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

MATERIALS

Required Textbook:

James, R. K. & Gilliland, B. E. (2017). Crisis intervention strategies (8th ed.) Boston, MA: Cengage Learning.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.).

Washington, D.C.: Author. (This book will be used in most of your graduate classes so you will have to have the manual)

Recommended (Optional) Text / Materials:

Briere, J. N. & Scott, C. (2013). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment. (2nd ed.)

Thousand Oaks, CA: Sage Publications Inc.

Binneveld, H. (1997). From Shellshock to combat stress: A comparative history of military psychiatry. Amsterdam, NL:

Amsterdam University Press (ISBN – 9053562702)

Figley, C. R. (Ed.). (2002). Treating compassion fatigue. Levittown. Philadelphia, PA: Brunner/Mazel Inc.

Halpern, J., & Tramontin, M. (2007), Disaster mental health: Theory and practice. Belmont, CA: Thomson, Brooks/Cole

Publishing (ISBN – 0534534716)

Lopez Leveres, L. (2012). Trauma counseling: Theories and interventions. New York, NY: Springer Publishing Company.

Machin, L. (2014). Working with loss and grief: A theoretical and practical approach. Thousand Oaks, CA: Sage

Pomeroy, E. C. & Garcia, R. B. (2009). The grief assessment and intervention workbook: A strength perspective. Belmont, CA:

Cengage learning.

Tick, Edward (2005). War and the Soul. Wheaton, IL: Quest Books.

van der Kolk, B. A., McFarlane, A. C., and Weisaeth, L. (Eds.) (2007). Traumatic Stress: The Effects of Overwhelming

Experience on Mind, Body, and Society. New York, NY: The Guilford Press

Wordon, J. W. (2002). Grief Counseling and Grief Therapy (3rd ed.). New York, NY: Springer Publishing Co.

Consider also Victor Frankl’s Man’s Search for Meaning.

OUTCOMES

2016/2009 CACREP Standards* Corresponding assessments

1. Understands the impact of crises, disasters, and other trauma‐causing events on people.

(CMHC.A.9.);

Understands the impact of crisis and trauma on individuals with mental health diagnoses (5.

C. 2. f., 2016).

Textbook Chapter Reflection;

Video Reviews; Exams

2. Understands the operation of an emergency management system within clinical mental

health agencies and in the community. (CMHC. A.10);

Textbook Chapter Reflection;

Video Reviews; Exams

Understands counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma‐causing event. (II. C.);

Recognizes counselors’ roles and responsibilities as members of interdisciplinary

community outreach and emergency management response teams (II. F. 1. C., 2016).

3. Understands the principles of crisis intervention for people during crises, disasters and

other trauma‐causing events (CMHC. C.6.);

Understands the effects of crisis, disasters, and trauma on diverse individuals across the

lifespan (II. F. 3. g., 2016);

Recognizes effects of crises, disasters, and other trauma‐causing events on persons of all

ages. (Section II.C.)

Video Reviews; Exams, Book

Chapter Review

4. Recognizes the importance of family, social networks, and community systems in the

treatment of mental and emotional disorders (2009 CACREP Standard CMHC. C.8.);

Exam, Paper, Book/Article

Review

5. Understands the effects of racism, discrimination, sexism, power, privilege, and

oppression on one’s own life and career and those of the client. (2009 CACREP Standard 2.);

Understands cultural factors relevant to clinical mental health counseling. (2016 CACREP

Standard CMCH.2.j).

Exam, Paper, Book/Article

Review

6. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma

causing event. (CMHC. 5.);

Understands diagnostic process, including differential diagnosis and the use of current

diagnostic classification systems, including the Diagnostic and Statistical Manual of

Mental Disorders (DSM) and the International Classification of Diseases (ICD) (2016

CACREP Standard CMCH.2.d)

Book/Chapter Review, Exam,

Paper

7. Theories and models of individual, cultural, couple, family, and community resilience.

(2009 CACREP Standard Section II.D.)

Counselors’ roles and responsibilities as members of interdisciplinary community outreach

and emergency management response teams (2016 CACREP Standards II.F.1.c).

Exam, Paper

8. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical

mental health counseling. (II.G.5.d.);

Demonstrates and applies legal and ethical considerations specific to clinical mental health

counseling (2016 CACREP Standard CMCH.2.l).

Exam, Paper, Chapter review

9. Maintains information regarding community resources to make appropriate referrals.

(2009 CACREP Standard CMHC 1.);

Resource Kit Development, Paper,

Exam

Understands mental health service delivery modalities within the continuum of care, such

as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling

services networks (2016 CACREP CMCH.2.c).

10. Demonstrates the ability to modify counseling systems, theories, techniques, and

interventions to make them culturally appropriate for diverse populations. (2009 CACREP

Standard CMHC 3.);

Understands cultural factors relevant to clinical mental health counseling. (2016 CACREP

Standard CMCH.2.j).

