College of Education Conceptual Framework COE Conceptual Development and Knowledge Base

College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through
which we organize and deliver our programs; hence, they are central to our vision of
professional educators and scholars. These include:
 Interculturalism
 Interrelatedness
 Inquiry
 Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in
teaching, research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflective inquiry, critical thinking, and
respect for the cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific
educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas
of science, mathematics, educational technology and intercultural dimension
(language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional
at all levels, not only for the school system but for other economical and service
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areas which require training, human resources, development and life-long
learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping
to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously
mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to graduation
regarding the operations of the unit during your time here. A second survey will occur within one
year following graduation from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB/TSC. Please remember that your response to
these surveys is critical to UTB/TSC excellence.
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THE UNIVERSITY OF TEXAS AT BROWNSVILLE
And TEXAS SOUTHMOST COLLEGE
Spring 2013
Course Syllabus
COURSE:
COUN 6351 – Crisis Counseling
CLASS TIME:
Tuesday 7:15pm-10:00pm
CLASS ROOM:
TSTC UC 203
INSTRUCTOR:
Denise l. Dominguez, PhD, LPC-S
956- 357-2397
[email protected]
OFFICE HOURS:
By appointment only
Required Texts:
Jackson-Cherry L.R. & Eford, B.T. (2010). Crisis Intervention and Prevention. Upper
Sadle River, NJ: Pearson.
ISBN: 978-0-13-243177-4
Additional readings will also be expected and are outlined in the references and tentative
class schedule. All readings will be accessible through the UTB library and/or will be
placed on MyUTBTSC Blackboard.
NOTE: A Tk20 account may be required for this course. Your instructor will inform you
of its necessity. Tk20 is an electronic toolkit used by candidates and other school
professionals to provide evidence that they have mastered state and professional
standards for the profession, as a necessary component of the College of Education’s
assessment program. Additional information regarding Tk20 is available at:
https://tk20.utb.edu/
Catalog Course Description:
The course provides an overview of the psychology of crisis, and contemporary theory
and practice of crisis intervention. Special emphasis is given to basic features of
normative and extreme psychological reactions to crisis and trauma, and the process of
successful crisis resolution and effective skills needed to help individuals and groups in
crisis.
Prerequisites: COUN 6327. Lec 3, Cr 3
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Course Objectives: Course objectives/goals are aligned with the NCATE and SPA
standards as well as the College of Education’s Conceptual Framework.
Course Objective(s)
1.
2.
3.
4.
5.
Students will identify and describe, in
relation to the nature of and the various
specializations within crisis work, theories
of crisis counseling, distinguishing
characteristics between specializations
within crisis counseling, and relevant
research literature.
Students will demonstrate skill in
preparing a professional disclosure
statement for practice in a chosen area of
specialization and in applying theoretical
concepts and scientific findings to the
design of a group and the interpretation of
experiences in a group.
Students will identify, describe, and apply
principles of assessment in crisis
counseling including observing and
identifying individuals in crisis, observing
the personal characteristics of individual
and members in a group, developing
hypotheses about the behavior of crisis
victims, and the use of personal contextual
factors in interpreting the behaviors of
crisis victims.
Students will identify and describe
environmental contexts impacting
individuals in crisis, the planning of
interventions including strategies for
collaborative consultation with targeted
populations to enhance the ecological
validity of planned individual and/or group
interventions.
Students will identify and describe
principles of crisis counseling, performance
of effective crisis counselors, therapeutic
factors within crisis work, and distinguish
when crisis interventions are indicated and
contraindicated.
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NCATE
Standard
1,2
SPA
Standard
1,2
Conceptual
Framework
Inquiry
Pedagogical
Leadership
1,2,3
1,2,3
Interrelatedness
Inquiry
Pedagogical
Leadership
1,3,4
1,2,3,4,5
Interculturalism
Interrelatedness
Inquiry
Pedagogical
Leadership
1,2
1,2,3
Interculturalism
Inquiry
Pedagogical
Leadership
1,4
1,2
Interculturalism
Inquiry
Pedagogical
Leadership
Students will demonstrate skill in
encouraging participation of individual and
group members in crisis, attending to,
describing, acknowledging, understanding,
and responding empathically to individuals
and group member behavior, statements,
and individual/group themes, eliciting
information from and imparting
information to individuals/group
members, providing appropriate selfdisclosure, maintaining individual/group
focus, and giving and receiving feedback.
7. Students will demonstrate skill in engaging
in reflective evaluation of one’s personal
counseling style and approach, working
cooperatively with a co-leader and/or
group members, and engaging in
collaborative group processing.
6.
8.
Students will identify and describe ethical
considerations unique to crisis counseling,
