Wake Forest University Department of Counseling

CNS739: Advanced Counseling Skills & Crisis Management
Fall-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Saundra Penn

Email: spenn@wfu.edu

Course Description

This course focuses on expanding the development of students' counseling skills (as begun in CNS 737), with a particular emphasis on the knowledge, skills, and awareness needed to work effectively with clients who may be in crisis. The advanced component of this class is understanding when and why to use a particular skill. To better assist students' clients in the future, this course will also place a high priority on each student’s ability to develop a greater sense of self-awareness and introspection. Students will also learn how to help a client identify goals and understand the five stages of changes. A central element of counseling, and specifically crisis intervention, is sitting with, holding, and tolerating intense emotional experiences, this course will enhance students' ability to experience, and assist others in experiencing, a full range of human emotions.

Course Objectives

This course has two primary objectives:

  1. Further develop their overall existing counseling skills and advanced Counseling Skills:
    1. Students will develop an awareness of the implications of counselor and client characteristics and their effect on the helping process (i.e., age, gender, culture, verbal and nonverbal behaviors, ethical and legal issues, capabilities, developmental level, etc.).
    2. Students will deepen their awareness of themselves and the influence of their own thoughts, feelings, and behaviors on the counseling process and relationship.
    3. Students will learn the conditions under which particular theoretical models and techniques can be utilized most effectively.
    4. Students will demonstrate the ability to conduct an effective counseling interview.
    5. Students will develop increasing awareness of the importance of developing and maintaining relationships with other human service providers.
  2. Provide students with specific training in managing crisis situations within a counseling setting:
    1. Students will develop awareness of crisis intervention, trauma-informed, and community based strategies, such as psychological first aid.
    2. Students will conduct appropriate assessments in crisis situations, demonstrate knowledge of the effects of crisis on persons of all ages/developmental levels.
    3. Students will demonstrate effective intervention skills, and will learn strategies for assessing the effectiveness of their interventions.
    4. Students will demonstrate effectiveness in conducting suicide risk assessments, developing specific interventions related to suicide, and consider procedures for assessing risk of aggression or danger to others and self-inflicted harm.

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Texts

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves, which is accessible from the Modules section:

Additional Materials

Webcam - in order to fully participate in weekly live sessions and triads, students will need to have access and use of a webcam.

Live Sessions

Students will find the day and time in the course:

Attendance at one live session is mandatory by the end of Week 5. Students are required to attend the office hour of either their Lead Faculty or PI to engage in live skills practice. In order to receive credit, students should have their camera on and participate actively.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: Working in Triads (CACREP 3.E.2, 3.E.3, 3.E.8, 3.E.9, 3.E.10)

Throughout this course, students will be required to work in triads, as they did in CNS 737 Basic Counseling Skills. During each triad one student will act as counselor, one will be the client, and the third will be an observer. Students will have an opportunity to play each role.

Group Assignments 2.1, 3.1, 4.1, 5.2, and 6.2: Triad Assignments (CACREP 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10)

Triad work, which will occur throughout the semester, is an opportunity for students to practice and receive feedback on the counseling skills that are covered in the course. Triad work will present students with opportunities to observe other students demonstrating counseling skills.

Assignment 4.2: Skills Assessment (Anthology Portfolio) (CACREP 3.E.2, 3.E.3, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15)

For this assignment, rather than pair up with a classmate, students are being asked to find a friend or acquaintance whom they can mock counsel face-to-face (via Zoom or face-to-face, depending on their comfort, safety, and the guidelines of their state).

Assignment: Required Office Hours Attendance (CACREP 3.E.2, 3.E.3, 3.E.4, 3.E.8, 3.E.9, 3.E.10)

For this assignment, students are required to attend the office hour of either their Lead Faculty or PI by the end of Week 5 to engage in live skills practice.

Assignment 5.1: Skills Assessment Paper (Anthology Portfolio) (CACREP 3.E.6, 3.E.7, 3.E.8, 3.E.11, 3.E.12)

For this assignment, students will give themselves constructive, detailed feedback about the skills they used, and respond to feedback offered by the instructor in assignment, 4.2.

Assignment 6.1: Skills Assessment (Anthology Portfolio) (CACREP 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15, 3.E.19)

For this assignment, students will be paired with a classmate to record a second video and demonstrate their use of suicide assessment/intervention skills.

Assignment 7.1: Skills Assessment Paper (Anthology Portfolio) (CACREP 3.E.7, 3.E.8, 3.E.11, 3.E.12)

For this assignment, students will give themselves constructive, detailed feedback about the skills they used, and respond to feedback offered by the instructor in assignment, 7.1. Additionally students will write a progress note based on the suicide assessment, and speak to next steps beyond the session.