Paper, Exam, Discussion post

11. Differentiates between diagnosis and developmentally appropriate reactions during

crises, disasters, and other trauma‐causing events. (CMHC 3.);

Understands diagnostic process, including differential diagnosis and the use of current

diagnostic classification systems, including the Diagnostic and Statistical Manual of

Mental Disorders (DSM) and the International Classification of Diseases (ICD) (2016

CACREP Standard CMCH.2.d);

Exam, Paper, Discussion Posts

12. Crisis intervention and suicide prevention models, including the use of psychological

first aid strategies. (Section II. G.);

Crisis intervention, trauma-informed, and community-based strategies, such as

Psychological First Aid (2. F. 5. m., 2016);

Follows procedures for identifying trauma and abuse and for reporting abuse (2. F. 7. d.,

2016)

Psychological First Aid online

Training and Certificate, Exam

DELIVERABLES

Activities and Assignments

Methods of Instructions:

This course will have various in-class and online activities. When taught online, using World Classroom, students should have a computer available to them with internet access running Windows XP, Vista, or 7, or a Macintosh with the latest system software and the ability to play audio and video. A high speed Internet connection is strongly recommended. If you have a problem accessing, reading, displaying, or playing any of the content on the World Classroom, DO NOT contact your instructor. Instead, contact Online Learning Center: Student Support Specialist: (314-246- 8207) for assistance.

This course will be taught through discussions, lectures, powerpoint slides, audio-video materials, and

team/group activities. It is required that all students participate in all class activities. Student learning

outcomes will be assessed through various methods as well, including online tests and papers (reflection &

research), and online training.

Discussions are an essential part of this course and each student is REQUIRED to take part in such activities. There

will also be other activities, such as group-work, analyzing audio-visual material review, etc; as well as online

activities, such as the online Psychological First Aid Training. Writing and experiential exercises will be part of this

course. Social justice and advocacy activities will be incorporated in all assignments. In general, examinations,

online tests, discussions, paper, reflections, reviews of chapters and films, viewing of audio/visual materials, and

other activities will be included. Student learning heavily depends on the completion of all textbook material and

articles assigned and on the posting of all reflections and reviews. Students are required to read each other’s post

and to respond to each other’s questions in all online requirements.

1. Attendance & Professionalism – for on-ground format, this includes coming on time and leaving when the

class has been dismissed. Make sure you come to class having read the required chapters for that week. More

than 1 instance of being late to class or leaving early will be marked as “Absent”. An unexcused absence will

result in one letter grade deduction, after 2 Absences (including missing any week’s discussions, postings and

activities) the student will be asked to drop the class. Being absent for the first class automatically results in

dismissal from this course according to university policy.

Each week, students will receive a weekly participation grade that reflects their level of participation,

professionalism in discussion and interaction with instructor, and participation AND preparation for class. It

is expected that you will be present having completed the reading assignments and will ask questions and

participate in all activities. You may also be asked to self-disclose in a training environment.

The student is subject to appropriate academic penalty for incomplete or unacceptable makeup work, or for

excessive or unexcused absences. See Grading for further information.

More than 1 instance of being late on posts will be marked as “Absent”. 2 Absences (missing any week’s

discussions, postings and activities) as well as being absent for the first class automatically count for dropping

the student from this course.

2. Chapter Reading Discussion Facilitation - It is crucial that students take responsibility for their own learning. It is expected that you come to class having read the assigned chapters and any other supplemental material provided on Canvas. Each student will discuss the highlights from the chapter what he/she took away from the reading and what concepts stood out. This will take place during each class. The instructor will go around the class and ask students to respond to questions based on the chapter reading. Repeating a peer’s comment will not suffice. 3. Participation, Discussions, and Online Posts. Students are expected to be active participants in all

scheduled/required course activities and discussions – both online and in class. During every class, students will discuss

their understanding of the chapters. Make sure to turn in all assignments on time not to lose significant portion of

points. Additional resources will be posted on Canvas to enhance student learning of the subject. Please, be prepared to

view/read these materials and post reactions, comments, and/or analyses. In this class, participation and student’s

growth will be assessed if the student speaks out and takes active part in all learning experiences.

4. Self-Care Commitment and Evaluation - Self-Care is critical in the counseling profession, especially, in the crisis

intervention and trauma therapy. It is vital that you all learn how to establish self-care activities and commit to them

throughout your education and career. During the first week of class, select 3 activities that you will commit to

throughout this term and post them under that assignment on Canvas. Make sure they are realistic and measureable in

some way. Choose the frequency and quantity. At the end of the term, add a paragraph to your original post evaluating

your progress on this commitment.

6. Psychological First Aid Online Training (Midterm Exam). Students will take an online training (free) within 5 weeks

and will present their certificate to the instructor for grade. Please allow ample time for this training as it is quite

lengthy. The instructions on how to access this are posted on Canvas under this assignment. This will count as the

midterm examination.

7. Suicide Education, Prevention, Assessment, & Treatment Approaches: Required by State of MO. Online

Certification Program. This year, the state of Missouri joined others to start requiring suicide education, prevention, and treatment approaches as a condition to apply for licensure in the state as well as to renew already obtained licensure for PLPCs and LPCs.

The Trauma and Crisis course will from now on include a certificate program embedded in it to allow students to have a documented evidence of having completed a minimum of two hours of training on the subject.

The certificate online program is free of charge for students and requires a registration for an active profile on Suicide Prevention Resource Center page which is a branch of SAMHSA. You will have to complete the course in order to secure the certificate. The course consists of two modules and should take about two hours to complete each. Please, download the certificate and upload it to the assignment for verification and grading.

You will be able to document this training on your Resume for employment purposes. This training is very highly regarded in the field of mental health and will place you in a favorable advantage among other applicants.

