trauma crisis and emergency relief counseling coun …
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TRAUMA, CRISIS, AND EMERGENCY
RELIEF COUNSELING COUN-5450
FALL 2, 2019; 6-10 P.M.
JAMIE MYERS
573-368-4755
CLASS TIME: THURSDAYS, 6-10 P.M.
DESCRIPTION
This course will address the impact of crises, disasters, and other trauma-causing events on people. In addition, students
will explore the principles of crisis intervention, appropriate use of diagnosis during a related event, theories and models of
individual, group, and community resilience, operation of an emergency management system within clinical mental health
agencies, and self-care. The study of trauma and crisis intervention and the development of related skills can be a
challenging experience. Students will be required to participate in self-awareness and self-growth activities. This course
will review the relevant material with a multicultural perspective
Content Areas: professional practice, professional identity, disaster preparedness, psychological first aid
OBJECTIVES
Students will be able to understand the impact of crises, disasters, and other trauma‐causing events on people and the
operation of an emergency management system within clinical mental health agencies and in the community
Students will be able to understand the principles of crisis intervention for people during crises, disasters and other
trauma‐causing events; the effects of crisis, disasters, and trauma on diverse individuals of all ages across the lifespan
and individuals with mental health diagnoses
Students will be able to understand the appropriate use of diagnosis during a crisis, disaster, or other trauma causing
event and the counselors’ roles and responsibilities as members of an interdisciplinary emergency management
response team during a local, regional, or national crisis, disaster or other trauma‐causing event
Students will be able to differentiate between diagnosis and developmentally appropriate reactions during crises,
disasters, and other trauma‐causing events, including procedures for identifying trauma and abuse for reporting, and
maintain information regarding community resources to make appropriate referrals
Students will be able to demonstrate the ability to apply and adhere to ethical and legal standards, utilize self‐care
strategies appropriate to the counselor role, use crisis intervention and suicide prevention models, trauma-informed, and
community-based strategies, including psychological first aid and various assessments & outcome measures
MATERIALS
Required Textbook:
James, R. K. & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.) Boston, MA: Cengage Learning.
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.).
Washington, D.C.: Author. (This book will be used in most of your graduate classes so you will have to have the manual)
Recommended (Optional) Text / Materials:
Briere, J. N. & Scott, C. (2013). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment. (2nd ed.)
Thousand Oaks, CA: Sage Publications Inc.
Binneveld, H. (1997). From Shellshock to combat stress: A comparative history of military psychiatry. Amsterdam, NL:
Amsterdam University Press (ISBN – 9053562702)
Figley, C. R. (Ed.). (2002). Treating compassion fatigue. Levittown. Philadelphia, PA: Brunner/Mazel Inc.
Halpern, J., & Tramontin, M. (2007), Disaster mental health: Theory and practice. Belmont, CA: Thomson, Brooks/Cole
Publishing (ISBN – 0534534716)
Lopez Leveres, L. (2012). Trauma counseling: Theories and interventions. New York, NY: Springer Publishing Company.
Machin, L. (2014). Working with loss and grief: A theoretical and practical approach. Thousand Oaks, CA: Sage
Pomeroy, E. C. & Garcia, R. B. (2009). The grief assessment and intervention workbook: A strength perspective. Belmont, CA:
Cengage learning.
Tick, Edward (2005). War and the Soul. Wheaton, IL: Quest Books.
van der Kolk, B. A., McFarlane, A. C., and Weisaeth, L. (Eds.) (2007). Traumatic Stress: The Effects of Overwhelming
Experience on Mind, Body, and Society. New York, NY: The Guilford Press
Wordon, J. W. (2002). Grief Counseling and Grief Therapy (3rd ed.). New York, NY: Springer Publishing Co.
Consider also Victor Frankl’s Man’s Search for Meaning.
OUTCOMES
2016/2009 CACREP Standards* Corresponding assessments
1. Understands the impact of crises, disasters, and other trauma‐causing events on people.
(CMHC.A.9.);
Understands the impact of crisis and trauma on individuals with mental health diagnoses (5.
C. 2. f., 2016).
Textbook Chapter Reflection;
Video Reviews; Exams
2. Understands the operation of an emergency management system within clinical mental
health agencies and in the community. (CMHC. A.10);
Textbook Chapter Reflection;
Video Reviews; Exams
Understands counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma‐causing event. (II. C.);
Recognizes counselors’ roles and responsibilities as members of interdisciplinary
community outreach and emergency management response teams (II. F. 1. C., 2016).
3. Understands the principles of crisis intervention for people during crises, disasters and
other trauma‐causing events (CMHC. C.6.);
Understands the effects of crisis, disasters, and trauma on diverse individuals across the
lifespan (II. F. 3. g., 2016);
Recognizes effects of crises, disasters, and other trauma‐causing events on persons of all
ages. (Section II.C.)
Video Reviews; Exams, Book
Chapter Review
4. Recognizes the importance of family, social networks, and community systems in the
treatment of mental and emotional disorders (2009 CACREP Standard CMHC. C.8.);
Exam, Paper, Book/Article
Review
5. Understands the effects of racism, discrimination, sexism, power, privilege, and
oppression on one’s own life and career and those of the client. (2009 CACREP Standard 2.);
Understands cultural factors relevant to clinical mental health counseling. (2016 CACREP
Standard CMCH.2.j).
Exam, Paper, Book/Article
Review
6. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma
causing event. (CMHC. 5.);
Understands diagnostic process, including differential diagnosis and the use of current
diagnostic classification systems, including the Diagnostic and Statistical Manual of
Mental Disorders (DSM) and the International Classification of Diseases (ICD) (2016
CACREP Standard CMCH.2.d)
Book/Chapter Review, Exam,
Paper
7. Theories and models of individual, cultural, couple, family, and community resilience.
(2009 CACREP Standard Section II.D.)