best practices in crisis work, and diversity
competent individual/group crisis
counseling, and demonstrate skill in
evidencing ethical practice, best practice,
and diversity-competent practice in
planning, observing, and participating in
crisis interventions.
1,3,4
1,2,3,4
Interculturalism
Interrelatedness
Inquiry
Pedagogical
Leadership
1,2,4
1,2,3,4,5
Interculturalism
Interrelatedness
Inquiry
Pedagogical
Leadership
1,2.3,4
1,2,3,4
Interculturalism
Interrelatedness
Inquiry
Pedagogical
Leadership
STUDENT ACADEMIC OUTCOMES
Student Learning Outcomes:
1. Demonstrate and understanding of fundamental concepts, theories, strategies,
and counseling skills needed to conduct effective crisis intervention. (II-K1b,5a,5b,5c,8e)
2. Demonstrate an understanding of the background, dynamics, and counseling
intervention methodologies needed to effectively help individuals or groups in
crisis. (II-Kib,2b,2c,2d)
3. Demonstrate an understanding of the process of prevention, intervention, and
postvention in crisis counseling. (II-K-1-b,7h,8e)
4. Demonstrate understanding of the human range of psychological stress
reactions to crises (II-K-2b,3c,7h)
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5. Demonstrate core crisis intervention competency skills in videotaped
demonstration interviews.(II-K-5a,5b,5c)
Course Objectives and Outcomes:
This course is designed to meet CACREP standards and enable students to
demonstrate understanding of the following:
1. CACREP Standard II-K-1-b Professional roles, functions, and relationships with
other human service providers, including strategies for
interagency/interorganization collaboration and communications.
2. CACREP Standard II-K-2-b Attitudes, beliefs, understandings, and acculturative
experience including specific experiential learning activities designed to foster
students’ understanding of self and culturally diverse clients.
3. CACREP Standard II-K-2-c Individual couple, family, groups, and community
strategies for working with diverse populations and ethnic groups.
4. CACREP Standard II-K-3-c Human behavior including an understanding of
developmental crises, disability, exceptional behavior, addictive behavior,
psychopathology, and situational and environmental factors that affect both
normal and abnormal behavior
5. CACREP Standard II-K-5-a Counselor characteristics and behaviors that
influence helping processes.
6. CACREP Standard II-K-5-b Essential interviewing and counseling skills.
7. CACREP Standard II-K-5-c Counseling theories that provide student with a
consistent model(s) to conceptualize client presentation and select appropriate
counseling interventions.
8. CACREP Standard II-K-7-h An understanding of general principles and methods of
case conceptualization, assessment, and/or diagnoses of mental and emotional status
In addition to the objectives listed above, the practicum student will satisfy the
following objectives based on their area of emphasis:
School Counseling
As a result of doing practicum and/or internship in a school setting the student
will be able to meet CACREP School Counseling Standards and demonstrate the
following:
1. B.7. knowledge of prevention and crisis intervention strategies.
2. C.2.d. issues that may affect the development and functioning of students (e.g.,
abuse, violence, eating disorders, attention deficit hyperactivity disorder,
childhood
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3. C.2.h. approaches to recognizing and assisting children and adolescents who may
use alcohol or other drugs or who may reside in a home where substance abuse
occurs.
Community Counseling
As a result of doing a practicum in a community counseling setting, the student
will be able to meet CACREP Community Counseling Standards and
demonstrate understanding of the following:
1. A.4. ethical and legal considerations specifically related to the practice of
community counseling (e.g., the ACA Code of Ethics); and
2. B.1. the roles of community counselors in various practice settings and the
relationships between counselors and other professionals in these settings;
3. B.4. general principles of community intervention, consultation, education, and
outreach; and characteristics of human services, programs and networks (public,
private, and volunteer) in local communities.
4. C.3. effective strategies for promoting client understanding of and access to
community resources;
5. C.7. application of appropriate individual, couple, family, group, and systems
modalities for initiating, maintaining, and terminating counseling, including the
use of crisis intervention, and brief, intermediate, and long-term approaches.
METHOD OF INSTRUCTION:
Instruction will include lecture/discussion and a variety of experiential activities.
MEANS OF ASSESSMENT:
Activity
Movie Crisis Paper
Exam(s)
Seminar/Reading List
Refection Paper(s)
Crisis Intervention
Demonstration/Paper
Class Attendance/Participation
Outcomes Assessed
1,2,
1,2,3,4
Weight
1,4
1,2,3,5
15
40
5
10
20
1,2
10
Dispositions: Students' professional commitments and dispositions are continually observed by
program faculty. Faculty observe student behaviors in the classroom, in field-based experiences,
when meeting privately, and in interactions with other students. As a group, the COE faculty
complete a summary evaluation of the professional commitments and dispositions for each
student each semester. If faculty determine that a student's evaluation in the area of professional
commitments and dispositions requires remediation, thestudent will receive a written remediation
plan specifying required remediation activities and responsibilities. If a student fails to
successfully complete the remediation plan, s/he may be dismissed from the Program. See the
rubric for the evaluation of dispositions posted on the course website.
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Grading Scale
