COSC 665 Crisis Counseling in Schools

Trauma-informed crisis counseling in schools is a necessary and critical competency for school counselors to possess. This course aims to develop these skills in future school counselors while reflecting on crisis and trauma through a Biblical lens and discovering ways to integrate Christian faith and self-care.

Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with Canvas® as the primary instructional delivery method. Each student will complete one module per week over the duration of the course. 

Assigned readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the student will complete 2 Video Discussion in this course. For each Video Discussion, the student will post one video thread of at least 3 minutes in length but no longer than 5 minutes in length. For each thread, the student must support his/her assertions with at least 2 scholarly citations in current APA format. The student must then post 2 reply videos of at least 2 minutes but no longer than 3 minutes. Both video and audio must be included to be accepted for grading. Each reply must incorporate at least one scholarly citation in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include course read materials, scholarly articles, and the Bible. Sources MUST be cited both VERBALLY in the video and in a WRITTEN reference list that will be posted along with the video. (CLO: A, F)

The student will create an audio and video PowerPoint presentation for parents that provides them with information on the ACEs study and how it can impact children over the course of a lifespan including the long-term impact ACEs has on a child’s physical and psychological well-being and education and earning potential. Next, the student will discuss trauma-informed practices within a school and how the student as the school counselor can use trauma-informed practices to support children who have experienced trauma in EACH of the three ASCA domains- academic, career, and social/ emotional. The length of the presentation must be a minimum of 10 minutes but should not exceed 15 minutes in length. The student must use a minimum of 5 scholarly citations in the presentation. References should be cited both on the slides and on a reference slide at the end of the presentation. (CLO: A, B)

The student will create an audio and video PowerPoint presentation for teachers which provides training in what non-suicidal self-injury is, the primary methods used, prevalence among school-aged youth, and how to respond in a trauma-informed manner and in accordance with school board policies and procedure The length of the presentation must be a minimum of 10 minutes but should not exceed 15 minutes in length. The student must use a minimum of 5 scholarly citations in his/her presentation. References should be cited both on the slides and on a reference slide at the end of the presentation. (CLO: B, D)

Using the questions from page 3 of the ASCA Information-Gathering Tool: Suicide Concern, the student will create a verbatim transcript of the conversation between him/her and a student in grades 9-12. In the transcript, the student will assume the role of both the student and the counselor. Next, using page 4 of the ASCA Information-Gathering Tool: Suicide Concern, create a verbatim transcript of the Parent/ Guardian conversation based on his/her “conversation” with the student. (CLO: D)

After reading about Children’s Grief Awareness Day in Module 5, the student will create an audio and video presentation for his/her school’s morning announcements which will advertise an opportunity for students, faculty, and staff to participate in Children’s Grief Awareness Day. The student’s creative morning announcement should help all stakeholders (students, faculty, staff, administration) become more aware of the needs of grieving children and the benefits of receiving support from others and describe and advertise his/her chosen school-wide activity in which students may choose to participate. The advertisement should include options for both virtual and in-person participation. The length of the presentation must be a minimum of 4 minutes but should not exceed 6 minutes in length. (CLO: A)

The student will create an audio and video PowerPoint presentation for school board members and administration which advocates for the need for a crisis plan to be created at his/her chosen building level (elementary, middle, or high school). The student’s presentation should include the following components: a definition of crisis in schools, statistics that provide an overview of the extent of the problem in schools, a definition of a crisis plan and explanation of why one is needed, components of the student’s proposed plan, roles and definition of each team member, first steps to getting the team together, a discussion on how he/she will address the spiritual needs of students in the aftermath of a crisis and how the proposed interventions align with the Biblical beliefs of the student and/or community, a discussion of how the student’s school will partner with faith-based organizations to help the students, school, and community heal in the aftermath of a traumatic event, and should describe a plan for evaluation of the student’s crisis plan. The length of the student’s presentation must be a minimum of 10 minutes but should not exceed 15 minutes in length. The student must use a minimum of 5 scholarly citations in the presentation. References should be cited both on the slides and on a reference slide at the end of the presentation in current APA  (CLO: B, C, D, G)

Please read the trigger warnings and provide emergency contact information. This quiz will cover the Learn material for the assigned module. This quiz will be open-book/open-notes, contain 3 multiple-choice and 3 essay questions, and have a 1 hour time limit. (CLO: F)

Complete and upload page 8 of the ASCA Information Gathering Tool: Suicide Concern Student Support Plan. This quiz will cover the Learn material for the assigned module. This quiz will be open-book/open-notes, contain 1 essay question, and have a 1 hour time limit. (CLO: D)

The student will complete the training, Developing Emergency Operations Plans (EOPs) K-12 and upload his/her certificate. This quiz will cover the Learn material for the assigned module. This quiz will be open-book/open-notes, contain 1 short answer question, and have a 1 hour time limit. (CLO: B, C)

The student will read the learn items in Module 8 related to child abuse recognition and reporting and indicate his/her understanding of the school counselor’s role as a mandated reporter and his/her  responsibility to further investigate and abide by mandated reporting laws of his/her individual state. This quiz will cover the Learn material for the assigned module. This quiz will be open-book/open-notes, contain 1 true/false question, and have no time limit. (CLO: E)

This Dispositions Reflection quiz will ask the student to rate him or herself on the nine dispositions required for this program by our accrediting bodies. This quiz consists of 9 multiple-choice questions, 1 essay question, and will have a time limit of 60 minutes.