Social Work 615

Brief Therapy and Crisis Intervention

3 Units

“Suffering is inevitable… Misery is optional” Aaron Beck

Instructor:
Marco Formigoni

E-Mail:
marco.formigoni@usc.edu

Telephone:
312-945-6723

I. COURSE PREREQUISITES
Students enrolled in SOWK 615 are required to have completed two semesters of foundation year
practice.

II. CATALOGUE DESCRIPTION

Theory and multimodal approaches for brief therapy and crisis intervention with diverse clientele in a
range of mental health and health settings.

III. COURSE DESCRIPTION

SOWK 615, Brief Therapy and Crisis Intervention, is an advanced clinical practice course designed to
teach second year practice students the theories and techniques of brief treatment and crisis intervention.
Students will receive historical, theoretical, and clinical information sufficient to work with individuals,
couples, families, groups, and organizations. Ethical, professional, transference, and counter
transference issues will be addressed as they relate to brief therapy modalities.

IV. COURSE OBJECTIVES

Objective # Objectives
1. Demonstrate knowledge of relevant brief therapy and crisis intervention theories
2 Implement brief therapy and crisis intervention models and techniques with individuals’
families, groups and organizations.
3 Treat specific client problems and populations including, but not limited to:
Ethnically, culturally and sexually diverse clients, psychiatric, mood and substance
abuse issues, medical and community crises
4 Become knowledgeable about research based, best practice models and what client
populations are best served by them.

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 Objective # Objectives
5 Explore efficacy and ethical issues, raised by managed care and mandated brief therapy
for clients.

V. COURSE FORMAT / INSTRUCTIONAL METHODS

The format of the course will consist of didactic instruction and experiential exercises. Case vignettes,
videos, and role plays will also be used to facilitate the students’ learning. These exercises may include
the use of videotapes, role-play, or structured small group exercises. Material from the field will be used
to illustrate class content and to provide integration between class and field. Confidentiality of material
shared in class will be maintained. As class discussion is an integral part of the learning process,
students are expected to come to class ready to discuss required reading and its application to theory
and practice.

VI. STUDENT LEARNING OUTCOMES

The following table lists the nine Social Work core competencies as defined by the Council on Social
Work Education’s 2015 Educational Policy and Accreditation Standards:

Social Work Core Competencies

1 Demonstrate Ethical and
Professional Behavior
2 Engage in Diversity and Difference in
Practice
3 Advance Human Rights and Social,
Economic, and Environmental
Justice
4 Engage in Practice-informed
Research and Research-informed
Practice
5 Engage in Policy Practice
6 Engage with Individuals, Families,
Groups, Organizations, and
Communities
7 Assess Individuals, Families,
Groups, Organizations, and
Communities
8 Intervene with Individuals, Families,
Groups, Organizations, and
Communities
9 Evaluate Practice with Individuals,
Families, Groups, Organizations and
Communities
* Highlighted in this course

The following table shows the competencies highlighted in this course, the related course objectives,
student learning outcomes, and dimensions of each competency measured. The final column provides
the location of course content related to the competency.

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 Competency Objectives Behaviors Dimensions Content
Competency 7: Assess 1. Provide an 7a. Understand Knowledge Assignme
Individuals, Families, Groups, understanding theories of human nts:
Organizations, and of appropriate behavior and the 1,2,3, & 4.
Communities professional social environment,
Social workers in health, conduct and person in Class
behavioral health and responsibilities environment, and Participati
integrated care settings regarding the other multi- on
understand that assessment is assessment disciplinary
an ongoing component of the and diagnosis frameworks, and
dynamic and interactive of mental critically evaluate
process of social work practice disorders and and apply this
with and on behalf of, diverse the application knowledge in the
individuals, and groups. Social of ethical assessment of
workers understand theories guidelines diverse clients and
of human behavior and the regarding constituencies,
social environment, person in confidentiality, including
environment, and other multi- self- individuals,
disciplinary frameworks, and determination, families, and
critically evaluate and apply and high-risk groups.
this knowledge in the manifestations
assessment of diverse clients of mental
and constituencies, including illnesses. 7b. Understand Reflection
individuals, families, and 2. Promote how their personal
groups. Social workers collect, knowledge experiences and
organize, and interpret client about the logic affective reactions
data with a primary focus of and method of may affect their
assessing client’s strengths. diagnostic assessment and
Social workers understand classification decision-making
how their personal and the criteria and seek reflection
experiences and affective necessary for through supervision
reactions may affect their the diagnosis of and consultation.
assessment and decision- various mental
making. disorders, the
process for
ruling out
alternative
explanations
for observed
symptoms, and
differentiating
between
disorders with
shared
symptoms.
3. Demonstrate
the importance
and value of
ethno cultural
and gender
factors in
differential
diagnostics,
providing
opportunities

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 for students to
consider and
increase
awareness
about the
subjective
experience of
mental illness
and clinical
conditions.
Diversity issues
include, but are
not limited to,
race, ethnicity,
cultural values
and beliefs,
gender, sexual
orientation,
age,
socioeconomic
status, and
religion/spiritual
ity.
4. Teach the
theoretical
foundation
needed for
constructing a
comprehensive
and concise
biopsychosocia
l assessment,
including a
mental status
exam.

