CPY 560-1: Community Counseling & Crisis Intervention

CPY 560-1: Community Counseling & Crisis Intervention Course Schedule: Instructor: Section 01 Wednesday 5:00-8:30 pm (see schedule for Sat class) June 3 July 22, 2015 CSS Rm. 232 and 230 Dr. Tiffany Schiffner, Licensed Psychologist Email: tschiffner@rollins.edu Office hours: By Appointment Only Course Description: This course explores the roles and functions of counselors as they practice in diverse communities. Specifically the course will provide students with an understanding of the socio-economic and political influences that affect the availability of mental health services as well as public access to community counseling agencies and organizations. It will also review public policy, funding, administration, and program evaluation in community counseling. Students will gain knowledge and skills to assist individuals and families during times of crisis and trauma including suicide prevention/intervention strategies and civil commitment procedures. Finally, the course will address the role counselors can play during times of community disaster. PREREQUISITE: CPY 510, CPY 515, CPY 525 Course Structure: The instructional format of this course will include guided discussion, guest speakers, small group activities, and experiential learning that emphasizes skills training and practice. Be sure to complete the assigned readings before each class; otherwise, you will be unable to fully grasp the concepts presented in the demonstrations. Class discussions are an important part of CPY 560. You are expected not only to ask questions, but also to add your own experiences and perspectives to the class dialogue. Your class participation will affect your grade. Because of the seminar nature of this course, it is imperative that students attend class regularly. Summer Term Requirements - The Summer Term is 8 weeks. A typical academic term within our department is 14 weeks therefore; this course will require 4 additional hours of instruction that will occur in the form of video assignments and study/discussion groups. Participation in these activities is mandatory.

Expected Student Learning Outcomes for this Course The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes: II.F.1.b. The multiple professional roles and functions of counselors across specialty areas and their relationships with other human service providers, including interagency and interorganization collaboration and consultation. II.F.1.c. Counselors roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams. II.F.3.f. Effects of crises, disasters, and other traumacausing events on persons of all ages. II.F.5.c. Theories, models, and strategies for understanding and practicing consultation. II.F.5.j. Strategies to promote client understanding of and access to a variety of community-based resources. II.F.5.k. Suicide prevention models and strategies. II.F.5.l. Crisis intervention and psychological first aid strategies. II.F.7.c. Procedures for assessing risk of aggression or danger to others, self-inflicted harm or suicide. II.F.8.b. Needs assessments. Learning activities that facilitate development of knowledge, skills, and/or practices of this content: Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion, Simulation Saturday, Crisis Intervention Reflection Presentation Guest Presenters, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion, Simulation Saturday, Crisis Intervention Reflection Presentation Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small

II.F.8.c. Development of outcome measures for counseling programs. II.F.8.d. Evaluation of counseling interventions and programs. CMHC.1.B. Theories and models related to clinical mental health counseling. CMHC.1.C. Principles of clinical mental health counseling, including prevention, intervention, consultation, education, and advocacy, and networks that promote mental health and wellness. CMHC.2.L. Impact of crisis on individuals with mental health diagnoses. CMHC.2.O. Legislation and government policy relevant to mental health counseling. CMHC.2.S. Record keeping, third party reimbursement, and other practice and management issues in clinical mental health counseling. Group Discussion Simulation Saturday, Crisis Intervention Reflection Presentation Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion, Simulation Saturday, Crisis Intervention Reflection Presentation Guest Presenters, Non-Profit Board Member Interview, Suicide Prevention Training Assignment, Community Counseling/Crisis Small Group Discussion, Simulation Saturday, Crisis Intervention Reflection Presentation Guest Presenters, Community Counseling/Crisis Small Group Discussion, Simulation Saturday Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion Guest Presenters, Non-Profit Board Member Interview Assignment, Community Counseling/Crisis Small Group Discussion

