Springfield College
School of Professional and Continuing Studies
Charleston, South Carolina
Crisis Intervention HUSB-156 (01) (3 credits)
January 2016
Instructor: Thomas R. La Roche
Address:
4390 Belle Oaks Drive Suite 200
North Charleston, SC 29405
Phone number: (843) 554-7244
E-mail:
tlaroche@springfieldcollege.edu
CLASS SCHEDULE
Sundays: 01/24/16, 02/21/16, 03/20/16, 04/10/16
Meeting times are from 8:30 AM to 4:30 PM
All classes are held on Springfield Campus (Charleston, SC)
REQUIRED TEXT(S):
James, R. (2013) Crisis intervention strategies, (7th Ed.). New York: Cengage Learning
Publishers: ISBN: 1-111-18677-43. The costs for all of our textbooks can be found at:
http://bookstore.mbsdirect.net/vb_buy.php?ACTION=top&FVGRPNO=24;
RECOMMENDED RESOURCES:
Please make full use of local, regional, national, Internet and historical news clippings regarding
Crisis Intervention issues and their impact on individuals, our local community and our society.
COURSE DESCRIPTION:
This course covers both frequent and unique situations that might require intervention. It will
cover theoretical areas such as crisis theory and the management of interpersonal conflict as well
as more specific situations such as rape, child abuse, potential suicides and hostage incidents.
COURSE OBJECTIVES:
1. Identify and discuss at least three types of crisis situations:
a. Mild- Angry
b. Emotional
c. Violent-Physical
2. Discuss the following intervention methods used in crisis situations:
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3.
4.
5.
6.
a. Mediation
b. Negotiation
c. Counseling
d. Referral
What are the characteristics of a crisis situation? How does a person adapt and change as
a result of the crisis? How does anxiety promote change or interfere with it?
Discuss common errors committed by intervention personnel, for example, reacting too
quickly and not listening. What are effective techniques that would yield a more positive
outcome?
Compare methods of intervention in specific situations, such as rape, child abuse,
domestic violence, potential suicides and hostage situations.
Give an example on how you have intervened in a crisis situation? Discuss the following:
assessment, intervention, and resolution. Was your approach effective? What might have
you done differently?
COURSE FORMAT:
This course is designed to be fun and exciting and will be presented using various adult learning
methodologies. This course will provide several unique interactive experiences and will consist
of lectures, videos, case studies, handouts, group writing projects, student presentations, risk
assessment exercises, internet activities, and a variety of assigned readings from the textbook.
This course will examine the need for Crisis Intervention in all different areas of our society.
When we discuss topics of interest or do presentations, please do not read from your paper. If
you are not fully prepared, please disclose that fact to your instructor before the session begins.
COURSE OVERVIEW
This course will provide an opportunity for students to develop a basic understanding of the
various theories, concepts, and methodologies of Crisis Intervention. By working "hands-on" in
simulated situations, students will demonstrate their ability to utilize the basic skills, strategies
and techniques of Crisis Intervention, as they apply to the specific typologies or case situations.
EMERGENCIES
In case a serious emergency mandates that you must miss a session, please send an e-mail to me
ASAP at tlaroche@springfieldcollege.edu. I will respond to you promptly. Please note that all of
the various pre-class assignments are still due on the day of class. They must be uploaded to the
Moodle classroom folder. For your make-up assignment, please write a three (3) page APA
paper on the History and the Development of Police Hostage Negotiation in this country. Be
sure to utilize, and properly document, at least two (2) different citations. This extra work will
be due in two weeks’ time. If you miss a class, and do not contact me at all, then you will fail
that entire session's work. If a class meeting date is cancelled due to some unforeseen
circumstances (i.e. inclement weather), it will be scheduled on the next available weekend.
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In-Class Topics Session I: Sunday, January 24, 2016
Review/Evaluation of the above Pre-Class assignments.
Lecture/Examination on important concepts Chapters 1-3
In-class Research/Writing Assignment #1 topic TBA:
Presentation and discussion of the in-class assignment.
