Crisis-Informed Care for a Diverse, Globalized World Certificate

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Overview

This certificate is a three-course sequence at the Master’s level designed to provide a broad background in theory, research, and applied practice in Crisis-Informed Care.  It targets a broad spectrum of students and professionals from the USA and in other countries working in the public and private sectors who seek to acquire or further develop the basic attitudes, knowledge, and skills essential for effective and ethical collaborative work to address crises and disasters that traumatize vulnerable populations in the USA and worldwide.  The certificate provides didactic training and experiential learning for mental health professionals, such as psychologists, counselors, and social workers, as well as school teachers and school administrators.  The course sequence leading to the certificate includes required courses along with an elective that will permit students to pursue their specific professional interests and objectives.

Learning Goals and Outcomes

Learning Goals for Mental Health Professionals (psychologists, counselors, social workers):

• Knowledge of Western and non-Western clinical perspectives and research on crisis- and disaster-induced trauma and resilience (e.g., acute stress disorder, complex bereavement disorder, post-traumatic stress disorder, post-traumatic growth)
• Knowledge of Western, non-Western, and hybrid approaches to the clinical treatment or prevention of crisis- and disaster-induced trauma and promotion of resilience
• Knowledge of clinical assessment, design of clinical interventions and programs, and evaluation of the effectiveness of clinical interventions and programs for treating or preventing crisis- and disaster-informed trauma and for promoting resilience 
• Knowledge of the ethical, cultural, and other contextual conditions (e.g., ageism, classism, racism, sexism) that bear upon crisis-informed clinical treatment for vulnerable domestic and international populations
• Acquisition of attitudes, knowledge, and skills needed to engage competently and ethically as mental health professionals in diverse national and cultural contexts

Learning Outcomes for Mental Health Professionals (psychologists, counselors, social workers):

• Understanding the cultural and contextual specificity, relevance, and suitability of Western psychological interventions and programs designed to treat or prevent crisis- and disaster-induced trauma in domestic and international agencies, clinics, hospitals, and refugee centers
• Collaboratively designing and evaluating culturally and contextually centered psychological interventions and programs to treat or prevent crisis- and disaster-induced trauma in domestic and international agencies, clinics, hospitals, and refugee centers
• Collaboratively designing and evaluating culturally and contextually informed media-based interventions and programs to enhance individual and community resilience in domestic and international populations vulnerable to crisis- and disaster-induced trauma
• Determining how different crisis-informed interventions and programs in domestic and international agencies, clinics, hospitals, and refugee centers comport with national ethics codes and laws that govern the professional practice of psychology, including APA’s Ethical Principles and Code of Conduct; Universal Declaration of Ethical Principles for Psychologists; and international human rights conventions.
• Consulting with healthcare professionals across disciplines in developing, advocating, and evaluating culturally centered and empirically supported domestic and international policies and programs that address the psychosocial needs of individuals and communities which have experienced or are at risk for crisis- and disaster-induced trauma

Learning Goals for School Teachers and School Administrators:

• Knowledge of Western and non-Western psycho-educational perspectives and research on the effect of crisis- or disaster-induced trauma and resilience on cognitive, emotional, and social development
• Knowledge of Western, non-Western, and hybrid psycho-educational approaches that address crisis- and disaster-induced trauma and promote resilience
• Knowledge of psycho-educational assessment, program development, and program evaluation that address crisis- and disaster-informed trauma and resilience 
• Knowledge of ethical, cultural, and other contextual conditions (e.g., classism, racism, sexism) that bear upon the cognitive, emotional, and social development of domestic and international populations that have experienced or are at risk for crisis- and disaster-informed trauma
• Acquisition of attitudes, knowledge, and skills needed to engage competently and ethically as school teachers and administrators in nationally and culturally diverse educational contexts

Learning Outcomes for School Teachers and School Administrators:

• Recognizing the potential effects of crisis- and disaster-induced trauma on the school adjustment and performance as well as the cognitive, emotional, and social development students in domestic and international school settings

• Identifying students in domestic and international school settings in need of educational and/or personal assistance or referral due to crisis- and disaster induced trauma

• Collaboratively building trauma-responsive domestic and international educational/school environments through policies and programs that address the educational and psychosocial needs of students who have experienced or are at risk for crisis- or disaster-induced trauma as well as foster resilience in all students
• Collaboratively designing and promoting best practices in domestic and international educational/school settings that maximize students’ safety and resilience, academic and personal development, and skills needed to function effectively in and out of school 
• Consulting with families, child-welfare and multidisciplinary healthcare professionals, and communities to develop, strengthen, and advocate for of support networks for domestic migrant and refugee students who have experienced or are at risk for crisis- and disaster-induced trauma

Admission Requirements

For information on where The Chicago School of Professional Psychology is currently authorized, licensed, registered, exempt or not subject to approval, please visit https://www.thechicagoschool.edu/why-us/state-authorization/

Application to The Chicago School of Professional Psychology’s Crisis-Informed Care for a Diverse, Globalized World Certificate is open to any person who has earned a bachelor’s degree from a regionally accredited institution.

Applicants will be judged on their overall ability to successfully complete graduate work. Factors and materials to be considered for admission include:

• Application Fee: $50
• Resume or Curriculum Vitae
• Graduate GPA 3.0 or higher on a 4.0 scale
• Official College/University Transcripts
• Work experience recommended
• Personal Statement/Essay
  • How will your personal and professional accomplishments, academic background, and experience to date contribute to your success in the Crisis-Informed Care for a Diverse, Globalized World Certificate?
  • How will the successful completion of the Crisis-Informed Care for a Diverse, Globalized World Certificate support your professional career goals?

Applicant Notification

The Chicago School of Professional Psychology reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School of Professional Psychology does not share information or provide any feedback regarding admission decisions.

If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Policies

The following policies are located under Academic Policies and Procedures  : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver.