University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number:COUNSED 755Cross-listing:

(See Note #1 below)

Course Title:(Limited to 65 characters)Understanding and Addressing Crisis and Trauma

25-Character Abbreviation:

Sponsor(s): David Van Doren

Department(s):Counselor Education

College(s):

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments:

Programs Affected:None

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:COUNSED718, COUNSED722,

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location

College:Dept/Area(s):COUNSED

Instructor:David Van Doren

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 Writing Requirement

Diversity General Education Option:

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:32Total lecture hours:16

Number of credits:1.0Total contact hours: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 credits in major:

No of times in degree:No of credits in degree:

Revised 10/021 of 6

Proposal Information:(Procedures for form #3)

Course justification:

Students in the school counseling program have not been able to fit three credit courses in chemical dependency, violence, and marriage and family into the curriculum. This course will provide a specific focus on crisis and trauma which will be helpful for all counselors who are working with children and adolescents, especially those in the schools and higher education settings. The format allows students in the school counseling and higher education to enhance their knowledge base in this area within their program of studies.

Relationship to program assessment objectives:

This course will address the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and program objectives related to crisis intervention and understanding of trauma.

Budgetary impact:The course will require a one credit overload which will be paid through course tuition.

Course description:(50 word limit)

This course will present counseling approaches which effectively address crises in school settings. The course will examine the impact of trauma and crisis and potential neurobiological responses. The participant will gain knowledge and skills useful in assessing and intervening in crises and explore the application of these skills in addressing specific crisis situations relevant to schools.

If dual listed, list graduate level requirements for the following:

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:

Understands the impact of crises, disasters, and other trauma-causing events on people. c. effects of crises, disasters, and other trauma-causing events on students, educators, and schools and knows skills needed for crisis intervention.(CACREP 2009 standard G 3.c.)

Understands the effects on (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. (CACREP 2009 standard G 3. c)

Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students.. (CACREP 2009 standard G 3. c and School standard A. 6.)

Understands the potential neurobiological impact of crisis and trauma.

(CACREP 2009 standard G. 3. b.)

Demonstrates the ability to use procedures for assessing and managing suiciderisk.(CACREP 2009 standard G. 5 g.)

Understands and demonstrates effective self-care strategies appropriate to the counselor role; (CACREP 2009 standard G. 1. d.)

Understand ethical and legal considerations in crisis intervention and trauma counseling. (CACREP 2009 standard G 1. j)

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

Allen, M., Burt, K.,Bryan, E., Carter, D., Orsi, R., Durkan, L. (2002). School Counselors' Preparation for and Participation in Crisis Intervention. Professional School Counseling. 6(2), 96-103.

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).

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.

Duggar, D. C. (2001). Crisis Intervention in Public Schools. Reference & User Services Quarterly. 40(4), 328-337.

Fitzgerald, H. E., Zucker, R., & Freeark, K.(2006). The crisis in youth mental health: critical issues and effective programs. Westport, CN: Praeger.
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).
Jaksec, C. M. (2007). Toward successful school crisis intervention: 9 key issues. Thousand Oaks, CA : Corwin 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. S. & Albert, A.R (2005). Crisis Intervention and Crisis Team Models in Schools. Children & Schools. 27(2), 93-100.
Lerner, M. D. (2005). A practical guide for crisis response in our schools. Commack, N.Y.: American Academy of Experts in Traumatic Stress.
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 traumatisation in a school shooting.
Child & Adolescent Mental Health; 17 (1).
Sharkin, B. S. (2012) Being a college counselor on today's campus : roles, contributions, and special challenges.New York, NY: Routledge.
U.S. Department of Health and Human Services (2005). Mental health response to mass violence and terrorism a field guide. DHHS Pub. No.SMA 4025 Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.

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).

Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):

COUNSED755 Understanding and Addressing Crisis and Trauma

Primary Text: James, R. K. & Gilliland, B. E., (2013). Crisis Intervention Strategies, 7th Edition.

Belmont, CA: Brooks/Cole.

Instructor: David Van Doren, EdD, L. Psy., LPC, NCC, CCMHC, MAC

Office Hours: To be determined

Office Location: Rm 6040 Winther Hall

Office Telephone: 262-472-1035

Home Telephone: 262-473-7029

Email:

Course Description: This course will present counseling approaches which effectively address crises in school and university settings. The course will examine the impact of trauma and crisis and potential neurobiological responses. The participant will gain knowledge and skills useful in assessing and intervening in crises and explore the application of these skills in addressing specific crisis situations.

Objectives:

Understands the impact of crises, disasters, and other trauma-causing events on people. c. effects of crises, disasters, and other trauma-causing events on students, educators, and schools and knows skills needed for crisis intervention..(CACREP 2009 standard G 3.c.)

Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development..(CACREP 2009 standard G 3.c.)

Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students.(CACREP 2009 standard G 3. c and School standard A. 6.)

Understands the potential neurobiological impact of crisis and trauma. (CACREP 2009 standard G. 3. b.)

Demonstrates the ability to use procedures for assessing and managing suicide risk.(CACREP 2009 standard G. 5 g.)

Understands and demonstrates effective self-care strategies appropriate to the counselor role; (CACREP 2009 standard G. 1. d.)

Understand ethical and legal considerations in crisis intervention and trauma counseling. (CACREP 2009 standard G 1. j)

Method of instruction: This course will be taught on line. Students will need to read chapters in their text and articles, view presentations, videos and engage in online discussions.

Web-based activity:

12 hours of viewing videos, lectures and Power point on the web

12 hours of required group discussions

20 hours of reading course materials

4 hours of taking course examinations

Course requirements: Students will read all assigned readings and view all video presentations. Discussions will be ongoing and each student must participate as a leader of the discussion at some point during the semester and must contribute to the discussions weekly. Each student will write a paper on a specific topic within the area of crisis intervention and/or trauma. An exam will be provided at the end of the course.

Evaluation:

Discussions = 100A = 280B = 250=261

Paper =100 A- = 270-279B- = 240-249

Exam=100B+ = 262-269c = <240

Total =300

Tentative schedules:

Week One - Introduction

  1. Defining Crisis and Trauma
  2. Overall impact of crisis and trauma

Week Two

  1. Attachment and implications for children in our schools
  2. Healthy attachment and the role of counselors in relation to children in the schools

Week Three

  1. Neurobiology of trauma and its implications for learning and interacting with others and the world.
  2. Multi-cultural issues and the impact of trauma

Week Four

  1. Trauma’s impact on behavior. Self-protective habits and how others might perceive these behaviors.
  2. Understanding the concept of developmental trauma and the impact of trauma on affect and physiological dysregulation, health, academics, and family and peer groups.
  3. Signs and Symptoms of victims of trauma:

Children

Adolescents

Symptoms of sexual abuse

Week Five

  1. Crisis Intervention skills
  2. Respecting differential personal response to crises

Week Six

  1. Counseling individuals who have experienced trauma

Pace of exploration and Therapeutic window

Empathic attunement

Safety and support

Building affect regulation skills

Facilitating awareness

Attachment and Boundaries

  1. The role of the counselor in supporting ongoing trauma counseling.

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).

Revised 10/021 of 6