Competency Objectives Behaviors Dimensions Content

Competency 8: Intervene with Critically 8a. Skillfully choose Exercise of Brief
Individuals, Families, Groups, choose and and implement judgment Reaction
Organizations, and implement culturally Paper
Communities interventions to competent
Social workers understand achieve interventions to Crisis
that intervention is an ongoing practice achieve practice Interventio
component of the dynamic and goals and goals and enhance n
interactive process of social enhance capacities of Demonstr
work practice with and on capacities of clients. ation
behalf of diverse individuals, clients and
families and groups in health, constituencies. 8b. Are self- Reflection Applicatio
behavioral health and reflective in n Exercise
integrated care settings. Social Apply understanding of Brief
workers working with adults knowledge of transference and Therapy
and older adults identify issues countertransferenc

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 related to losses, changes, human e in client Brief
and transitions over their life behavior interactions as well Therapy
cycle in designing intervention. and the social as practice self- Demonstr
Social workers understand environment, care in the face of ation
methods of identifying, person disturbing personal
analyzing, modifying and in-environment, reactions. Class
implementing evidence- and other Discussio
informed interventions to multidisciplinar ns
achieve client goals, taking y theoretical
into account influences such frameworks in
as cultural preferences, interventions
strengths and desires. Social with
workers in working with adults clients and
and older adults value and constituencies
readily negotiate, mediate, and
advocate for clients. Social Use inter-
workers value the importance professional
of inter- professional teamwork collaboration
and communication in as appropriate
interventions, recognizing that to achieve
beneficial outcomes may beneficial
require interdisciplinary, inter- practice
professional, and inter- outcomes
organizational collaboration.
Negotiate,
mediate, and
advocate
with and on
behalf of
diverse clients
and
constituencies.

Facilitate
effective
transitions and
endings that
advance
mutually
agreed-on
goals.

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VII. COURSE ASSIGNMENTS, DUE DATES & GRADING

% of
Assignment Due Date
Final Grade
#1-Brief Reaction Paper Unit 4 10%
Midterm – Crisis Intervention Demonstration Unit 8 35%
#2 -Application Exercise of Brief Therapy Unit 12 10%
Brief Therapy Demonstration Finals Week 35%
Class Participation On going 10%

Each of the major assignments is described below.

Class grades will be based on the following:

ASSIGNMENT #1: BRIEF REACTION PAPER – 10%

Due on Unit 4
During the week of Unit 4, the student will watch the HBO documentary “Bellevue Inside Out”. For VAC
students, the film is located in Unit 4 of your asynchronous material. All other students may access the
film via the internet at https://www.youtube.com/watch?v=N1Bab-bjsLQ&t=2403s. The student will be
required to write a short paper (3 pages maximum) which includes a brief overview of the film, discusses
pertinent themes/issues and applies knowledge of crisis theory and intervention to an individual from the
film. The student will be graded on how well they demonstrate an understanding of and application of
topics discussed in class and the reading material.
I. Introduction
a. Provide a brief overview of the film. (Limit your discussion to 1-2 paragraphs)
b. Include a discussion of the key topic/subject of the film and what you feel is its overall
purpose.
c. Discuss how the film relates to course material/content.
II. Reaction/Analysis- Discuss a minimum of 2 of the following:
• Do you think the film overlooked or left out anything important? What?
• Did the film hold your interest? Why or why not?
• What did you realize as the result of watching this film?
• What questions does the film raise for you—about the material or other issues?
• Did the film challenge your existing views about mental health crisis?
III. Application
Select an individual from the documentary.
a. Using crisis theory describe the development of the crisis for this individual.
b. How would you apply the Robert’s crisis intervention model to your work with this
individual? For example, if the client identifies substance abuse as the last straw
precipitant, discuss how you might help the client to generate and explore alternative
ways to cope/manage their psychiatric symptoms as means of decreasing future crisis
and build resiliency.
c. Identify and briefly discuss potential barriers to implementation of your intervention. How
might you decrease these barriers?

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CRISIS INTERVENTION DEMONSTRATION – 35%
Due on Unit 8
The purpose of the midterm assignment is to integrate learning obtained from the unit readings and
discussion about crisis intervention and apply it to a clinical case. The 2-part assignment will consist of a
role play exercise and a critical analysis/reflective written paper. Both parts of the midterm assignment are
due during the week of Unit 8. The date to be determined by your instructor. Papers may be submitted
via the course assignment upload page at the VAC or emailed to the instructor (UPC students). Papers
and recordings not received by the deadline will lose half a grade point for each day they are late. Your
instructor will provide written instructions on how to record and submit your role play recordings.