Video clip #1 review, with group discussions to follow.
In-class Research/Writing Assignment #2 topic TBA.
Presentation and discussion of the in-class assignment.
In Preparation for Session II: Class Assignment(s)
(1) Go to the Moodle Virtual Classroom assigned for this course, and look for the section that is
entitled Case Study #2. Analyzing all of the details that are provided there, you must then make
a series of critical decisions. First, does this specific scenario require any degree of crisis
intervention? Second, what level of intervention do you believe is indicated, and who should be
involved with it? Third, what are your thoughts about betraying a confidence in this situation?
Using techniques from the textbook by James, please detail the different steps that you would
utilize in order to successfully resolve this crisis situation. Please write a two (2) page paper,
using the APA format, detailing your rationale for taking your specific courses of action.
(2) Prepare a ten minute oral presentation about your own work environments, and identify any
areas where the possibility of a crisis situation and need for intervention, affects how you carry
out your daily routine and the delivery of service to the client population which you serve.
(3) Students will read and prepare a typed outline on the core concepts and ideas that are found
within Chapters 4-6 of the textbook by Richard K. James. This outline must reflect a genuine
understanding of the material in the selected chapters, not merely a rote recitation of the facts. It
will be reviewed at the start of each class, as it is the basis for classroom discussions and exams.
In-Class Topics Session II: Sunday, February 21, 2016
Review/Evaluation of the above Pre-Class assignments.
Lecture/Examination on important concepts in Chapters 4-6.
In-class Research/Writing Assignment #3 topic TBA:
Presentation and discussion of the in-class assignment.
Video clip #2 review, with group discussions to follow.
In-class Research/Writing Assignment #4 topic TBA.
Presentation and discussion of the in-class assignment.
In Preparation for Session III: Class Assignment(s)
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(1) Go to the Moodle Virtual Classroom assigned for this course, and look for the section that is
entitled Case Study #3. Analyzing all of the details that are provided there, you must then make
a series of critical decisions. First, does this specific scenario require any degree of crisis
intervention? Second, what level of intervention do you believe is indicated, and who should be
involved with it? Third, what are your thoughts about betraying a confidence in this situation?
Using techniques from the textbook by James, please detail the different steps that you would
utilize in order to successfully resolve this crisis situation. Please write a two (2) page paper,
using the APA format, detailing your rationale for taking your specific courses of action.
(2) Prepare a ten minute oral presentation about three current articles from local, or national
print media that demonstrate the impact that Crisis Interventions are having on our society. If
you do not attend the scheduled session, write up and e-mail this assignment to me promptly.
(3) Students will read and prepare a typed outline on the core concepts and ideas that are found
within Chapters 7-9 of the textbook by Richard K. James. This outline must reflect a genuine
understanding of the material in the selected chapters, not merely a rote recitation of the facts. It
will be reviewed at the start of each class, as it is the basis for classroom discussions and exams.
In-Class Topics Session III: Sunday, March 20, 2016
Review/Evaluation of the above Pre-Class assignments.
Lecture/Examination on important concepts in Chapters 7-9.
In-class Research/Writing Assignment #5 topic TBA:
Presentation and discussion of the in-class assignment.
Video clip #3 review, with group discussions to follow.
In-class Research/Writing Assignment #6 topic TBA.
Presentation and discussion of the in-class assignment.
In Preparation for Session IV: Class Assignment(s)
(1) Go to the Moodle Virtual Classroom assigned for this course, and look for the section that is
entitled Case Study #4. Analyzing all of the details that are provided there, you must then make
a series of critical decisions. First, does this specific scenario require any degree of crisis
intervention? Second, what level of intervention do you believe is indicated, and who should be
involved with it? Third, what are your thoughts about betraying a confidence in this situation?
Using techniques from the textbook by James, please detail the different steps that you would
utilize in order to successfully resolve this crisis situation. Please write a two (2) page paper,
using the APA format, detailing your rationale for taking your specific courses of action.
