Course Number and Title:
CRJ 226 Introduction to Trauma and Crisis Intervention
Prerequisites
Prerequisite: (CRJ 115 or HDM 101) and (Test score or ENG 101 or higher)
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course covers short-term crisis intervention and prevention strategies with a focus on trauma-informed care.
Core Course Performance Objectives (CCPOs)
- Analyze the characteristics of the crisis state and traumatic events, including how they are perceived by the individual. (CCC 1, 2, 3, 4; PGC 3, 4)
- Explain basic concepts and models of crisis intervention. (CCC 2, 3, 4; PGC 3)
- Compare assessment tools used in crisis intervention. (CCC 2, 3, 4; PGC 3)
- Apply intervention and prevention strategies to specific types of crises as well as individuals experiencing a traumatic event. (CCC 2, 3, 4; PGC 3)
- Describe the characteristics of secondary trauma as they relate to the criminal justice professional. (CCC 2, 3, 4; PGC 3)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Analyze the characteristics of the crisis state and traumatic events, including how they are perceived by the individual.
- Identify the basic elements and types of crises.
- Identify the basic elements and types of traumatic events as it relates to the criminal justice field.
- Differentiate between types of crisis states.
- Analyze how cultural perspectives and biases influence crisis intervention and long-term care.
- Explain basic concepts and models of crisis intervention.
- Explain the rationale and goals of crisis intervention.
- Describe the steps and procedures involved in crisis intervention.
- Describe how crisis intervention and long-term care differ in purpose and approach.
- Discuss the professional skills used in basic crisis intervention.
- Describe the role of effective listening during crisis intervention.
- Explain the role of trauma-informed care in crisis response.
- Compare assessment tools used in crisis intervention.
- Describe the components of commonly used assessment tools in crisis intervention.
- Identify how different tools address affective, cognitive, and behavioral aspects of crisis.
- Compare how various assessment tools incorporate inclusive language and address diverse experiences.
- Apply intervention and prevention strategies for specific types of crises and individuals experiencing a traumatic event.
- Select appropriate strategies for crises involving substance abuse, mental health, PTSD, etc.
- Complete assessment tools using inclusive and trauma-informed language.
- Select appropriate crisis strategies for specific populations and age groups.
- Describe the characteristics of secondary trauma as they relate to the criminal justice professional.
- Define burnout and secondary trauma.
- Identify common symptoms and causes of secondary trauma.
- Describe strategies to support professionals experiencing secondary trauma.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Grade |
Summative Assessments |
Exams (3) (equally weighted) | 45% |
Case Study Analysis and Crisis Simulation | 15% |
Formative Assessments |
The course will contain various formative assessments, including but not limited to: Quizzes Assignments Career research Journals Discussion boards
| 40% |
Total | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Demonstrate knowledge of the criminal justice system, including law enforcement, courts, corrections, and homeland security.
- Analyze causes of adult and juvenile crime.
- Explain the importance of professionalism, ethics, and critical thinking skills in the field of criminal justice.
- Apply skills needed in investigation, report writing, and crisis intervention.
- Demonstrate communication skills appropriate to criminal justice, including cultural competence and trauma-informed care.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.