The objective of Part 1 of this assignment is to demonstrate an understanding of and ability to apply the
Robert’s 7 Stage crisis intervention model within a single session. In Part 1 the student will record an
unrehearsed, spontaneous crisis intervention “session” that lasts 30-45 minutes in length. The student will
be the therapist. The student will receive case vignettes of three potential clients. The student may select
which case vignette they wish to work with. In the case vignette, the student will be provided with a limited
amount of biopsychosocial information. The student will be responsible for completing a brief crisis
assessment in their demonstration which includes an assessment of lethality. The crisis assessment
should also include a discussion and identification of any relevant hazards and final straw precipitants as
well as relevant coping mechanisms the client engages that are pertinent to understanding the
dimensions of the problem in stage 3. Students will be expected to offer interventions consistent with the
problem identified in the assessment and demonstrative of the remaining 5 stages of the Robert’s crisis
intervention model which include, dealing with feelings, generating alternatives, developing action plan
and plans for follow up. Finally, students must demonstrate basic attending skills demonstrated
throughout the session that support the development of rapport which is the goal of stage 2. This may
include verbal or non-verbal skills.

The objective of Part 2 of the assignment is for the student to review and reflect upon their demonstration.
In Part 2 the student will review the role play recording and write a 6-8 page, double spaced, typed paper
where you answer each of the questions below. Students are not required to utilize any outside literary
resources to complete the written portion of the assignment and students may utilize the first person
perspective.

1. Identify 2 interventions you feel you executed exceptionally well. Why did you select these
interventions?
2. Identify 2 interventions that you feel you need to focus on improving. Why did you select these
interventions? After reviewing the video how would you improve upon these interventions? Give
an example of how you would revise each of the interventions.
3. How did you conceptualize the client’s problem using the crisis formation discussed in class?
4. Was this conceptualization consistent with the interventions that you offered? Discuss the
connection between the two. If your understanding of the problem was inconsistent with the
interventions offered, how would you make them consistent? Give an example of how you might
change either your understanding of the problem or the interventions and discuss.
5. Did you assess potential legal and ethical considerations? If you did what client factors led you to
make these considerations? If you did not what client factors led you to not make these
considerations?
6. How did you operationalize the Robert’s crisis intervention model in your session? Provide 1
example of an intervention that is representative of each of the stages? Identify and discuss 1 pro
and 1 con to use of this model when conducting crisis intervention.

The evaluation of the paper will be based on whether you addressed all aspects of the assignment, and
the quality of your written work (organization, flow, clarity, grammar, spelling).

The assignment is worth 35% of your overall grade for this course.

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ASSIGNMENT #2 APPLICATION OF BRIEF THERAPEUTIC METHODS—10%
Due on Unit 12
During Unit 10, the student will watch episode of A&E “Obsessed” which explores symptoms and
treatment of Obsessive Compulsive Disorder utilizing CBT. Students will be given instruction on how to
obtain the media for this assignment from their instructor. The student will select an individual from the
episode and apply knowledge of CBT theory and clinical skills discussed during class and in the reading
material. The student will be required to select either Sharon or Patricia and discuss the following:

Conceptualize the client’s problem utilizing cognitive behavioral formulation.

• Identify automatic thoughts and core schema demonstrated by the selected individual.
o Automatic thoughts and core schema may not be explicitly identified and the
student’s discussion of these elements may be hypothesized based on the
information given.
• Identify emotional and behavioral responses/compensatory strategies that the individual
engages in.
o Include a discussion of the resulting functional impairments caused by these
behaviors.
• Include discussion and identify any psychosocial history which may be used to explain
and understand the development and maintenance of symptoms. Include identification of
any relevant psychosocial stressors experienced by the individual discussed.

Identify and describe 2 interventions demonstrated by the therapist that addressed the selected
individual’s cognitions.
• What cognitive interventions would you add? Describe how you would integrate these
interventions into treatment (i.e. use of automatic thought records, generating rational
alternatives, decatastrophizing etc.)
Identify and describe 2 interventions demonstrated by the therapist that addressed the selected
individual’s behavioral responses. Describe 1 additional behavioral intervention you would add to
enhance the overall efficacy of treatment with this individual? (This may include activity scheduling,
activation etc.)

Describe barriers that the client demonstrated and evaluate how the therapist managed these
throughout the treatment process.
• What additional methods could be utilized to manage barriers or obstacles to
change in the therapeutic process?
o You may include a discussion of how you would utilize CBT to work with barriers
within treatment, psychoeducation, motivational interviewing, relapse prevention
etc.
BRIEF TREATMENT INTERVENTION DEMONSTRATION AND CRITICAL ANALYSIS– 35%
Due during finals week.