Counselors’ roles and responsibilities as members of interdisciplinary community outreach
and emergency management response teams (2016 CACREP Standards II.F.1.c).
Exam, Paper
8. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical
mental health counseling. (II.G.5.d.);
Demonstrates and applies legal and ethical considerations specific to clinical mental health
counseling (2016 CACREP Standard CMCH.2.l).
Exam, Paper, Chapter review
9. Maintains information regarding community resources to make appropriate referrals.
(2009 CACREP Standard CMHC 1.);
Resource Kit Development, Paper,
Exam
Understands mental health service delivery modalities within the continuum of care, such
as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling
services networks (2016 CACREP CMCH.2.c).
10. Demonstrates the ability to modify counseling systems, theories, techniques, and
interventions to make them culturally appropriate for diverse populations. (2009 CACREP
Standard CMHC 3.);
Understands cultural factors relevant to clinical mental health counseling. (2016 CACREP
Standard CMCH.2.j).
Paper, Exam, Discussion post
11. Differentiates between diagnosis and developmentally appropriate reactions during
crises, disasters, and other trauma‐causing events. (CMHC 3.);
Understands diagnostic process, including differential diagnosis and the use of current
diagnostic classification systems, including the Diagnostic and Statistical Manual of
Mental Disorders (DSM) and the International Classification of Diseases (ICD) (2016
CACREP Standard CMCH.2.d);
Exam, Paper, Discussion Posts
12. Crisis intervention and suicide prevention models, including the use of psychological
first aid strategies. (Section II. G.);
Crisis intervention, trauma-informed, and community-based strategies, such as
Psychological First Aid (2. F. 5. m., 2016);
Follows procedures for identifying trauma and abuse and for reporting abuse (2. F. 7. d.,
2016)
Psychological First Aid online
Training and Certificate, Exam
DELIVERABLES
Activities and Assignments
Methods of Instructions:
This course will have various in-class and online activities. When taught online, using World Classroom, students should have a computer available to them with internet access running Windows XP, Vista, or 7, or a Macintosh with the latest system software and the ability to play audio and video. A high speed Internet connection is strongly recommended. If you have a problem accessing, reading, displaying, or playing any of the content on the World Classroom, DO NOT contact your instructor. Instead, contact Online Learning Center: Student Support Specialist: (314-246- 8207) for assistance.
This course will be taught through discussions, lectures, powerpoint slides, audio-video materials, and
team/group activities. It is required that all students participate in all class activities. Student learning
outcomes will be assessed through various methods as well, including online tests and papers (reflection &
research), and online training.
Discussions are an essential part of this course and each student is REQUIRED to take part in such activities. There
will also be other activities, such as group-work, analyzing audio-visual material review, etc; as well as online
activities, such as the online Psychological First Aid Training. Writing and experiential exercises will be part of this
course. Social justice and advocacy activities will be incorporated in all assignments. In general, examinations,
online tests, discussions, paper, reflections, reviews of chapters and films, viewing of audio/visual materials, and
other activities will be included. Student learning heavily depends on the completion of all textbook material and
articles assigned and on the posting of all reflections and reviews. Students are required to read each other’s post
and to respond to each other’s questions in all online requirements.
1. Attendance & Professionalism – for on-ground format, this includes coming on time and leaving when the
class has been dismissed. Make sure you come to class having read the required chapters for that week. More
than 1 instance of being late to class or leaving early will be marked as “Absent”. An unexcused absence will
result in one letter grade deduction, after 2 Absences (including missing any week’s discussions, postings and
activities) the student will be asked to drop the class. Being absent for the first class automatically results in
dismissal from this course according to university policy.
Each week, students will receive a weekly participation grade that reflects their level of participation,
professionalism in discussion and interaction with instructor, and participation AND preparation for class. It
is expected that you will be present having completed the reading assignments and will ask questions and
participate in all activities. You may also be asked to self-disclose in a training environment.
The student is subject to appropriate academic penalty for incomplete or unacceptable makeup work, or for
excessive or unexcused absences. See Grading for further information.
More than 1 instance of being late on posts will be marked as “Absent”. 2 Absences (missing any week’s
discussions, postings and activities) as well as being absent for the first class automatically count for dropping
the student from this course.
2. Chapter Reading Discussion Facilitation - It is crucial that students take responsibility for their own learning. It is expected that you come to class having read the assigned chapters and any other supplemental material provided on Canvas. Each student will discuss the highlights from the chapter what he/she took away from the reading and what concepts stood out. This will take place during each class. The instructor will go around the class and ask students to respond to questions based on the chapter reading. Repeating a peer’s comment will not suffice. 3. Participation, Discussions, and Online Posts. Students are expected to be active participants in all
scheduled/required course activities and discussions – both online and in class. During every class, students will discuss
their understanding of the chapters. Make sure to turn in all assignments on time not to lose significant portion of
points. Additional resources will be posted on Canvas to enhance student learning of the subject. Please, be prepared to
view/read these materials and post reactions, comments, and/or analyses. In this class, participation and student’s
growth will be assessed if the student speaks out and takes active part in all learning experiences.
4. Self-Care Commitment and Evaluation - Self-Care is critical in the counseling profession, especially, in the crisis
intervention and trauma therapy. It is vital that you all learn how to establish self-care activities and commit to them
throughout your education and career. During the first week of class, select 3 activities that you will commit to
throughout this term and post them under that assignment on Canvas. Make sure they are realistic and measureable in
some way. Choose the frequency and quantity. At the end of the term, add a paragraph to your original post evaluating
your progress on this commitment.