A+ 98 - 100
(4 grade points)
A 93 - 97.9 (4 grade points)
A- 90 - 92.9 (3.67 grade points)
B+ 87 - 89.9 (3.33 grade points)
B 83 - 86.9 (3 grade points)
C 80 - 82.9 (2.67 grade points)
C+ 77 - 77.9 (2.33 grade points)
C 73 - 76.9 (2 grade points)
Anything below a C is a failing grade.
Movie Crisis Paper (15 %):
Watch a movie from the “selected list” or with prior approval of the instructor.
Write a 4-6 page paper (with APA title page) and identify: (1) who is in crisis (may
be more than one, but primary one), (2) the nature of the crisis, (3) the course of the
crisis, (4) apply a crisis intervention model, (5) identify resources present and
potential resources needed, (6) discuss the person’s attempt at coping with the
crisis (whether effective or not), and (7) identify (a list) of potential issues that the
person might need to address if referred for counseling – and why. Some latitude
will be given for interpretation. Minimum of 2 professional journal articles are
required to support aspects of the paper.
Exams (20 % each)
Students will demonstrate understanding through a mid-term and final examination
(non comprehensive). Exams will be based on the course text, lectures, and class
discussions. The format for the exams will include essay, short answer, and multiple
choice.
Seminar/Reading List Requirement (5%):
Each semester two seminars on topical issues in counseling & guidance will be
presented by the program faculty. Students are required to attend ONE of these
seminars and bring a 1-2 page summary to class. This will be counted as a portion of
the Seminar/Reading Reflection grade.
As part of the Counseling & Guidance Program reading list requirement, students
will choose one of the books on the list to complete by the end of this semester.
Students will be asked to complete a 1-2 page summary and reflection of the book
they chose to read.
Reflection Papers (10%)
Personal reflection papers are an opportunity for you to reflect on your thoughts
and emotions about the readings and/or class (e.g., lecture, activities, speakers, etc.)
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and are an avenue for personal and professional growth. Effective crisis
intervention requires that you must know yourself and what personal “issues” that
might come up for you. They are not research papers and do not require academic
citations and references. Instead they are about you and your emotional reactions as
you look inside yourself and struggle to tolerate more anxiety and to accept life on
life’s terms—to develop greater integrity. These are designed to identify and
explore personal attitudes, values, and behaviors that can impede or enhance the
counseling experience with your clients. They will be graded on both quality and
quantity of self-reflection. Papers should be 2-3 pages.
Crisis Intervention Demonstration and Handout (Group Assignment) (20 %)
 Form groups of 3-4 people. Submit names of your “crisis team” at the end of
first class.
 Create a 15-20 minute crisis intervention demonstration with a crisis
scenario (selected from list below or another topic with approval of
instructor) which includes ALL individuals in your group.
 As part of demonstration development, team members must find appropriate
professional references (minimum of 1 per group member) plus the text and
lecture notes to clearly identify specific issues, concerns, and appropriate
interventions.
 Each group will present the demonstration to the class. Every member of the
group must be actively involved in the presentation.
 A review of the topic should be presented in a formal presentation
 Handouts that educate the class must also be provided, including a reference
page
 Total time for each presentation will be approximately 1 hour (including
about 10 minutes for processing the activity), but final allocation will be
determined by the number of groups.
 Written materials associated with your presentation and a copy of your
power point slides must be submitted to the instructor.
 See handout on Blackboard for more detailed information
Class Participation (10%):
Students are expected to participate and engage during class. This includes, but is
not limited to, participating in in-class assignments, group discussions & group
exercises. Participation is also measured in attendance & punctuality to class. It
should be noted that attendance and punctuality is expected and will be excused
only under special circumstances as determined by the instructor. Given that true
learning takes place in discussion and interaction with others where students
express and articulate their ideas, participation is a crucial aspect of this course.
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All assignments should be typed. No handwritten work will be accepted. Make-up
work will only be considered on a one to one basis via communication with the
instructor.
Attendance and punctuality are mandatory and the responsibility of the student.
More than one absence will result in points off. More than 3 lapses in punctuality
will be equivalent to an absence. Any excused absence is left to the discretion of the
instructor.
All cell phones must be turned off and remain off during class.
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as possible, the
instructor reserves the right to change any provisions herein, not covered by the
UTB/TSC HOOP or UT Regent Rules, with notice if circumstances so warrant. Every
effort will be made to keep students advised of such changes and information about
such changes will be available at all times from the instructor. It is the responsibility
of each student to know what changes, if any, have been made to the provisions of
this syllabus and to successfully complete the requirements of this course. Questions
regarding information on the syllabus and course requirements need to be
