Subject Area - Course Number:COUNSED 716 Cross-Listing:NA

University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:{Select from drop-down list} 2123 (Summer 2012)2127 (Fall 2012)2130 (Winterim 2013)2131 (Spring 2013)2133 (Summer 2013)2137 (Fall 2013)2140 (Winterim 2014)2141 (Spring 2014)2143 (Summer 2014)2147 (Fall 2014)2150 (Winterim 2015)2151 (Spring 2015)2153 (Summer 2015)2157 (Fall 2015)2160 (Winterim 2016)2161 (Spring 2016)2163 (Summer 2016)2167 (Fall 2016)2170 (Winterim 2017)2171 (Spring 2017)2173 (Summer 2017)2177 (Fall 2017)2180 (Winterim 2018)2181 (Spring 2018)

Subject Area - Course Number:COUNSED 716 Cross-listing:NA

(See Note #1 below)

Course Title: (Limited to 65 characters)Crisis Intervention and Trauma Counseling

25-Character Abbreviation: Crisis Intervention

Sponsor(s): David Van Doren,

Department(s):Counselor Education

College(s):{Select from drop-down list} Arts and CommunicationBusiness and EconomicsEducationLetters and SciencesInterdisciplinaryGrad Studies & Cont Ed

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments: Psychology

Programs Affected:None

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:COUNSED 718 and COUNSED 722 corequisites

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location

College:{Select from drop-down list} Arts and CommunicationBusiness and EconomicsEducationLetters and SciencesGrad Studies and Cont EdInterdisciplinary Dept/Area(s):Counselor Education

Instructor:David Van Doren

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option: Select one:NoneGAGEGHGLGIGMGPGS

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:0.0Total lecture hours: 48

Number of credits:3.0Total contact hours:48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:1.0No of credits in major: 3.0

No of times in degree:1.0No of credits in degree:3.0

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Proposal Information: (Procedures for form #3)

Course justification: This course meets the Council for Accreditation of Counseling and Related Educational Programs (CACREP) requirements to address crisis intervention.

Relationship to program assessment objectives: This course will address a need in the counseling department to help our students to effectively address crises. This has become more prominent in our society and counselors have been called on to help reduce the impact of traumatic situations.

Budgetary impact: No additional faculty lines are requested in this transition. Course rotations will be set up to ensure effective learning for all students while minimizing the need for additional staff. Students will still complete the program in three years (if full time), and faculty will continue to teach 12 credits each semester (with redirected time for tenure-track faculty as negotiated with Dean).

Course description: (50 word limit)

This course will present counseling approaches which effectively address crises. The course will examine the impact of trauma and crisis and potential neurobiological responses. Students will gain knowledge and skills useful in assessing and intervening in crises and explore the application of these skills in addressing specific crisis situations.

If dual listed, list graduate level requirements for the following: NA

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:

1. Understands the impact of crises, disasters, and other trauma-causing events on people of all ages (CACREP 2009 standard G 3. c and CMHC standard A. 9.).

1. Understands the operation of an emergency management system within clinical mental health agencies and in the community (CACREP 2009 standard CMHC A. 10.).

1. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events (CACREP 2009 standard CMHC C. 6.).

1. Demonstrates the ability to use procedures for assessing and managing suicide risk. (CACREP 2009 standard CMHC D. 6.).

1. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing events (CACREP 2009 standard CMHC K. 5.).

1. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events (CACREP 2009 standard CMHC L. 3.).

1. Understands the potential neurobiological impact of crisis and trauma (CACREP 2009 standard G. 3. b.).

1. Demonstrates essential counseling skills effective in crisis intervention (CACREP 2009 standard G. 5 c.).

1. Understands crisis intervention and suicide prevention models, including the use of

psychological first aid strategies (CACREP 2009 standard G. 5 g.).

1. Understands and demonstrates effective self-care strategies appropriate to the counselor role (CACREP 2009 standard G. 1. d.).

1. Understand ethical and legal considerations in crisis intervention and trauma counseling (CACREP 2009 standard G 1. j).