The final assignment will apply Brief Treatment clinical skills learned in Units 8-14.
The 2-part assignment will consist of a role play exercise and a critical analysis/reflective written paper.

The objective of Part 1 of this assignment is to demonstrate an understanding of skills learned by

application of them within a recorded session.

In Part 1 the student will record an unrehearsed, spontaneous therapy “session”. The student will be the
therapist. The student will receive case vignettes of three potential clients at the conclusion of Unit 14.
The student will randomly select a client that will be role played when they arrive to their “session”. In the
case vignette, the student will be provided with all of the relevant biopsychosocial data that they would
obtain by conducting an assessment. The student will assume that sufficient time has passed to develop

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the therapeutic relationship with their client. The session should be reflective of sessions in the “middle
phase” of treatment which may be session 2 and beyond. The student should review the case vignettes
and develop a “working hypothesis” or case conceptualization prior to the start of the session. The
student may begin their “session” with a discussion with your client about this
conceptualization/hypothesis.

The student may practice/prepare for the role play prior to taping, and it is encouraged that you consider
potential issues that the “client” may present with and how to address these issues within the session.
Students will not have the opportunity to “start over” however, may address any areas of improvement in
Part 2 of the assignment. Finally, students may not script sessions. The purpose of the assignment is to
approach the session as you would one in your clinical practice.

VAC Students: Contact student support 24 hours prior to completion of your recorded session if you
would like to have a conference line connected to your room. Please note that it takes a minimum of 24
hours for recorded session to be available to review on the VAC platform.

The student will have a maximum of 30-45 minutes for their session. During the session, the student will
utilize clinical skills from Cognitive Behavioral and/or Solution Focused Therapy Brief treatment models.
The student may utilize an “eclectic” approach however, no more than 10% of interventions utilized may
be outside of those discussed in class. Examples of interventions may include but are not limited to: the
miracle question, Socratic questioning, homework assignments, exposure, decatastrophizing, activity
scheduling, etc. There is no expectation of a minimum or maximum number of interventions, however,
those offered should be appropriate to the “clients” presenting problem.

The objective of Part 2 of the assignment is for the student to review and reflect upon their clinical work
conducted in Part 1.

In Part 2 the student will review the recorded session and complete a written critical analysis and
reflection about their role play. The written part of the final should be 6-8 pages and includes a discussion
of the following:

Introduce the interviewee or client:

• Describe the interviewee or client in terms of their age, gender, ethnicity, race, sexual orientation,
spirituality or other relevant social identities.
• Describe the presenting problem. Include any relevant biopsychosocial data as it relates to
understanding/explaining the “clients” presenting problem. Since this information was provided to
the student, your discussion should not exceed 1 page and should include a brief discussion of
the students’ formulation of the client’s presenting problem.

Analysis and Critique

The student is required to analyze and evaluate a minimum of 5 skills/interventions demonstrated in the
role play. No more than 1 may be a basic interviewing or attending skill (i.e. open ended questioning,
empathic/reflective listening etc.) The student will include the interview dialogue that is being discussed
and evaluated. The student should use quotes and/or describe how they used the intervention/skills
within the session. The student will analyze their role play, identifying the skill that is being demonstrated
in the dialogue. In your analysis, include a discussion about the clinical rationale/intent of the
skill/intervention demonstrated.

Finally, the student will critically evaluate the skill/intervention utilized, specifically discussing the relevant
strengths and weaknesses; and any modifications you would make to your use of the skill/intervention. If
there was not an opportunity during the interview to demonstrate a particular skill, include a discussion
with an example of how you may have utilized the skill/intervention if the occasion had arisen to do so.

Personal Reflection
To conclude their written analysis and critique, the student will reflect upon their overall ability to
implement brief treatment interventions that were discussed throughout the course. The student should

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identify areas of growth as well as areas of continued practice and study that they may have at the
conclusion of the course.

The student will be graded on how well they execute the brief treatment interventions utilized (40%) and
their overall analysis and critique of skills demonstrated (50%). Finally, they will be graded on the overall
organization and clarity of their written work. (10%) The assignment does not require the use of any
outside resources, however, if the student choses to do so, all work must be cited utilizing 6 th edition APA
format guidelines and include a reference page. On your cover page, the student must include the URL
for the recorded session which will be reviewed by the instructor, or provide a DVD or other electronic
version of the recording. UPC Students: You may utilize Google Drive or Dropbox to share your video
link with your instructor.

The student’s written assignment must be emailed/uploaded to the assignment page by a date to be
determined by the instructor. Late assignments will be penalized a half grade point for each 24-hour
period after the due date, the assignment is turned in.

