Resource Center (DRC) determines appropriate accommodations through consultation with the student. Before you may receive accommodations in this class, you will need to make an appointment with the Disability Resource Center, located in EN C-105A. To speak with me about other concerns, such as medical emergencies or arrangements in case the building must be evacuated, please make an appointment as soon as possible. My office location and hours is listed above.

Academic Honesty Statement

The structure of academic and social life at the University and within the Department is built and maintained on individual academic and personal honesty. The Department and University are committed uncompromisingly to sustaining and perpetuating academic honesty. Individuals who violate academic honesty are subject to a failing grade and/or dismissal from the program.

According to the University, behaviors that may be considered in violation of academic honesty include the following:

1. Use of any form of illicit aids during exams;

2. Giving or receiving aid during exams;

3. Copying from another student’s examination, term paper, laboratory report, etc.;

4. Falsification of work or records;

5. Theft of course materials by any means;

6. Plagiarism, which refers to failing to give credit whenever you use the following:

· Another person's idea, opinion, or theory;

· Any facts, statistics, graphs, drawings--any pieces of information--that are not common knowledge;

· Quotations of another person's actual spoken or written words; or

· Paraphrase of another person's spoken or written words.

References

Agar, K. & Read, J. (2002). What happens when people disclose sexual or physical abuse to staff at a community mental health centre? International Journal of Mental Health Nursing, 11, 70-79.

Brown, G. K., Henriques, G. R., Sosjdan, D., & Beck, A. R. (2004). Suicide intent and accurate expectations of lethality: Predictors of medical lethality of suicide attempts. Journal of Consulting and Clinical Psychology, 72(6), 1170-1174.

Cavaiola, A. A., & Colford, J. E. (2006). A practical guide to crisis intervention. Lahaska Press: Boston, MA.

Dass-Brailsford, P. (Ed)., (2010). Crisis and disaster counseling: Lessons learned from hurricane Katrina and other disasters. Thousand Oaks, CA: Brooks/Cole.

Gist, R., & Lubin, B. (Eds.). (1989). Psychological aspects of disaster. New York: John Wiley & Sons.

Greenstone, J. & Leviton, S. (2002). Elements of crisis intervention: Crises and how to respond to them. Pacific Grove, CA: Brooks/Cole.

Haggard-Grann, U. (2007). Assessing violence risk: A review and clinical recommendations. Journal of Counseling and Development, 85, 294-301.

Hunter, S. V. (2006). Understanding the complexity of child sexual abuse: A review of the literature with implications for family counseling. The Family Journal 14(4), 349-358.

IPRC. (2001). Workplace violence: A report to the nation. Available online at public-health.uiowa.edu/iprc/NATION.PDF

Kanel, K. (2003). A guide to crisis intervention. Pacific Grove, CA: Brooks/Cole.

Kleespies, P. M., & Dettmer, E. L. (2000). An evidence-based approach to evaluating and managing suicidal emergencies. Journal of Clinical Psychology, 56(9), 1109-1130.

McAdams, C. R., & Keener, H. J. (2008). Preparation, action, recovery: A conceptual framework for counselor preparation and response in client crisis. Journal of Counseling and Development, 86, 388-398.

Myer, R. (2001). Assessment for crisis interventions: A triage assessment model. Belmont, CA: Brooks/Cole.

NIOSH. (1999). Stress at work. Available online at

NIOSH. (2002). Violence: Occupational hazards in hospitals. Available online at

OSHA. (2004). Guidelines for preventing workplace violence for health care and social service workers. Available online at

McCloskey, K., & Grigsby, N. (2005). The ubiquitous clinical problem of adult intimate partner violence: The need for routine assessment. Professional Psychology: Research and Practice, 36(3), 264-275.

Myer, R. A., & Moore, H. B. (2006). Crisis in context theory: An ecological model. Journal of Counseling and Development, 84(2).

Roberts, A. (2005). Crisis intervention handbook, assessment, treatment, and research (3rd ed.). New York, Oxford University Press.

Sandoval, J., Scott, A. N., & Padilla, I. (2009). Crisis counseling: An overview. Psychology in the Schools 46(3), 246-256.

Schiefelbein, V. L. (2002). Rape and sexual assault. In S. J. Sandoval (Ed)., Handbook of crisis counseling, intervention, and prevention in the schools (2nd ed.), pp. 359-392. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

Torrey, E. F., & Zdanowicz, M. (2001). Outpatient commitment: What, why, and for whom. Psychiatric Services, 52(3), 337-341.