Follow the link below to register, create an account and start your training: https://training.sprc.org

MO BILL: HB 1719 Suicide Prevention Training Requirement

Effective August 28, 2018 section 324.046.1 and .2, RSMo, require suicide prevention training for health and mental health care practitioners. Section 337.507.1 RSMo states “Applications for examination and licensure as a professional counselor shall be in writing, submitted to the division on forms prescribed by the division and furnished to the applicant. The form shall include a statement that the applicant has completed two hours of suicide assessment, referral, treatment, and management training. To be licensed as a professional counselor in Missouri

8. Book/Article Review and Critical Analysis. Students will write one Book or Article review of their choice which will

focus on Trauma, Grief, Loss, and Bereavement. The choice of books may and is encouraged to include any of the

suggested bibliography, Articles have to be from a peer-reviewed academic journal which have to focus on trauma, grief

and loss. Students will write a thorough review and analysis/critique on the selected book or article, attaching the article

to the review paper, and the book references to the book review. The paper should be structured by subheads including

the following: a)the summary of the content, b) thorough analysis of the main points, c) discussion on what new

research and ideas this study brings to the field, d) how this study compares or contrasts to the research in this field up

to this day, e) discussion on how these concepts and ideas can relate to actual application in counseling, f) how they

apply to multicultural client population, g) what weaknesses and strengths this study and research have and how this

can impact the field of counseling in general, h) discussion on what future implications can be obtained from this

research and what following researchers should focus on to add to this work. Follow APA for properly formatting

subheads. All papers are submitted on Canvas in Word document. Papers should be between 5 and 7 pages (not

counting the Title page and References).

8. Crisis Research Paper. Students will write a scholarly paper – no less and no more than 7 pages (not

including required title page, abstract, and reference pages), adhering to APA, that addresses a specific topic of

interest related to crisis counseling. Suggested 22 topics are posted on Canvas from which students may choose.

Students may also choose another area, not on the list, which needs to be approved by the instructor prior to

starting the paper. Please, cite any references used in APA format. Students will provide an overview of how our

understanding of the particular issue or theory has evolved over time. What is known about this topic and what still

needs to be investigated? Students will present information about the various intervention strategies that have been

used in the past or are currently in use and discuss related outcomes. In other words, are there some intervention

strategies or approaches that have been shown to be more effective than others? Are there particular populations

that are more vulnerable? These are suggested as a guide. Feel free to go where the literature leads you. This research

paper must include at least 5 professional journal articles; it may also include chapters from books on your topic, as

well as relevant online resources (the Time magazine and other popular media do not count as peer-refereed) in

addition to the peer-reviewed journal articles. Literature review should cover the past 5-7 years of research.

Point will be deducted for writing, grammar, and APA style, as well as for late submission (5 points off for each day the

assignment is late). Papers that do not follow APA will get a 0 (Missing title page, abstract, reference page, and

citations). Rubrics are posted on Canvas and are also attached to this syllabus

The paper is submitted on Canvas in Word Document format only and is automatically scanned through TutrnItIn

software for plagiarism. Each day that the paper is late will result in 5 point deduction. If the paper is late up to a week,

there will be a zero grade.

9. Comprehensive Final Examination. There will be a final comprehensive examination given during finals’ week. The

final exam will be from the course textbook and two additional chapters uploaded on Canvas, as well as lecture materials.

This exam will be taken on Canvas.

Late Submission: Late submission of any assignment is subject to a 5-point deduction for each day the

assignment is late

EVALUATION

Criteria

Type Weight Topic Notes

Attendance & Professionalism 20 pts

See attendance policy

Self-Care Commitment and Evaluation 10 pts

This includes two posts, 1. First day of class & 2. Last week of class - evaluation

Participation 10 pts Discussions and other class activities

Chapter & Related Material Reading

Discussion Facilitation

20 pts Includes all reading materials online and

distributed in class

Article/Book Review & Critical Analysis on

Grief, Loss, Bereavement

40 pts Thorough book or article review

Suicide Education, Prevention,

Assessment, & Treatment Approaches

40 pts

(20 per

module)

Online Certificate Program

PFA Certificate 50 pts Online training

Research Paper 60 pts Project description is above

Final Exam 50 pts This exam covers all readings from the

textbook

Total 300 pts

Breakdown

Grade Range

A 94-100

A- 90-93

B+ 87-89

B 83-86

B- 80-82

C 70-79

F 69 or less

There will be many activities and discussions that will count for participation and instructor’s evaluation of your overall

preparedness and skill development.

COURSE POLICIES

Expectations for writing competency

Note that writing competency is important in graduate school. The grade penalty is heavy for lack of simple proofing of

grammar and spelling on all assignments. As a graduate student and counselor-in-training, you have a responsibility to the

profession and those you will be representing to write professionally. Take this task seriously and consult with the Academic

Resource Center for assistance if needed. Rubric for Writing Projects is provided at the end of the syllabus.

Subjective aspect of grading

The grading of this course has a subjective component to it based upon the professional experience of the instructor. The

Counseling faculty recognize that counseling skills and counselor effectiveness cannot be assessed in the same manner as

academic performance in typical university coursework. Students completing this course should demonstrate marked progress

toward the course objectives as noted above as well as be able to write coherently about counseling theories and techniques.

Your final grade in this course will reflect not only your academic performance but also your counseling and interpersonal skill

development as evaluated by the instructor. For example, it is possible to excel academically and receive a final grade less

than an A or B. Thus, all grades will reflect a combination of objective and subjective assessment.

Self-awareness, safety of disclosure, appropriate interpersonal skills and ACA Code of

Ethics

In the interaction between class members, self-disclosure and personal examination will occur. All interactions fall under the

same umbrella of confidentiality as do client/counselor relationships, i.e., what is discussed in the class stays in the class and

is not discussed with other students outside of the course or friends. Any violations of the ethical standards will be dealt

with accordingly. Maintaining confidentiality is the primary ethical principle of counselors. If a student fails to maintain the

confidentiality of clients or classmates, the student risks a failing grade in the course. In addition, the instructor will refer the

breach of confidentiality to the Counseling Advisory Committee for disciplinary action of the student.