6. Psychological First Aid Online Training (Midterm Exam). Students will take an online training (free) within 5 weeks
and will present their certificate to the instructor for grade. Please allow ample time for this training as it is quite
lengthy. The instructions on how to access this are posted on Canvas under this assignment. This will count as the
midterm examination.
7. Suicide Education, Prevention, Assessment, & Treatment Approaches: Required by State of MO. Online
Certification Program. This year, the state of Missouri joined others to start requiring suicide education, prevention, and treatment approaches as a condition to apply for licensure in the state as well as to renew already obtained licensure for PLPCs and LPCs.
The Trauma and Crisis course will from now on include a certificate program embedded in it to allow students to have a documented evidence of having completed a minimum of two hours of training on the subject.
The certificate online program is free of charge for students and requires a registration for an active profile on Suicide Prevention Resource Center page which is a branch of SAMHSA. You will have to complete the course in order to secure the certificate. The course consists of two modules and should take about two hours to complete each. Please, download the certificate and upload it to the assignment for verification and grading.
You will be able to document this training on your Resume for employment purposes. This training is very highly regarded in the field of mental health and will place you in a favorable advantage among other applicants.
Follow the link below to register, create an account and start your training: https://training.sprc.org
MO BILL: HB 1719 Suicide Prevention Training Requirement
Effective August 28, 2018 section 324.046.1 and .2, RSMo, require suicide prevention training for health and mental health care practitioners. Section 337.507.1 RSMo states “Applications for examination and licensure as a professional counselor shall be in writing, submitted to the division on forms prescribed by the division and furnished to the applicant. The form shall include a statement that the applicant has completed two hours of suicide assessment, referral, treatment, and management training. To be licensed as a professional counselor in Missouri
8. Book/Article Review and Critical Analysis. Students will write one Book or Article review of their choice which will
focus on Trauma, Grief, Loss, and Bereavement. The choice of books may and is encouraged to include any of the
suggested bibliography, Articles have to be from a peer-reviewed academic journal which have to focus on trauma, grief
and loss. Students will write a thorough review and analysis/critique on the selected book or article, attaching the article
to the review paper, and the book references to the book review. The paper should be structured by subheads including
the following: a)the summary of the content, b) thorough analysis of the main points, c) discussion on what new
research and ideas this study brings to the field, d) how this study compares or contrasts to the research in this field up
to this day, e) discussion on how these concepts and ideas can relate to actual application in counseling, f) how they
apply to multicultural client population, g) what weaknesses and strengths this study and research have and how this
can impact the field of counseling in general, h) discussion on what future implications can be obtained from this
research and what following researchers should focus on to add to this work. Follow APA for properly formatting
subheads. All papers are submitted on Canvas in Word document. Papers should be between 5 and 7 pages (not
counting the Title page and References).
8. Crisis Research Paper. Students will write a scholarly paper – no less and no more than 7 pages (not
including required title page, abstract, and reference pages), adhering to APA, that addresses a specific topic of
interest related to crisis counseling. Suggested 22 topics are posted on Canvas from which students may choose.
Students may also choose another area, not on the list, which needs to be approved by the instructor prior to
starting the paper. Please, cite any references used in APA format. Students will provide an overview of how our
understanding of the particular issue or theory has evolved over time. What is known about this topic and what still
needs to be investigated? Students will present information about the various intervention strategies that have been
used in the past or are currently in use and discuss related outcomes. In other words, are there some intervention
strategies or approaches that have been shown to be more effective than others? Are there particular populations
that are more vulnerable? These are suggested as a guide. Feel free to go where the literature leads you. This research
paper must include at least 5 professional journal articles; it may also include chapters from books on your topic, as
well as relevant online resources (the Time magazine and other popular media do not count as peer-refereed) in
addition to the peer-reviewed journal articles. Literature review should cover the past 5-7 years of research.
Point will be deducted for writing, grammar, and APA style, as well as for late submission (5 points off for each day the
assignment is late). Papers that do not follow APA will get a 0 (Missing title page, abstract, reference page, and
citations). Rubrics are posted on Canvas and are also attached to this syllabus
The paper is submitted on Canvas in Word Document format only and is automatically scanned through TutrnItIn
software for plagiarism. Each day that the paper is late will result in 5 point deduction. If the paper is late up to a week,
there will be a zero grade.
9. Comprehensive Final Examination. There will be a final comprehensive examination given during finals’ week. The
final exam will be from the course textbook and two additional chapters uploaded on Canvas, as well as lecture materials.
This exam will be taken on Canvas.
Late Submission: Late submission of any assignment is subject to a 5-point deduction for each day the
assignment is late
EVALUATION
Criteria
Type Weight Topic Notes
Attendance & Professionalism 20 pts
See attendance policy
Self-Care Commitment and Evaluation 10 pts
This includes two posts, 1. First day of class & 2. Last week of class - evaluation
Participation 10 pts Discussions and other class activities
Chapter & Related Material Reading
Discussion Facilitation
20 pts Includes all reading materials online and
distributed in class
Article/Book Review & Critical Analysis on
Grief, Loss, Bereavement
40 pts Thorough book or article review
Suicide Education, Prevention,
Assessment, & Treatment Approaches
40 pts
(20 per
module)
Online Certificate Program
PFA Certificate 50 pts Online training
Research Paper 60 pts Project description is above
Final Exam 50 pts This exam covers all readings from the
textbook
Total 300 pts
Breakdown
Grade Range
A 94-100
A- 90-93
B+ 87-89
B 83-86
B- 80-82
C 70-79
F 69 or less
There will be many activities and discussions that will count for participation and instructor’s evaluation of your overall
preparedness and skill development.
COURSE POLICIES
Expectations for writing competency
Note that writing competency is important in graduate school. The grade penalty is heavy for lack of simple proofing of
grammar and spelling on all assignments. As a graduate student and counselor-in-training, you have a responsibility to the
profession and those you will be representing to write professionally. Take this task seriously and consult with the Academic
Resource Center for assistance if needed. Rubric for Writing Projects is provided at the end of the syllabus.
