University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2137 (Fall 2013)
Subject Area - Course Number: COUNSED 716
Cross-listing: NA
(See Note #1 below)
Course Title: (Limited to 65 characters)
Crisis Intervention and Trauma Counseling
25-Character Abbreviation:
Crisis Intervention
Sponsor(s):
David Van Doren,
Department(s):
Counselor Education
College(s):
Education
Consultation took place:
Programs Affected:
NA
Yes (list departments and attach consultation sheet)
Departments: Psychology
None
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
COUNSED 718 and COUNSED 722 corequisites
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Education
Instructor:
David Van Doren
Dept/Area(s): Counselor Education
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: None
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education
in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
0.0 Total lecture hours:
3.0 Total contact hours:
48
48
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
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1.0 No of credits in major: 3.0
1.0 No of credits in degree: 3.0
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Proposal Information: (Procedures for form #3)
Course justification:This course meets the Council for Accreditation of Counseling and Related
Educational Programs (CACREP) requirements to address crisis intervention.
Relationship to program assessment objectives: This course will address a need in the counseling
department to help our students to effectively address crises. This has become more prominent in our
society and counselors have been called on to help reduce the impact of traumatic situations.
Budgetary impact: No additional faculty lines are requested in this transition. Course rotations will be
set up to ensure effective learning for all students while minimizing the need for additional staff. Students
will still complete the program in three years (if full time), and faculty will continue to teach 12 credits
each semester (with redirected time for tenure-track faculty as negotiated with Dean).
Course description: (50 word limit)
This course will present counseling approaches which effectively address crises. The course will examine
the impact of trauma and crisis and potential neurobiological responses. Students will gain knowledge and
skills useful in assessing and intervening in crises and explore the application of these skills in addressing
specific crisis situations.
If dual listed, list graduate level requirements for the following: NA
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
1. Understands the impact of crises, disasters, and other trauma-causing events on people of all ages
(CACREP 2009 standard G 3. c and CMHC standard A. 9.).
2. Understands the operation of an emergency management system within clinical mental health
agencies and in the community (CACREP 2009 standard CMHC A. 10.).
3. Understands the principles of crisis intervention for people during crises, disasters, and other
trauma-causing events (CACREP 2009 standard CMHC C. 6.).
4. Demonstrates the ability to use procedures for assessing and managing suicide risk. (CACREP
2009 standard CMHC D. 6.).
5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing events
(CACREP 2009 standard CMHC K. 5.).
6. Differentiates between diagnosis and developmentally appropriate reactions during crises,
disasters, and other trauma-causing events (CACREP 2009 standard CMHC L. 3.).
7. Understands the potential neurobiological impact of crisis and trauma (CACREP 2009 standard
G. 3. b.).
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8. Demonstrates essential counseling skills effective in crisis intervention (CACREP 2009 standard
G. 5 c.).
9. Understands crisis intervention and suicide prevention models, including the use of
psychological first aid strategies (CACREP 2009 standard G. 5 g.).
10. Understands and demonstrates effective self-care strategies appropriate to the counselor role
(CACREP 2009 standard G. 1. d.).
11. Understand ethical and legal considerations in crisis intervention and trauma counseling
(CACREP 2009 standard G 1. j).
COUNSED 716 Crisis Intervention and Trauma Counseling
Course Description: This course will present counseling approaches which effectively address crises.
The course will examine the impact of trauma and crisis and potential neurobiological responses. The
students will gain knowledge and skills useful in assessing and intervening in crises and explore the
application of these skills in addressing specific crisis situations such as, suicide, homicide, intimate
partner violence, sexual assault, natural disasters and terrorism. Students will examine the implications for
assessment and intervention in the midst of a crisis and learn self-care strategies.
Instructor: David Van Doren, Ed.D., LPsy, LPC, NCC, CCMHC, MAC
Office Hours: Monday 9:30-11:30AM, Tuesday 3:00-5:30, Wednesday Noon-1:30 or by
appointment, please e-mail or call to set up a time.
Office Location: Winther Hall, Rm. 6040
Office Telephone: 262-472-1035; Home: 262-473-7029; Email: vandored@uww.edu
Our conceptual framework, The Counselor is a Reflective Facilitator, is the underlying structure in our counselor
preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our
operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty
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scholarship and service, and unit accountability. In short, our counselor education program is committed to reflection
upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take
an active role in their own learning; to information and technology literacy; to diversity; and to inquiry
(research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect
commitment to these underlying principles.
Course Objectives:
1. Understands the impact of crises, disasters, and other trauma-causing events on people of all ages
(CACREP 2009 standard G 3. c and CMHC standard A. 9.).
2. Understands the operation of an emergency management system within clinical mental health
agencies and in the community (CACREP 2009 standard CMHC A. 10.).
3. Understands the principles of crisis intervention for people during crises, disasters, and other
trauma-causing events (CACREP 2009 standard CMHC C. 6.).
