COU 847: Crisis Intervention & Abuse Counseling Eastern Kentucky University De[t. of Counseling 3 credit hours, CRN #

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1 COU 847: Crisis Intervention & Abuse Counseling Eastern Kentucky University De[t. of Counseling 3 credit hours, CRN # Professor: Bianca Puglia, Ph.D., LPCC, LPC, NCC Office: 401 Combs Classroom Building Office Hours: Tuesday, Thursday 12 4 or by appointment Office Phone: Catalogue Course Description: Prerequisites: COU 813, 840, 846. This is an advanced counseling techniques class focusing on the process and skills in crisis and abuse counseling, as well as legal, ethical, and advocacy issues. Texts(s): Roberts, A.R. (2005). Crisis Intervention Handbook: Assessment, Treatment, and Research. New York, New York: Oxford University Press. Roberts, A.R. (2002). Handbook of domestic Violence: Intervention Strategies: Policies, Programs and legal Remedies. New York New York: Oxford University Press.

2 Kubany, E.S., McCraig, M., & LaConsay, J.R. (2004). Healing the Trauma of Domestic Violence: A workbook for women: Oakland, CA. New Harbinger Press. Student Learning Outcomes: These outcomes are taken from the standards set forth by the council for Accreditation of Counseling and Related Programs (CACREP). (CACREP, SECTION II) PROFESSIONAL IDENTITY G. Common core curricular experiences and demonstrated knowledge in each of the eight common core curricular areas are required of all students in the program. 1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE studies that provide an understanding of all of the following aspects of professional functioning: c. 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; Assessment: Quizzes, Service Learning Project i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; Assessment: Service Learning Project, Best Practices Paper, Discussion Board 2. SOCIAL AND CULTURAL DIVERSITY studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following: e. counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; Assessment: Service Learning Project, Quizzes, Best Practices Paper, Discussion Board 3. HUMAN GROWTH AND DEVELOPMENT studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following: c. effects of crises, disasters, and other trauma-causing events on persons of all ages; Assessment: Response Plan, Service Learning Project, Quizzes, Best Practices Paper, Discussion Board 5. HELPING RELATIONSHIPS studies that provide an understanding of the counseling process in a multicultural society, including all of the following: g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies.

3 Assessment: Response Plan, Service Learning Project, Quizzes, Best Practices Paper, Discussion Board COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge (CACREP, SECTION III) CLINICAL MENTAL HEALTH COUNSELING 5. Understands the range of mental health service delivery such as inpatient, outpatient, partial treatment and aftercare and the clinical mental health counseling services network. Assessment: Resource List 6. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. Assessment: Quizzes, Best Practices Paper D. Skills and Practices 6. Demonstrates the ability to use procedures for assessing and managing suicide risk. Assessment: Best Practices Paper, Quizzes, Discussion Board DIVERSITY AND ADVOCACY E. Knowledge 3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with mental and emotional disorders. Assessment: Quizzes, Best Practices Paper H. Skills and Practices 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. Assessment: Best Practices Paper 3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring

4 mental disorders. Assessment: Quizzes, Discussion DIAGNOSIS K. Knowledge 5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing event. Assessment: Quizzes, Bes Practices Paper FOUNDATIONS A. Knowledge (CACREP, SECTION III) SCHOOL COUNSELING 7. Understands the operation of the school emergency management plan and the roles and Responsibilities of the school counselor during crises, disasters, and other trauma-causing events. Assessment: Best Practices Paper ASSESSMENT G. Knowledge 1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. Assessment: Quizzes COLLABORATION AND CONSULATATION M. Knowledge 1. Knows school and community collaboration models for crisis/disaster preparedness and response. Assessment: Best Practices Paper Evaluation Methods: 1. (50 pts.)complete the Service Learning Project of 10 hours of community volunteer service at an approved site. Submit a 5 7 page reflection on the experience.

5 2. (150 pts) Five quizzes. Each quiz is worth 30 points. 3. (150 ptss)best Practices Research Paper. 4. (100pts)Participation in Five discussion board topics. 5. (50 pts.) Locate and post three locations to the resource list. 6. (100pts) Response Plan Total possible points = 600 pts. Grading Scale A = 91% - 100% ( 546 pts.) ; B = 81% - 90% ( pts); Student Progress: C =.71% - 80% (426 pts 475 pts); D = 61% (366 pts 425 pts); F 60% < 366 pts. Students will receive written feedback on all assignments. Students may request verbal feedback on their attendance and participation level at any time. Attendance Policy: In this online course, completion of all assignments by the posted deadline is considered adequate attendance. Students are expected to conduct themselves in an appropriate and p professional manner in all field assignments and interactions connected to this course. Last Day to Drop Course: The last day to drop is published in the course schedule book Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by at or by telephone at (859) V/TDD. Upon individual request, this syllabus can be made available in an alternative format.