Subjective aspect of grading
The grading of this course has a subjective component to it based upon the professional experience of the instructor. The
Counseling faculty recognize that counseling skills and counselor effectiveness cannot be assessed in the same manner as
academic performance in typical university coursework. Students completing this course should demonstrate marked progress
toward the course objectives as noted above as well as be able to write coherently about counseling theories and techniques.
Your final grade in this course will reflect not only your academic performance but also your counseling and interpersonal skill
development as evaluated by the instructor. For example, it is possible to excel academically and receive a final grade less
than an A or B. Thus, all grades will reflect a combination of objective and subjective assessment.
Self-awareness, safety of disclosure, appropriate interpersonal skills and ACA Code of
Ethics
In the interaction between class members, self-disclosure and personal examination will occur. All interactions fall under the
same umbrella of confidentiality as do client/counselor relationships, i.e., what is discussed in the class stays in the class and
is not discussed with other students outside of the course or friends. Any violations of the ethical standards will be dealt
with accordingly. Maintaining confidentiality is the primary ethical principle of counselors. If a student fails to maintain the
confidentiality of clients or classmates, the student risks a failing grade in the course. In addition, the instructor will refer the
breach of confidentiality to the Counseling Advisory Committee for disciplinary action of the student.
We will be learning from each other in addition to the text throughout the semester. Therefore, it is important that everyone
feels safe, comfortable, and free to discuss and elaborate on their thoughts around their developing knowledge and skills. In
class, it is important for each of us to be respectful of one another’s positions; relating to others in an empathic manner occurs in
class just as with clients. You are encouraged to make your feelings and thoughts known, yet, to do so in a “counselor manner”,
i.e., respecting the position of listener while giving voice to your thoughts and using your budding counselor attending
skills. This is an opportunity for you to practice and evidence your basic skills of empathy, warmth, genuineness, and
congruence by communicating in a manner consistent with a good counselor. The building of trusting alliances with your
classmates is as important as doing so with your clients. Therefore, you will be practicing some of the same skills when
participating in class as in counseling sessions with your clients one day.
Further, openness to supervision and instruction by the instructor can become an issue for some students and is, therefore,
emphasized here. Openness to supervision is defined as: accepting supervision—both individual and in class; recognizing your
own personal strengths, weaknesses, biases, needs, and beliefs; sensing personal and professional impact on others, both
positive and negative; accepting and applying feedback from instructor; seeking out needed experiences, feedback, etc., in a
proactive way; and accepting feedback in a non-defensive manner with a professional attitude.
Students who do not evidence openness to supervision and or appropriate interpersonal skills are subject to remediation by the
Counseling Advisory Committee at the campus. See the student handbook and or catalog for further detail.
ACA Code of Ethics (2014)
Counselors-in-training have a responsibility to understand and follow the ACA Code of Ethics and adhere to applicable laws,
regulatory policies, and rules and policies governing professional staff behavior at the agency or placement setting. Students
have the same obligation to clients as those required of professional counselors.
(See C.1., H.1.)
Course Attendance
The University reserves the right to drop a student who does not attend the first night of class. The counseling program
reserves the right to drop a student who misses two classes or more during the term/semester. Any absence or
tardiness in this accelerated program will result in a significant loss of learning. Students are expected to attend all class
sessions of every course. Additionally, students are expected to come to class on time, having completed the reading
assignments, ask questions and participate in all activities, as well as write at a graduate level. Students coming to class
more than 15 minutes late or leaving class early will be considered ‘Absent’ for the class session.
Students are expected to attend all class sessions (and weekly participation online when the class is online
for that week) of every course.
INSTITUTIONAL POLICIES
Academic Policies
Academic policies provide students with important rights and responsibilities. Students are expected to familiarize themselves
with all academic policies that apply to them. Academic policies for undergraduate students can be found in the Undergraduate
Studies Catalog; graduate students should review the Graduate Studies Catalog.
Graduate Studies Catalog
The Graduate Studies Catalog contains academic policies that apply to all graduate students. The academic policies section of
the catalog contains important information related to conduct, academic honesty, grades, and more. If you are a graduate
student, please review the catalog each academic year. The current Graduate Studies Catalog is at:
http://www.webster.edu/catalog/current/graduate-catalog/
Grading
The Grades section of the academic catalog outlines the various grading systems courses may use, including the information
about the final grade reported for this class.
Graduate
http://www.webster.edu/catalog/current/graduate-catalog/academic-policies.html#grades
Incomplete
There are important policies that govern grades of Incomplete (I), including the circumstances under which Incomplete grades
are granted, deadlines for completion, and consequences should the remaining course work not be completed. It is the
responsibility of a student who requests an Incomplete to ensure that he/she understands and follows the policies.
Grade Appeals
Instructors are responsible for assigning grades, and student should discuss grade issues with the instructor. Policies and
procedures for appealing grades are available in the appropriate catalog.
Academic Honesty Policy
Webster University is committed to academic excellence. As part of our Statement of Ethics, we strive to preserve academic
honor and integrity by repudiating all forms of academic and intellectual dishonesty, including cheating, plagiarism and all
other forms of academic dishonesty. Academic dishonesty is unacceptable and is subject to a disciplinary response. Students are
encouraged to talk to instructors about any questions they may have regarding how to properly credit others’ work, including
paraphrasing, quoting, and citation formatting. The university reserves the right to utilize electronic databases, such as
Turnitin.com, to assist faculty and students with their academic work.
