1 Page - 1 Course Title: General Crisis Intervention Course Prefix: SOWK Course No.: 4343 Section No.: P01 Department of Social Work College of Arts & Sciences Instructor Name: Dr. Darron Garner Office Location: Office Phone: (936) Fax: (936) Address: U.S. Postal Service Address: Prairie View A&M University P.O. Box Mail Stop Prairie View, TX Office Hours: Virtual Office Hours: M, W, F 9-10 am and pm; and by Appointment Anytime; allow up to 24 hours to respond Course W R Banks 205 Location: Class Meeting Days & 10:00 am - 10:50 am MWF Times: Catalog Interventions with individuals, families, and communities in crisis using the Description: generalist social work model including crisis assessment, management and referral. Prerequisites : Corequisites: Required Text: James, Richard K. (2008). Crisis Intervention Strategies (6 th ed.). Belmont, CA: Wadsworth Thomson Learning. Recommended Text/Readings: Publication Manual of American Psychological Association (APA) (2010) (6 th Ed.). Washington, D.C.: American Psychological Association. (Recommended Writing Manual)
2 Page - 2 See course units of study for required readings Access to Learning Resources: PVAMU Library: phone: (936) ; web: University Bookstore: phone: (936) ; web: Course Goals or Overview: 1. Examine the theory and methods of crisis intervention 2. Acquaint you various contemporary techniques of intervention and resolution 3. Explore assessment techniques used in the intervention process 4. Examine characteristic of a crisis situation, the different crisis domains and the variety of models of crisis intervention 5. Emphasis will be upon the crises expounded in the texts as well as others introduced by the instructor 6. Introduce you to the basic crisis intervention skills including listening, acting and assessment.. Course Outcomes/Objectives At the end of this course, the student will be able to: 1. Summarize principles and theories of crisis intervention. 2. Demonstrate the utilization of crisis intervention skills in a practice environment. 3. Demonstrate knowledge of the process of crisis development and how crises develop in situations where special problems or trauma exists (i.e., child abuse, substance abuse, etc.). 4. Demonstrate knowledge of the contribution of counseling theories and cultural sensitivity to crisis intervention. 5. Demonstrate knowledge of integrating ethics and professional standards with client crisis assessment. 6. Interpret and apply course principles to real and hypothetical crisis situations..
3 Page - 3 Course Requirements & Evaluation Methods This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course. Note: See Program Outcomes in True Outcomes Exams written tests designed to measure knowledge of presented course material Exercises written assignments designed to supplement and reinforce course material Projects web development assignments designed to measure ability to apply presented course material Class Participation daily attendance and participation in class discussions (instruments will vary slightly depending on the course) Grading Matrix (points will vary according to instructor s grading system) Instrument Value (points or percentages) Total Exams 10 points each 40 Quizzes 5 points each 20 Personal Assessment Paper 15 points 15 Case Report 15points 15 Class Participation/Attendance 10 points 10 Course Procedures A. Examinations Total: 100 Grade Determination: A =100 90pts; B = 89 80pts; C = 79 70pts; D = 69 60pts; F = 59pts or below 1. There will be four examinations which will include materials covered from textbook, lectures, and readings. Examinations are multiple choice questions and/or short answer questions. Students will be given the opportunity to take a make-up examination only if prior approval has been obtained from the instructor for an absence due to compelling reasons. Students who fail to take the examination on the scheduled date without prior permission will receive a grade of zero for the examination.
4 Page - 4 B. Quizzes: Four quizzes (5 points each) will be in the format of multiple choice and fill-in questions. Multiple quizzes will be given but the 4 highest scores will count toward final grade. C. Case Assessment and Intervention Planning: Students will complete a case report. Utilizing your beginning understanding of crisis work, for this assignment you are being asked to perform a case assessment on a clinical scenario assigned by the instructor. Drawing on the theoretical and research literature, develop and propose an intervention designed to address the particular crisis situation exemplified in the case provided by your instructor. Your assessment will ideally provide the rationale for your proposed intervention, as will crisis theory and clinical research literatures. The proposal should be sensitive to issues of diversity. A written description of the rationale, intervention, and expected outcome should be approximately 4-6 double spaced pages in length. Refer to e-courses for grading rubric. D. Attendance and Participation: The objectives of this course are achieved primarily through active discussion of the concepts. Therefore it is essential that students attend all sessions and participate actively each week. Unless special arrangements are made ahead of time with the instructor, the student s final will be negatively impacted by having more than 4 absences. Students will earn points for attending and participating in a meaningful way during the class meetings. E. Personal Assessment Paper: Using course readings and at least three journal articles dealing with counselor burnout, vicarious traumatization, or compassion fatigue, evaluate your own potential to effectively perform crisis intervention counseling. Approximate length of 4 double spaced pages is suggested. Guidelines for this paper are included in the syllabus below. Read Chapter 16 titled Human Service Workers in Crisis: Burnout, Vicarious Traumatization, and Compassion Fatigue in James (2012) and at least three journal articles to incorporate knowledge of effective crisis worker characteristics and the constructs of counselor burnout, vicarious traumatization, and compassion fatigue. Discuss the following issues in your paper: 1. What personal qualities or characteristics enhance and impede your effectiveness as a crisis worker? 2. How might crisis experiences in your own life impact your work with clients who have experienced or are experiencing similar forms of crisis? 3. What attitudes, values, behaviors, feelings, beliefs, expectations, and experiences might elevate your risk for burnout, vicarious traumatization, and compassion fatigue? 4. What are some preventative and restorative measures that will lessen the potential for burnout, vicarious traumatization, and compassion fatigue?
