Adams’ Crisis Intervention Summer 2008 Pg 1
Texas Woman’s University
College of Professional Education
Department of Family Sciences
FS 5173 Crisis Intervention Counseling
Summer 2008
Instructor: / Susan Adams, PhD, LPC / Office: / HDB 213BPlace: / HDB 004 / Email (home): (preferred) /
Dates Time: / Fridays: 5:00 – 9:00 p.m.
Saturdays: 9:00 – 5:00 p.m. / Email (office):
Phone: /
(940) 898-2692
Text: Kanel, K. (2007). A guide to crisis intervention (3rd ed.). Belmont, CA: Brooks/Cole.
State Standards and Professional Guidelines Alignment:
Competency 004: Program management; Competency 006: Responsive services; Competency 007: Individual planning; Competency 008: Assessment; Competency 011: School-community relationships; Competency 012: Ethical, legal and professional standards.
Course Objectives:
1) Develop understanding of fundamental concepts, theories, strategies, and counseling skills needed to conduct effective crisis intervention.
2) Develop an understanding of the background, dynamics, and counseling intervention methodologies needed to effectively help individuals or groups in crisis.
3) Develop an understanding of the process of prevention, intervention, and postvention in crisis counseling.
4) Empower counselors to progress toward more proactive, preventive and creative initiatives in crisis intervention.
Purpose:
The purpose of this course is to prepare you for dealing with the inevitable crisis situations you will encounter as a counselor. We will spend time reflecting on how people deal with crises, exploring your own crisis experiences, and starting to develop your skills in crisis intervention. You will also examine some of the relevant research on crises, resolution, and resilience. However, your major focus throughout the course will be on learning the practical skills of helping people in crisis.
You may find this course to be emotionally challenging. You will have to think about painful experiences, face some difficult issues, examine your own strengths and vulnerabilities, and try out new ways of helping others. All of us have been through crises ourselves, but if you currently are in a crisis situation, you should carefully consider if you are able right now to handle the extra challenges of this course. If at any time you find yourself struggling emotionally, please alert the professor. It is very important to self-monitor!!!
Course Requirements: In addition to reading the text (as outlined in tentative schedule, grades will be based on the following assignments.
1) Tests (25 points each). Three tests will be given at the beginning of class each Friday night. They will be multiple choice and / or matching questions based on the previous week-end’s reading and lecture notes.
2) Attendance and class participation (20 points). Attend each class meeting and actively participate in class discussions and activities. Because of the condensed component of this class, students who miss four (4) hours of class or fail to meet the participation requirements on one (1) assignment (or combination thereof ) may drop one (1) letter grade. Students who miss six (6) hours of class or fail to meet the participation requirement on two (2) assignments (or combination thereof) will be administratively dropped from class.
3) Movie Crisis Paper (100 points)
Watch a movie from the “selected list” or with prior approval of the instructor. Write a 4-6 page paper (with APA title page) and identify: (1) who is in crisis (may be more than one, but primary one), (2) the nature of the crisis, (3) the course of the crisis, (4) apply crisis intervention model, (5) identify potential resources needed, (6) discuss the person’s attempt at coping with the crisis (whether effective or not), and (7) identify (a list) of potential issues that the person might need to address if referred for counseling – and why. Some latitude will be given for interpretation. Minimum of 2 professional journal articles are required to support aspects of the paper. Articles must be included with the paper.
4) Reflection Papers (10 points each). Personal reflection papers are an opportunity for you to reflect on your thoughts and emotions about the readings and/or class (e.g., lecture, activities, speakers, etc.) and are an avenue for personal and professional growth. Effective crisis intervention requires that you must know yourself and what personal “issues” that might come up for you. They are not research papers and do not require a trip to the library or academic citations and references. Instead they are about you and your emotional reactions as you look inside yourself and struggle to tolerate more anxiety and to accept life on life’s terms—to develop greater integrity. These are designed to identify and explore personal attitudes, values, and behaviors that can impede or enhance the counseling experience with your clients. They will be graded on both quality and quantity of self-reflection. Do not just cognitively discuss what we covered in class or what the author states. (Points will be subtracted.) Papers should be 2-3 pages.
5) Crisis Intervention Demonstration Video and Handout (Group Assignment)
Ø Form groups of 5-6 people. Submit names of your “crisis team” at the end of first class.
Ø Create a 15-20 minute crisis intervention demonstration video with a crisis scenario (selected from list below or another topic with approval of instructor) and an intervention script (roles in video) which includes ALL individuals in your group.
Ø As part of script development, team members must find appropriate professional references (minimum of 1 per group member) plus the text and lecture notes to clearly identify specific issues, concerns, and appropriate interventions.
Ø Each group will present the video to the class as if the class were a consultation team and provide appropriate discussion of key factors identified in the film. Every member of the group must be actively involved in the presentation.
Ø Presentations must include power point.
Ø Handouts that educate the class must also be provided, including a reference page that identifies the person who was responsible for that particular reference.
Ø Total time for each presentation will be approximately 1 hour (including about 10 minutes for processing the activity), but final allocation will be determined by the number of groups.
Ø Written materials associated with your presentation and a copy of your power point slides must be submitted to the professor Friday, July 25.