The University’s Academic Honesty Policy is published in academic catalogs:
Graduate
http://www.webster.edu/catalog/current/graduate-catalog/academic-policies.html
As a part of the University commitment to academic excellence, the Academic Resource Center provides student resources to
become better acquainted with academic honesty and the tools to prevent plagiarism in its many forms:
http://www.webster.edu/arc/plagiarism_prevention/
Statement of Ethics
Webster University strives to be a center of academic excellence. The University makes every effort to ensure the following:
The opportunity for students to learn and inquire freely
The protection of intellectual freedom and the rights of professors to teach
The advancement of knowledge through scholarly pursuits and relevant dialogue
To review Webster University's statement of ethics, see the Graduate and Studies Catalog:
Graduate
http://www.webster.edu/catalog/current/graduate-catalog/ethics.html
Important Academic Resources
Academic Accommodations
Webster University makes every effort to accommodate individuals with academic/learning, health, physical and psychological
disabilities. To obtain accommodations, students must identify themselves and provide documentation from a qualified
professional or agency to the appropriate campus designee or the ADA Coordinator at the main campus. The ADA Coordinator
may be reached at 314-246-7700 or [email protected].
If you have already identified as a student with a documented disability and are entitled to classroom or testing
accommodations, please inform the instructor of the accommodations you will require for this class at the beginning of the
course.
Academic Resource Center
Additional support and resources may be accessed through the Academic Resource Center (ARC). Support and resources
include academic counseling, accommodations, assistive technology, peer tutoring, plagiarism prevention, testing center
services, and writing coaching. Visit www.webster.edu/arc or Loretto Hall 40 on the main campus for more information.
University Library
Webster University Library is dedicated to supporting the research needs and intellectual pursuits of students throughout the
University’s worldwide network. Resources include print and electronic books, journal articles, online databases, DVDs and
streaming video, CDs and streaming music, datasets, and other specialized information. Services include providing materials at
no cost and research help for basic questions to in-depth exploration of resources. The gateway to all of these resources and
services is http://library.webster.edu. For support navigating the library’s resources, see http://libanswers.webster.edu/ for the
many ways to contact library staff.
Drops and Withdrawals
Drop and withdrawal policies dictate processes for students who wish to unenroll from a course. Students must take proactive
steps to unenroll; informing the instructor is not sufficient, nor is failing to attend. In the early days of the term or semester,
students may DROP a course with no notation on their student record. After the DROP deadline, students may WITHDRAW
from a course; in the case of a WITHDRAW, a grade of W appears on the student record. After the WITHDRAW deadline,
students may not unenroll from a course. Policies and a calendar of deadlines for DROP and WITHDRAW are at:
Graduate
http://www.webster.edu/catalog/current/graduate-catalog/enrollment.html
Academic Calendar - http://www.webster.edu/academics/academic-calendar/
Current tuition rates, policies, and procedures, including details of pro-rated tuition refunds, are available in the “Tuition, Fees,
and Refunds” section of Webster’s Academic Catalogs:
Graduate
http://www.webster.edu/catalog/current/graduate-catalog/tuition.html
Student Handbook and Other Important Policies
Student handbook and other non-academic policies may apply to you and may impact your experience in this class. Such
policies include the student code of conduct, privacy, technology and communications, and more. Please review the handbook
each year and be aware of policies that apply to you. The handbook is available at:
http://www.webster.edu/student-handbook/
Sexual Assault, Harassment, and Other Sexual Offenses
Webster University makes every effort to educate the community to prevent sexual assault, harassment, and other sexual
offenses from occurring, and is committed to providing support to those affected when this behavior does occur. To access
information and resources or to review the Policy on Sexual Assault, Harassment, and Other Sexual Offenses, visit:
http://www.webster.edu/sexual-misconduct/
Research on Human Subjects
The Webster University Institutional Review Committee (IRB) is responsible for the review of all research on human
subjects. The IRB process applies to all Webster University faculty, staff, and students and must be completed prior to any
contact with human subjects. For more information on the IRB, visit:
http://www.webster.edu/irb/index.html
Course Evaluations
At the end of this course, you will have the opportunity to provide feedback about your experience. Your input is extremely
valuable to the university, your instructor, and the department that offers this course. Please provide your honest and thoughtful
evaluation, as it helps the university to provide the best experience possible for all of its students.
Important Technology Information
Connections Accounts
Webster University provides all students, faculty, and staff with a University email account through Connections. Students are
expected to activate their Connections account and regularly check incoming University email. Students may choose to have
their University email forwarded to an alternate email address. Connections account holders can call the Help Desk (314-246-
5995 or toll free at 1-866-435-7270) for assistance with this setup. Instructions are also provided on the Information Technology
website at: http://www.webster.edu/technology/service-desk/
WorldClassRoom
WorldClassRoom is Webster’s Learning Content Management System (LMS). Your instructor may use WorldClassRoom to
deliver important information, to hold class activities, to communicate grades and feedback, and more. WorldClassRoom is
available using your Connections ID at: https://worldclassroom.webster.edu/
Webster Alerts
Webster Alerts is the University's preferred emergency mass notification service, available free to current students, faculty and
staff at all US campuses. By registering a valid cell phone number and email address, you will receive urgent campus text, voice
mail and email communications. Valuable information concerning a range of incidents affecting you - from weather-related
campus closures, class delays and cancellations, to more serious or life-threatening events - are immediately and simultaneously
delivered through multiple communication channels. To register for Webster Alerts, visit:
http://www.webster.edu/technology/services/webster-alerts/
TENTATIVE SCHEDULE
Course Outline
Date Topic Discussion Due
Week
1
An introduction to COUN 5450
Review of the Syllabus
Let’s get to know each other
Overview of Crisis Counseling
James, Ch. 1
Online Posts – see Canvas for
instructions for this class
Approaching Crisis Intervention
Review chapter 1 (James) and any other requirement posted online for
this week.