5 Page - 5 Course Requirement Due Dates Examination #1 Date: 9/25/2015 Examination #2 Date: 10/23/2015 Examination #3 Date: 11/20/2015 Examination #4 Date: TBA Personal Assessment Paper Date: 10/30/2015 Case Assessment Date: 12/2/2015 References Bates, F. L. (1993). Living conditions, disasters, and development: An approach to cross-cultural comparisons. Athens, GA: University of Georgia Press. Cash, A. (2006) Posttraumatic Stress Disorder. Hoboken, NJ: John Wiley and Sons Inc. Cavaiola, A. & Colford, J. (2006). A Practical Guide to Crisis Intervention. Boston, MA.: Houghton Mifflin Company. Cohen, R. (2000). Mental Health Services in Disasters: Manual for Humanitarian Workers. Washington, DC: Pan American Health Organization. Figley, C. (Ed.), (2002). Brief Treatments for the Traumatized Westport, CT: Greenwood Press. Foxman, Joe. (1990). A practical guide to emergency and protective crisis intervention: Dealing with the violent and self-destructive person. Springfield, IL: C. C. Thomas. Janosik, E. H. (1994). Crisis counseling: A contemporary approach. Boston, MA: Jones and Bartlett. Melchior, Gailya (1992). Voices of wisdom: Seniors cope with disaster. San Bernardino, CA: COPE. Myer, Rick (2001). Assessment for crisis intervention: A triage assessment model. Belmont, CA: Brooks/Cole Publishing. Kanel, Kristi. (2003). A Guide to Crisis Intervention. Brooks/Cole: Pacific Grove, CA. Violanti, J. M., Paton, D., & Dunning, C. (Eds.). (2000). Posttraumatic stress intervention: Challenges, issues, and perspectives. Springfield, IL: C. C. Thomas
6 Page - 6 Young, M.A. (2001). The Community Crisis Response Team Training Manual. Washington, D.C./National Organization for Victim Assistance Webb, N. B. (1973). Crisis intervention and counseling by telephone. Springfield, IL: Thomas. 16 WEEK CALENDAR Week One: Week Two: Topic Introduction, overview of course, review of syllabus Introduction to crisis intervention. Examine the definitions and characteristics of crisis, applied crisis domains, transcrisis states, theories of crisis and crisis intervention, ecosystem theory, crisis intervention models, eclectic crisis intervention theory, characteristics of effective crisis workers, and multicultural issues in crisis intervention. Chapter one in James & Gilliland text Find a journal article pertaining to social work and crisis intervention. Be prepared to present its contents and discuss in class Basic crisis intervention skills Examine the Six-Step Model of Crisis Intervention which including steps in assessing, listening, acting, and assessment in crisis intervention. Chapter 2 in James & Gilliland text Submit topic for Major Paper Week Three: Topic Handling of crisis cases Examine the handling of crisis cases versus long-term cases, telephone crisis lines, walk-in crisis facilities, transcrises in longterm therapy, counseling difficult clients and confidentiality. Chapter 3 in James & Gilliland text Examination #1 Week Four: Topic Posttraumatic stress disorder
7 Page - 7 Examine the dynamics of PTSD; the incidence, impact and trauma type; the maladaptive patterns characteristic of PTSD, plus the treatment of children, adults and groups with PTSD. Chapter 4 in James & Gilliland text Find a journal article pertaining to social work and PTSD. Be prepared to present its contents and discuss in class Week Five: Topic Week Six: Topic Crisis and suicide Examine the scope, dynamics, and myths about suicide; assessment, counseling, and intervention strategies; as well as the emotional consequences for the worker when interventions fail Chapter 5 in James & Gilliland text Find a journal article pertaining to Crisis and suicide. Be prepared to present its contents and discuss in class Sexual Assault Examine the scope, definition, fundamental assumptions, and interventions regarding rape and sexual assault; dynamics, memories, long-term consequences and intervention strategies for sexual abuse of children, date and acquaintance rape, dynamics of sexual abuse in families; and intervention strategies with adults Social workers and people with disabilities; disability and the minority model Chapter 6 in James & Gilliland text Exam #2 Week Seven: Topic Partner violence Examine incidence of domestic violence, dynamics of and emerging approaches to partner violence, intervention strategies with adults and children, courtship violence, gay and lesbian violence, and treating batterers. Chapter 7 in James & Gilliland text. Readings: Corcoran, J., Stephenson, M., Perryman, D., & Allen, S. Perceptions and utilization of a police-social work crisis intervention approach to domestic violence. Families in Society,82(4), Week Eight : Topic Chemical dependency and the crisis of addiction