CLASS PARTICIPATION - 10%

Student is expected to come to and remain in class for entire sessions. Student is expected to participate
in class discussions. Texting and working on anything other than course material is considered not
participating and participations points will be deducted accordingly.

Class grades will be based on the following:

Class Grades Final Grade

3.85 – 4 A 93 – 100 A
3.60 – 3.84 A- 90 – 92 A-
3.25 – 3.59 B+ 87 – 89 B+
2.90 – 3.24 B 83 – 86 B
2.60 – 2.87 B- 80 – 82 B-
2.25 – 2.50 C+ 77 – 79 C+
1.90 – 2.24 C 73 – 76 C
70 – 72 C-

Within the School of Social Work, grades are determined in each class based on the following standards
which have been established by the faculty of the School:

(1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of
content but which also shows that the student has undertaken a complex task, has applied critical
thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the
assignment. The difference between these two grades would be determined by the degree to which
these skills have been demonstrated by the student.

(2) A grade of B+ will be given to work which is judged to be very good. This grade denotes that a
student has demonstrated a more-than-competent understanding of the material being tested in the
assignment.

(3) A grade of B will be given to student work which meets the basic requirements of the assignment. It
denotes that the student has done adequate work on the assignment and meets basic course
expectations.

(4) A grade of B- will denote that a student’s performance was less than adequate on an assignment,
reflecting only moderate grasp of content and/or expectations.

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(5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or
several significant areas requiring improvement.

(6) Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting
serious deficiencies in all aspects of a student’s performance on the assignment.

VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks

The following textbooks are required readings for SOWK 615. Each book was carefully chosen to expose
students to the most essential concepts for this course. There are very few articles on the reading list. We
understand that these books are expensive. There are alternative methods for retrieving the readings,
including accessing digital copies of books on library reserve services, renting text books from
commercial online services, etc.

Berg, I. & de Jong, P. (2013). Interviewing for solutions. 4th Edition. New York: Thompson Brooks/Cole.

Roberts, A. (Eds.). (2015). 4th Edition. Crisis intervention handbook. New York: Oxford University Press.

Wright, J., Basco, M. & Thase, M. (2006) Learning Cognitive Behavior Therapy: An illustrated guide.
Washington, DC: American Psychiatric Publishing, Inc.

Note: Additional required and recommended readings may be assigned by the instructor throughout the
course.

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Unit Topics Assignments
1 Course Introduction
Overview of Course Expectations
Introduction to Crisis Theory
2 Introduction to Crisis Intervention Clinical Skills
General Engagement Skills
Crisis Assessment
Robert’s 7-Stage Crisis Intervention Model
3 Crisis Intervention: Legal and Ethical Considerations
Mandated Reporting Laws and Professional Guidelines
Child Abuse / Neglect/ Child Sexual Involvement
Elder / Dependent Abuse / Neglect
Danger to Self
Danger to Other or Property / Tarasoff Notification / Duty
to Warn

4 Crisis Intervention with Special Populations: People with Assignment #1 Due

Psychiatric Disorders
Overview of DSM-IV-TR Diagnostic Criteria
Crisis Assessment, Establishing Clinical Goals, and
Treatment Planning
Video Activity
5 Crisis Intervention with Special Populations: Substance Abuse
and Intimate Partner Violence
➢ Substance Abuse: Signs and Symptoms
➢ Crisis Assessment and Management of Substance
Related Issues
➢ Intimate Partner Violence: Assessment and Clinical Skills
6 Crisis Intervention with Special Populations: Grief, Loss, and
Medical Crises
Types of Medical / Health Crises
Single Session Crisis Intervention
Elisabeth Kubler-Ross’s Stages of Grief and Loss
Crisis of Loss: Assessment, Treatment Planning, and
Clinical Skills
7 Types of Group and Organizational Crises
Critical Incident Stress Debriefing (CISD)
Vicarious and Secondary Trauma: Help for the Helper

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Unit Topics Assignments
8 Introduction to Brief Treatment Modalities: Cognitive Behavioral Midterm
Therapy Assignment
Cognitive Behavioral Therapy: Theory and Basic Principles Due
Assessment, Problem Formulation, and Treatment
Planning
General Worker Tasks and Interventions at the Beginning,
Middle, and Termination Phases of Treatment
Evaluation of Progress and Treatment Outcomes
Measurements
9 Cognitive Behavioral Therapy Clinical Skills Development
Identification, Evaluation, and Modification of Automatic
Thoughts and Core Schema
Common Problems and Pitfalls
10 Cognitive Behavioral Therapy: Clinical Skills Development
Behavioral Skills Training
11 Cognitive Behavioral Therapy with Special Populations: Clinical
Skills Application to People Addictive Disorders
Application of Clinical Skills
Identifying and Overcoming Resistance and Barriers to
Change
12 Solution Focused Therapy: Basic Principles Assignment #2
Theory, Assessment, and Problem Formation Due
13 Solution Focused Therapy: Clinical Skills Development
Working with clients’ strengths and “building solutions”:
Miracle Question, Exception Finding, Scaling, and Coping
Questions
Evaluation of Progress and Treatment Outcomes
Measurements
14 Solution Focused Therapy: Clinical Skills Application to
Psychiatric Disorders
Assessment and Clinical Intervention
15 Course Review, Wrap Up and Course Evaluation
Course Wrap-Up
Course Evaluations
STUDY DAYS / NO CLASSES
FINAL EXAMINATIONS