Post – Your commitment to self-care: Identify three activities you will
commit to each week. These activities need to be simple, realistic, and
measurable.
In Class – Write down 3 goals you identify for yourself for a continued
personal growth as a helping professional.
Week
2
What is assessment and why
we need to measure outcome?
The Intervention & Assessment
Models
James, Chs. 2 & 3
Select your topic for the
Research Paper (list posted)
Suicide Online Certificate Training: Module One – Due next week
Start on the Midterm: PFA Online Certificate Training
Culturally Effective Helping in Crisis & The Intervention & Assessment
Models
Class Discussion/Activity
Review all materials posted online for this week.
Week
3
The Tools of the Trade
James, Chs. 4; 5 & 6
Audio-Visual Material Review
1: Surviving on Richter Scale
Online Posts – see Canvas for
instructions for this class
Additional Video Resource
from Alexander Street Press
The Tools of the Trade; Crisis Case Handling; & Telephone & Online Crisis
Counseling
Class Discussion & activity
Review all materials posted online for this week.
Suicide Online Certificate Training: Module One – Due
Crisis Counseling: The ABC Model and Live Demonstration With
Two PTSD Clients By Kristi Kanel, 2015; presented by Kristi Kanel, 1
hour 42 mins
Watch the brief presentation of the development of crisis intervention,
the definition of crisis and the goal of crisis intervention. Following her
presentation, there'll be a discussion of the ABC model of crisis
intervention and there will be two sessions with two different clients in
which she will demonstrate the ABC model of crisis intervention.
Course Outline
Date Topic Discussion Due
http://search.alexanderstreet.com.library3.webster.edu/view/work/1778965
Attend the Transgender Spectrum Conference at UMSL’s JCPenny Center on Nov 8
and 9 for 10 or 15 (for both days) extra credits. Student discount available. Register
soon before the rates go up.
Week
4
Handling Specific Crises:
Going Into the Trenches
Audio-Visual Material Review
2: The Invisible War
Documentary
James, Chs. 7 & 8
Online Posts – see Canvas for
instructions for this class
Posttraumatic Stress Disorder & Crisis of Lethality
Class Discussion/activity
Review all materials posted online for this week.
Week
5
Audio-Visual Material Review
3: Sex Trafficking
Addiction chapter is posted
Cycle of addictions as well as
cycle of violence are posted
James, Chs. 9 & 10, 11
Due - Midterm: PFA Training
Completion
Certificate needs to be
uploaded online
Online Posts – see Canvas for
instructions for this class
Midterm: PFA Training Completion
Sexual Assault; Partner Violence; & Family Crisis
Addictions; Cycle of Violence; Addictions; & Grief;
Posted on Canvas: Chemical Dependency: The Crisis of Addiction
Submit proof and reflection on your attendance of Transgender Spectrum Conference
Review all materials posted online for this week.
Suicide Online Certificate Training: Module Two – Due next week
Week
6
Audio-Visual Material 4: DV
and Sexual Assault
James, Chs. 12; 13; 14 & 15
Online Posts – see Canvas for
instructions for this class
Grief, Personal Loss, Terminal Illness, Bereavement & Crises in Schools;
Violent Behavior in Institutions & Legal and Ethical Issues of Crisis
Counseling
Posted Chapter - Hostage Negotiation
Select either one of the following:
Article Review – No less than 5 pages (body of the text), make sure it includes a
thorough analysis and critique. Upload the review under assignments and post
the article under discussions.
Review all materials posted online for this week.
Suicide Online Certificate Training: Module Two – Due
Course Outline
Date Topic Discussion Due
Week
7
Grief
Audiovisual Material: Good
grief! What I learned from loss
| Elaine Mansfield |
TEDxChemungRiver
Additional materials will be
posted
Online Posts – see Canvas for
instructions for this class
(or)Book Review – no less than 5 pages. Select a book on the subject of
trauma, grief and loss. Include a summary of the book, and a thorough
analysis, critique, and describe how this book could be applied in
counseling a diverse population.
Review all materials posted online for this week.
Week
8
Counselor Wellness & Burnout;
Facing Disaster
James, Ch. 16 & 17
Wrap up
Relaxation Exercise
Class Evaluation
Research Paper Due
Online Posts – see Canvas for
instructions for this class
Human Services Workers in Crisis: Burnout, Vicarious
Traumatization, and Compassion Fatigue; & Disaster Response
Post a brief reflection on your self-care and goal project. How were
you able to achieve these goals? How were you able to complete your
selected self-care activities and how these impacted your personal and
professional growth?
Review all materials posted online for this week.
Week
9
Final Exam – will be posted
on Canvas - ONLINE CLASS
Comprehensive exam, covers
all chapters from James and the
two additional chapters posted
on Canvas.
Online Posts – see Canvas for
instructions for this class
ONLINE CLASS – Final Examination
Finish up all postings
Weekly Schedule subject to change. In case of any updates, announcement will be posted.
More detailed instruction for assignment will be posted on Canvas. Make sure to check often.
We may have guest speakers during the term. You will be notified prior to the person’s attendance.
Rubrics for Writing Assignments and Reviews
Students will be assessed based on the following rubric on all written work:
Criteria Fails to meet criteria at
the program level (0)
Minimally meets criteria
at program level (1)
Meets criteria at
program level (2)
Exemplary of criteria at
program level (3)
Responsiveness
to assignment
requirements
50%
The student failed to
respond to the requirements
of the assignment; and/or
the response is weakly or
mostly unrelated to the
subject matter of the
assignment.
The student minimally
responded to the
requirements of the
assignment; and/or the
response is loosely related to
the subject matter of the
assignment.
The student responded to
the requirements of the
assignment in a
comprehensive manner;
and/or the response is
directly related to the
subject matter of the
assignment.
