ࡱ> jli s2bjbj *ds*D$f#######$u%'(j#NNN##N.#N#:f!,!-|n! z##0$!R( (!(!v=TDy## $NNNN( :  HUSR 410: Crisis Intervention for the Paraprofessional California State University, Fullerton Department of Human Services Instructor: Dr. Kristi Kanel Office: EC 476 Phone: 657 278-2644 Email: kkanel@fullerton.edu Office Hours: T/Th. 10:00 am to 12:00 pm COURSE DESCRIPTION This course examines the theories and techniques of short -term intervention and suicide assessment. Focus is on learning a specific model on how to conduct crisis intervention that is acceptable to most managed care companies and other community agencies. Referral procedures are examined as related to suicide and other crisis related issues such as loss, victimization, veteran issues, bullying, gun violence, illness. PHILOSOPHY OF TEACHING AND STUDENT LEARNING It is my belief that students learn best when motivated. Motivation exists when the student feels that the material is relevant and transferable to real life. Additionally, students learn best when the teaching style is a mix of organized lecture, class discussions, and role-play participation exercises. It is also true that students in the class arrive here at different levels of learning maturity. This must be taken into consideration as well. Finally, learning crisis intervention skills requires the student to not only study theory, but also practice techniques and analyze personal reactions while engaged in this practice. A proactive stance is the most conducive approach in student learning. Attendance therefore is essential for success in this class. LEARNING MATERIALS Kanel, K. (2015). A Guide to Crisis Intervention 5th Edition. Pacific Grove, CA: Brooks/Cole Publishing. CSHSE ACCREDITATION: This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives. COURSE OBJECTIVES: The objectives of this course, along with the CSHSE Standards, include: Developing a sound knowledge of the major theories of crisis work and the historical context in which it has evolved. CSHSE Standard 11.1.a. The historical roots of human services. CHSE Standard 11.1.b. the creation of the human services profession. CSHSE Standard 11.1. c. Historical and current legislation affecting services Delivery. CSHSE Standard 11.1.d. How public and private attitudes influence legislation and the interpretation of policies related to human services. CSHSE Standard 12.a. Theories of human development. CSHSE Standard 19. e. Belief that individuals, service systems, and society can Change. This objective and these standards are fulfilled through student participation in lectures, readings, as well as through the midterm examination and the final examination. Develop proficiency in conducting crisis intervention and suicide assessment by the use of basic attending skills, the ABC Model of Crisis Intervention, and the mental status exam. This includes gaining an understanding of how to utilize community resources for client referrals. CSHSE Standard 12.b. (1) How small groups are used in Human services settings CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of human systems CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems. CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups. CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action. CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group. CSHSE Standard 16. a. Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning. CSHSE Standard 16. c. (4) Group facilitation and counseling. CSHSE Standard 16. c. (5) Location and use of appropriate resources and Referrals. CSHSE Standard 17. a. Clarifying expectations. CSHSE Standard 17. b. Dealing effectively with conflict. CSHSE Standard 17. c. Establishing rapport with clients. CSHSE Standard 19.a. The least intrusive intervention in the least restrictive environment. CSHSE Standard 19.b. Client self-determination. This objective and these standards are fulfilled through student participation in small group discussions, practicing skills in small lab groups, demonstrations and films, readings, and writing of reflection papers and two live performance exams demonstrating proficiency in the use of basic attending skills and the ABC Model of Crisis Intervention, and by the midterm and final examinations. Become familiar with ethical and multicultural issues that arise in conducting crisis intervention. CSHSE Standard 12.f. Emphasis on context and the role of diversity. CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data. CSHSE Standard 16. c. (6) Use of consultation. CSHSE Standard 17. d. Maintaining behaviors that are or are not congruent with the ethics of the profession. CSHSE Standard 19.b. Client self-determination. CSHSE Standard 19. c. Confidentiality of information. CSHSE Standard 19. d. The worth and uniqueness of individuals including Culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity. CSHSE Standard 19. g. Appropriate professional boundaries. CSHSE Standard 20. c. Awareness of diversity. This objective and these standards are fulfilled through student participation in readings, discussions, and the midterm exam. Develop knowledge of a variety of issues facing a wide range of populations served and human services delivery systems available to help them. CSHSE Standard 13. a. The range and characteristics of human services delivery systems and organizations. CSHSE Standard 13.b.The range of populations served and needs addressed by human services professionals. CSHSE Standards 13. c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning. CSHSE Standard 13. d. Economic and social class systems including causes of poverty. CSHSE Standard 13. e. Political and ideological aspects of human services This objective and these standards are fulfilled through student participation in lectures, readings, practicing the ABC Model of Crisis Intervention in lab groups, as well as through the midterm examination and the final examination. UNIVERSITY POLICIES Academic Dishonesty Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty. The initial responsibility for detecting and dealing with academic dishonesty lies with the instructor concerned who is obligated to discuss the matter with the student involved when possible. When an instructor is convinced by evidence that academic dishonesty has occurred, s/he shall: 1. Assign an appropriate academic penalty (oral reprimand to an F in the course) 2. Report to the student involved, to the department chair, and to the vice president for student affairs the alleged incident including