Assignment 7.2: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (CACREP 2.C.2.a, 2.C.2.b, 2.C.2.c, 2.E.1.c)

Students direct instructors to complete a PDBR form by completing this assignment. Instructors then complete a professional dispositions and behavior review (PDBR) form (Student Handbook, 2024, pp. 48-51) on the student regarding their achievement, professional dispositions, and behaviors that relate to their competence as counseling practitioners.

Quizzes

Quizzes in Weeks 4–7 cover material from those particular weeks.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible
Discussions 215
Assignments 650
Quizzes 80
Total 945

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate - As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In all of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Non-judgmental Listening and Challenging & Identifying Discrepancies (October 14 – October 20)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Assessment of Skills: Reviewing the Non-judgmental Listening Cycle

Course Objectives: 1 A, B, D

Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.12		 Read the following in the Young textbook:
  • Review Advanced Reflecting Skills: Reflecting Meaning and Summarizing, Chapter 7

Read Giving and Receiving Feedback, from Hutchinson, D. (2012). The counseling skills practice manual, available through Course Reserves, accessible from the Modules section.

Read Douglas, F. (2022). Cultivating Empathy: Do We Really Know How Our Clients Feel? (PDF) Psychotherapy Networker, 46(4), 48-52.

  • Chapter 2
 Discussion 1.1: Non-judgmental Listening Skills Evaluation (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 1.1: Working in Triads (Due Day 2) None
Lesson 2: Challenging & Identifying Discrepancies

Course Objectives: 1 C, D		 Read the following in the Young textbook:
  • Review Chapter 8, Challenging Skills


Read the following chapters in Miller and Rollnick (2013). Motivational Interviewing: Helping People Change, available as an ebook through the WFU library.
  • Chapter 12, Ambivalence, Change Talk and Sustain Talk
  • Chapter 13, Evoking the Person's Own Motivation
 Discussion 1.2: Motivational Interviewing Video Response (Initial Post Due Day 4, Reply Posts Due Day 7) None None

Week 2: Focusing and Goal Setting (October 21 – October 27)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Stages of Change & Focusing

Course Objectives: 1 D		 Read the following article, available through Course Reserves, accessible from the Modules section:
  • Slattery, J. M. & Park, C.L. (2020). Empathetic counseling: Building skills to empower change. (2nd ed.) American Psychological Association. pp. 160–164


Read the following in the Young textbook:
  • Chapter 9, Assessment and Goal Setting, pp. 190–203
 None None None
Lesson 2: Introduction to Goal Setting

Course Objectives: 1 D


Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.12		 Read the following in the Young textbook:
  • Chapter 9, Assessment and Goal Setting, pp. 203–end of chapter


Read the following chapter in Miller and Rollnick. (2013). Motivational Interviewing: Helping People Change, available through Course Reserves, accessible from the Modules section:
  • Chapter 6, pp. 62–73
 Discussion 2.1: Goal Setting (Initial Post Due Day 4, Reply Posts Due Day 7) Group Assignment 2.1: Triad Assignment (Due Day 7) None

Week 3: Advanced Goal Setting and Termination (October 28 – November 3)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Advanced Goal Setting and Taking Action

Course Objectives: 1 D


Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.8, 3.E.9, 3.E.10, 3.E.12, 3.E.14		 Review the following chapters in Miller and Rollnick (2013). Motivational Interviewing: Helping People Change, available as an ebook through the WFU library.
  • Chapter 12, Ambivalence, Change Talk and Sustain Talk
  • Chapter 13, Evoking the Person's Own Motivation
 None Group Assignment 3.1: Triad Assignment (Due Day 7) None
Lesson 2: Termination of the Counseling Relationship

Course Objectives: 1 A, B, C, D		 Read the following in the Young textbook:
  • Chapter 12, Outcome Evaluation and Termination Skills, pp. 306–312


Read the following articles, available through Course Reserves, accessible from the Modules section:
  • Ward, D.E. (1984). Termination of individual counseling: Concepts and strategies. Journal of Counseling and Development, 63, 21–25.
  • Norcross, J.C., Zimmerman, B.E., Greenberg, R.P., & Swift, J.K. (2017). Do all therapists do that when saying goodbye? A study of commonalities between termination behaviors. Psychotherapy, 54(1), 66–75.
 None None None

Week 4: Crisis Counseling (November 4 – November 10)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Crisis Counseling

Course Objectives: 2 A


Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15		 Read the following in the James and Gilliland textbook:
  • Chapter 1, pp. 8–26
  • Chapter 3, The Intervention and Assessment Models
 None Group Assignment 4.1: Triad Assignment (Due Day 7)

Assignment 4.2: Skills Assessment (Due Day 7)		 Quiz 4.1: Review (Due Day 7)