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 Course Schedule―Detailed Description

Unit 1: Course Introduction and Overview

Topics
Course Introduction
Overview of Course Expectations
Introduction to Crisis Intervention Theory
Culture and Crisis Development and Intervention

Required Readings
Roberts, A. (Eds.). (2015). Crisis intervention handbook: Introduction, Chapter 1 and 26

Dykeman, B. (2005) Cultural implications of crisis intervention. Journal of Instructional

Psychology. 32.1 (ARES)

Unit 2: Introduction to Crisis Intervention Theory and Clinical

Skills
Topics
Introduction to Crisis Intervention Clinical Skills
Crisis Assessment
Application of Robert’s Model of Crisis Intervention

Required Readings
Berg, I. and de Jong, P. (2013). Interviewing for solutions. Chapter 10 and pgs. 397-404

Roberts, A. (Eds.). (2015). Crisis intervention handbook. Chapter 3.

Roberts, A. and Ottens, A. (2005). The Seven Stage Crisis Intervention Model: A Road Map to Goal
Attainment, Problem Solving and Crisis Resolution. Brief Treatment and Crisis Intervention. 5. 4. (ARES)

Unit 3: Crisis Intervention: Legal and Ethical Considerations

Topics
Crisis Intervention: Legal and Ethical Considerations
Mandated Reporting Laws and Professional Guidelines
Child Abuse / Neglect/Child Sexual Involvement
Elder / Dependent Abuse / Neglect
Danger to Self
Danger to Other or Property / Tarasoff Notification / Duty to Warn

Required Readings
California Department of Social Services, Office of Child Abuse Prevention: The California Child Abuse
and Neglect Reporting Law. Booklet. (ARES)

Meichenbaum, D. (2005). 35 years of working with suicidal patients: Lessons learned. Canadian
Psychologist. 46, 2. (ARES)

Roberts, A. (Eds.) (2015). Crisis intervention handbook. Chapters 2 and 6.

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VandeCreek, L and Knapp, S. (2007) Legal and Ethical Issues in Crisis Intervention. In Dattilio, F. and
Freeman, A. Cognitive Behavioral Strategies in Crisis Situation. pp. 531-543. New York: Guilford
Press (ARES)

Handout: Steps in Ethical Decision Making Process (ARES)

Unit 4: Crisis Intervention with Special Populations: People with

Psychiatric Disorders
Topics
Crisis Intervention with Special Populations: People with Psychiatric Disorders
Overview of DSM-5 Diagnostic Criteria
Crisis Assessment, Treatment Planning, and Clinical Skills

Required Readings
Ball, J., Links, P., Strike, C., Boydell, K. (2005). It's overwhelming... Everything seems to be too much: A
theory of crisis formation for individuals with severe and persistent mental illness. Psychiatric
Rehabilitation Journal, Summer, 29, 1; 10. (ARES)

Roberts, A. (Eds.). (2015). Crisis intervention handbook. Chapters 4, 10, 16

U.S Department of Health and Human Services: Practice Guidelines Core Elements in Responding to
Mental Health Crises. Pgs. 1-26.

Unit 5: Crisis Intervention with Special Populations: Substance

Abuse and Intimate Partner Violence
Topics
Crisis Intervention with Special Populations: Substance Abuse and Intimate Partner Violence
➢ Substance Abuse: Signs and Symptoms
➢ Crisis Assessment and Management of Substance Related Issues
➢ Intimate Partner Violence: Clinical Assessment and Skills

Required Readings
Kanel, K. (2007). A guide to crisis intervention. Chapter 10 &12 (pp. 220-230). (ARES)

Roberts, A. (Eds.). (2015). Crisis intervention handbook. Chapters 16 and 18.

