SOC6805 MENTAL WELLNESS AND RESILIENCE IN HELPING PROFESSIONS
3 Credit Hours
Student Level:
This course is open to students on the college level in either the Freshman or Sophomore year.
Catalog Description:
SOC6805 - Mental Wellness and Resilience in Helping Professions (3 hrs.)
This course examines mental wellness and resilience strategies for helping professionals focusing on theories, sociocultural and multicultural considerations, burnout and critical incident stress, peer support, and self-care methods.
KRSN: N/A
Course Classification: Lecture
Prerequisites:
None
Co-requisites:
None
Controlling Purpose:
The Mental Wellness and Resilience in Helping Professions course offers a comprehensive approach to the theories, factors, and both intrapersonal and interpersonal considerations for mental and emotional wellness in helping professions. Students will gain an understanding of the causes of burnout, compassion fatigue, moral injury and critical incident stress as well as be able to identify methods of prevention and self-regulation to reduce the rates of occurrence. Students will review the benefits and limitations of Critical Incident Stress Debriefing (CISD) and Peer Support (PS) to decrease the negative effects of compassion fatigue and critical incident stress. Students will learn through experiential assignments including role-playing scenarios incorporating PS, self-care techniques, and self-reflection throughout the course.
Learner Outcomes:
Upon completion of the course, the student will:
- Define and explain theories of mental wellness, resilience, moral injury, and self-care.
- Describe individual, sociocultural, and multicultural considerations for stress and causes of stress.
- Identify and define causes of burnout, compassion fatigue, moral injury and critical incident stress.
- Define and demonstrate peer support and self-care techniques and describe their limitations.
Unit Outcomes for Criterion Based Evaluation:
The following outline defines the minimum core content not including the final examination period. Instructors may add other material as time allows.
UNIT 1: THEORIES OF MENTAL WELLNESS
Outcomes: Upon completion of this unit, the students will be able to describe and apply mental wellness concepts and theories.
- Define and explain mental wellness concepts and theories.
- Analyze and evaluate the effectiveness of various mental wellness models in real-world scenarios.
- Assess personal mental wellness using theoretical framework.
- Design and implement a personal mental wellness improvement plan based on theoretical insights.
UNIT 2: SELF-CARE
Outcomes: Upon completion of this unit, the students will be able to define self-care and synthesize a self-care plan incorporating a variety of techniques.
- Define self-care and understand the role of self-care in mental wellness and resilience.
- Analyze the importance of self-care.
- Identify, learn, and practice various mindfulness and relaxation techniques.
- Synthesize a self-care plan and routine incorporating the students’ own schedules, routines, and preferences.
UNIT 3: INDIVIDUAL CONSIDERATIONS FOR CAUSES OF STRESS
Outcomes: Upon completion of this unit, the students will be able to define and evaluate individual factors and considerations that contribute to stress including eustress and distress.
- Define stress, distress, and eustress.
- Identify individual factors that contribute to normal and abnormal stress responses.
- Analyze the impact of individual stress on helping professionals.
- Evaluate individual causes of stress.
- Develop strategies to enhance effective response to stress.
- Reflect on personal experiences with stress including eustress, distress, and coping strategies.
UNIT 4: SOCIOCULTURAL CONSIDERATIONS FOR CAUSES OF STRESS
Outcomes: Upon completion of this unit, the students will be able to define and evaluate sociocultural factors and considerations that contribute to stress.
- Identify sociocultural factors that contribute to stress.
- Analyze the impact of sociocultural stress on helping professionals.
- Evaluate community support systems and resources.
- Develop strategies to enhance sociocultural competence.
- Reflect on personal experiences with sociocultural stress.
- Develop and implement personal strategies to reduce individual stress related to sociocultural considerations.
UNIT 5: MULTICULTURAL CONSIDERATIONS FOR CAUSES OF STRESS
Outcomes: Upon completion of this unit, the students will be able to define and evaluate multicultural factors and considerations that contribute to stress.
- Recognize multicultural stressors in different cultural groups.
- Analyze the impact of multicultural factors that contribute to individual stress and mental wellness.
- Understand and develop culturally sensitive communication skills.
- Evaluate a non-native culture from a pluralistic perspective to understand key cultural differences.
- Reflect on personal cultural competence and areas for improvement.
UNIT 6: BURNOUT AND COMPASSION FATIGUE
Outcomes: Upon completion of this unit, the students will be able to define burnout, compassion fatigue, moral injury, and critical incident stress and identify and implement strategies for managing these stressors.
- Define burnout and compassion fatigue.
- Identify symptoms and causes of burnout and compassion fatigue.
- Evaluate intervention strategies for managing burnout and compassion fatigue.
- Synthesize and develop a support plan for colleagues experiencing burnout or compassion fatigue.
- Synthesize and develop an individualized action plan that can be applied and implemented when the individual learner experiences burnout or compassion fatigue.
UNIT 7: MORAL INJURY AND CRITICAL INCIDENT STRESS
Outcomes: Upon completion of this unit, the students will be able to define moral injury and critical incident stress and identify and implement for management
- Define moral injury and critical incident stress.
- Identify symptoms and causes of moral injury and critical incident stress.
- Evaluate intervention strategies for moral injury and critical incident stress.
- Synthesize and develop a support plan for colleagues experiencing moral injury or critical incident stress.
- Synthesize and develop an individualized action plan that can be applied and implemented when the individual learner experiences moral injury or critical incident stress.
UNIT 8: PEER SUPPORT
Outcomes: Upon completion of this unit, the students will be able to define peer support, evaluate the effectiveness of peer support teams, and implement strategies for providing effective peer support.
- Define peer support and understand its role in mental wellness and resilience.
- Evaluate effectiveness of peer support programs.
- Identify and develop skills for providing effective peer support.
- Identify and define limitations and challenges of peer support teams.
- Perform peer support through simulated role-play scenarios and reflect on personal experiences.
- Reflect on personal self-care practices and identify areas for future improvement.
Projects Required:
Varies, refer to syllabus.
Textbook:
Contact Bookstore for current textbook.
Materials/Equipment Required:
None
Attendance Policy:
Students should adhere to the attendance policy outlined by the instructor in the course syllabus.
Grading Policy:
The grading policy will be outlined by the instructor in the course syllabus.
Maximum class size:
Based on classroom occupancy
Course Time Frame:
The U.S. Department of Education, Higher Learning Commission and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching and assessing the educational aspects of the college. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time. The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.
Refer to the following policies:
402.00 Academic Code of Conduct
263.00 Student Appeal of Course Grades
403.00 Student Code of Conduct
Accessibility Services Program:
Cowley College, in recognition of state and federal laws, accommodates all students with a documented disability. If a student has a disability that will impact their ability to be successful in this course, please contact the Student Accessibility Coordinator for the needed accommodations.
DISCLAIMER: THIS INFORMATION IS SUBJECT TO CHANGE. FOR THE OFFICIAL COURSE PROCEDURE CONTACT ACADEMIC AFFAIRS.
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