We will be learning from each other in addition to the text throughout the semester. Therefore, it is important that everyone

feels safe, comfortable, and free to discuss and elaborate on their thoughts around their developing knowledge and skills. In

class, it is important for each of us to be respectful of one another’s positions; relating to others in an empathic manner occurs in

class just as with clients. You are encouraged to make your feelings and thoughts known, yet, to do so in a “counselor manner”,

i.e., respecting the position of listener while giving voice to your thoughts and using your budding counselor attending

skills. This is an opportunity for you to practice and evidence your basic skills of empathy, warmth, genuineness, and

congruence by communicating in a manner consistent with a good counselor. The building of trusting alliances with your

classmates is as important as doing so with your clients. Therefore, you will be practicing some of the same skills when

participating in class as in counseling sessions with your clients one day.

Further, openness to supervision and instruction by the instructor can become an issue for some students and is, therefore,

emphasized here. Openness to supervision is defined as: accepting supervision—both individual and in class; recognizing your

own personal strengths, weaknesses, biases, needs, and beliefs; sensing personal and professional impact on others, both

positive and negative; accepting and applying feedback from instructor; seeking out needed experiences, feedback, etc., in a

proactive way; and accepting feedback in a non-defensive manner with a professional attitude.

Students who do not evidence openness to supervision and or appropriate interpersonal skills are subject to remediation by the

Counseling Advisory Committee at the campus. See the student handbook and or catalog for further detail.

ACA Code of Ethics (2014)

Counselors-in-training have a responsibility to understand and follow the ACA Code of Ethics and adhere to applicable laws,

regulatory policies, and rules and policies governing professional staff behavior at the agency or placement setting. Students

have the same obligation to clients as those required of professional counselors.

(See C.1., H.1.)

Course Attendance

The University reserves the right to drop a student who does not attend the first night of class. The counseling program

reserves the right to drop a student who misses two classes or more during the term/semester. Any absence or

tardiness in this accelerated program will result in a significant loss of learning. Students are expected to attend all class

sessions of every course. Additionally, students are expected to come to class on time, having completed the reading

assignments, ask questions and participate in all activities, as well as write at a graduate level. Students coming to class

more than 15 minutes late or leaving class early will be considered ‘Absent’ for the class session.

Students are expected to attend all class sessions (and weekly participation online when the class is online

for that week) of every course.

INSTITUTIONAL POLICIES

Academic Policies

Academic policies provide students with important rights and responsibilities. Students are expected to familiarize themselves

with all academic policies that apply to them. Academic policies for undergraduate students can be found in the Undergraduate

Studies Catalog; graduate students should review the Graduate Studies Catalog.

Graduate Studies Catalog

The Graduate Studies Catalog contains academic policies that apply to all graduate students. The academic policies section of

the catalog contains important information related to conduct, academic honesty, grades, and more. If you are a graduate

student, please review the catalog each academic year. The current Graduate Studies Catalog is at:

http://www.webster.edu/catalog/current/graduate-catalog/

Grading

The Grades section of the academic catalog outlines the various grading systems courses may use, including the information

about the final grade reported for this class.

Graduate

http://www.webster.edu/catalog/current/graduate-catalog/academic-policies.html#grades

Incomplete

There are important policies that govern grades of Incomplete (I), including the circumstances under which Incomplete grades

are granted, deadlines for completion, and consequences should the remaining course work not be completed. It is the

responsibility of a student who requests an Incomplete to ensure that he/she understands and follows the policies.

Grade Appeals

Instructors are responsible for assigning grades, and student should discuss grade issues with the instructor. Policies and

procedures for appealing grades are available in the appropriate catalog.

Academic Honesty Policy

Webster University is committed to academic excellence. As part of our Statement of Ethics, we strive to preserve academic

honor and integrity by repudiating all forms of academic and intellectual dishonesty, including cheating, plagiarism and all

other forms of academic dishonesty. Academic dishonesty is unacceptable and is subject to a disciplinary response. Students are

encouraged to talk to instructors about any questions they may have regarding how to properly credit others’ work, including

paraphrasing, quoting, and citation formatting. The university reserves the right to utilize electronic databases, such as

Turnitin.com, to assist faculty and students with their academic work.

The University’s Academic Honesty Policy is published in academic catalogs:

Graduate

http://www.webster.edu/catalog/current/graduate-catalog/academic-policies.html

As a part of the University commitment to academic excellence, the Academic Resource Center provides student resources to

become better acquainted with academic honesty and the tools to prevent plagiarism in its many forms:

http://www.webster.edu/arc/plagiarism_prevention/

Statement of Ethics

Webster University strives to be a center of academic excellence. The University makes every effort to ensure the following:

The opportunity for students to learn and inquire freely

The protection of intellectual freedom and the rights of professors to teach

The advancement of knowledge through scholarly pursuits and relevant dialogue

To review Webster University's statement of ethics, see the Graduate and Studies Catalog:

Graduate

http://www.webster.edu/catalog/current/graduate-catalog/ethics.html

Important Academic Resources

Academic Accommodations

Webster University makes every effort to accommodate individuals with academic/learning, health, physical and psychological

disabilities. To obtain accommodations, students must identify themselves and provide documentation from a qualified

professional or agency to the appropriate campus designee or the ADA Coordinator at the main campus. The ADA Coordinator

may be reached at 314-246-7700 or disability@webster.edu.