Unit 6: Crisis Intervention with Special Populations: Grief, Loss, and

Medical/Health Related Crises
Topics
Crisis Intervention with Special Populations: Grief, Loss, and Medical / Health Crises
Medical Social Work: Roles and Responsibilities
Crisis Intervention in Medical Settings
Elisabeth Kubler-Ross’s Stages of Grief and Loss
Crisis of Loss: Assessment, Treatment Planning, and Clinical Skills

Required Readings
Dattilio, F., Davis, E. and Goisman, R. (2007) Crisis with Medical Patients. In Dattilio, F. and Freeman, A.
Cognitive Behavioral Strategies in Crisis Situation. pp. 199-219. New York: Guilford Press (ARES)

Deranieri, J. Clements, P, Henry, G. (2002) When catastrophe happens: Assessment and intervention
after sudden traumatic death. Journal of Psychosocial Nursing & Mental Health Services. 40. 4 (ARES)

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NASW Standards for Palliative and End of Life Care. (ARES)

Roberts, A. (Eds.). (2015). Crisis intervention handbook. Chapter 24

Unit 7: Family and Large Scale Crisis

Worker Burnout and Compassion Fatigue
Topics
Types of Large Scale Natural and Man Made Disasters
Families in Crisis
Psychological First Aid
Vicarious and Secondary Trauma: Help for the Helper

Required Readings
Price, S, Price, C and McKerney, P. (Eds.) (2010) Families and Change: Coping with Stressful Events
and Transitions. Sage Publications. Families Coping with Change: A Conceptual Overview.
Chapter 1. (ARES)

Psychological First Aid- MRC Field Operations Guide (ARES)

Roberts, A. (Eds.). (2015). Crisis intervention handbook Chapter 7 and 22

Rothschild, B. and Rand, M. (2006). Help for the helper: the psychophysiology of compassion fatigue
and vicarious trauma. New York: W.W. Norton and Company. Chapter 3. (ARES)

Unit 8: Introduction to Brief Treatment Modalities: Cognitive

Behavioral Therapy

Topics
Introduction to Brief Treatment: Cognitive Behavioral Therapy
Cognitive Behavioral Therapy: Theory and Basic Principles
Assessment, Problem Formulation, and Treatment Planning
Required Readings
Corcoran, J. (2005). Building strengths and skills: A collaborative approach to working with clients.
Oxford University Press: New York. Chapters 3 & 5 (pp.88-89; 92-103). (ARES)

Dudley, R., Kuyken, W., Padesky, C. (2009) Collaborative Case Conceptualization: Working
Effectively with Client in Cognitive Behavioral Therapy. (ARES)

Wright, J., Basco, M. & Thase, M. (2006). Learning cognitive-behavior therapy: An illustrated guide.
Chapter 1, 2, & 3.

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 Unit 9: Cognitive Behavioral Therapy Clinical Skills
Topics
Cognitive Behavioral Therapy Clinical Skills
General Worker Tasks and Interventions at the Beginning, Middle, and Termination Phases of
Treatment
Identification, Evaluation, and Modification of Automatic Thoughts and Core Schema
Common Pitfalls and Problems
Evaluation of Progress and Treatment Outcomes Measurements

Required Readings
Wright, J., Basco, M. & Thase, M. (2006). Learning Cognitive Behavior Therapy: An illustrated guide.
Chapters 5, 8 & 9.

Unit 10: Cognitive Behavioral Therapy Clinical Skills

Topics
Cognitive Behavioral Therapy Clinical Skills
Behavioral Skills Training

Required Readings
Wright, J., Basco, M. & Thase, M. (2006) Learning Cognitive Behavior Therapy: An illustrated guide.
Chapters 6 & 7.

Unit 11: Cognitive Behavioral Therapy with Special Populations:

Clinical Skills Application to People with Addictive
Disorders
Topics
Cognitive Behavioral Therapy with Special Populations: Clinical Skills Application to People with
Addictive Disorders
Application of Clinical Skills
Identifying and Overcoming Resistance and Barriers to Change

Required Readings
Frances R., Miller, S. & Mack, A. (Eds.) (2005) Clinical textbook of addictive disorders (3rd ed.) New York.
Guilford Press. Chapter 22

Quick Guide for Clinicians: Brief Interventions and Brief Therapy of Substance Abuse. SAMSHA (2001).

Unit 12: Solution Focused Therapy: Basic Principles

Topics
Solution Focused Therapy: Basic Principles
Theory, Assessment and Problem Formation

Required Readings
Berg, I. and de Jong, P. (2013). Interviewing for solutions. Chapters 1, 2, 3 &15. Pgs. 380-384; 390

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Unit 13: Solution Focused Therapy: Clinical Skills Development
Topics
Solution Focused Therapy: Clinical Skills Development
General Worker Tasks and Interventions Throughout Beginning, Middle, and Termination
Phases of Treatment
Working with clients’ strengths and “building solutions”: Miracle Question, Exception Finding,
Scaling, and Coping Questions
Common Pitfalls and Problems
Evaluation of Progress and Treatment Outcomes Measurements

Required Readings
Berg, I. and de Jong, P. (2013). Interviewing for solutions. Chapters 4, 5, 6, 8 & pgs. 385, 392-396; 404

Unit 14: Solution Focused Therapy: Clinical Skills Application to

Psychiatric Disorders
Topics
Solution Focused Therapy: Clinical Skills Application to Psychiatric Disorders
Assessment and Clinical Interventions

Required Readings
Berg, I. and de Jong, P. (2013). Interviewing for solutions. Chapter 14 (pgs. 288-345)

Corcoran, J. (2005). Building strengths and skills: A collaborative approach to working with clients.
Oxford University Press: New York. Chapter 8.