addressed by students when the syllabus is received.
Satisfactory Academic Progress (sap):
UTB/TSC monitors academic progress every fall and spring semester to identify those
students who are experiencing difficulty with their courses. Satisfactory Academic
Progress (SAP) is based upon two components: GPA of 2.0 or higher and successful
course completion of at least 70% of course work attempted. Students remain in good
standing with the university and Financial Aid when both criteria are met. Students who
do not maintain these required minimum standards will be placed on probation or
suspension as appropriate. The complete Satisfactory Academic Progress policy and the
Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in
the current Undergraduate Catalog. For more information, please visit
http://blue.utb.edu/vpaa/sap/.
Academic Dishonesty Statement:
Students are expected to be above reproach in all scholastic activities. Students who
engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and dismissal from the university. "Scholastic
dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in
part to another person, taking an examination for another person, any act designed
to give unfair advantage to a student or the attempt to commit such acts." Regents'
Rules and Regulations, Series 50101, Section 2.2. Since scholastic dishonesty harms
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the individual, all students, and the integrity of the university, policies on scholastic
dishonesty will be strictly enforced. (refer to Student Handbook for more
information)
Disabilities Statement:
Students with disabilities, including learning disabilities, who wish to request
academic adjustments in this class, should notify the Disability Services Office in the
semester so that the appropriate accommodations may be made. In accordance with
federal law, a student requesting academic adjustments must provide
documentation of his/her disability to the Disability Services Counselor. For more
information, call or visit the Counseling Center Cardenas North 103, (956) 882-8292
or email [email protected]
Emergency Statement:
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and students
to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtsc.blackboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our
region. If the university is forced to shut down, faculty will notify their students
using Blackboard on how to proceed with their course(s). To receive credit for a
course, it is the student’s responsibility to complete all the requirements for that
course. Failure to access course materials once reasonably possible can result in a
reduction of your overall grade in the class.
To facilitate the completion of classes, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system. Therefore,
all students must use Scorpion Online to provide a current email address. Students
may update their email address by following the link titled “Validate your e-Mail
Account” in MyUTBTSC Blackboard Portal. In the event of a disaster that disrupts
normal operations, all students and faculty must make every effort to access an
internet-enabled computer as often as possible to continue the learning process.
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References
American Red Cross. (2001). Emotional health issues for victims. Web site:
www.trauma-pages.com/notalone.htm
Cavaiola, A. A., & Colford, J. E. (2006). A practical guide to crisis intervention. Boston:
Lahaska Press.
Echterling, L. G., Presbury, J., & McKee, J. E. (2005). Crisis intervention: Promoting
resilience and resolution in troubled times. Upper Saddle River, NJ:
Pearson/Merrill Prentice Hall.
Gibson, L., Ruzek, J., Naturale, A., Watson, P., Bryant, R., Rynearson, T., et al. (2006).
Interventions for Individuals After Mass Violence and Disaster:
Recommendations from the Roundtable on Screening and Assessment, Outreach,
and Intervention for Mental Health and Substance Abuse Needs Following
Disasters and Mass Violence. Journal of Trauma Practice, 5(4), 1-28.
doi:10.1300/J189v05n04_01.
Gomez, J. S., & Michaelis, R. C. (1995). An assessment of burnout in human service
providers. Journal of Rehabilitation, 61, 23.
Greenstone, J. L., & Leviton, S. C. (2002). Elements of crisis intervention. Pacific
Grove, CA: Brooks/Cole.
Juhnke, G.E. (1994). “SAD PERSONS scale review.” Measurement & Evaluation in
Counseling & Development, 1994, 27, 325-328.
Juhnke, G.E. (1996). The adapted SAD PERSONS: As assessment scale designed for
use
with children. Elementary School Guidance & Counseling, 1996, 252-258.
Knox, K., & Roberts, A. (2005). Crisis Intervention and Crisis Team Models in Schools.
Children & Schools, 27(2), 93-100. Retrieved from Psychology and Behavioral
Sciences Collection database.
Lindermann, E. (1944). Symptomatology and management of acute grief. American
Journal of Psychiatry, 101, 141-148.
Los Angeles County Department of Mental Health. (2001). Critical incident stress
information sheet. Available at: www.trauma-pages.com
Nock, M. K., & Prinstein, M. J. (2004). A functional approach to the assessment of selfmutilative behavior. Journal of Counseling and Clinical Psychology, 72 (5), 885890.
Westefeld, J. S., Range, L. M., Rogers, J. R., Maples, M. R., Bromley, J. L., & Alcorn, J.
(2000). Suicide: An overview. The Counseling Psychologist, 28, 445-510.
Wiger, D. E., & Harowski, K. J. (2003). Essentials of crisis counseling and intervention.
Hoboken, NJ: John Wiley & Sons.
Young, M. E., Nosek, M. S., Howland, C. A., Chanpong, G., & Rintala, D. H. (1997).
Prevalence of abuse of women with physical disabilities. Archives of Physical
Medicine and Rehabilitation, 78, 534-538.
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Tentative Class Schedule- Spring 2013
Date
Topics
Reading
01/15