If you have already identified as a student with a documented disability and are entitled to classroom or testing

accommodations, please inform the instructor of the accommodations you will require for this class at the beginning of the

course.

Academic Resource Center

Additional support and resources may be accessed through the Academic Resource Center (ARC). Support and resources

include academic counseling, accommodations, assistive technology, peer tutoring, plagiarism prevention, testing center

services, and writing coaching. Visit www.webster.edu/arc or Loretto Hall 40 on the main campus for more information.

University Library

Webster University Library is dedicated to supporting the research needs and intellectual pursuits of students throughout the

University’s worldwide network. Resources include print and electronic books, journal articles, online databases, DVDs and

streaming video, CDs and streaming music, datasets, and other specialized information. Services include providing materials at

no cost and research help for basic questions to in-depth exploration of resources. The gateway to all of these resources and

services is http://library.webster.edu. For support navigating the library’s resources, see http://libanswers.webster.edu/ for the

many ways to contact library staff.

Drops and Withdrawals

Drop and withdrawal policies dictate processes for students who wish to unenroll from a course. Students must take proactive

steps to unenroll; informing the instructor is not sufficient, nor is failing to attend. In the early days of the term or semester,

students may DROP a course with no notation on their student record. After the DROP deadline, students may WITHDRAW

from a course; in the case of a WITHDRAW, a grade of W appears on the student record. After the WITHDRAW deadline,

students may not unenroll from a course. Policies and a calendar of deadlines for DROP and WITHDRAW are at:

Graduate

http://www.webster.edu/catalog/current/graduate-catalog/enrollment.html

Academic Calendar - http://www.webster.edu/academics/academic-calendar/

Current tuition rates, policies, and procedures, including details of pro-rated tuition refunds, are available in the “Tuition, Fees,

and Refunds” section of Webster’s Academic Catalogs:

Graduate

http://www.webster.edu/catalog/current/graduate-catalog/tuition.html

Student Handbook and Other Important Policies

Student handbook and other non-academic policies may apply to you and may impact your experience in this class. Such

policies include the student code of conduct, privacy, technology and communications, and more. Please review the handbook

each year and be aware of policies that apply to you. The handbook is available at:

http://www.webster.edu/student-handbook/

Sexual Assault, Harassment, and Other Sexual Offenses

Webster University makes every effort to educate the community to prevent sexual assault, harassment, and other sexual

offenses from occurring, and is committed to providing support to those affected when this behavior does occur. To access

information and resources or to review the Policy on Sexual Assault, Harassment, and Other Sexual Offenses, visit:

http://www.webster.edu/sexual-misconduct/

Research on Human Subjects

The Webster University Institutional Review Committee (IRB) is responsible for the review of all research on human

subjects. The IRB process applies to all Webster University faculty, staff, and students and must be completed prior to any

contact with human subjects. For more information on the IRB, visit:

http://www.webster.edu/irb/index.html

Course Evaluations

At the end of this course, you will have the opportunity to provide feedback about your experience. Your input is extremely

valuable to the university, your instructor, and the department that offers this course. Please provide your honest and thoughtful

evaluation, as it helps the university to provide the best experience possible for all of its students.

Important Technology Information

Connections Accounts

Webster University provides all students, faculty, and staff with a University email account through Connections. Students are

expected to activate their Connections account and regularly check incoming University email. Students may choose to have

their University email forwarded to an alternate email address. Connections account holders can call the Help Desk (314-246-

5995 or toll free at 1-866-435-7270) for assistance with this setup. Instructions are also provided on the Information Technology

website at: http://www.webster.edu/technology/service-desk/

WorldClassRoom

WorldClassRoom is Webster’s Learning Content Management System (LMS). Your instructor may use WorldClassRoom to

deliver important information, to hold class activities, to communicate grades and feedback, and more. WorldClassRoom is

available using your Connections ID at: https://worldclassroom.webster.edu/

Webster Alerts

Webster Alerts is the University's preferred emergency mass notification service, available free to current students, faculty and

staff at all US campuses. By registering a valid cell phone number and email address, you will receive urgent campus text, voice

mail and email communications. Valuable information concerning a range of incidents affecting you - from weather-related

campus closures, class delays and cancellations, to more serious or life-threatening events - are immediately and simultaneously

delivered through multiple communication channels. To register for Webster Alerts, visit:

http://www.webster.edu/technology/services/webster-alerts/

TENTATIVE SCHEDULE

Course Outline

Date Topic Discussion Due

Week

1

An introduction to COUN 5450

Review of the Syllabus

Let’s get to know each other

Overview of Crisis Counseling

James, Ch. 1

Online Posts – see Canvas for

instructions for this class

Approaching Crisis Intervention

Review chapter 1 (James) and any other requirement posted online for

this week.

Post – Your commitment to self-care: Identify three activities you will

commit to each week. These activities need to be simple, realistic, and

measurable.

In Class – Write down 3 goals you identify for yourself for a continued

personal growth as a helping professional.

Week

2

What is assessment and why

we need to measure outcome?

The Intervention & Assessment

Models

James, Chs. 2 & 3

Select your topic for the

Research Paper (list posted)

Suicide Online Certificate Training: Module One – Due next week

Start on the Midterm: PFA Online Certificate Training

Culturally Effective Helping in Crisis & The Intervention & Assessment

Models

Class Discussion/Activity

Review all materials posted online for this week.