COUNSED 716 Crisis Intervention and Trauma Counseling

Course Description: This course will present counseling approaches which effectively address crises. The course will examine the impact of trauma and crisis and potential neurobiological responses. The students will gain knowledge and skills useful in assessing and intervening in crises and explore the application of these skills in addressing specific crisis situations such as, suicide, homicide, intimate partner violence, sexual assault, natural disasters and terrorism. Students will examine the implications for assessment and intervention in the midst of a crisis and learn self-care strategies.

Instructor: David Van Doren, Ed.D., LPsy, LPC, NCC, CCMHC, MAC

Office Hours: Monday 9:30-11:30AM, Tuesday 3:00-5:30, Wednesday Noon-1:30 or by

appointment, please e-mail or call to set up a time.

Office Location: Winther Hall, Rm. 6040

Office Telephone: 262-472-1035; Home: 262-473-7029; Email:

Our conceptual framework, The Counselor is a Reflective Facilitator, is the underlying structure in our counselor preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our counselor education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.

Course Objectives:

1. Understands the impact of crises, disasters, and other trauma-causing events on people of all ages (CACREP 2009 standard G 3. c and CMHC standard A. 9.).

1. Understands the operation of an emergency management system within clinical mental health agencies and in the community (CACREP 2009 standard CMHC A. 10.).

1. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events (CACREP 2009 standard CMHC C. 6.).

1. Demonstrates the ability to use procedures for assessing and managing suicide risk. (CACREP 2009 standard CMHC D. 6.).

1. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing events (CACREP 2009 standard CMHC K. 5.).

1. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events (CACREP 2009 standard CMHC L. 3.).

1. Understands the potential neurobiological impact of crisis and trauma (CACREP 2009 standard G. 3. b.).

1. Demonstrates essential counseling skills effective in crisis intervention (CACREP 2009 standard G. 5 c.).

1. Understands crisis intervention and suicide prevention models, including the use of

psychological first aid strategies (CACREP 2009 standard G. 5 g.).

1. Understands and demonstrates effective self-care strategies appropriate to the counselor role (CACREP 2009 standard G. 1. d.).

1. Understand ethical and legal considerations in crisis intervention and trauma counseling (CACREP 2009 standard G 1. j).

Text: James, R. K. & Gilliland, B. E., (2013). Crisis Intervention Strategies, 7th Edition. Belmont, CA: Brooks/Cole.

Methods of Instruction: Instruction will be lecture/discussion, small group discussion, and experiential learning through the use of a variety of exercises and exploration. All readings should be done prior to class and questions related to the class be brought to the class for discussion. There will be sensitive issues discussed in this class. Respect and confidentiality will enhance the freedom to share. Each person needs to be responsible for the development of appropriate boundaries around their particular issues.

*Readings are to be completed prior to class. Students are responsible for all materials presented in texts and assigned articles. Not all assigned materials will be covered in lectures.

*The reading/class discussion schedule provided below may be altered; students will be notified of significant changes.

Some readings may lead to strong emotions and associations within class members. Class members therefore, should take care to monitor their responses to these articles and assigned readings. Provided there is adequate comfort and sense of trust, such responses should be incorporated into class discussions. This is up to the personal discretion of the student. I will be available to discuss associated feelings/thoughts as needed. Self- care is very important while addressing crisis and trauma.

Evaluation: Course Evaluation will be done via essay/multiple choice exams given at the mid-term and final class periods. There will also be a research paper focused on a specific topic related to Crisis Intervention and Trauma. Class participation is required and students can earn up to 50 points by attending all classes and being an active participant.

Mid Term Exam100 points

Final-Exam100 points

Research paper100 points

Participation in crisis training program 50 points (online and live possibilities to be outlined in class)

Class Attendance /Participation 50 points

Total = 400 points

A=375 points or more

AB=355 - 374

B=335 - 354

BC=320 - 334

C=290 – 319

F=<290

Research Paper: Examine a specific topic within Crisis Intervention and Trauma which is of interest to you. Your paper should explore an effective approach(s) to a specific crisis or trauma. The paper should be 10-15 pages with at minimum10 journal articles and/or books on the subject. Wikipedia, newspapers and magazines such as Newsweek, Time, etc. will not count as part of these ten, since they would not be journals related to the helping professions. Specific professional websites and articles found on those sites will count. Interviewing a mental health professional who has engaged in disaster relief would enhance the paper. All papers should be well-researched and referenced. Use the APA referencing format. A reference list should be included.