relevant documentation and make recommendations for action. Special Needs Policy The mission of our Disabled Students Services Office is to make all of the universitys educational, cultural, social, and physical facilities and programs accessible to students with orthopedic, functional, perceptual and/or learning disabilities. Please inform me during the first week of classes about any disability or special needs you have that may require specific arrangements related to attending class sessions, carrying out class assignments, or writing papers or exams; I will be most happy to make appropriate accommodations. According to California State University policy, students with disabilities need to document their disabilities at the Disabled Student Services Office. The office is located in UH 101; the phone number is (714)278-3117. See  HYPERLINK "http://www.fullerton.edu/disabledservices" www.fullerton.edu/disabledservices. COURSE EVALUATION METHODS 1. Midterm exam 100 points 2. BAS exam 20 points (NO MAKE UPS) 3. ABC exam 30 points (NO MAKE UPS) 4. Final exam 100 points 5. Coaching papers 50 points Total points: 300 COURSE GRADES WILL BE BASED ON POINT TOTALS FOR ALL ASSIGNMENTS THROUGHOUT THE SEMESTER. 295-300 A+ 270-289 A 265-269 B+ 240-264 B 235-239 C+ 210-234 C BAS Exam Each student will perform a role-play session for 7 minutes which will be observed and co-evaluated by the coach and instructor. Basic Attending Skills will be evaluated. ABC Exam Each student will perform a role-play session for 20 minutes which will be observed and co-evaluated by the coach and instructor. The entire ABC model of crisis intervention will be evaluated. Coaching reaction papers At the end of each coaching session, students will write a paper in-class about what they learned that day in coaching. Students need to bring notebook paper and pencil each day to coaching. NO MAKEUPS. If you miss the day of coaching, you will miss this paper and you will lose 5 points for that day. Sorry but you cannot just turn in the paper later. The point is to attend all coaching sessions. MIDTERM AND FINAL EXAMS Both exams will be a mix of multiple choice, true/false, and short essay. COURSE OUTLINE Date Topic Assignment Week 1 Introduction and Overview Start Ch. 1 Crisis Theory, History, Ch. 1 Crisis Intervention Theory Week 2 Ethical Issues Ch. 2 Week 3 and 4 A: Basic Attending Skills Ch. 3 (first half) Practice BAS in coaching groups Week 5 BAS EXAMS Week 5 ABC Model Ch. 3 second half Week 6 Suicide Chapter 4 Lab Groups Week 7 Developmental Crisis Chapter 5 Lab Groups Week 8 Midterm Exam Ch. 1,2,4,5 Week 8 Loss Ch. 6 Lab Groups Week 9 PTSD and Community disaster Ch. 7 Lab groups Week 10 Spring Break: No Classes Week 11 Veteran issues Ch. 8 Lab Groups Week 12 Sexual Assault Ch. 9 Lab Groups Week 12 Domestic Violence and child abuse Ch. 10 Lab Groups Week 13 Substance Abuse Ch. 11 Lab Groups Week 14 AIDS/HIV/disabilities Ch. 12 Lab Groups Week 15 ABC Exams Week 16 Final Exam 9:30-11:20 9:~ " # $ 7 8 %&:>Ƚ}umamXamhd(5CJaJhhd(5CJaJhd(CJaJhzCJaJhhhCJaJhMCJaJhMhM5CJaJh)hhCJaJh)h:CJaJh)hwnCJaJh)hd(CJaJhq'%hd(CJaJhh5CJaJhhh5CJaJhhhhd(aJhhd(CJaJ 9;b# $ 7 8 &gdd(gdd($a$$a$gdd($a$gdd(>W`imWXYZm-.Elmn̼xlaVJaBaBhGCJaJh9h p]5CJaJhV&Hh