4. Demonstrates the ability to use procedures for assessing and managing suicide risk. (CACREP
2009 standard CMHC D. 6.).
5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing events
(CACREP 2009 standard CMHC K. 5.).
6. Differentiates between diagnosis and developmentally appropriate reactions during crises,
disasters, and other trauma-causing events (CACREP 2009 standard CMHC L. 3.).
7. Understands the potential neurobiological impact of crisis and trauma (CACREP 2009 standard
G. 3. b.).
8. Demonstrates essential counseling skills effective in crisis intervention (CACREP 2009 standard
G. 5 c.).
9. Understands crisis intervention and suicide prevention models, including the use of
psychological first aid strategies (CACREP 2009 standard G. 5 g.).
10. Understands and demonstrates effective self-care strategies appropriate to the counselor role
(CACREP 2009 standard G. 1. d.).
11. Understand ethical and legal considerations in crisis intervention and trauma counseling
(CACREP 2009 standard G 1. j).
Text: James, R. K. & Gilliland, B. E., (2013). Crisis Intervention Strategies, 7th Edition. Belmont, CA:
Brooks/Cole.
Methods of Instruction: Instruction will be lecture/discussion, small group discussion, and experiential
learning through the use of a variety of exercises and exploration. All readings should be done prior to
class and questions related to the class be brought to the class for discussion. There will be sensitive
issues discussed in this class. Respect and confidentiality will enhance the freedom to share. Each person
needs to be responsible for the development of appropriate boundaries around their particular issues.
*Readings are to be completed prior to class. Students are responsible for all materials presented in texts
and assigned articles. Not all assigned materials will be covered in lectures.
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*The reading/class discussion schedule provided below may be altered; students will be notified of
significant changes.
Some readings may lead to strong emotions and associations within class members. Class members
therefore, should take care to monitor their responses to these articles and assigned readings.
Provided there is adequate comfort and sense of trust, such responses should be incorporated into
class discussions. This is up to the personal discretion of the student. I will be available to discuss
associated feelings/thoughts as needed. Self- care is very important while addressing crisis and
trauma.
Evaluation: Course Evaluation will be done via essay/multiple choice exams given at the mid-term and
final class periods. There will also be a research paper focused on a specific topic related to Crisis
Intervention and Trauma. Class participation is required and students can earn up to 50 points by
attending all classes and being an active participant.
Mid Term Exam
100 points
Final-Exam
100 points
Research paper
100 points
Participation in crisis training program 50 points (online and live possibilities to be outlined in class)
Class Attendance /Participation
50 points
Total = 400 points
A
=
375 points or more
AB
=
355 - 374
B
=
335 - 354
BC
=
320 - 334
C
=
290 – 319
F
=
<290
Research Paper: Examine a specific topic within Crisis Intervention and Trauma which is of interest to
you. Your paper should explore an effective approach(s) to a specific crisis or trauma. The paper should
be 10-15 pages with at minimum10 journal articles and/or books on the subject. Wikipedia, newspapers
and magazines such as Newsweek, Time, etc. will not count as part of these ten, since they would not be
journals related to the helping professions. Specific professional websites and articles found on those
sites will count. Interviewing a mental health professional who has engaged in disaster relief would
enhance the paper. All papers should be well-researched and referenced. Use the APA referencing
format. A reference list should be included.
An average grade (AB) would include a well-written document, which provides a synopsis of a variety of
professional sources (10-12) with very few grammatical errors. A’s would necessitate exceptional writing
and more sources. All papers will be submitted via the drop box on D2L, no papers will be allowed to be
submitted via e-mail. Drop box will run the paper through Turnitin which will analyze the paper to
determine similarities with other papers found on the Internet. This will catch most plagiarism, so make
sure you use your own synopsis and not other people’s words, unless you use quotations. The paper
should be primarily your synopsis and not a string of quotations. Synthesize, summarize, and cite!
Tentative Schedule
Week one
Introduction
Week Two
Approaches to Crisis Intervention & Culturally Effective Helping,
Chapters 1& 2
Week Three
Intervention and Assessment Models and Tools, Chapters 3 & 4
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Week Four
Neurobiology relevant to crisis and trauma
Week Five
Handling a crisis, Chapter 5
Week Six
Telephone and Online Crisis Counseling, Chapter 6
Week Seven
Mid-Term
Week Eight
Specific Crises: PTSD, Chapter 7
Week Nine
Specific Crises: Lethality: Suicide and Homicide, Chapter 8
Week Ten
Specific Crises: Sexual Assault & Partner Violence, Chapters 9 & 10
Week Eleven
Crisis of Addiction & Personal Loss, Chapters 11 & 12
Week Twelve
Crisis in Schools and Communities/ Violent Behaviors in Institutions,
Chapters 13 & 14
Week Thirteen
Vicarious Trauma, Chapter 16
Week Fourteen Disaster Response, Chapter 17
Week Fifteen
Final
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one
or two pages in length.)