Week

3

The Tools of the Trade

James, Chs. 4; 5 & 6

Audio-Visual Material Review

1: Surviving on Richter Scale

Online Posts – see Canvas for

instructions for this class

Additional Video Resource

from Alexander Street Press

The Tools of the Trade; Crisis Case Handling; & Telephone & Online Crisis

Counseling

Class Discussion & activity

Review all materials posted online for this week.

Suicide Online Certificate Training: Module One – Due

Crisis Counseling: The ABC Model and Live Demonstration With

Two PTSD Clients By Kristi Kanel, 2015; presented by Kristi Kanel, 1

hour 42 mins

Watch the brief presentation of the development of crisis intervention,

the definition of crisis and the goal of crisis intervention. Following her

presentation, there'll be a discussion of the ABC model of crisis

intervention and there will be two sessions with two different clients in

which she will demonstrate the ABC model of crisis intervention.

Course Outline

Date Topic Discussion Due

http://search.alexanderstreet.com.library3.webster.edu/view/work/1778965

Attend the Transgender Spectrum Conference at UMSL’s JCPenny Center on Nov 8

and 9 for 10 or 15 (for both days) extra credits. Student discount available. Register

soon before the rates go up.

Week

4

Handling Specific Crises:

Going Into the Trenches

Audio-Visual Material Review

2: The Invisible War

Documentary

James, Chs. 7 & 8

Online Posts – see Canvas for

instructions for this class

Posttraumatic Stress Disorder & Crisis of Lethality

Class Discussion/activity

Review all materials posted online for this week.

Week

5

Audio-Visual Material Review

3: Sex Trafficking

Addiction chapter is posted

Cycle of addictions as well as

cycle of violence are posted

James, Chs. 9 & 10, 11

Due - Midterm: PFA Training

Completion

Certificate needs to be

uploaded online

Online Posts – see Canvas for

instructions for this class

Midterm: PFA Training Completion

Sexual Assault; Partner Violence; & Family Crisis

Addictions; Cycle of Violence; Addictions; & Grief;

Posted on Canvas: Chemical Dependency: The Crisis of Addiction

Submit proof and reflection on your attendance of Transgender Spectrum Conference

Review all materials posted online for this week.

Suicide Online Certificate Training: Module Two – Due next week

Week

6

Audio-Visual Material 4: DV

and Sexual Assault

James, Chs. 12; 13; 14 & 15

Online Posts – see Canvas for

instructions for this class

Grief, Personal Loss, Terminal Illness, Bereavement & Crises in Schools;

Violent Behavior in Institutions & Legal and Ethical Issues of Crisis

Counseling

Posted Chapter - Hostage Negotiation

Select either one of the following:

Article Review – No less than 5 pages (body of the text), make sure it includes a

thorough analysis and critique. Upload the review under assignments and post

the article under discussions.

Review all materials posted online for this week.

Suicide Online Certificate Training: Module Two – Due

Course Outline

Date Topic Discussion Due

Week

7

Grief

Audiovisual Material: Good

grief! What I learned from loss

| Elaine Mansfield |

TEDxChemungRiver

Additional materials will be

posted

Online Posts – see Canvas for

instructions for this class

(or)Book Review – no less than 5 pages. Select a book on the subject of

trauma, grief and loss. Include a summary of the book, and a thorough

analysis, critique, and describe how this book could be applied in

counseling a diverse population.

Review all materials posted online for this week.

Week

8

Counselor Wellness & Burnout;

Facing Disaster

James, Ch. 16 & 17

Wrap up

Relaxation Exercise

Class Evaluation

Research Paper Due

Online Posts – see Canvas for

instructions for this class

Human Services Workers in Crisis: Burnout, Vicarious

Traumatization, and Compassion Fatigue; & Disaster Response

Post a brief reflection on your self-care and goal project. How were

you able to achieve these goals? How were you able to complete your

selected self-care activities and how these impacted your personal and

professional growth?

Review all materials posted online for this week.

Week

9

Final Exam – will be posted

on Canvas - ONLINE CLASS

Comprehensive exam, covers

all chapters from James and the

two additional chapters posted

on Canvas.

Online Posts – see Canvas for

instructions for this class

ONLINE CLASS – Final Examination

Finish up all postings

Weekly Schedule subject to change. In case of any updates, announcement will be posted.

More detailed instruction for assignment will be posted on Canvas. Make sure to check often.

We may have guest speakers during the term. You will be notified prior to the person’s attendance.

Rubrics for Writing Assignments and Reviews

Students will be assessed based on the following rubric on all written work:

Criteria Fails to meet criteria at

the program level (0)

Minimally meets criteria

at program level (1)

Meets criteria at

program level (2)

Exemplary of criteria at

program level (3)

Responsiveness

to assignment

requirements

50%

The student failed to

respond to the requirements

of the assignment; and/or

the response is weakly or

mostly unrelated to the

subject matter of the

assignment.

The student minimally

responded to the

requirements of the

assignment; and/or the

response is loosely related to

the subject matter of the

assignment.

The student responded to

the requirements of the

assignment in a

comprehensive manner;

and/or the response is

directly related to the

subject matter of the

assignment.

The student responded to the

requirements of the

assignment in an outstanding

manner; and/or the response

is expertly crafted to relate to

the subject matter of the

assignment.

Content

knowledge

25%

The project demonstrates a

lack of understanding and

application of the concepts

& issues presented in the

chosen subject area;

application is inaccurate and

contains many omissions

and/or errors; no examples

or irrelevant examples; no

thought-provoking ideas or

original thinking; no critical

thinking; many critical

errors when applying

knowledge, skills, or

strategies for the subject

matter.