6 Academic Integrity Statement: Students are advised that EKU s Academic Integrity policy will be strictly enforced in this course. The policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity. Official An official EKU is established for each registered student, each faculty member, and each staff member. All university communications sent via will be sent to this EKU address. Course Requirements 1. Service Learning Project (50 pts.)students will volunteer at least 10 hours of community service to an organization serving a population is crisis. Students must locate an organization, submit name, address and phone number of a contact person. This site MUST be approved by instructor BEFORE hours can be logged. Students will turn in signed log of hours and a reflection paper on this experience. Reflection paper must be 5 7 pages in length. papers should include the population served, information on this type of crisis and student s observations of the population, the attitudes of the professionals/volunteers who serve them and any informative aspect of the experience. 2. Quizzes (150 pts) Five quizzes. Each quiz is worth 30 points and will be available on Blackboard. Quizzes will cover all material since the last quiz. Quiz 1 will cover all material from start of semester. 3. Best Practices Research Paper (150 ptss) Students will write a research paper in APA FORMAT. Only peer reviewed professional literature will be acceptable. Students will research their approved topic and write a paper outlining the crisis population. Students will include statistics on this population, both national and state (local if available). Students will report the characteristics and effects of the crisis and the best practices for treatment of victims. Students will then design a treatment

7 strategy for an individual. Students will include theory, techniques. Students will specify how the chosen techniques will be implemented, identify specific materials where applicable (give title of workbook for example). Students will also include how the outcome of this strategy will be assessed. For example, at what point in treatment will assessment take place? What does a successful outcome look like? What is the expected length of treatment? Short term goals? Long Term goals? What are the multicultural considerations? Include in multicultural considerations, the regional considerations of a client from this area of Kentucky. 4. Discussion Board (100 pts) Participation in Five discussion board topics. Students will comment on a topic posted on Blackboard and will respond to a MINIMUM of one other posted comment. Students are encouraged to participate thoughtfully and appropriately in this online discussion. Remember to respect all voices and opinions. 5. Resource List (50 pts.) Locate and post three items to the resource list. No duplicate items are allowed. Your additions to the list MUST be a new item. This list is meant to be useful to your future practice as a professional counselor. If you have more than three items to post, I ask that you wait until after the deadline to share further. 6. Response Plan (100 pts). Students will design a crisis response plan. The plan must address assessment needs and suicide prevention for both adults and children. Students will choose settings appropriate to their programs of study (school or community). Course Outline Date Topic/Reading Assignment Week 1 online Week 2 on campus Week 3 online Week 4 on campus Week 5 online Week 6 on campus Week 7 online Week 8 on campus Crisis Intervention Handbook. Part I: Overview (chap. 1 to 5) Crisis Intervention Handbook. Part II:: Disaster Mental Health & Crisis Intervention & Trauma Treatment (Chaps. 6 13) Crisis Intervention Handbook Part III: Crisis Intervention Models with Children & Youth (Chaps 14 18) Part IV: Crisis Intervention & Crisis Prevention with Victims of Violence (Chaps 19-22) Handbook of Domestic Violence: Part I. Begin researching appropriate site for service learning project, resource list and topic for best practice paper. It may take some time to identify these. Discussion Board One Quiz One Discussion Board 2 Resource List Postings Submit service learning project site for approval. Quiz 2 Discussion Board 3 Best Practices Paper topic due for approval Week 9 online Handbook of Domestic Discussion Board 4

8 Violence: Part II Week 10 - online Handbook of Domestic Quiz 3 Week 11 on campus Violence: Part III & Part IV Week 12 online Healing the Trauma of Discussion Board 5 Week 13 on campus Domestic Violence. A Workbook for Women Week 14 online Week 15 on campus Part V: Crisis Assessment & Crisis Intervention Health- Quiz 4 Best Practices Paper Due Related & Mental Crisis (Chaps 23 30) Part VI: Evidence-Based Practice & Research (Chaps 31-32) Week 16 - online Quiz 5 Service Learning Project Log and Reflection Due

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