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(2) Students will read and prepare a typed outline on the core concepts and ideas that are found
within Chapters 10-12 of the textbook by Richard K. James. This outline must reflect a genuine
understanding of the material in the selected chapters, not merely a rote recitation of the facts. It
will be reviewed at the start of each class, as it is the basis for classroom discussions and exams.
In-Class Topics for Session IV: Saturday. April 10, 2016
Review/Evaluation of the above Pre-Class assignments.
Lecture/Examination on important concepts in Chapters 10-12.
In-class Research/Writing Assignment #7 topic TBA.
Presentation and discussion of the in-class assignment.
Video clip #2 review, with group discussions to follow.
In-class Research/Writing Assignment #8 topic TBA.
ASSIGNMENTS:
All students begin each semester with 30 percentage points awarded for classroom participation.
The instructor reserves the right to penalize final course grades up to 30 percentage points based
upon inappropriate/non-productive classroom participation (which includes session absences,
tardiness to class, discourtesy while the instructor and/or other students are talking, comments
that disrupt pertinent and informative class discussion, not treating others with respect). Please
note that inadequate class participation may reduce your final grade 1 (one) full grade.
For my “A” students, there is a greater expectation of positive participation. This will include
taking the initiative to actually read all of the hand-out materials that I provide. As these
materials will be the basis for many of our classroom discussions. I cannot stress just how crucial
they are. An effective means for me to evaluate your performance in this area is to request that
you make oral presentations during the regularly scheduled classroom sessions.
Due for Session I: Pre-course assignment(s)
(1) Go to the Moodle Virtual Classroom assigned for this course, and look for the section that is
entitled Case Study #1. Analyzing all of the details that are provided there, you must then make
a series of critical decisions. First, does this specific scenario require any degree of crisis
intervention? Second, what level of intervention do you believe is indicated, and who should be
involved with it? Third, what are your thoughts about betraying a confidence in this situation?
Conduct your research online, before reading the text.
Then detail the different steps that you would utilize in order to successfully resolve this crisis
situation. Please write a three (3) page APA paper, providing two different references. Then
explain your well thought out rationale for taking each of your different courses of action.
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(2) Prepare a full ten (10) minute oral presentation introducing yourself to the class, and
explaining the personal impact that crisis's situations have had on your personal life.
(3) Students will read and prepare a typed outline on the core concepts and ideas that are found
within Chapters 1-3 of the textbook by Richard K. James. This outline must reflect a genuine
understanding of the material in the selected chapters, not merely a rote recitation of the facts. It
will be reviewed at the start of each class, as it is the basis for classroom discussions and exams.
Due before Session II
In preparation for Session II: Forum Assignments #1-4 Due by February 07, 2016 at 6:00 PM
Go to the Moodle Web-Enhanced classroom for this course, and look for the sections
entitled Forums #1-4. Your discussion question(s) for Forums 1-4 must be answered in
rich detail, clearly demonstrating a professional understanding of the content. It is
anticipated that you will be posting a full paragraph (45+ words) at a minimum. Do not
post directly into the Forum itself. Instead, open a new Microsoft Word document, and
carefully craft your responses there. Then, after performing both a spelling and a
grammar check, cut and paste your well-considered response into the forum.
Due before Session III
In preparation for Session III: Forum Assignments #5-8 Due by March 06, 2016 at 6:00 PM
Go to the Moodle Web-Enhanced classroom for this course, and look for the sections
entitled Forums #1-4. Your discussion question(s) for Forums 1-4 must be answered in
rich detail, clearly demonstrating a professional understanding of the content. It is
anticipated that you will be posting a full paragraph (45+ words) at a minimum. Do not
post directly into the Forum itself. Instead, open a new Microsoft Word document, and
carefully craft your responses there. Then, after performing both a spelling and a
grammar check, cut and paste your well-considered response into the forum.