8 Page - 8 Health and Mental Health Risk Factors; environmental and structural factors; role of the social worker; service gaps and needs; historical factors; environmental stressors; culture and the family Chapter 8 in James & Gilliland text. Crisis Intervention Paper is due Week Nine: Topic Personal loss: Bereavement and grief Examine dynamics and conceptual approaches to bereavement, types of loss (ex. Spouse, child, pet, separation and divorce) and intervention strategies. Chapter 8 in James & Gilliland text. Examination #3 Week Ten: Topic Crises in school Examine gangs, violent juvenile offenders, suicide prevention and intervention; planning and implementing a crisis plan; and bereavement in schools. Chapter 10 in James & Gilliland text. Assignment 2. (s): Readings: Allen, M., Burt, K., Bryan, E., Carter, D., et al. School counselors' preparation for and participation in crisis intervention. Professional School Counseling, 6(2), Thompson, Rosemary (1990). Suicide and sudden loss: Crisis management in the schools. (Highlights: An ERIC/Caps digest). Eric Digests, Article ED Retrieved February 11, 2003, from Week Eleven: Topic Week Twelve: Topic Hostage crises Examine dynamics of hostage taking, intervention strategies during and after release. Chapter 11 in James & Gilliland text. Oral Presentation of Paper Human services workers in crisis and burnout
9 Page - 9 Examine definitions and dynamics of burnout; myths, symptoms, levels and stages of burnout; self- recognition and intervention strategies for burnout. Chapter 12 in James & Gilliland text. Oral Presentation of Paper o Week Thirteen: Topic Violent behavior in institutions Examine precipitating factors, dynamics of violence and intervention strategies; institutional, staff and legal liability; and geriatric violence. Chapter 13 in James & Gilliland text. Oral Presentation of Paper Week Fourteen Week Fifteen Crisis intervention today Examine emerging trends in crisis intervention, proactive and preventive models of crisis intervention; the ecosystems approach; police, psychiatric and multidisciplinary crisis intervention services Chapter 14 in James & Gilliland text. Oral Presentation of Paper REVIEW WEEK Week Sixteen Final Exam University Rules and Procedures
10 Page - 10 Disability statement (See Student Handbook): Students with disabilities, including learning disabilities, who wish to request accommodations in class should register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate arrangements may be made. In accordance with federal laws, a student requesting special accommodations must provide documentation of their disability to the SSD coordinator. Academic misconduct (See Student Handbook): You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of academic dishonesty: 1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations. 2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test. 3. Fabrication: use of invented information or falsified research. 4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else s words, ideas, or data as one s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one s own work also constitutes plagiarism. Nonacademic misconduct (See Student Handbook) The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures. Sexual misconduct (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action. Attendance Policy: Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a student s course grade being reduced or in assignment of a grade of F. Absences are accumulated beginning with the first day of class.
11 Page - 11 Student Academic Appeals Process Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint. Technical Considerations for Online and Web-Assist Courses Minimum Hardware and Software Requirements: -Pentium with Windows XP or PowerMac with OS 9-56K modem or network access -Internet provider with SLIP or PPP -8X or greater CD-ROM -64MB RAM -Hard drive with 40MB available space -15 monitor, 800x600, color or 16 bit -Sound card w/speakers -Microphone and recording software -Keyboard & mouse -Netscape Communicator ver or Microsoft Internet Explorer ver. 5.0 /plug-ins -Participants should have a basic proficiency of the following computer skills: Sending and receiving A working knowledge of the Internet Proficiency in Microsoft Word Proficiency in the Acrobat PDF Reader Basic knowledge of Windows or Mac O.S. Netiquette (online etiquette): students are expected to participate in all discussions and virtual classroom chats when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive language will not be tolerated. When referring to information from books, websites or articles, please use APA standards to reference sources. Technical Support: Students should call the Prairie View A&M University Helpdesk at for technical issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other technical questions regarding your online course, call the Office of Distance Learning at or Communication Expectations and Standards: All s or discussion postings will receive a response from the instructor within 48 hours. You can send anytime that is convenient to you, but I check my messages continuously during the day throughout the work-week (Monday through Friday). I will respond to messages during the work-week by the close of business (5:00 pm) on the day following
12 Page - 12 my receipt of them. s that I receive on Friday will be responded to by the close of business on the following Monday.
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