Required Textbook & DVD Book: James, R.K. & Gilliland, B.E. (2013). Crisis intervention strategies (7 th ed.). Belmont, CA: Brooks/Cole. ISBN: 9781111186777 Price: New Hardcover: $208.50 Used: $156.50 Electronic Download: $102.99 (Rental for 180 days) DVD: Crisis Intervention Strategies, James, R.K. & Gilliland, B.E. Access DVD via Blackboard Recommended: Book: Brunt, B. V (2015). Harm to others: The assessment and treatment of dangerousness. ISBN: 978-1-55620-342-8 Course Policies and Expectations of Graduate Students This is the fine print for which you are fully responsible for knowing and following. Please read this section of the syllabus carefully! Academic and Professional Integrity By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program. Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program. Academic Honesty and Professional Conduct The Philosophy of the Rollins Academic Honor Code: Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community. The Honor Pledge: Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. The Rollins College Academic Honor Code is consistent, in philosophy, with the Code of Ethics of the American Counseling Association as well as other expectations of the profession. Therefore, as a student of Rollins College, graduate students are expected to show their commitment to these virtues by abstaining from any lying, cheating, or plagiarism in their academic endeavors and by behaving responsibly, respectfully and honorably in their social life and in relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the all work, including papers, quizzes, exams, etc., the handwritten signed

statement: On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work. All material submitted electronically or in paper form should contain the pledge followed by the student s name. Submission implies signing the pledge. Respect for Individual Differences The Graduate Studies in Counseling program faculty endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples perspectives, behaviors, and world views are different from their own. Students ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability. Self-Disclosure Expectations and Guidelines During this and most courses in the Graduate Counseling program you will be asked to share thoughts and feelings that are personal in nature with your peer colleagues as part of a learning activity. Please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, professors consider confidential any information that you disclose within your journals and papers or in private conversations; however, they may consult with other faculty if there are concerns about ethical, personal safety or functioning, or professional standards. Self Care: Mindfulness is a philosophical model and a set of practices devoted to the development of moment to moment awareness and the expansion of equanimity-the ability to remain "all in one piece, calm and emotionally accessible, when confronted with a range of experiences. This is especially important in this class as you will be reading and watching scenarios that include crisis situations and traumatic circumstances. We can often become triggered and our own trauma can resurface when exposed to such material. It is imperative that you apply mindfulness practices and other self-care techniques to help support your wellbeing and ongoing learning in the class. If you need to step out of a class presentation in order to best take care of yourself, please do so discreetly and speak with me after class. Confidentiality To protect the confidentiality of clients, any case material discussed in class will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class. Professionalism and Classroom Civility Graduate students are expected to observe a level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process. Talking to or interrupting other students: Students are expected to refrain from talking while attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section. Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations. Professional Association Membership All students are required to maintain membership in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also include professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship. Evaluation Criteria for this Course Method of Grading Final grades will be based on a point accumulation basis described in the syllabus. Points will be converted into percentage scores. Grades will be assigned as follows for all Graduate Counseling courses: A = 94-100% of total points B- = 80-83% of total points A- = 90-93% of total points C+ = 77-79% of total points B+ = 87-89% of total points C = 74-76% of total points B = 84-86% of total points C- = 70-73% of total points Class Attendance and participation will affect final grades Incomplete Policy Students that are unable to complete course requirements within the time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an F. Attendance and Participation Policies Graduate students are training to be professional helpers responsible for the welfare of counseling clients. Attendance and participation in courses is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences. Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion. The instructor will not make judgments or decisions regarding allowing student absences and will not evaluate which reasons are acceptable to qualify as an excused absence. If a student does not to attend class, he/she cannot earn the participation points for that class meeting or for activities that occur during the missed class. A student who misses two or more classes will be subject to action by the professor, which includes, but is not limited to: Recommendation to withdraw from the class. Requiring additional assignments(s) to complete the class. Reduction in the final grade per the percentage allotted to attendance and participation. Any other action deemed appropriate by the professor in consultation with the full faculty. Final grades will be lowered one-half of a letter grade for each absence after the first, regardless of the reason. Absence from more than two classes in a course may result in a failing grade.

Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity via phone message or email. Students are responsible for the content of all assignments, lectures, announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance. Assignments turned in later than the established due-dates are subject to a 5% point reduction for every day beyond the stated date due. Tardiness Arriving late to or departing early from a working group on the part of one person disrupts the flow of learning for the professor and other students. Please be prepared to begin and/or resume class at the agreed upon times. Class will start on time and time agreements for class breaks are expected to be honored. Chronic tardiness or inattentiveness will also impact your final grade. If you are going to be late, absent, need to leave class early, etc. it is your responsibility to let the professor know in advance. Students that are late to class by more than 10 minutes or return from break more than 5 minutes after the agreed upon time, will be considered tardy. A student tardy more than twice will lose 1 participation point. Breaks during class meetings are at the discretion of the professor and may range from 0-15 minutes scheduled at times that the professor determines within the individual class session. Please return promptly from breaks. Participation Class participation in this course is very important as part of the learning process for all students, individually and as a group. You will be evaluated on the quality of your contributions and insights. Quality comments possess one or more of the following characteristics: Offers a different and unique, but relevant, perspective; Contributes to moving the discussion and analysis of the topic forward; Builds on the comments and contributions of other peer colleagues; Transcends the my opinion syndrome; i.e., your contribution includes evidence (when appropriate), rationale, and reflective thinking. Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance. In addition, students engaging in non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.) will lose participation points. The number of points will be at the discretion of the professor.