The project demonstrates a

basic understanding and

application of the concepts

and issues presented in the

chosen subject area;

application is mostly correct,

but contains some omissions

and/or errors; minimal

examples or some irrelevant

examples; minimal thought-

provoking ideas or original

thinking; some critical errors

when applying knowledge,

skills, or strategies for the

subject matter.

The project demonstrates

an understanding &

application of the

concepts & issues

presented in the chosen

subject area; application is

accurate & contains few

omissions and/or errors;

some relevant examples;

thought-provoking ideas

& original thinking;

evidence of critical

thinking; no critical errors

when applying

knowledge, skills, or

strategies for the subject

matter.

The project demonstrates a

comprehensive understanding

and application of the

concepts and issues presented

in the chosen subject area;

application is insightful and

contains no omissions and/or

errors; has several relevant

examples; and/or thought-

provoking ideas and original

thinking; significant evidence

of critical thinking; no critical

errors when applying

knowledge, skills, or

strategies for the subject

matter.

Research and

scholarship

15%

The project is significantly

below graduate-level

expectations for research,

scholarship, and

professional style. The

assignment demonstrates

little or no scholarly insight

on the content area; and/or

the sources fail to conform

to APA form and style

standards.

The project minimally meets

graduate-level expectations

for research, scholarship,

and professional style. The

assignment demonstrates

some scholarly insight on

the content area; and/or the

sources mostly conform to

APA form and style

standards.

The project meets

graduate-level

expectations for research,

scholarship, and

professional style. The

assignment demonstrates

scholarly insight on the

content area; and/or the

sources conform to APA

form and style standards.

The project exemplifies

graduate-level expectations

for research, scholarship, and

professional style. The

assignment demonstrates

significant and holistic

scholarly insight on the

content area; and/or the

sources expertly conform to

APA form and style

standards.

Quality of

writing

10%

Writing is significantly

below graduate-level

writing expectations; the

paper: uses unclear and

inappropriate language; has

many errors in spelling,

grammar, and syntax; lacks

organization; fails to follow

APA documentation

protocol

Writing is minimally

satisfactory for graduate-

level writing expectations;

the paper: occasionally uses

unclear and inappropriate

language; has a few errors in

spelling, grammar, and

syntax; has poor

organization; minimally

follows APA documentation

protocol.

Writing is satisfactory for

graduate-level writing

expectations; the paper:

uses clear and appropriate

language; has no errors in

spelling, grammar, and

syntax; has good

organization; follows

APA documentation

protocol.

Writing is excellent for

graduate-level writing

expectations; the paper: uses

very clear and appropriate

language; has no errors in

spelling, grammar, and

syntax; has excellent

organization; follows APA

documentation protocol

expertly.

See additional rubric breaking down APA formatted and structured research paper:

Appropriate APA Style & Format required. The paper will be returned to you without grading (resulting in 0pts) if

it is missing a title page, abstract, references and citations. APA requires a proper research style presentation of

the literature review, graduate-level grammar, flow and structure, citations, references, conclusion and other APA

essential elements (See APA 6th Ed.). Various online sources exist for APA guidance, however, only the manual

itself is the most reliable source. These are the basic components of paper structure and format.

Title Page

.. Running head (appropriate header with the page number)

.. Title (expands on running head) – no more than 12 words

.. Author & university affiliation

.. Appropriate formatting, margins, font and size

___/_5 pts.

Abstract

.. Brief introduction and description of the content of the paper; keywords – up to 6 words

.. Should fit in the first half of the page (general recommendation is up to 250 words)

.. Appropriate formatting, research language, no essay or personal opinion.

___/_5_pts.

Introduction (do not use Introduction as a title, see APA)

.. Define the problem/issue or the subject you are investigating

.. Give statistics to bring evidence as to why this subject matters, why it affects anyone, and why anyone

should care, give a brief history & background; main concepts, elements – expand on these under

appropriate sub-headings.

.. List your review of the research in the field of counseling of the past 5 years, refer only to peer-reviewed

journals and books regarding the topic, bring the discrepancies and any lack in the research on the topic.

Appropriate citations.

.. Define the purpose of your research/paper: what is it that you attempt to achieve by writing this paper.

___/_15 pts

Body of the Paper

¨ Grammar, sentence flow, structure, format, quality of writing, citation of all sources utilized. An author’s

name at the end of the paragraph only refers to the last statement. Cite all sources.

¨ Appropriate analysis of the topic, keep within the limit of the page-number requirement.

¨ Description of the theory, characteristics, history, background, essential figures, statistics in more

details, expanding on the introduction, addressing the actual topic with subheads.

¨ Best practices and challenges: what has been done in the field to address this issue/population

(interventions) & what has/hasn’t worked, how has this theory/problem been applied in practice.

.. Multicultural approach: cultural considerations when working with this population and issue. A thorough

section on this is vital.

___/_15 pts.

Conclusion

- Sum up the paper/content adequately by reminding what the defined problem was and what has been

done to address it (very concisely); sum up the key points of the paper

¨ Indicate future implications for counselors and further research regarding this theory/issue/population.

__/_10_ pts.

References

_ Format; every source included in the paper has to be on the reference page, APA is required.