An average grade (AB) would include a well-written document, which provides a synopsis of a variety of professional sources (10-12) with very few grammatical errors. A’s would necessitate exceptional writing and more sources. All papers will be submitted via the drop box on D2L, no papers will be allowed to be submitted via e-mail. Drop box will run the paper through Turnitin which will analyze the paper to determine similarities with other papers found on the Internet. This will catch most plagiarism, so make sure you use your own synopsis and not other people’s words, unless you use quotations. The paper should be primarily your synopsis and not a string of quotations. Synthesize, summarize, and cite!

Tentative Schedule

Week oneIntroduction

Week TwoApproaches to Crisis Intervention & Culturally Effective Helping, Chapters 1& 2

Week ThreeIntervention and Assessment Models and Tools, Chapters 3 & 4

Week FourNeurobiology relevant to crisis and trauma

Week FiveHandling a crisis, Chapter 5

Week SixTelephone and Online Crisis Counseling, Chapter 6

Week SevenMid-Term

Week EightSpecific Crises: PTSD, Chapter 7

Week NineSpecific Crises: Lethality: Suicide and Homicide, Chapter 8

Week TenSpecific Crises: Sexual Assault & Partner Violence, Chapters 9 & 10

Week ElevenCrisis of Addiction & Personal Loss, Chapters 11 & 12

Week TwelveCrisis in Schools and Communities/ Violent Behaviors in Institutions, Chapters 13 & 14

Week ThirteenVicarious Trauma, Chapter 16

Week FourteenDisaster Response, Chapter 17

Week FifteenFinal

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

Brenner, L.A. & Barnes, S. M. (2012). Facilitating treatment engagement during high-risk

transition periods: A potential suicide prevention strategy. American Journal of Public

Health; Mar Supplement 1, 102(1).

Collings, S. (2012). Suicide prevention and emergent media: Surfing the opportunity.

Crisis: The Journal of Crisis Intervention and Suicide Prevention, 33(1).

Collins, B. G. & Collins, T. M. (2005). Crisis and trauma developmental –ecological

intervention. Boston, MA: Lahaska Press.

Cozolino, L. (2002). The neuroscience of psychotherapy. New York, NY: WW. Norton.

Crepeau-Hobson, F., Sievering, K. S., Armstrong, C. & Stonis, J. (2012). A Coordinated Mental

Health Crisis Response: Lessons Learned From Three Colorado School Shootings. Journal of

School Violence, 11(3).

Dass-Brailsford, P. (2010). Crisis and disaster counseling: Lessons learned from hurricane

Katrina and other disasters. SAGE Publications.

Fielding, J. E., Teutsch, S., Koh, H., & Teutsch, S. (2012). Health reform and healthy people

initiative. American Journal of Public Health, 102(1).

Fitzgerald, H. E., Zucker, R., & Freeark, K.(2006). The crisis in youth mental health: Critical issues and effective programs. Westport, CN: Praeger.

Fosha, D., Siegel, D., & Solomon, M. (2009). The healing power of emotion: Affective

neuroscience, development, and clinical practice. New York, NY: WW. Norton.

Hetrick, S. E., Parker, A. G., Robinson, J., Hall, N., & Vance, A., (2012). Predicting suicidal risk

in a cohort of depressed children and adolescents. Crisis: The Journal of Crisis Intervention and

Suicide Prevention, 33(1).

Hunt, S. (2012). The effectiveness of crisis resolution home treatment. Mental Health Practice,

15(10).

Jaksec, C. M. (2007). Toward successful school crisis intervention: 9 key issues. Thousand

Oaks, CA : Corwin Press

Jenkins, J.C. & Gottlieb, E. E. (2007). Identity conflicts: Can violence be regulated? New

Brunswick, N.J. : Transaction Publisher.

Joiner, T. (2005). Why people die by suicide. Cambridge, MA: Harvard University Press.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

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