p]CJaJhV&Hhd(CJaJhq'%hd(5CJaJhhhCJaJh)hXMCJaJh)hXMCJOJQJaJh)hd(CJOJQJ\aJh)hd(CJOJQJaJh)hd(5CJOJQJaJ *hd(5CJaJhd(CJaJhhd(CJaJhd(>*CJaJhhd(>*CJaJXYZm-.nh+456 & Fgd p]gdV&Hgd`gd p]`gdH, & Fgd p]gdd(gdH,n./gh*+,-2356noҴǴ𴫟vh9h p]5CJaJh95CJaJhV&H5CJaJhV&HhV&HCJaJhV&HhV&H5CJaJh5CJaJhV&Hh p]CJaJhd(CJaJhV&HhGCJaJhS[CJaJhV&Hhd(CJaJhV&HhH,CJaJhGCJaJhH,CJaJ+09V{LaNmtuv&'(<'()CefgŽŽŵŽеЭнненнннеКннhV&HhV&HCJaJhV&HhGCJaJh p]CJaJhCJaJh:CJaJhGCJaJhV&Hhd(CJaJhV&Hh p]CJaJh9hd(5CJaJh9h p]5CJaJh9hV&H5CJaJ8Lv()g#]t`gd)^gd)gdV&H`gdV&Hgd p]^gdG^gd p]gdd(`gd p]^gd p]!"#9[\]q"#<UGstu 6 567ƽƽƽ풊h:CJaJh=CJaJhV&Hhd(CJaJh9h p]5CJaJhV&Hh p]CJaJh95CJaJhV&H5CJaJhV&HhV&H5CJaJhV&Hh)CJaJh)CJaJhV&HCJaJhGCJaJhV&HhV&HCJaJ3tu  7gIu/mni gd9 & Fgd9`gdV&H`gd p]gdV&Hgdd( & Fgd p]gd p]7Kefg}HIV[gstu.<lmn f g i } l!m!n!!!!!!""úîãhV&Hh p]5CJaJh9h9CJaJh9h p]5CJaJh=5CJaJh9h95CJaJh9hd(CJaJhV&Hh p]CJaJhACJaJhV&Hhd(CJaJh=CJaJ6 n!!""""##$#$C% & && &))))))*/*Q*h*i**gdgdgd p]gd9"G"H"a"t""""""""##$#& & &&")#)Z)[)})~)))¹xg[gNg[ChhCJaJh9h0JCJaJh9h>*CJaJ jh9h>*CJUaJh9hCJaJh9h5CJaJh95>*CJaJhCJaJhhCJaJhh5CJaJh p]5CJaJh9h95CJaJh p]CJaJhY5CJaJh95CJaJhV&Hh9CJaJhV&Hh95CJaJ))))))))))))))****"*$*.*/*Q*c*d*f*g*h****++++++++ܹܹܱܩɡɹwkh%h 5CJaJhrTh%CJaJhh CJaJh5CJaJhh$CJaJh9CJaJh CJaJh$CJaJh"{xCJaJh[Y CJaJhO CJaJhhSCJaJhhhCJaJhhh5CJaJhhS5CJaJ&*********++++++,,,;.<.T.........gd$$a$+,,,,,,,s-:.;.<.T..........ǻxof]QF8hhh5>*CJaJhhhCJaJhhh5CJaJh#a5CJaJh[Y 5CJaJhZ5CJaJh%5CJaJhrThYCJaJhYhY5CJaJhYCJaJh%CJaJh#aCJaJhh CJaJh%h 5CJaJh5CJaJhrT5CJaJh"{x5CJaJhrThCJaJh[Y CJaJhh CJaJ.../$/D/e////0!00010[0j0k000000001191H1I1gdFgd$..../////#/$/%/C/D/J/\/^/_/d/e/t/////////////ʿҌypbpyVhhh6CJaJhh1~5CJ\aJhY5CJaJh1~CJaJhh1~CJaJh8CJaJhZCJaJh9>CJaJhh8CJaJh2>CJaJhCJaJhhsCJaJh*CJaJhCJaJh~uCJaJhhSCJaJhYCJaJhhhCJaJ ////000 0 0000 0!0"0%0/0001070P0Q0Z0[0}qh_WLDL<hJCJaJh\wCJaJhJhJCJaJhYCJaJhJ5CJaJh 5CJaJh_dCJ\aJhh>_d56CJ\aJhCJ\aJhZCJ\aJh\wCJ\aJhYCJ\aJh*CJ\aJhh*5CJaJh\w5CJaJhCJaJhYCJaJh*CJaJh[}hh5CJaJh5CJaJh[}h[}5CJaJh[}h 5CJaJh[}CJaJhJhJ5CJaJhY5CJaJ0000000011111!1213191:1H1I1J1Q1k1Ĺtkt]RJ?h#ahjCJaJhYCJaJhj56CJaJhwRhJ56CJaJhCJ\aJhhCJ\aJhFCJ\aJhYCJ\aJhwRhF5CJ\aJhwRhF56CJaJhF56CJaJhY56CJaJh5CJ\aJhh>_d5CJ\aJh\w5CJ\aJhY5CJ\aJhZh>_dCJ\aJI1J1k1z1{1111112-2<2=2>2R2s2gdCJaJhFCJaJhjCJaJhhhCJaJhYCJaJhwRCJaJh#ahj5CJaJhY5CJaJ1111122 2 2 2"2$2%2)2+2,2-2.2<2=2>2F2G2H2R2Z2ʾ}qf]}TKB}hhh5CJaJhp65CJaJhrL{5CJaJh[Y 5CJaJ(/ =!"#$% ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH H`H Normal5$7$8$9DH$_HmH sH tH D@D  Heading 1$@&56CJ\]DA D Default Paragraph FontViV  Table Normal :V 44 la (k (No List H@H . 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PL^P`LhH.<]r         |$        ]\S$[ ~uAKX8Z|%wR[Y m"Hx&d()H,.3e3p69===fg=$HV&H'NrQ1Uc1W_dhhGjsju\w"{xrL{[}1~$\71*)!#[#aMrT9> (O2> )XME:zJ<aO U3AM DThn jGYk.FwnDKJis*u*@}}}}s*@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial5. .[`)Tahoma7.