The student responded to the
requirements of the
assignment in an outstanding
manner; and/or the response
is expertly crafted to relate to
the subject matter of the
assignment.
Content
knowledge
25%
The project demonstrates a
lack of understanding and
application of the concepts
& issues presented in the
chosen subject area;
application is inaccurate and
contains many omissions
and/or errors; no examples
or irrelevant examples; no
thought-provoking ideas or
original thinking; no critical
thinking; many critical
errors when applying
knowledge, skills, or
strategies for the subject
matter.
The project demonstrates a
basic understanding and
application of the concepts
and issues presented in the
chosen subject area;
application is mostly correct,
but contains some omissions
and/or errors; minimal
examples or some irrelevant
examples; minimal thought-
provoking ideas or original
thinking; some critical errors
when applying knowledge,
skills, or strategies for the
subject matter.
The project demonstrates
an understanding &
application of the
concepts & issues
presented in the chosen
subject area; application is
accurate & contains few
omissions and/or errors;
some relevant examples;
thought-provoking ideas
& original thinking;
evidence of critical
thinking; no critical errors
when applying
knowledge, skills, or
strategies for the subject
matter.
The project demonstrates a
comprehensive understanding
and application of the
concepts and issues presented
in the chosen subject area;
application is insightful and
contains no omissions and/or
errors; has several relevant
examples; and/or thought-
provoking ideas and original
thinking; significant evidence
of critical thinking; no critical
errors when applying
knowledge, skills, or
strategies for the subject
matter.
Research and
scholarship
15%
The project is significantly
below graduate-level
expectations for research,
scholarship, and
professional style. The
assignment demonstrates
little or no scholarly insight
on the content area; and/or
the sources fail to conform
to APA form and style
standards.
The project minimally meets
graduate-level expectations
for research, scholarship,
and professional style. The
assignment demonstrates
some scholarly insight on
the content area; and/or the
sources mostly conform to
APA form and style
standards.
The project meets
graduate-level
expectations for research,
scholarship, and
professional style. The
assignment demonstrates
scholarly insight on the
content area; and/or the
sources conform to APA
form and style standards.
The project exemplifies
graduate-level expectations
for research, scholarship, and
professional style. The
assignment demonstrates
significant and holistic
scholarly insight on the
content area; and/or the
sources expertly conform to
APA form and style
standards.
Quality of
writing
10%
Writing is significantly
below graduate-level
writing expectations; the
paper: uses unclear and
inappropriate language; has
many errors in spelling,
grammar, and syntax; lacks
organization; fails to follow
APA documentation
protocol
Writing is minimally
satisfactory for graduate-
level writing expectations;
the paper: occasionally uses
unclear and inappropriate
language; has a few errors in
spelling, grammar, and
syntax; has poor
organization; minimally
follows APA documentation
protocol.
Writing is satisfactory for
graduate-level writing
expectations; the paper:
uses clear and appropriate
language; has no errors in
spelling, grammar, and
syntax; has good
organization; follows
APA documentation
protocol.
Writing is excellent for
graduate-level writing
expectations; the paper: uses
very clear and appropriate
language; has no errors in
spelling, grammar, and
syntax; has excellent
organization; follows APA
documentation protocol
expertly.
See additional rubric breaking down APA formatted and structured research paper:
Appropriate APA Style & Format required. The paper will be returned to you without grading (resulting in 0pts) if
it is missing a title page, abstract, references and citations. APA requires a proper research style presentation of
the literature review, graduate-level grammar, flow and structure, citations, references, conclusion and other APA
essential elements (See APA 6th Ed.). Various online sources exist for APA guidance, however, only the manual
itself is the most reliable source. These are the basic components of paper structure and format.
Title Page
.. Running head (appropriate header with the page number)
.. Title (expands on running head) – no more than 12 words
.. Author & university affiliation
.. Appropriate formatting, margins, font and size
___/_5 pts.
Abstract
.. Brief introduction and description of the content of the paper; keywords – up to 6 words
.. Should fit in the first half of the page (general recommendation is up to 250 words)
.. Appropriate formatting, research language, no essay or personal opinion.
___/_5_pts.
Introduction (do not use Introduction as a title, see APA)
.. Define the problem/issue or the subject you are investigating
.. Give statistics to bring evidence as to why this subject matters, why it affects anyone, and why anyone
should care, give a brief history & background; main concepts, elements – expand on these under
appropriate sub-headings.
.. List your review of the research in the field of counseling of the past 5 years, refer only to peer-reviewed
journals and books regarding the topic, bring the discrepancies and any lack in the research on the topic.
Appropriate citations.
.. Define the purpose of your research/paper: what is it that you attempt to achieve by writing this paper.
___/_15 pts
Body of the Paper
¨ Grammar, sentence flow, structure, format, quality of writing, citation of all sources utilized. An author’s
name at the end of the paragraph only refers to the last statement. Cite all sources.
¨ Appropriate analysis of the topic, keep within the limit of the page-number requirement.
¨ Description of the theory, characteristics, history, background, essential figures, statistics in more
details, expanding on the introduction, addressing the actual topic with subheads.
¨ Best practices and challenges: what has been done in the field to address this issue/population
(interventions) & what has/hasn’t worked, how has this theory/problem been applied in practice.
.. Multicultural approach: cultural considerations when working with this population and issue. A thorough
section on this is vital.
___/_15 pts.
Conclusion
- Sum up the paper/content adequately by reminding what the defined problem was and what has been
done to address it (very concisely); sum up the key points of the paper
¨ Indicate future implications for counselors and further research regarding this theory/issue/population.
__/_10_ pts.
References
_ Format; every source included in the paper has to be on the reference page, APA is required.
