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Texas A&M – Central Texas
Department of Psychology & Counseling
MHCK 513.110 Crisis Intervention & Management of Individuals & Families
Spring 2015
ONLINE
Professor:
Phone:
E-mail:
Office Hours:
Brian Wortham, Ed.D
Office: (254) 519-5431
wortham@tamuct.edu
Mondays:
9AM – 11AM
Thursdays:
3PM – 6 PM
Course Description
This course is an examination of the systemic dynamics, intervention strategies and treatment of a variety of crisis
situations with individuals, couples, families, and communities including, but not limited to, suicide intervention,
sexual assault, domestic violence, substance dependency, PTSD, grief, and natural and man-made disasters
including a review of theories and approaches to crisis intervention and management.
Course Objectives
a) Gain an understanding of theories regarding the way stressful events are perceived, defined, and their
influence on individuals, families and communities.
b) Gain an appreciation for the meanings attributed to family crises and the process of attributing meaning to
these events.
c) Learn the characteristics of functional and dysfunctional coping strategies.
d) Learn to assess both developmental and situational crises and the ways in which they impact the family and
how families respond to such events in healthy and unhealthy ways.
e) Learn intervention strategies for crises and the application skills necessary for these interventions
Learning Outcomes: Students will be able to…
a) Demonstrate their understanding of theories relevant to crisis intervention.
b) Identify dysfunctional coping strategies and recommend adaptive coping strategies.
c) Assess the functioning of individuals and families who are experiencing crises.
d) Implement intervention strategies and apply therapeutic skills in the context of crises.
Required Text
Essentials of Crisis Counseling and Intervention (2003) by Donald E. Wiger and Kathy J. Harowski ISBN: 0-471417566-6 paperback.
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ASSIGNMENTS
Online Discussions (3 per week, 1 pt each x 8 weeks = 24 pts):
This assignment is designed to provide you with an opportunity to demonstrate your understanding of the material
presented in the text, encourage critical thinking about this material, and allow you an additional opportunity to
interact with your classmates. For each chapter I will pose discussion questions. You may choose one discussion
question to respond to for each week that there is a discussion posting assignment. You may also respond to another
student, but it must be a well-thought out response. Each week you will be responsible for 3 posts. The posts are due
that week and cannot be made up later.
Chapter Questions (9 chapters, 1 pt. each = 9 points)
For each chapter, you will be responsible for creating five (5) multiple choice questions. Each question must have
four (4) possible choices and you will need to show me the correct answer. These questions will be used to create
the final. I will choose questions from the bank you have created throughout the semester.
Resource list (15 points):
To further increase your exposure to real-world knowledge related to crisis intervention, you will be asked to
compile a list of twelve (15) local resources for individuals in crisis (e.g., shelters, food banks, youth services). The
list should include contact information, what services they provide, what consumers they serve, and what cost (if
any) is associated with the services. I define local as an hour in any direction. So from Waco to Austin would be
acceptable. Pick a location that makes sense to you. For example, I live in Round Rock, so I would compile a list in
that area. If you wish to compile a list elsewhere, please contact me. Compile in WORD and email the list to
everyone on Blackboard. That way, everyone will have a list they can take with them.
Personal Experience. (10 points)
Students will write a description (4-6 pages) of a personal crisis experience including their personal reactions to the
experience. This can be from the standpoint of helping others with crises or your own personal crisis. You may
change names if that makes you more comfortable. I would like to know a little about the crisis, how it felt to
experience it in the moment, how you were able to move forward, and how it has impacted your life since. All
papers will be read by me only. You will need a title page, but no references.
Research Paper (20 pts)
Each student will individually compose a 8-10 page (not counting title page and reference page) APA-style paper
summarizing the latest research (minimum of 15 sources) on the optimal intervention for a particular crisis event
(e.g., natural disaster, suicidality, school shooting…) or for working with a population who is at high risk for crises
(e.g., targets of domestic violence, survivors of trauma, first responders…). Your paper may address long-term care,
but the focus should be on what needs to be done in the early stages of a crisis. In addition to reporting the latest
research findings, you should also critically evaluate the evidence presented in the research and make an argument
regarding the validity of this evidence.
For all written assignments, APA style must be followed, including cover page, running head, heading hierarchy,
paragraph and margin formatting, and citations and references as needed. Writing will be graded on the following
rubrics and factored into the final assignment grade:
APA Format Rubric:
5: Consistently adheres to APA format, including cover sheet, running head, headings, intext citations, paragraph format, references, etc.
4: No more than one or two minor APA errors; overall, follows general format.
3: Few and minor APA errors; overall, follows general format.
2: Numerous APA errors that are distracting; numerous inconsistencies.
1: Significant problem following APA style; numerous problems in several areas.
Writing Quality Rubric:
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5: Sophisticated writing style that is clear, concise, smooth; maintains professional voice;
pleasure to read; has developed unique and effective writing style; virtually no
grammatical errors.
4: Engaging writing style that is clear, concise, smooth; maintains professional voice;
minor and few grammatical errors.
3: Clear, concise writing; maintains professional voice; minor and few grammatical
errors.
2: Minor problems with writing style and/or grammar; vague or wordy; does not maintain
professional voice.
