CRISIS AND TRAUMA COUNSELLING

SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B924212
Module Leader Neil Morrison
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

Counselling Skills and Practice

Summary of Content

This online module is designed to develop a comprehensive knowledge of: communication, counselling skills and practice, models and approaches used to help clients who are in crisis or trauma. To help students build a knowledge base of physical and psychological reactions to various forms of abuse and trauma and to develop support and referral networks and to enable the student to convey the depth of professional care and use of counselling that a client in crisis requires without falling into inappropriate practice. To build on the student's knowledge of working with clients, families and couples in crisis. To develop further awareness and taking care of self with adequate debriefing and supervision. The blended module incorporates both theoretical principles and work based practice activities supported by an online mentor.

Syllabus

Developing Crisis and Trauma Counselling: -284b7 Theories and models of crisis and trauma counselling b7 Current developments in crisis and trauma work b7 Counselling process and crisis and trauma work b7 Counselling approaches and short term interventions b7 Short term interventions with the Jones' ABC method and Egan's helping model b7 Interventions with PTS and PTSD clients. b7 Professional and ethical practice in working with clients in crisis and trauma

Learning Outcomes

On completion of this module, students should be able to:LO 1: Scrutinise evidence from literature to explore the scope of current perspectives of contemporary main models of crisis and trauma counsellingLO 2: Compare and contrast the principal theories, concepts and models of crisis counselling and also debriefing developed by Jones, Stone and Mitchel. LO 3: Identify and critically analyse routine crisis problems and issues (Stone) that may surface when working with individuals or groups (Jones, Heatherington)LO 4: Evaluate the impact of integrating a counselling model (Egan) with validated crisis and trauma models (Roberts) using the core conditions (Rogers) to facilitate client recoveryLO 5: Critically reflect on how the theories and models of crisis and trauma counselling has impacted on professional practice within the Emergency Services (Heatherington)

Teaching / Learning Strategy

The Reflective Practitioner Activities Portfolio further enhances the student's ability to reflect and evaluate progress in developing knowledge and competence in crisis and trauma counselling with feedback from the online tutor. The teaching and learning strategy will enable the students to synthesise and apply knowledge gained from study of the topics within the module. The teaching and learning will follow an online approach to ensure flexibility for students. Teaching methods will include tutor and peer input, guided reading and online learning. Tutors will provide opportunities to consider and explore actual and potential therapeutic intervention strategies relevant to counselling interventions with clients who have crisis or trauma issues. Online multi-media presentations, audio files and online course materials provide the main theoretical, skills and knowledge framework to assist independent learning. Written and oral feedback from tutors will develop and maintain student's professional competence. The Reflective Practitioner Activities Portfolio will enhance student's abilities to reflect on self, apply theoretical concepts and use the 'collective' (peers, colleagues and internet) to develop their self-regulated learning.

Indicative Reading

Egan,G, 2014, The Skilled Helper, 10 th edn, Brooks/Cole, Belmont, CA Heatherington, A, 2001 The use of counselling skills in the emergency services, Open University: Buckinghamshire Mearns, D, Thorne. & B, McLeod, J. 2013, Person-centred counselling in action, 4 th edn, Sage: London. Priest, H. 2011, An introduction to psychological care in nursing and the health professions, Sage: London Protector, G. 2014, Values and ethics in counselling and psychotherapy, Sage, London Ringel, S & Brandel, J.R. 2011, Trauma. Sage, London. Roberts, A.R. (ed.). 2005, Crisis intervention handbook. 3 rd edn, Oxford University Press, Oxford. Shores,F. 2010, After crisis: using storybooks to help children cope. Gryphone House Inc, Lewisville, NC. Stewart, W. 2013 An A-Z of counselling theory and practice. Centage Learning EMEA, Andover. Webster, J.G. 2011, Individual and family stress and crisis, Sage, London. Journals -142b7 OMEGA - Journal of Death and Dying http://omegajournal.net/ b7 Journal of Loss and Trauma http://www.tandfonline.com/loi/upil20#.VtRsvM7cv5o b7 Stress, Trauma, and Crisis: An International Journal http://www.tandfonline.com/loi/gcit20#.VtRsWs7cv5o b7 Therapy Today - Journal of the British Association for Counselling and Psychotherapy. (BACP) www.bacp.co.uk/publications/journals/therapytoday.php b7 Counselling in Scotland -- Journal of COSCA (Counselling and Psychotherapy). www.cosca.org.uk/docs b7 European Journal of Psychotherapy and Counselling (Eur Journal of Psychotherapy Counselling Health). www.tandfonline.com/toc/rejp20/current Websites -250b7 http://www.alcoholics-anonymous.org.uk b7 http://www.alzheimers.org.uk/ b7 http://www.another-way.co.uk/Crisis%20Intervention%20in%20Social%20Work.htm b7 http://www.bbc.co.uk/relationships/couples/ heartaches_divorce.shtml b7 http://www.bullying.co.uk b7 http://www.childline.org.uk/Helpandadvice.asp b7 http://www.crisiscounseling.org/Handouts/ WhatIsCrisisCounseling.htm b7 http://www.crusebereavementcare.org.uk b7 http://www.nhs.uk/magazines/Drugs/Pages /Drugsandyourkids.aspx b7 http://www.rapecrisis.org.uk -108

Transferrable Skills

-Develop independent learning by working in a self-directed manner -Develop study and IT skills to underpin effective learning -Develop critical thinking, decision making and communication skills -Work effectively with others -Underpin professional practice through reflection and the integration of theory and practice -Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Tutorials (FDL) 15.00
Directed Learning (FDL) 50.00
Practicals (FDL) 65.00
Assessment (FDL) 30.00
Independent Learning (FDL) 140.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 03 n/a 0.00 35% Practice Activities Portfiolio - Pass/Fail only - Exceptions Case No.162
Course Work 01 n/a 50.00 35% 2500 word Reflective Essay on Theory (Trimester 1)
Course Work 02 n/a 50.00 35% 2500 word Case Study - Recorded/Analysed (Trimester 2)