UAcademic Service Learning: Field ExperienceUCACREP Core ObjectivesU: (II.H.1)UCommunity Counseling StandardsMaximum total points for the course: 425The last day to drop this course is listed in the student course schedule book.PROGRAM EXPERIENCESProfessional Education Model ComponentsPROFESSIONAL STRANDS IN THE COLLEGE OF EDUCATION:Common Elements of All Professional Education Course SyllabiRelationship to Conceptual FrameworkRelationship to Kentucky Teacher StandardsRelationship to Educational Leadership Policy Standards: ISLLC 2008Relationship to Kentucky Safety Educator Standards for Preparation and CertificationRelationship to EKU GoalsKERA InitiativesEPSB Themes1. Eastern Kentucky University Department of Counseling and Educational Psychology COU 840x, Crisis and Abuse Counseling Credit Hours: 3 2. COURSE DESCRIPTION. This is an advanced counseling techniques class focusing on the process and skills in crisis and abuse counseling, as well as legal, ethical and advocacy issues. The purpose of the course is to instruct community agency personnel, school personnel and other education professionals about the nature of crisis, trauma and disaster; to provide appropriate responses to a variety of potential crisis scenarios as well as acquaint students with major theories of crisis intervention; to provide experiences which further the understanding of counseling persons experiencing specific types of crisis. Course modalities include lecture, service learning, small group work and experiential activities. The course may be supplemented with use of Blackboard. Prerequisite, not co-requisites, of COU 813, COU 840, and COU 846. Academic Service Learning: Field Experience Madison County Elementary Schools are learning communities that welcome the support services offered by EKU students. Our goal is to blend course objectives with community service to meet academic goals. Towards that end, each student will provide a) weekly consultation with an undergraduate pre-service teacher who is completing practicum at a disadvantaged school, and b) providing solution-focused parent consultation on site at the school during open-house. Both activities will echo the principles of fostering resiliency in the elementary school students. Resiliency has been shown in the literature to provide an inoculation against crisis and complex trauma. Through service, class discussion, and individual or group reflection, our goal will be to support parents and pre-service teachers in enhancing resiliency amongst these students. 3. COURSE TEXTS: Everstine, D. & Everstine, L. (2006). Strategic interventions for people in crisis, trauma and disaster. New York: Routledge. Herman, J. (1992). Trauma and recovery: The aftermath of violence—from domestic abuse to political terror. New York: Basic Books. 4. STUDENT LEARNING OUTCOMES: o Knowledge of literature and research in crisis and abuse counseling; o Awareness of cultural and diversity issues in crisis, trauma and abuse; o Demonstrated understanding of, and appropriate responses to, victims encountering crisis or experiencing trauma including: crisis intervention skills, counseling techniques, theoretical orientation and appropriate use of referrals;o Demonstrate knowledge of professional roles and appropriate ethical and legal considerations; o Demonstrate an understanding of human behavior as it applies to crisis, trauma and disaster reactions. CACREP Core Objectives : (II.H.1) o professional roles, functions, and relationships with other human service providers; (II.K.1.b) o technological competence and computer literacy; (II.K.1.c) o advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; (II.K.1.g) and o ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. (II.K.1.h) o 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; (II.K.3.c) o counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills; (II.K.5.a) o an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries; (II.K.5.b) o a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling; (II.K.5.d) o ethical and legal considerations. (II.K.5.g) Community Counseling Standards o general principles of community intervention, consultation, education, and outreach; and characteristics of human services programs and networks (public, private, and volunteer) in local communities. (CC: B.4) o typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community counseling services; (CC: C.1) o models, methods, and principles of program development and service delivery for a clientele based on assumptions of human and organizational development, including prevention, implementation of support groups, peer facilitation training, parent o application of appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including theuse of crisis intervention, and brief, intermediate, and long-term approaches. (CC: C.7) o o School Counseling Standards o knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development; (SC: A.9) o knowledge of prevention and crisis intervention strategies.