1: Significant problems with writing; ideas not clearly communicated due to writing
ability; numerous grammatical errors.
Alternate Assignment for Research Paper
For those students who have the inclination, time, and opportunity to pursue more hands-on experiences
related to crisis intervention, I offer an assignment that may be completed in lieu of the Research Paper
described above. For this assignment you will need to complete twenty (20) hours of volunteer work
experience with a community agency whose purpose is to respond in crisis situations (e.g., Red Cross,
suicide hotline, homeless shelter, etc.) and then write a three to five (2-4) page paper reflecting on your
experience. Experiences that are completed for pay, for course credit (e.g., internship/practicum), or any
other compensation are not acceptable for the completion of this assignment. Course instructor (i.e.,
me) must approve of volunteer experience prior to its inception and you must provide appropriate
documentation of your experiences.
Final
You will be given a multiple choice and essay exam at the end of the semester. You will be responsible for
completing this timed exam working independent. I will give you more details in a few weeks.
Grade Distribution
Online Discussions:
Resource List:
Chapter Questions:
Personal Experience:
Research Paper
Final:
25 points (you get 1 free point because I am in a good mood)
15 points
10 points (Yes, 1 more free point)
10 points
20 points
20 points
Total:
100 points
Extra Credit Option
The Counseling Center on campus puts on a Question, Persuade, Refer (QPR) training every semester. This
is a 2-hour training. You may earn extra credit by attending this and writing a one (1) page reaction paper.
The date has not been set, but I will keep you updated
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Course Outline
Date
Assignments
Readings
Week 1
Jan 19 – Jan 25
Week 2
Jan 26 – Feb 1
Week 3
Feb 2 – Feb 8
Week 4
Feb 9 – Feb 15
Week 5
Feb 16 – Feb 22
Week 6
Feb 23 – March 1
Week 7
March 2 – March 8
Week 8
March 9 – March 13
Chapter Questions (Jan 25)
Chapter 1
Chapter Questions ( Feb 1)
Chapter 2 & 3
Chapter Questions ( Feb 8)
Chapter 4
Chapter Questions ( Feb 15)
Chapter 5
Chapter Questions (Feb 22)
Personal Experience ( Feb 22)
Chapter Questions (March 1)
Resource List (March 1)
Chapter Questions (March 8)
Research Paper (March 8)
Final
Chapter 6
Chapters 7 & 8
Chapter 9
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UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central
Texas the ability to communicate health and safety emergency information quickly via
email, text message, and social media. All students are automatically enrolled in UNILERT
through their myCT email account. Connect at www.TAMUCT.edu/UNILERT to change
where you receive your alerts or to opt out. By staying enrolled in UNILERT, university
officials can quickly pass on safety-related information, regardless of your location.
*I reserve the right to amend this syllabus at any time.
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Drop Policy. If you discover that you need to drop this class, you must go to the Records
Office and ask for the necessary paperwork. Professors cannot drop students; this is always
the responsibility of the student. The record’s office will provide a deadline for which the
form must be returned, completed and signed. Once you return the signed form to the
records office and wait 24 hours, you must go into Warrior Web and confirm that you are no
longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office
immediately? You are to attend class until the procedure is complete to avoid penalty for
absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in
the course.
Academic Integrity. Texas A&M University -Central Texas values the integrity of the
academic enterprise and strives for the highest standards of academic conduct. A&M-Central
Texas expects its students, faculty, and staff to support the adherence to high standards of
personal and scholarly conduct to preserve the honor and integrity of the creative
community. Academic integrity is defined as a commitment to honesty, trust, fairness,
respect, and responsibility. Any deviation by students from this expectation may result in a
failing grade for the assignment and potentially a failing grade for the course. Academic
misconduct is any act that improperly affects a true and honest evaluation of a student’s
academic performance and includes, but is not limited to, cheating on an examination or
other academic work, plagiarism and improper citation of sources, using another student’s
work, collusion, and the abuse of resource materials. All academic misconduct concerns will
be reported to the university’s Office of Student Conduct. Ignorance of the university’s
standards and expectations is never an excuse to act with a lack of integrity. When in doubt
on collaboration, citation, or any issue, please contact your instructor before taking a course
of action.
Disability Support and Access Services. At Texas A&M University – Central Texas, we value
an inclusive learning environment where every student has an equal chance to succeed and
has the right to an education that is barrier-free. The Office of Disability Support and Access
is responsible for ensuring that students with a disability enjoy equal access to the
University's programs, services and activities. Some aspects of this course or the way the
course is taught may present barriers to learning due to a disability. If you feel this is the
case, please contact Disability Support and Access at (254) 501-5831 in Warrior Hall, Ste.
212. For more information, please visit their website at www.tamuct/disabilitysupport. Any
information you provide is private and confidential and will be treated as such.
Tutoring. Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing, and APA
formatting. Tutors are available at the Tutoring Center in Warrior Hall, Room 111. Visit
www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and
contact information. If you have questions, need to schedule a tutoring session, or if you are
interested in becoming a tutor, contact Academic Support Programs at 254-501-5830/5836
or by emailing Cecilia.morales@ct.tamus.edu
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
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tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring
and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing,
Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into
your Blackboard account and click