The following rubric will be used to help determine attendance/participation points. PROFESSIONALISM 3 2 1 0 Student is always Student is tardy Student is tardy Student is tardy prompt and once every four once every three once every two Attendance and attends all classes and classes and has classes and has Promptness classes. attends all missed a class. missed a class. Level of Engagement in Class Discussions Level of Engagement while working in Small Groups Listening Skills Behavior Preparation Student proactively contributes to class offering unique perspectives, and asks relevant questions more than once per class. Student always works effectively with classmates, stays focused on assigned task, and contributes positively. Student listens attentively when others speak, both in groups and in class, and incorporates or builds upon the ideas of others. Student always displays professional behavior in class that contributes to the learning process of self and others. Student is always prepared for class with assignments, completed readings, and required class materials. classes. Student contributes to class by offering ideas, and asking relevant questions once per class. Student usually works effectively with classmates in small groups and contributes to the discussion. Student listens when others speak both in groups and in class. Student usually displays professional behavior in class that contributes to the learning process of self and others. Student is usually prepared for class with assignments, completed readings, and required class materials. Student rarely contributes to class by offering ideas and asking questions. Focusing on personal technology or other work occasionally distracts student. Student rarely contributes to small group discussions, or often distracts the group from the assigned task. Student does not listen or is inattentive when others speak both in groups and in class. Student occasionally displays distracting, disruptive, or unprofessional behavior behaviors in class that interrupt the learning process. Student is rarely prepared for class with assignments, completed readings, and required class materials. Student never contributes to class or asks questions unless prompted to engage. Focusing on personal technology or other work often distracts student. Student never contributes to group discussions or routinely engages in behaviors that distract from the assignment. Student does not listen or is not attentive when others speak, both in groups and in class; interrupts others. Student frequently displays distracting, disruptive, or unprofessional behavior behaviors in class that interrupt the learning process. Student is almost never prepared for class with assignments, completed readings, and required class materials.

Technology Policies E-Mail/Blackboard Communication Students are required to check their Rollins email account frequently as it is the official email address used by Rollins College and all Rollins communication will be via this email address. Failure to check your Rollins email box is not an acceptable excuse for missed assignments or notices. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363. Additionally, this course instruction is accompanied by the online BlackBoard system. Students are responsible for checking Blackboard for information, assignments, reading materials, course updates and other information and resources prior to class. Laptop Computers Use of laptop computers in class is at the discretion of the professor and is only permitted for note taking or other class-related activities unless prior arrangements have been made with the professor. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, websurfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning. Other Technology Devices Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable. Assignments Students will receive credit for all assignments turned in on time. I do not grant extensions unless there is a compelling reason such as an emergency. If there is an emergency, please communicate with me and arrangements will be made for a new due date without penalty. Chronically turning in assignments late will compromise your grade. Any assignments turned in later than the established due-dates are subject to a 5% point reduction for every day beyond the stated date due. No assignment will be accepted beyond one week of the announced deadline. If a student has two outstanding assignments on the day another assignment is due, s/he will be advised to drop the class and take it in a future term when circumstances are more favorable for keeping up with the work. The final assignment needs to be taken with the class the day it is scheduled. Electronic submission of assignments: Students are required to submit all assignments via blackboard to the professor prior to attending class on the assigned due date unless instructed otherwise. Please follow syllabus instructions for titling documents and emails. Generally, the subject line in the email message and the name of the attached document should read: 560- assigned topic title- last name For example: 560-Crisis Intervention-Schiffner. It is your responsibility to make sure that I can open your assignment. This is particularly important for those students who use MAC computers. I urge you to get in touch with IT and make sure your documents are compatible. You will be penalized on your assignment if I am not able to open your documents. Professional Paper Formatting All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes an appropriately formatted title page, abstract, headers, heading levels, citations, and reference pages. Points will be deducted from the grade if this style format is not

followed. Students should assume that these formatting components are expected for each and every assignment unless stated otherwise in the syllabus. Use of Student Work Copies of student work in this course, including copies of any submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data. Students with Disabilities Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic/medical accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2772) Mills Building, 1000 Holt Ave., Winter Park, FL, 32789. Appointments can be scheduled by calling 407-646-2354 or by emailing: gridgeway@rollins.edu (1/2015) Instructor Availability If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you. Please don t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class. The best way to contact this instructor is via her Rollins email address.

