TRAUMA, CRISIS, AND EMERGENCY RELIEF COUNSELING COUN-5450 FALL 2, 2019; 6-10 P.M. JAMIE MYERS JAMESMYERS44@WEBSTER.EDU 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
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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,