Guterman, J. (2010) Advanced Techniques for Solution Focused Counseling. (Handout)

Unit 15: Final Assignment Demonstrations, Wrap-Up, and Course

Evaluation
Topics
Course Review, Wrap-Up, and Course Evaluation
Course Wrap-Up
Course Evaluations

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University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to
attend class or arriving late may impact your ability to achieve course objectives which could affect your
course grade. Students are expected to notify the instructor by email (xxx@usc.edu) of any anticipated
absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of
religious holy days. This policy also covers scheduled final examinations which conflict with students’
observance of a holy day. Students must make arrangements in advance to complete class work which
will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional
information on attendance policies.

X. ACADEMIC CONDUCT

Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words –
is a serious academic offense with serious consequences. Please familiarize yourself with the discussion
of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards”
https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally
unacceptable. See additional information in SCampus and university policies on scientific
misconduct, http://policy.usc.edu/scientific-misconduct.

XI. SUPPORT SYSTEMS

Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call

Free and confidential mental health treatment for students, including short-term psychotherapy, group
counseling, stress fitness workshops, and crisis intervention. https://engemannshc.usc.edu/counseling/

National Suicide Prevention Lifeline - 1-800-273-8255

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours
a day, 7 days a week. http://www.suicidepreventionlifeline.org

Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender-based
harm. https://engemannshc.usc.edu/rsvp/

Sexual Assault Resource Center

For more information about how to get help or help a survivor, rights, reporting options, and additional
resources, visit the website: http://sarc.usc.edu/

Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086

Works with faculty, staff, visitors, applicants, and students around issues of protected class.
https://equity.usc.edu/

Bias Assessment Response and Support

Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate
investigation and response. https://studentaffairs.usc.edu/bias-assessment-response-support/

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Student Support & Advocacy – (213) 821-4710
Assists students and families in resolving complex issues adversely affecting their success as a student
EX: personal, financial, and academic. https://studentaffairs.usc.edu/ssa/

Diversity at USC – https://diversity.usc.edu/

Tabs for Events, Programs and Training, Task Force (including representatives for each school),
Chronology, Participate, Resources for Students

XII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a
documented illness or some other emergency occurring after the 12th week of the semester. Students
must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be
instituted by the student and agreed to be the instructor and reported on the official “Incomplete
Completion Form.”

XIII. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating
circumstances. If the paper is late without permission, the grade will be affected.

XIV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to
unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students
both verbally and in writing.

XV. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (OPTIONAL)

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
[http://www.socialworkers.org/pubs/Code/code.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the
basic human needs of all people, with particular attention to the needs and empowerment of people who
are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the
profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to
social work is attention to the environmental forces that create, contribute to, and address problems in
living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other
forms of social injustice. These activities may be in the form of direct practice, community organizing,
supervision, consultation administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance the capacity of
people to address their own needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced
by social workers throughout the profession’s history, are the foundation of social work’s unique purpose
and perspective:

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 ▪ Service
▪ Social justice
▪ Dignity and worth of the person
▪ Importance of human relationships
▪ Integrity
▪ Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and
the principles that flow from them, must be balanced within the context and complexity of the human
experience.

XVI. COMPLAINTS

If you have a complaint or concern about the course or the instructor, please discuss it first with the
instructor. If you feel cannot discuss it with the instructor, contact the chair of the Department. If you do
not receive a satisfactory response or solution, contact your advisor and/or Associate Dean and MSW
Chair Dr. Leslie Wind for further guidance.

XVII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE (OPTIONAL)

✓ Be mindful of getting proper nutrition, exercise, rest and sleep!

✓ Come to class.
✓ Complete required readings and assignments BEFORE coming to class.
✓ BEFORE coming to class, review the materials from the previous Unit AND the current Unit, AND
scan the topics to be covered in the next Unit.
✓ Come to class prepared to ask any questions you might have.
✓ Participate in class discussions.
✓ AFTER you leave class, review the materials assigned for that Unit again, along with your notes
from that Unit.
✓ If you don't understand something, ask questions! Ask questions in class, during office hours,
and/or through email!
✓ Keep up with the assigned readings.
Don’t procrastinate or postpone working on assignments.

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