Course Syllabus
HR 5643 - Crisis Intervention and Trauma Counseling
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
**Please see Syllabus Supplement for additional details that will allow you to apply for the Crisis Trauma Professional Certification.
Course Description
This course is designed to provide an overview of crisis and disaster intervention strategies for the professional counselor that addresses areas including, but not limited to, crises of suicide, homicide, disability due to a mental illness, domestic violence, school violence, post-traumatic stress disorder, and disaster response. A secondary focus of the course is on secondary traumatic stress (STS), vicarious traumatization and compassion fatigue with the critical nature of self-care for helping professionals that have been adversely impacted by the trauma experienced by themselves, their clients and family members.
Course Prerequisites
- HR 5533 - Counseling Theories in CMHC
- HR 5923 - Human Growth & Development
- HR 5883 - Introduction to the Counseling Profession
- HR 5453 - Ethics in Human Relations Counseling
Required Course Materials
- James, Richard K, Gilliland, Burl, E. (2020). Crisis Intervention Strategies (8th Edition). Cengage. ISBN-10: 0357670655
-
Van Der Kolk M.D., Bessel. (2015). The Body Keeps the Score. New York, NY: Penguin Books. ISBN-10: 0143127748
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Videos
- Online content (Canvas)
- Asynchronous discussion
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
- Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
- Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.
For more support contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use word processing programs such as Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
Learning Outcomes & CACREP Standards
Crisis Intervention
| Learning Outcome | CACREP Standard |
|---|---|
|
Describe suicide prevention and response models and strategies |
3.E.19 |
|
Examine crisis intervention, trauma-informed, community-based, and disaster mental health strategies |
3.E.20 |
|
Analyze the effects of crises, disasters, stress, grief, and trauma across the lifespan |
3.C.13 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
|
Develop techniques and interventions for prevention and treatment of a broad range of mental health issues |
5.C.5 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| Live Sessions | 3.E.19, 3.E.20, 5.C.5 | Participation in weekly Live Sessions | 20% |
| Discussions | 3.E.19, 3.E.20, 5.C.5, 3.C.13 | Essay-style discussion assignments | 20% |
| Suicide Intervention Plan | 3.E.20, 5.C.5, | Written paper based on suicidal case study | 20% |
| Crisis Prevention and Intervention Plan | 5.C.5, 3.E.19, 3.E.20 | Written plan for addressing crisis and trauma holistically | 20% |
| Group Presentation | 5.C.5, 3.E.20, | Group PowerPoint presentation | 20% |
| Total | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Live Sessions
You can earn participation points in two ways:
-
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Submit Assignment" button at the top of the Live Session page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom. I request that you leave your camera on during class to facilitate our connection as a class. However, I also realize that life happens, and if there is a reason you need to remain off, please message me that night within the Zoom meeting.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session then write a 2-3 paragraph summary of the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field. Make-up session summaries are due Sunday by 11:59 PM following the missed Live Session.
Discussions
In lieu of meeting to discuss required readings, students will complete weekly essay-style discussion assignments for each lesson.
Each student will complete an original post in response to the discussion questions provided.
- Responses should be equal to a half-page essay post (approximately 2 paragraphs).
- The initial response posts are due each week on Friday by 11:59 PM.
In addition, students will be required to reply to at least two of their classmates' essay posts each week.
- These replies are due on Sunday by 11:59 PM each week. Replies should be respectful and insightful.
- Replies are to be a minimum of four full sentences in length.
Suicide Intervention Plan
You will be given a case study on a client who is actively suicidal. Then, you will write both an intervention plan and treatment plan with appropriate goal setting and interventions. Your paper should be 4-5 1/2 pages in length
Crisis Prevention and Intervention plan
For this assignment, you will write an organized approach to working with individuals in crisis. You will address the neurological effects of crisis and trauma while establishing a sound preventative intervention approach.
Your paper should be 3-4 1/2 pages in length and includes reporting on a local crisis to view the needs of individuals and communities through the lens of a crisis interventionist and traumatologist.
Group Presentation
You will work in groups to create a presentation on a crisis resource available to clients and present it to your peers in our final Live Session.
Course Policies
Communication
Feedback
Late Policy
and directly impacts student submission (i.e. more than several hours on a Sunday night), a new due date will be provided if necessary, upon my discretion.
Commitment to Diversity and Inclusion
per CACREP Standards 1.I. & 1.M.8
The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.
As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
first.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|