COURSE REQUIREMENTS 1) Class Attendance, Participation & Professionalism 21 points This class is based on a seminar format. Attendance is mandatory and participation is a primary means you will have to demonstrate your grasp of the material. Only legitimate emergencies and illness are excused absences. For me to credit you with an EXCUSED ABSENCE, it is YOUR RESPONSIBILITY to inform me of such emergencies or illness immediately upon returning to class. You must actively participate in this course. Come to class fully prepared, ready to state your views, exchange ideas and ask questions. A note on professionalism: What is professionalism? Webster's Dictionary defines it as, "the conduct, aims, or qualities that characterize or mark a profession or a professional person." While that definition of professionalism defines the word, it does little to help you to understand which qualities and characteristics are important, or how you can become a recognized professional in your life. There is much more to being a professional than simply acquiring the best training and skills. Becoming an expert in your field is only one part of earning the respect of clients and colleagues. There are important characteristics to being and behaving professionally. These include: 1. Specialized knowledge. 2. Competency. 3. Honesty and integrity. 4. Respect. 5. Accountability. 6. Self-regulation. 7. Image. To improve your own professionalism, focus on improving in each of these areas. See: http://www.mindtools.com/pages/article/professionalism.htm Note on Group Work: (http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html) Group projects can help develop a host of skills that are increasingly important in the professional world. Group projects can reinforce skills that are relevant to both group and individual work, including the ability to: Break complex tasks into parts and steps Plan and manage time Refine understanding through discussion and explanation Give and receive feedback on performance Challenge assumptions Develop stronger communication skills. Group projects can also help students develop skills specific to collaborative efforts, allowing students to... Tackle more complex problems than they could on their own. Delegate roles and responsibilities. Share diverse perspectives. Pool knowledge and skills.

Hold one another (and be held) accountable. Receive social support and encouragement to take risks. Develop new approaches to resolving differences. Establish a shared identity with other group members. Find effective peers to emulate. Develop their own voice and perspectives in relation to peers. Several of your assignments require that you work and collaborate with your peers to present a group effort. It is expected of you to complete the assigned readings related to your development of being a team player within a group. Your grade on group projects is a collaborative effort and will be reflective of the group, not individual parts. If problems should arise within the group, it is the group s responsibility to communicate these concerns with me before the assignment is completed and submitted. It is expected that we will all work collaboratively and professionally to resolve the group concerns so that the assignment can be completed successfully. 2) Non-Profit Board Member Interview & Summary Report 15 points Working in dyads and /or triads, interview a board member (preferably an officer) of a non-profit organization. The purpose of organization should be to improve the quality of human life in our community. I would prefer you not interview board members from places of worship (church, synagogue mosque, or temple) or private club (Masonic Lodge, Elks, etc.). Additionally, do not use an organization that you are a member of or one that a family member is or has been a board member. You are welcome to use your Pre-Prac organization or Practicum/Internship placement organization. The Summary Report should summarize the information gained from the Board member (see questions below) and should, throughout the report, demonstrate evidence of having read the assigned articles by integrating them to show critical analysis and comprehension. The report should be 8-10 pages (double-spaced). Additionally, please include any materials gained about the organization (brochures, budgets, board meeting minutes, etc.). This is a collaborative assignment with your partner (s) - prepare for the interview, conduct the interview, and develop and write the Summary Report together. Electronic submission is preferred hand in or scan any backup materials. Due: July 1, 2015 Upload to Blackboard Structure your interview and Summary Report around the following questions. About the Board Member How did the member become interested in this organization or the purpose of the organization? What qualifications does the member have that qualified him/her to serve on the board? How long has the Board member served on the board? What does this member believe she/he brings to the board that is helpful (4-Cs: Cash, Clout, Connections, or Commitment)? Has the member ever served on other non-profit boards, if so, which other boards? About the Organization/Community Agency Ask the Board member to give you the elevator speech that describes the organization and its purpose. (As much as possible attempt to capture verbatim the words the member uses.) When was the Mission and Vision of the organization established and how often are they reviewed to ensure they are still relevant? What is the process the Board uses to establish annual goals?