Brenner, L.A. & Barnes, S. M. (2012). Facilitating treatment engagement during high-risk
transition periods: A potential suicide prevention strategy. American Journal of Public
Health; Mar Supplement 1, 102(1).
Collings, S. (2012). Suicide prevention and emergent media: Surfing the opportunity.
Crisis: The Journal of Crisis Intervention and Suicide Prevention, 33(1).
Collins, B. G. & Collins, T. M. (2005). Crisis and trauma developmental –ecological
intervention. Boston, MA: Lahaska Press.
Cozolino, L. (2002). The neuroscience of psychotherapy. New York, NY: WW. Norton.
Crepeau-Hobson, F., Sievering, K. S., Armstrong, C. & Stonis, J. (2012). A Coordinated Mental
Health Crisis Response: Lessons Learned From Three Colorado School Shootings. Journal of
School Violence, 11(3).
Dass-Brailsford, P. (2010). Crisis and disaster counseling: Lessons learned from hurricane
Katrina and other disasters. SAGE Publications.
Fielding, J. E., Teutsch, S., Koh, H., & Teutsch, S. (2012). Health reform and healthy people
initiative. American Journal of Public Health, 102(1).
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Fitzgerald, H. E., Zucker, R., & Freeark, K.(2006). The crisis in youth mental health: Critical issues and
effective programs. Westport, CN: Praeger.
Fosha, D., Siegel, D., & Solomon, M. (2009). The healing power of emotion: Affective
neuroscience, development, and clinical practice. New York, NY: WW. Norton.
Hetrick, S. E., Parker, A. G., Robinson, J., Hall, N., & Vance, A., (2012). Predicting suicidal risk
in a cohort of depressed children and adolescents. Crisis: The Journal of Crisis Intervention and
Suicide Prevention, 33(1).
Hunt, S. (2012). The effectiveness of crisis resolution home treatment. Mental Health Practice,
15(10).
Jaksec, C. M. (2007). Toward successful school crisis intervention: 9 key issues. Thousand
Oaks, CA : Corwin Press
Jenkins, J.C. & Gottlieb, E. E. (2007). Identity conflicts: Can violence be regulated? New
Brunswick, N.J. : Transaction Publisher.
Joiner, T. (2005). Why people die by suicide. Cambridge, MA: Harvard University Press.
Katz, I. (2012). Lessons Learned from mental health enhancement and suicide prevention
activities in the veterans health administration. American Journal of Public Health; Mar
Supplement 1, 102 (1).
Knox, K.L., Kemp, J., McKeon, R., & Katz, I.R. (2012). Implementation and early utilization of
a suicide hotline for veterans. American Journal of Public Health. Mar Supplement 1,
102(1).
Koehler, N. (2012). The paradigm shift: Voices of professionals. Reclaiming children & youth
21(1).
Lerner, M. D. (2005). A practical guide for crisis response in our schools. Commack, N.Y.:
American Academy of Experts in Traumatic Stress.
Maloney, C. (2012). Critical incident stress debriefing and pediatric nurses: An approach to
support the work environment and mitigate negative consequences. Pediatric Nursing; 38(2).
Meir, Y., Slone, M., Levis, M., Reina, L.& Livni, Y. B. D. (2012). Crisis intervention with
children of illegal migrant workers threatened with deportation. Professional Psychology:
Research and Practice, 43(4).
Murtonen, K., Suomalainen, L., Haravuori, H., & Marttunen, M. (2012). Adolescents'
experiences of psychosocial support after traumatization in a school shooting. Child &
Adolescent Mental Health; 17 (1).
Pisani, A. R., Cross, W. F., Watts, A., & Conner, K. (2012). Evaluation of the commitment to
living (CTL) curriculum: A3-hour training for mental health professionals to address suicide
risk. Crisis: The Journal of Crisis Intervention and Suicide Prevention. 33(1).
Roberts, A. R. & Schenkman Roberts, B.(2005). Ending intimate abuse:Practical guidance and
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survival strategies. New York ; Oxford : Oxford University Press.
Schore, A. (2012). The science and art of psychotherapy. New York, NY: W.W. Norton.
Sharkin, B. S. (2012) Being a college counselor on today's campus Roles, contributions and special
challenges. New York, NY: Routledge.
Wainrib, B. R. (2006). Healing crisis and trauma with mind, body, and spirit. New York: Springer.
U.S. Department of Health and Human Services (2005). Mental health response to mass violence and
terrorism: A field guide. DHHS Pub. No.SMA4025 Rockville, MD: Center for Mental Health
Services, Substance Abuse and Mental Health Services Administration.
White, S., McMorris, C., Weiss, J., & Lunsky, Y. (2012). The experience of crisis in families of
individuals with autism spectrum disorder across the lifespan. Journal of Child & Family Studies, 21
(3).
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
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