__/_10 pts.
Total __/60p
Student Facilitator Skills Guide & Rubric for On-Ground Format
Evaluation Form
_____ Evidences to faculty a written plan outlining chapter discussion (several points that you believe
are significant to the reading including the author’s questions listed at the beginning of the
chapter). Plan can include a short group activity to facilitate learning & enhance critical thinking
_____ Introduces chapter topic of discussion through an overview of the chapter
_____ Thoroughly and accurately summarizes the chapter, highlights the main points, as well as
discusses the main ideas
_____ Facilitates learning through sharing own insights & perception of reading and enables a class
discussion (may use a class activity)
_____ Recognizes goal is to facilitate discussion and not necessarily be the expert (although own
opinion is important), uses clear & professional language and style, attire and presentation
_____ Uses active listening skills including paraphrasing, reflection of content and appropriate silence
for processing of content
_____ Summarizes important points made by classmates (writing on board, asking class to write down
main ideas, etc.)
_____ Utilizes the time efficiently (no falling short or running over)
Notes for continued development of facilitation skills: _____________________________________________________
COUN 5450: Trauma, Crisis, and Emergency Relief Counseling BOOK or ARTICLE REVIEW RUBRIC
Does not Meet
Criteria on
Program Level
Minimally Meets
Criteria on Program
Level
Meets Criteria at
Program Level
Exceeds Criteria on
Program Level Score
Summary
4pts
Summary is mostly
an outline of the
book and does not
discuss themes or
major ideas of the
work. Content does
not provide an
overall
understanding of
what the article or
book is about.
Summary consists of
a discussion of major
themes, ideas and
characters providing
at least 2 excerpts
from the work. It
combines ideas from
the book however
seems incomplete.
Summary consists of a
discussion of major
themes, ideas, and
characters, providing
at least 3 excerpts
from the work. It
combines ideas from
the book into new
sentences using own
words and brings all
major themes into
connected & coherent
composition.
Summary consists of a
discussion of major
themes, ideas, and
characters providing
meaningful excerpts
from the work. It
combines ideas from
the book into new
sentences using own
words, is concise, and
well structured.
Quotes
2pts
No quotes are
included or are
included with no
relevance to the
content.
The analysis contains
direct quotes here and
there without
thorough connection
to context, accurate
citation and
consistency.
2 or 3 direct quotes
from the article/book
are noted with
accurate citation
throughout the text.
Quotes directly relate
to the content and are
tied in with what is
being discussed.
2 or 3 direct quotes
from the article/book
are noted with accurate
citation throughout the
text. Quotes directly
relate to the content and
are tied in with what is
being discussed in a
thorough thought
process and critical
analysis.
Author &
Sources
2pts
The discussion of
author and sources
is vague or missing
and lacks detail.
Student provides little
discussion of the
author’s
qualifications.
Sources may or may
not be briefly
examined.
Student provides a
discussion of the
author’s qualifications.
Sources are examined
and the analysis is
composed however
may need more critical
depth.
Student provides a
detailed discussion of
the author’s
qualifications. Sources
are examined in detail
and the student
determined whether or
not they were
appropriate for the
work.
Critique
Strengths &
Weaknesses
9pts
Critique consists of
a basic opinion
based on personal
feelings or biases, is
simplified and does
not meet criteria for
a critical analysis.
Critique consists of
thoughts, responses
and reaction to the
material. The student
may discuss only one
aspect of the material,
such as personal
opinion with no
fundamental
argument or critical
component.
Critique consists of
thoughts, responses
and reaction to the
material. The student
reviewer may discuss
only two aspects, for
example themes and
writer's style.
Thoroughness and
depth of review of
various aspects need
improvement.
Critique consists of
well processed
thoughts, responses and
reaction to the material.
The student discussed
various aspects, for
example themes and
writer's style.
Thoroughness and
depth of review are
outstanding.
Organization
& Structure
8pts
Structure of the
paper does NOT
follow a logical
order. No
Structure of the paper
does NOT follow a
logical order. The
writing or ideas may
Structure of the paper
flows and is easily
read, but some
transitions may be
Structure of the paper
flows and is easily read
and followed because
of smooth and well-
transitional phrases
to make the
composition easily
readable, or the
review is just a copy
of the original work.
"jump" around; it is
not cohesive, there is
not a clear
introduction, or
conclusion.
faulty or missing.
There is a logical
order in sequence of
topics. There is a clear
cut introduction, body
and conclusion.
composed transitions.
There is a logical order
in sequence of topics
which are structured
perfectly into the body
of the paper. There is a
clear cut introduction,
body and conclusion.
Mechanics
5pts
Sentences are
structured
inaccurately, are
incomplete or use
the wrong
connections.
Sentences seem to
run on without
logical structure.
There are a few
incomplete or run-on
sentences,
connections need
improvement.
Uses complete
sentences and a
variety of sentence
types.
Uses complete
sentences and a variety
of sentence types. The
composition has
outstanding mechanics.
Spelling
5pts
The entire paper
consists of poorly
written sentences
and many spelling
errors.
The composition
suffers from multiple
spelling errors.
The analysis has very
few errors and is
mostly written well.
The composition is free
for any kinds of errors
and is built extremely
well.
Format
5pts
Paper does not
follow the required
APA format.
The paper has many
APA format errors.
The paper has very
few formatting issues
and mostly follows
APA.
The paper is free of any
formatting and styling
errs and accurately and
consistently follows
APA.
Total __/40
Additional notes:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Name of Student completing the assignment: __________________________________ Term and year: ______________
Instructor Name and Signature: ____________________ ______________________ Date: _______________________
Student Acknowledgment
I have read this syllabus and understand the policies and requirements for COUN 5450 Term ______; Year _______.
I understand that by signing this form I am committing to the terms and conditions of this course, as well as to the
responsibility of completing the requirements.
Student Name Signature Date
*Sign this page and turn it in the first day of class.