How does legislation and public policy affect provision of services? How does the Board evaluate the effectiveness of the organization and what accountability measures are employed to ensure that the organization accomplishes its goals and mission? In other words, how are programs evaluated? Are there any special productivity requirements? Continuum of services that are notable? Describe systemic relationships (if any) such as county, hospitals, schools, courts, etc) What has surprised the member about the functioning of the organization (not the board itself)? What is the wish or hope the member holds for the organization - what does he/she wish the organization could do more of or different that would enhance the mission of the organization? What are the roles and responsibilities (including job descriptions) of various staff (ie., social workers, psychologists, counselors, etc.). Describe Impact of current economic circumstances and possible changes to reduce impact. What social justice, multicultural programs are provided (if any). Include your overall impression of the site including an analysis of the agency based on the material in the text and an overall impression of the site as a comprehensive community counseling agency. About the Board What orientation or training did the member received when she/he first joined the board? What is the structure of the Board i.e., executive committee membership, committees, frequency of meetings (face-to-face and/or electronic), etc.? How is information communicated so that members remain current about? What is the decision-making model used by the board? (See Perrone, Governing the Non Profit) What are the most challenging issues that come before the board? Scaling Questions: When a Board meeting ends, generally how satisfied is the member with the results and the process of the meeting? At the bottom of the Summary Report indicate the following statement and sign the report. This report and the work it represents was a collaborative undertaking. By my signature I confirm my agreement that we each contributed equally to the quality of the finished product. 4) Community Counseling & Crisis Intervention Small Group Discussion 20 Points In groups of 4-5, students will meet together outside of class at least twice (2) during the term. Plan to meet for a minimum of two hours per meeting. The purpose of the small group discussion is to integrate course readings, DVDs, speakers, and experiences related to Community Counseling & Crisis Intervention. Additionally, these conversations are an opportunity to integrate materials from this course into an evolving understanding of your identity as a professional counselor. In your conversations see how you can connect materials from this course with all prior course work (Skills, Group, Ethics, Family I & II, Abnormal, Multicultural and others) you have been exposed to during the last two years. As you prepare for Practicum/Internship, this is your time to integrate the learning. This assignment will be completed twice. During your first group meetings, your integrated conversation should focus on the learnings of community counseling and crisis intervention. The second group meeting should solely focus on crisis intervention as you are preparing for Simulation Saturday. After completion of each group discussion meetings, prepare ONE two-four page Summary Report indicating the topics discussed and any awareness and insights gained. You may use bullets to list the topics discussed. Prompting questions to assist should address the following:

1) What you learned from the class materials (i.e, readings, speakers, etc); 2) What insights have you developed as a counselor working in the context community agencies regarding crisis work?; 3) Please include a short narrative related to each bullet point highlighting your critical analysis and synthesis of the course materials. At the bottom of the report or on a separate page indicate the few sentences below to demonstrate equal and fair contributions were made of all group members. This assignment and the work it represents was a collaborative undertaking. By my signature I confirm my agreement that we each contributed equally to the quality of the finished product. Due: June 24, 2015 & July 11, 2015 Upload to Blackboard 5) Baker Act & Suicide Prevention Training (Online) 10 Points Please complete four online (4) training courses Suicide Prevention (2.5 points) Baker Act (2.5 points) Individual Rights and the Baker Act (2.5 points) Minors and the Baker Act (2.5 points) All courses can be reached via this link: www.bakeracttraining.org. Create a username and password and follow the prompts. Upon completion of each course take the online test and download a Certificate of Completion. Please upload via BB a copy of the Certificate on the Due Date. Due: July 8, 2015 Upload to Blackboard Suicide Prevention July 8 Baker Act July 8 Individual Rights & the Baker Act July 8 Minors and the Baker Act July 8 7) Simulation Saturday 25 Points July 11, 2015 at 9am In preparation for Simulation Saturday students must have reviewed and discussed each of the crisis scenarios depicted on the James & Gilliard DVD. Each student will have the opportunity to role play one or more crisis situations in which you must intervene to assess and de-escalate/stabilize a client in crisis. Each crisis intervention session will be videotaped for analysis, discussion and evaluation. Students will each present their case to a small group of peers. Students will begin the presentation by providing an overview of their assessment of the client in crisis. (See James, pp. 59-72 for a discussion of factors to consider during the assessment.) Peers will provide feedback to the student on her/his use and competence of the basic crisis intervention strategies (James, pp. 75-93). Feedback materials will be submitted to the professor as part of the evaluation process.