__/_10 pts.

Total __/60p

Student Facilitator Skills Guide & Rubric for On-Ground Format

Evaluation Form

_____ Evidences to faculty a written plan outlining chapter discussion (several points that you believe

are significant to the reading including the author’s questions listed at the beginning of the

chapter). Plan can include a short group activity to facilitate learning & enhance critical thinking

_____ Introduces chapter topic of discussion through an overview of the chapter

_____ Thoroughly and accurately summarizes the chapter, highlights the main points, as well as

discusses the main ideas

_____ Facilitates learning through sharing own insights & perception of reading and enables a class

discussion (may use a class activity)

_____ Recognizes goal is to facilitate discussion and not necessarily be the expert (although own

opinion is important), uses clear & professional language and style, attire and presentation

_____ Uses active listening skills including paraphrasing, reflection of content and appropriate silence

for processing of content

_____ Summarizes important points made by classmates (writing on board, asking class to write down

main ideas, etc.)

_____ Utilizes the time efficiently (no falling short or running over)

Notes for continued development of facilitation skills: _____________________________________________________

COUN 5450: Trauma, Crisis, and Emergency Relief Counseling BOOK or ARTICLE REVIEW RUBRIC

Does not Meet

Criteria on

Program Level

Minimally Meets

Criteria on Program

Level

Meets Criteria at

Program Level

Exceeds Criteria on

Program Level Score

Summary

4pts

Summary is mostly

an outline of the

book and does not

discuss themes or

major ideas of the

work. Content does

not provide an

overall

understanding of

what the article or

book is about.

Summary consists of

a discussion of major

themes, ideas and

characters providing

at least 2 excerpts

from the work. It

combines ideas from

the book however

seems incomplete.

Summary consists of a

discussion of major

themes, ideas, and

characters, providing

at least 3 excerpts

from the work. It

combines ideas from

the book into new

sentences using own

words and brings all

major themes into

connected & coherent

composition.

Summary consists of a

discussion of major

themes, ideas, and

characters providing

meaningful excerpts

from the work. It

combines ideas from

the book into new

sentences using own

words, is concise, and

well structured.

Quotes

2pts

No quotes are

included or are

included with no

relevance to the

content.

The analysis contains

direct quotes here and

there without

thorough connection

to context, accurate

citation and

consistency.

2 or 3 direct quotes

from the article/book

are noted with

accurate citation

throughout the text.

Quotes directly relate

to the content and are

tied in with what is

being discussed.

2 or 3 direct quotes

from the article/book

are noted with accurate

citation throughout the

text. Quotes directly

relate to the content and

are tied in with what is

being discussed in a

thorough thought

process and critical

analysis.

Author &

Sources

2pts

The discussion of

author and sources

is vague or missing

and lacks detail.

Student provides little

discussion of the

author’s

qualifications.

Sources may or may

not be briefly

examined.

Student provides a

discussion of the

author’s qualifications.

Sources are examined

and the analysis is

composed however

may need more critical

depth.

Student provides a

detailed discussion of

the author’s

qualifications. Sources

are examined in detail

and the student

determined whether or

not they were

appropriate for the

work.

Critique

Strengths &

Weaknesses

9pts

Critique consists of

a basic opinion

based on personal

feelings or biases, is

simplified and does

not meet criteria for

a critical analysis.

Critique consists of

thoughts, responses

and reaction to the

material. The student

may discuss only one

aspect of the material,

such as personal

opinion with no

fundamental

argument or critical

component.

Critique consists of

thoughts, responses

and reaction to the

material. The student

reviewer may discuss

only two aspects, for

example themes and

writer's style.

Thoroughness and

depth of review of

various aspects need

improvement.

Critique consists of

well processed

thoughts, responses and

reaction to the material.

The student discussed

various aspects, for

example themes and

writer's style.

Thoroughness and

depth of review are

outstanding.

Organization

& Structure

8pts

Structure of the

paper does NOT

follow a logical

order. No

Structure of the paper

does NOT follow a

logical order. The

writing or ideas may

Structure of the paper

flows and is easily

read, but some

transitions may be

Structure of the paper

flows and is easily read

and followed because

of smooth and well-

transitional phrases

to make the

composition easily

readable, or the

review is just a copy

of the original work.

"jump" around; it is

not cohesive, there is

not a clear

introduction, or

conclusion.

faulty or missing.

There is a logical

order in sequence of

topics. There is a clear

cut introduction, body

and conclusion.

composed transitions.

There is a logical order

in sequence of topics

which are structured

perfectly into the body

of the paper. There is a

clear cut introduction,

body and conclusion.

Mechanics

5pts

Sentences are

structured

inaccurately, are

incomplete or use

the wrong

connections.

Sentences seem to

run on without

logical structure.

There are a few

incomplete or run-on

sentences,

connections need

improvement.

Uses complete

sentences and a

variety of sentence

types.

Uses complete

sentences and a variety

of sentence types. The

composition has

outstanding mechanics.

Spelling

5pts

The entire paper

consists of poorly

written sentences

and many spelling

errors.

The composition

suffers from multiple

spelling errors.

The analysis has very

few errors and is

mostly written well.

The composition is free

for any kinds of errors

and is built extremely

well.

Format

5pts

Paper does not

follow the required

APA format.

The paper has many

APA format errors.

The paper has very

few formatting issues

and mostly follows

APA.

The paper is free of any

formatting and styling

errs and accurately and

consistently follows

APA.

Total __/40

Additional notes:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Name of Student completing the assignment: __________________________________ Term and year: ______________

Instructor Name and Signature: ____________________ ______________________ Date: _______________________

Student Acknowledgment

I have read this syllabus and understand the policies and requirements for COUN 5450 Term ______; Year _______.

I understand that by signing this form I am committing to the terms and conditions of this course, as well as to the

responsibility of completing the requirements.

Student Name Signature Date

*Sign this page and turn it in the first day of class.