Due before Session IV
In preparation for Session IV: Forum Assignments #9-13 Due April 03, 2016 at 6:00 PM
Go to the Moodle Web-Enhanced classroom for this course, and look for the sections
entitled Forums #9-13. Your discussion question(s) for Forums 1-4 must be answered in
rich detail, clearly demonstrating a professional understanding of the content. It is
anticipated that you will be posting a full paragraph (45+ words) at a minimum. Do not
post directly into the Forum itself. Instead, open a new Microsoft Word document, and
carefully craft your responses there. Then, after performing both a spelling and a
grammar check, cut and paste your well-considered response into the forum.
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COURSE PARTICIPATION:
Definition of In-Class Participation:
All talk does not constitute good class participation. Class participation that contributes to a
positive grade is characterized by the following:
 Ties personal experiences to the concepts being studied, gives an orderly, brief version of the
experience, with a point that is stated clearly;
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and applied the readings for the course;
 Incorporates ideas shared by others and the instructor to create “a fuller picture” of the
concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an “informed” conclusion.
Definition of Online Class Participation (Moodle Web-enhanced Discussion
Link)
The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore it is imperative that you enter each discussion link
prepared to participate in the class discussions, which requires that you not only post your
responses to the questions in a timely manner allowing time for others to respond, but you must
also respond/react/provide substantive feedback to other’s postings.
It should be noted that not all engagement in class discussions constitutes substantive class
participation. Class participation in an online environment is characterized by the following:
 Connects personal experiences to the concepts being studied, gives an orderly, brief version
of the experience, with a point that is stated clearly;
 Avoids repeating points made by others;
 Shows evidence of having completed, understood, and applied the reading for the course;
 Incorporates shared ideas to create an understanding of the concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an informed conclusion.
GRADING CRITERIA:
Written class Examinations:
Textbook Chapter Outlines:
In-Session Presentations:
Classroom Participation
Pre-class Assignments:
20%
20%
20%
20%
20%
NOTE: Each student in the course is responsible for all SPCS academic
policies and college policies as found in the School of Professional and
Continuing Studies Student Handbook.
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SPECIAL SERVICES: Springfield College and the School of Professional and Continuing
Studies are committed to providing an equal educational opportunity for all students. Any
student who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Both reasonable services and
accommodations are provided for students with physical, psychological, and learning disabilities
based on need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must be on file with campus designee for the SPCS
Office of Student Support Services, Dr. Elsie Smalls (843) 554-7244 ext. 225, camus designee
for the SPCS Office of Student Support Services.
The syllabus is a binding agreement between the faculty member and the students in the
course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to
by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties.
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Rubric for Assessing Formal Writing Assignments
The rubric below is designed to help students and instructors define what quality writing is and
the criteria by which SPCS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a smooth
reading and clear communication of ideas. The ideas are written so they can be understood
easily, and the reader does not have to struggle to understand what the writer is saying.
2. Logical Organization of Ideas: Most college papers require an introductory paragraph (or
two) that grabs the reader’s attention, makes the reader want to continue reading, and gives
the reader some idea of what the paper is about. The main idea of the paper does not have to
be stated in the opening sentence or even in the opening paragraph, but it should be clear
before the end of the essay. What’s important is that the reader has a sense of the writer’s
direction throughout the essay and that each paragraph should flow logically into the next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and provide
adequate supporting detail. Details can include examples, allusions, statistics, quotations,
paraphrases, summaries, and more. Has the writer answered questions such as “what,” “what
if,” “why not,” “how,” “how come”?
4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject from
different perspectives, identify what’s at stake in each of these perspectives, and connect his
or her conclusions to the central theme of the paper. It is not enough to present supportive
examples without making clear the significance of these examples and how they advance the
point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to select
appropriate material from references to support ideas, use a variety of references, integrate
the source material smoothly into the flow of the paper, and demonstrate consistent and
correct use of the APA documentation style.
6. Effective Use of Language and Diction: The writer should use a vocabulary that is suitable
to the subject and the audience. Are the words used accurately and effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues of verb
tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences,
sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that do
not interfere with the reading of a text may be considered acceptable.
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