Young, A. T., Fuller, J., & Riley, B. (2008). Elder abuse and neglect: Causes and consequences. Journal of Geriatric Psychiatry, 30(1), 153-174.

Young, A. T., Fuller, J., & Riley, B. (2008). On-scene mental health counseling provided through police departments. Journal of Mental Health Counseling, 30(4), 345-361.

Recommended Websites

American Counseling Association -

Connecticut Department of Public Health (DPH) – Click on: 1) Licensing and Certification, 2) Health Care Practitioners, 3) Counselor Licensure - Professional

Council for Accreditation of Counseling & Related Educational Programs -

Counseling Resources on the Internet -

National Board for Certified Counseling -

National Institute of Mental Health- nimh.

National Alliance on Mental Illness (NAMI) -

Red Cross – Disaster Mental Health Services

Substance Abuse and Mental Health Services Administration -

CSP 549 Issues in Crisis Intervention

TENTATIVE COURSE SCHEDULE

(This syllabus is subject to change at the discretion of the instructor.)

|Session |Date |Topics |Readings |Assignments |

|1 | |Introductions, orientation to the course and syllabus |James, chpt. 1, 2, 3, 4 |(in class peer-reviewed interview |

| | |review | |practice) |

| | |Intro to crisis intervention: history, theories, and | | |

| | |models | | |

| | |Culturally-aware crisis intervention approaches | | |

| | |Basic crisis intervention skills and crisis case | | |

| | |handling | | |

|2 | |Disaster response: guest speaker Dave Denino 8:30, Red |James chpt. 6, 7, 16 |Quiz #1 (chpts. 1-4) |

| | |Cross | |(in-class peer-reviewed interview |

| | |Posttraumatic stress disorder and diagnosis in crisis | |practice) |

| | |situations | | |

| | |Lethality: suicide and homicide | | |

|3 | |Bereavement and grief: guest speaker Michelle Lawler |James, chpt. 8, 11 |Quiz #2 (chpts. 6, 7, 26) |

| | |1:00, SCSU Counseling Services | |(in-class peer-reviewed interview |

| | |Sexual assault | |practice) |

|4 | |Partner violence |James chpt. 9, 15 |Quiz #3 (chpts. 8, 11) |

| | |Child and elder abuse and neglect |Cavaiola & Colford, 2006, chpt. 3 | |

| | |Compassion fatigue, vicarious traumatization, and | | |

| | |self-care | | |

| | |Course wrap-up | | |

| | |Course evaluation | | |

| |Post-Class |Online threaded discussion postings due by 5:00pm on | | |

| |Tasks |6/16/10 (minimum two visits): more details to be | | |

| | |provided in class | | |

| | |Submission of personal reflection paper due on 6/18/10 | | |

Southern Connecticut State University

Department of Counseling and School Psychology

CSP 549 – Crisis Counseling Sessions Rating Short Form

Counselor Trainee’s Name:_________________________________________ Date:_______________________

Source: ___Audio Recording ___Video Recording ___DVD ___Direct Observation ___Other (specify)_______

1. Please check either yes (Y), no (N) or not applicable (NA) in front of the skill/competency you are observing.

2. Rate skill/competency on a scale of 3 to 1 (3 is excellent and 1 is poor).

3. Write brief comments on the skill/competency you are observing.

|Skill/Competency |Yes |No |NA |Rate 3-----1 |Notes |

| | | | | | |

|Entry Behavior/ | | | | | |

|Structuring | | | | | |

| | | | | | |

|Silence | | | | | |

| | | | | | |

|Ensure client safety | | | | | |

| | | | | | |

|Provide support | | | | | |

| | | | | | |

|Examine alternatives | | | | | |

| | | | | | |

|Make plans | | | | | |

| | | | | | |

|Obtain commitment | | | | | |

| | | | | | |

|Closure | | | | | |

Areas for Growth (identify at least two areas):

___________________________________________________________________________________________

___________________________________________________________________________________________

Areas of Strength (identify at least two areas):

___________________________________________________________________________________________

___________________________________________________________________________________________

Rater’s Name:__________________________________________ Date:___________________

Updated 6-24-10

-----------------------

Instructor: Louisa L. Foss, PhD, NCC, LPC

Email: fossl1@southernct.edu

Office: 115 A Davis Hall

Office Hours:

Phone: 203-392-5154

Meeting Location:

Meeting Times:

Credits: 3

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download