Introduction/Orientation
Syllabus Review
What is a crisis?
01/22


Overview of Crisis Intervention
Models of Crises
Chapter 1
01/29


Reacting in Crisis Situations
Crisis Intervention Skills
Chapter 2
02/05


Crisis Intervention Skills
Role Play
Chapter 3
CISInfoSheetBlackboard
02/12

Grief and Loss
Chapter 4
American Red
Cross (2001)
13
Assignments Due
Personal Reflection Paper #1
14
02/19

Suicide and Homicide
Chapter 5
02/26


Suicide and Homicide (con’t)
Other Violent Acts
Chapter 5

Mid-Term Exam
03/05
03/12
Juhnke (1996)
No-Class Spring Break
03/19



SRAG Study Debriefing
QRP Gatekeeper Training
Role Play
03/26



Intimate Partner Violence
Sexual Assault
Abuse
Chapters 6 & 7
04/02

Alcohol & Drug Crises
Chapter 8
04/09

Knox (2005)
04/16



Crisis Intervention in Schools and
Community
Critical Incident Debriefing
Natural Disasters
Community Speaker

Group Presentations (2)
04/23
Suicide Assessment Reflection
Paper #2 Due
Chapter 9
Gibson, L.,
et al. (2006)
14
Movie Crisis Paper Due in class
15
04/30
05/07



Group Presentations (1)
Debriefing
Final Exam Review

Final Exam
Seminar & Reading List Due in
class
Class Debriefing Reflection
Paper #3 Due
15