@ CalibriA$BCambria Math"AhBRgRCQ U$MU$M!xx24^*^*3qHP?h2!xx California State UniversityOwner  Oh+'0H0  4 @ L Xdlt|California State UniversityNormalOwner9Microsoft Office Word@xA@;%i@b|5@\-U$G.VT$mn M   !1."Systemub;uuͱ;--@Times New Roman---  2 p0   @Times New Roman--- ^2 70 HUSR 410: Crisis Intervention for the Paraprofessional          2 T0   @Times New Roman---@Times New Roman------  2 0  0---  2 0    D2 &0 California State University, Fullerton      2 0    52 /0 Department of Human Services       2 0   @ Calibri---  2 x0     2 x0 Instructor:  #2 0 Dr. Kristi Kanel   2 &0    2 80    2 x0 Office:   2 0   2 0   2 0 EC 476  2 0    2 0    2 0    2 x0 Phone:  2 0 657 278  2 0 - 2 0 2644 2 0    2 0    2 80    2 x0 Email:   2 0   2 0   )2 0 kkanel@fullerton.edu 2 ?0    2 W0    2 h0   --- 2 3x0 Office   2 30   2 30 Hours:   2 30   22 30 T/Th. 10:00 am to 12:00 pm      2 3y0     2 Gx0   --- &2 [x0 COURSE DESCRIPTION      2 [*0   ---  2 ox0    b2 x:0 This course examines the theories and techniques of short    2 0 - 82 0 term intervention and suicide    2 xa0 assessment. Focus is on learning a specific model on how to conduct crisis intervention that is        2 x0 acceptable to  q2 D0 most managed care companies and other community agencies. Referral       2 x\0 procedures are examined as related to suicide and other crisis related issues such as loss,    "2 x0 victimization,   S2 00 veteran issues, bullying, gun violence, illness.  2 0     2 x0   --- :2 x0 PHILOSOPHY OF TEACHING AND STUD        2  0 ENT LEARNING   ---  2 0    2 xc0 It is my belief that students learn best when motivated. Motivation exists when the student feels       2 #xe0 that the material is relevant and transferable to real life. Additionally, students learn best when      L2 7x+0 the teaching style is a mix of organized le  >2 7k"0 cture, class discussions, and role  2 7.0 - (2 740 play participation   2 Kxc0 exercises. It is also true that students in the class arrive here at different levels of learning   2 _xg0 maturity. This must be taken into consideration as well. Finally, learning crisis intervention skills       2 _0    2 sxa0 requires the student to not only study theory, but also practice techniques and analyze personal   2 x`0 reactions while engaged in this practice. A proactive stance is the most conducive approach in      h2 x>0 student learning. Attendance therefore is essential for succe  %2 0 ss in this class.  2 50   ---  2 x0   --- &2 x0 LEARNING MATERIALS    ---  2 00    2 x0   "2 0 Kanel, K. (2015   2 0 ).  12 0 A Guide to Crisis Interve    2  0 ntion 5th  2 0   2 0 Edition.  2 0   (2 0 Pacific Grove, CA:     2 ~0  - @ !-  .2 x0 Brooks/Cole Publishing.     2  0    2 0     2 x0   @ Calibri---  2 x0   @Times New Roman--- )2 &x0 CSHSE ACCREDITATION:      2 &:0   @Times New Roman- - -  2 :xQ0 This course partially fulfills the requirements set forth by the Council for Stan     "2 :@0 dards in Human     2 Nx^0 Services Education (CSHSE). As such, this course also helps fulfill the requirements for the        2 bx0 Human Services     2 b0 - J2 b*0 Board Certified Practitioner credential.    C2 b%0 The specific standards being met are    [2 vx50 listed below each of the following objectives, as wel    R2 v/0 l as the learning activities that help fulfill   G2 x(0 those standards and learning objectives.  2 g0   ---  2 x0     2 x0   --  00//..@՜.+,D՜.+,@ hp  CSUFM^* 8HUSR 410: Crisis Intervention for the Paraprofessional Title Headings 8@ _PID_HLINKSAAS*http://www.fullerton.edu/disabledservices  !"#$%&'()*+,-./012456789:;<=>?@ABCDEFGIJKLMNOPQRSTUVWXYZ[\]^_`bcdefghkRoot Entry F2m1Table3(WordDocument*dSummaryInformation(Hx0DocumentSummaryInformation8aCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q