7) Crisis Intervention Reflection Presentation 10 Points Working in groups of 3, students will meet and debrief the overall Simulation Saturday experience. It is expected that each student in the group contribute to a Powerpoint presentation that outlines his/her reflections and what was personally learned from participating in the role-play activities with the use of the questions below. The presentation will include a brief overview of what was discussed during the debriefing (e.g., themes, concerns, gains, etc). Additionally, each student will include a response to each of the three sections noted below to discuss his/her personal reflections of the experience. This can be done with bullets. Be prepared to present your thoughts with clarity, demonstrating significant thought to the assignment during your presentation. Each presentation should be about 15-20 minutes. Make sure to stay within the allotted time frame. 1. Clients in Crisis What did you learn about how clients respond when in crisis? 2. Crisis Intervention Counseling What did you learn about how you respond/react (both internally and externally) when confronted with a client in crisis? 3. Crisis Intervention v. Counseling Describe the experience of working with a client in crisis; how it is both similar to and different from doing counseling. Due: July 22, 2015 Upload via Blackboard

COURSE OUTLINE Combined Class-See schedule below for details Instructor reserves the right to alter the syllabus based on the availability of speakers, resources, and other variables. Week Class Topics Assignments #1 June 3 Combined Class (Only with speaker) #2 June 10 #3 June 17 INTRODUTION & OVERVIEW Student/Faculty Introductions Course Overview & Syllabus COMMUNITY COUNSELING ORGANIZATIONS Introduction to Community Organizations Community Defined Organizations Structure and Purpose Socio/Political Factors Affecting Human Service Organizations Speaker: Margaret Linnane, Director at Philanthropy & Non-Profit Leadership Center, Rollins College CRISIS INTERVENTION Approaching Crisis Intervention James & Gilliland, Chapter 1 Culturally Effective Helping James & Gilliland, Chapter 2 The Intervention and Assessment Models James & Gilliland, Chapter 3 The Tools of the Trade James & Gilliland, Chapter 4 SKILLS TRAINING Practice: Student Small Group Work COMMUNITY RESOURCES & CRISIS INTERVENTION Topic: Telephone/Online Crisis Counseling & PowerPoint Community Organizations Reading Blackboard Perrone: Governing the NonProfit Organization Williamson: Marketing & Communications in Nonprofit Organizations Websites Free Management Library www.managementhelp.org - Starting a NonProfit - Leadership (Overview) - Strategic Planning - Fund Raising (Nonprofit) - (Others that interest you) Chronicle of Philanthropy http://philanthropy.comla Rollins Philanthropy & Nonprofit Leadership Center http://www.rollins.edu/pnlc Reading Text: Chapter 1, 2, 3 & 4 DVD: Scenarios 1, 2, 3, & 4 (Access all DVDs through Blackboard) PowerPoint James #1: Chapter 1 James #2: Chapter 2 James #3: Chapter 3 James #4: Chapter 4 Reading Text: Chapters 6 & 8 DVD: Scenario 6 PowerPoint