Week 5: Suicide Assessment and Intervention (November 11 – November 17)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Suicide Assessment, Intervention, and Safety Planning

Course Objectives: 2 B, C, D


Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.4, 3.E.6, 3.E.7, 3.E.8, 3.E.9, 3.E.11, 3.E.12		 Read the following in the James and Gilliland textbook:
  • Chapter 8, pp. 211–225 (Myths About Suicide to Simone, Age 36)
  • Chapter 15, pp. 523–525 ("Duty to Warn, Protect, and Report” to “Negligence and Liability")


Read the following articles, available through Course Reserves, accessible from the Modules section:
  • Treadway, D. (2022). Shattered by Suicide: Helping Families in the Aftermath (PDF). Psychotherapy Networker, 46(4), 35–39,55
  • Granello, D. H. (2010). A suicide crisis intervention model with 25 practical strategies for implementation. Journal of Mental Health Counseling, 32(3), 218–235.
  • McGlothlin, J., Page, B., & Jager, K. (2016). Validation of the SIMPLE STEPS model of suicide assessment. Journal of Mental Health Counseling, 38(4), 298–307.
  • Safety Planning Guide A Quick Guide for Clinicians (PDF). (n.d.).
 Discussion 5.1: Tightropes & Safety Nets: Counseling Suicidal Clients (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 5.1: Skills Assessment Paper (Due Day 7)

Assignment: Required Office Hours Attendance (Due Day 7)

Group Assignment 5.2: Triad Assignment (Due Day 7)		 Quiz 5.1: Review (Due Day 7)

Week 6: Disorders of Traumatic Stress and School Crisis (November 18 – November 24)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Disorders of Traumatic Stress

Course Objectives: 2 A, B, C


Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.8, 3.E.9, 3.E.10, 3.E.12, 3.E.14, 3.E.15, 3.E.17, 3.E.19		 Read the following in the James and Gilliland textbook:
  • Chapter 7:
    • pp. 145–163 (Stop at “The Traumatic Wake of Iraq and Afghanistan”)
    • pp. 169–181 (“Assessment of Billie Mac” to “Group Treatment”)
    • pp. 192–200 (“Children and PTSD” to “Moving Beyond the Trauma”)
 Discussion 6.1: Crisis Resources Presentation (Initial Post Due Week 6 Day 7, Reply Posts Due Week 7 Day 7) None None
Lesson 2: School Crisis

Course Objectives: 2 B, C


Meets CACREP Standard(s): 3.E.2, 3.E.3, 3.E.7, 3.E.8, 3.E.9, 3.E.10, 3.E.11, 3.E.12, 3.E.15, 3.E.19		 Read the following in the James and Gilliland textbook:
  • Chapter 13, pp. 456–472 (“School-Based Suicide Prevention and Intervention” to “Bereavement in Schools”)
 None Assignment 6.1: Skills Assessment (Due Day 7)

Group Assignment 6.2: Triad Assignment (Due Day 7)		 Quiz 6.1: Review (Due Day 7)

Fall Break (November 25 – December 1)

Week 7: Interpersonal Violence and Sexual Assault (December 2 – December 8)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Interpersonal Violence

Course Objectives: 2 B, C		 Read the following in the James and Gilliland textbook:
  • Chapter 10:
    • pp. 293–308 (“Psychological Factors” to “Shelters”)
    • pp. 312–314 (“Intervention with Children” to “Courtship Violence”)
    • pp. 319–323 (“Treating Batterers” to “A Typical 24–Session Domestic Violence Reduction Group”)
    • pp. 328–329 (“Program Success” to end of chapter)
 Discussion 7.1: Domestic Violence (Initial Post Due Day 4, Reply Posts Due Day 7) None None
Lesson 2: Sexual Assault

Course Objectives: 2 B, C


Meets CACREP Standard(s): 3.E.7, 3.E.8, 3.E.11, 3.E.12		 Read the following in the James and Gilliland textbook:
  • Chapter 9:
    • pp. 240–246 (to “Date and Acquaintance Rape”)
    • pp. 257–271 (“Intervention Strategies for Adult Survivors: The Case of Heather” to “Intervention Strategies with Children”)
    • pp. 279–284 (“Counseling” to end of chapter)

Read the following article:

  • Gold, J. (n.d.). We Need To Talk About Another Pandemic Mental Health Crisis: Therapist Burnout. Forbes, available through Course Reserves, accessible from the Modules section.

Discussion 7.2: Burnout Prevention (Initial Post Due Day 4, Reply Posts Due Day 7)

 Assignment 7.1: Skills Assessment Paper (Due Day 7) Quiz 7.1: Review (Due Day 7)

For a list of image credits for this course, visit the CNS739 Credits Page.