Potential Topics: (topic not from list must be approved by professor by June 7)
Addiction Crisis / Violent Death (homicide) / War / Hostage Taking
Hate Crime / Vicarious Traumatization / Compassion Fatigue / Natural Disaster
Terrorism / Terminal Illness/ Sudden Death / Childhood Abuse
Grading will be based on:
Film:
Ø Creativity of the scenario
Ø Clear identification of the crisis and crisis behavior
Ø Appropriateness of the intervention(s)
Presentation:
Ø Presentation of the crisis to the class (Crisis team)
Ø Questions for the Consultation Team (class)
Ø Appropriateness of the handout
Ø Effectiveness and use of power point to add to the presentation
Evaluation Criteria:
Tests (3 worth 25 points each) / 75Class Participation / 20 / 270 - 300 = A
Movie Crisis Paper / 100 / 240 – 269 = B
Reflection Papers (3 worth 10 points each) / 30 / 210 – 239 = C
Group Assignment (Video & Presentation) / 75 / 180 – 209 = D
Total Possible Points / 300 / Below 180 = F
Please note that out of respect for the professor and fellow students in the class, cell phones and electronic paging devices are to be turned off or to the “no sound” position during class.
Tentative Schedule
June 6 (Friday) / Chaps 1 - 2June 7 (Saturday) / Chaps 3 -5
June 20 (Friday) / Chaps 6 & 7 / Test
June 21 (Saturday) / Chaps 8, 9
July 11 (Friday / Chaps 10 & 12 / Test
July 12 (Saturday) / Field Trip / Crisis Movie Paper Due
July 25 (Friday) / Chapter 11 (not on test) / Test
July 26 (Saturday) / Presentations
Bibliography
American Red Cross. (2001). Emotional health issues for victims. Web site: www.trauma-pages.com/notalone.htm
Arrendondo, P., Toporek. R., Brown, S. P., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalizations of the multicultural counseling competencies. Journal of Multicultural Counseling and Development, 24, 42-78.
Baker, C. (1991). An AIDS diagnosis: Psychological devastation! California Therapist, 3 (5), 66-67.
Cavaiola, A. A., & Colford, J. E. (2006). A practical guide to crisis intervention. Boston: Lahaska Press.
Davidson, P. W. (1999). Characteristics of older adults with intellectual disabilities referred for crisis intervention. Journal of Intellectual Disability Research, 43, 38-47.
Echterling, L. G., Presbury, J., & McKee, J. E. (2005). Crisis intervention: Promoting resilience and resolution in troubled times. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Gomez, J. S., & Michaelis, R. C. (1995). An assessment of burnout in human service providers. Journal of Rehabilitation, 61, 23.
Graham, R. (1989). Adult day care: How families of the dementia patient respond. Journal of Gerontological Nursing, 15(3), 27.
Greenstone, J. L., & Leviton, S. C. (2002). Elements of crisis intervention. Pacific Grove, CA: Brooks/Cole.
Kruger, L. J., Bernstein, G., & Botman, H. (1995). The relationship between team friendships and burnout among residential counselors. Journal of Social Psychology, 135, 191.
Lancer, D. (2004). Recovery in the twelve steps. The Therapist, 16(6), 68-71.
Lindermann, E. (1944). Symptomatology and management of acute grief. American Journal of Psychiatry, 101, 141-148.
Los Angeles County Department of Mental Health. (2001). Critical incident stress information sheet. Available at: www.trauma-pages.com/cisinfo.htm.
Nock, M. K., & Prinstein, M. J. (2004). A functional approach to the assessment of self-mutilative behavior. Journal of Counseling and Clinical Psychology, 72 (5), 885-890.
Westefeld, J. S., Range, L. M., Rogers, J. R., Maples, M. R., Bromley, J. L., & Alcorn, J. (2000). Suicide: An overview. The Counseling Psychologist, 28, 445-510.
Wiger, D. E., & Harowski, K. J. (2003). Essentials of crisis counseling and intervention. Hoboken, NJ: John Wiley & Sons.
Young, M. E., Nosek, M. S., Howland, C. A., Chanpong, G., & Rintala, D. H. (1997). Prevalence of abuse of women with physical disabilities. Archives of Physical Medicine and Rehabilitation, 78, 534-538.
Disability Statement: Students with Disabilities
If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, 940-898-3835, ) in order to obtain the required official notification of your accommodation
needs. Please plan to meet with JoAnn Nunnelly, Director of Disability Support Services, to discuss approved accommodations and how your course requirements and activities may impact your ability to fully participate. She is available by appointment or during office hours in CFO 106 or by phone at (940) 898-3835 or tty (940) 898-3830.
Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman’s University Non-Discrimination Policy. The faculty actively seeks enrichment through the strength, power, and wisdom of diversity.
Plagiarism Policy
According to the Webster’s New Collegiate Dictionary (1997), plagiarism is defined as stealing the ideas or words of another and using them as one’s own – either intentionally or unintentionally. In other words, literary theft. The fifth edition of the APA manual warns that professionals “. . . do not claim the words or ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact words of another” (p. 349). Plagiarism is applicable to words, ideas, and/or writings. Using someone else’s ideas or words, without giving credit to the author / source, makes you guilty of intellectual theft and will NOT be tolerated in the program.
Academic Cheating
According to the 2005-2006 TWU Student Handbook “cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments, intended to be individually completed. . . . Dual submission of a papers or project, or resubmission of a paper or project to a different class without express permission from the instructor(s0 also constitutes cheating” (p. 133).