Combined Class 5:00pm - 8:30pm #4 June 24 First hour separate sections Combined Class (With Speaker) #5 July 1 Combined Class (With Speaker and Skills Training) Community Resources Speaker: Caree Jewell (Director 211) Heart of Florida United Way 1940 Traylor Blvd Orlando 32804 Note: Class will meet at the Heart of Florida United Way building (address above). We will begin promptly at 5:00 so come early. When you arrive sign-in with the receptionist; we are meeting upstairs in the Ted Crowell Room. Suicide Prevention & Intervention Skill development Role Play COMMUNITY DISASTER RESPONSE Topic: Red Cross Disaster Response Training Coping with Disasters Stress Management and Wellness Speaker: Dr. David Romano CRISIS INTERVENTION Crisis in Schools Violent Behavior in Institutions Crisis/Hostage Negotiation BOARD MEMBER INTERVIEW Discussion CRISIS INTERVENTION Topic: Civil Commitment / Baker Act Speakers: Laura Gailey LMHC Clinical Managers, Access & Central Receiving Center SKILLS TRAINING Practice: Student Small Group Work James #6: Chapter 6 James #8: Chapter 8 Reading Text Chapters 13, 14, 15, & 17 DVD Scenarios 13, 14, 15 & 17 PowerPoint James #13: Chapter 13 James #14: Chapter 14 James #15: Chapter 15 James #17: Chapter 17 Due Small Group Discussion #1 Reading Blackboard Bertram, Embedding in the culture of an organization Text Chapter 5 DVD Scenarios 5 PowerPoint James #5: Chapter 5 Website USF Website www.bakeracttraining.org -Suicide Prevention - Baker Act Training - Individual Rights and the Baker Act - Minors and the Baker Act Due Board Member Interview/Report

#6 July 8 Combined Class SKILLS TRAINING Practice: Student Small Group Work CRISIS INTERVENTION & TREATMENT Personal Loss: Bereavement & Grief Sexual Assault & Partner Violence Chemical Dependency & Addiction Topic: PTSD / EMDR Speaker: Claire Mauer, MA, LMHC Reading Text Chapters 7, 9, 10, 11, 12 DVD Scenarios 7,8, 9, 10, 11 & 12 PowerPoint James #7: Chapter 7 James #9: Chapter 9 James #10: Chapter 10 James #11: Chapter 11 James #12: Chapter 12 Websites EMDR http://www.emdr.com/index.htm Due: Certificates of Achievement - Suicide Prevention - Baker Act - Individual Rights and the Baker Act -Minors and the Baker Act #7 Saturday July 11 Combined Class 9:00am - 4:00pm July 15 #8 July 22 SIMULATION & SKILL PRACTICE Crisis Intervention Role Plays (2) Video Taped Small Group Debrief and Feedback NO CLASS SIMULATION DEBRIEF & FEEDBACK Review Crisis Work CRISIS INTERVENTION REFLECTION PRESENTATIONS Class Presentation & Discussion Be sure you have reviewed and discussed in your small groups all the DVD clips. Be ready to begin class promptly at 9am. To maximize time please bring your lunch and snacks as the Café will not be open. Due: Small Group Discussion #2 Reading Text Chapter 16 PowerPoint James #16: Chapter 16 Due: Crisis Intervention Reflection Presentations

DVD Crisis Intervention Strategies (7 th edition) Role Play and Interviews Richard K. James and Burl E. Gilliland DVD #1 Chapter 1: Introduction by Dr. James o No content Chapter 2: Culturally Effective Helping o Scenario 1: Multicultural Crisis: Talking with a Student from Africa Chapter 3: The Intervention and Assessment Models o Scenario 2: Hybrid Model: A Pregnant Woman with a Group Chapter 4: The Tools of the Trade o Scenario 3: Basic Skills/Hybrid Model: Counselors Talk with Woman Losing Custody of Child Chapter 5: Crisis Case Handling o Scenario 4: Triage Assessment of a Battered College Female o Scenario 5: Borderline Chapter 6: Telephone and Online Crisis Counseling o Scenario 6: Crisis Line Chapter 7: Posttraumatic Stress Disorder o Scenario 7: Posttraumatic Stress Disorder (PTSD) Chapter 8: Crisis of Lethality o No content DVD #2 Chapter 9: Sexual Assault o Scenario 9: Rape o Scenario 10: Adult Survivor of Sexual Abuse Chapter 10: Partner Violence o Scenario 11: A Minimizing Batterer Chapter 11: Chemical Dependency: The Crisis of Addiction o Scenario 12: Alcoholic in Denial Chapter 12: Personal Loss: Bereavement and Grief o Scenario 8: Loss (DVD #1) Chapter 13: Crises in Schools o Scenario 13: Bullied High School Student Chapter 14: Violent Behaviors in Institutions o Scenario 14: Violence on Campus Chapter 15: Crisis Hostage Negotiation o Scenario 15: Critical Incident Stress Debriefing (CISD): A Group Recounts a Shooting

Chapter 16: Human Services Workers in Crisis: Burnout, Vicarious Traumatization, and Compassion Fatigue o Scenario 16: Burnout: A Burned out Woman Seeks Help Chapter 17: Disaster Response o Scenario 17: Tornado Survivors