Western Oregon University
WesternOregonUniversity
Rehabilitation Counselor Education
RC 631 Family, Disability, and Lifespan Development
Summer, 2009
Instructor:Julia Smith, Ph.D., LPC, CRCPhone: 503-838-8744
Wednesdays 8:00 am – 12:50 pmVP: 866-724-5141
Office Hours:by arrangementEmail:
Graduate credits: 3
REQUIRED TEXTS
- The Psychological and Social Impact of Illness and Disability, by A. E. Dell Orto and P. W. Power, 5th edition (2007).
- Strong at the Broken Places: Voices of Illness, a Chorus of Hope, by R. M. Cohen (2008).
COURSE DESCRIPTION
Professional rehabilitation counselors who work with clients who are Deaf or have disabilities at various points in their lifespan will often also work with family members. Therefore, the purpose of this course is to provide graduate students with information that will provide an understanding of the nature and needs of individuals at all developmental levels, from birth to old age. Family systems and how families who have members who are Deaf or who have disabilities will be explored. Topics for this course will include the following: a) a general overview of the expanded family life cycle; b) an explanation of Erikson’s psychosocial developmental stages; c) an introduction of family counseling theories and clinical application; d) a demonstration of how to use genograms to track family history through the family life cycle; and e) an understanding of how diverse characteristics including gender, spirituality, age, ethnic or cultural background, sexual orientation, and socio-economic status impact the family throughout the lifespan.
COURSE OBJECTIVES
The student will be able to:
- Explore the role of the family in society.
- Demonstrate knowledge of the functions of families, their developmental stages, and their role in the well-being of persons who are Deaf or who have disabilities.
- Identify and demonstrate tools and techniques that assist families in coping throughout the lifespan.
- Recommend strategies for the family to resolve identified problems that impede the rehabilitation process (C.6.3).
- Demonstrate skills necessary to establish and maintain rapport with family members of diverse groups.
- Explore self and family as it relates to being a professional rehabilitation counselor (C.2.8).
- Demonstrate understanding of basic characteristics of family counseling, systems theory, and family development and transitions across the life-span (C.2.2, C.3.1).
- Explore care giving and family roles in context of a disabling condition of a family member.
- Understand the roles and responsibilities of health care and rehabilitation professionals when working with the family.
- Formulate strategies to enable the person who is Deaf or has a disability to retain or redefine their role as a family member.
- Communicate through a professional written form an understanding of a theoretical framework of family issues throughout the lifespan and how it applies to rehabilitation counseling.
COURSE REQUIREMENTS/GRADING
Attendance and Participation: Students are expected to attend every class unless there is a valid emergency or reason. Promptness is expected and appreciated. If the student has a legitimate reason for missing a class, it is the student's responsibility to let the instructor know either prior to or immediately upon returning to class, and make arrangements for making up the missed class. This may be considered an excused absence. No more than one absence will be excused without resulting in a lower final grade. Graduate students are expected to participate in all class discussions as well as be prepared for class by reading the assigned material.
1) Weekly journal write-ups– 20 points
Students are expected to actively and voluntarily participate in class, demonstrating completion and analysis of the weekly reading assignments. Students will additionally prepare five weekly journal write-ups in which they address the following points: 1) briefly describe one or two concepts explained in the weekly reading assignment and/or class presentations; 2) discuss the significance of the concept(s); and, 3) describe how this information may be applied in the student’s future work as a rehabilitation counselor with consumers/family members from diverse backgrounds who have a disability. Students will come to each class prepared to discuss their journal write-ups (4 points each) with the class. Informal style, one to two pages, typed, double spaced, 12 point font. No late journal write-ups will be accepted. DUE: 7/1, 7/8, 7/15, 7/22, 7/29.
2) Article Presentations – 20 points
Read the two articles that you have been assigned. Present the information you received from these articles and share with the class. Presentations will be 15 – 20 minutes. Respond to the following in your presentation: 1) summary of articles; 2) personal critique; and 3) how this can effect you as a rehab professional (what you will want to keep in mind). Also, prepare a summary of the two articles as well as references to share with the class.
Infancy – 7/1Adolescence –7/8Siblings – 7/15
Toddler – 7/1Young adult – 7/8Parents – 7/15
Pre-school – 7/1Middle age – 7/8Cultural influence - 7/15
School age – 7/1Old age – 7/8
3) Cohen Chapter Review – 20 points
Read the chapter assigned to you (see below) from the Richard Cohen book, “Strong at the Broken Places: Voices of Illness, A Chorus of Hope.”Thoroughly describe the individual’s characteristics, developmental stage, as well as the family dynamics. Howdoesthe individual’s lifespan stage impactthem as well as the relationship with other family members?As a rehabilitation professional, how would you work with this individual and the family? Include a genogram with a description based on what you read in the chapter. (2-4 pages - not including genogram, typed, double-spaced, and edited). DUE: 7/15/09 (Written chapter reviews are prepared individually. Chapter review presentations will be presented as a group as shown below on 7/22.)
Strong at the Broken Places
Ch. 2 Denise Glass – Nichole, Stephanie
Ch. 3 BuzzBay – Marcy, Belen, Randy
Ch. 4 Ben Cumbo – Jared, Christa, Andi
Ch. 5 Sarah Levin – Vanessa, Stephen, Edie
Ch. 6 Larry Fricks – Shannon, Peg, Megan
Research Paper – 40 points
Put yourself in the role of a rehabilitation counselor. You have been assigned a client and family. First, clearly define the type of rehabilitation agency you work for (VR, mental health, VetCenter, etc.). Choose a specific disability for your client and research the impact of this disability on the client and the family. Carefully describe how different developmental stages of the individual can influence the person with the disability as well as family members. Invent a scenario where your client and his or her family come into see you as a rehabilitation counselor. What are the issues your client faces? What are the issues the family members face? What is their interaction like? Include a discussion of what tools the rehabilitation must use to be effective with this client and the family. Briefly discuss a counseling theory that you might use. (5-6 pages, APA style, minimum of three references) DUE: 7/22/08
GRADING:A (100 – 95 points) A- (94 – 90 points)
B+ (89 –87 points) B (86 – 83 points) B- (82 – 80 points)
C+ (79 – 77 points) C (76 – 73 points)C- (72 - 70 points)
(Assignments handed in late or incompletes will affect your grade.)
STUDENTS NEEDING ACCOMMODATIONS: A student who feels he or she may need an accommodation for any type of disability, please make an appointment to see me during office hours or contact the Office of Disability Services (ODS) on campus at 838-8250.
RC 631 – Family, Disability, and Lifespan Development Summer
2009 SCHEDULE
READING DUE
6/24/09Introduction
Definition of Family
Erickson’s Psychosocial Stages of Development
Stages and Cycle of the Family/Counseling
07/1/09Family Counseling GenogramD & P p. 273 - 291
Family CounselingD & P p. 292 - 309
DUE: Journal Write Up
Article Presentation –
7/8/09Family Counseling TheoriesD & P p. 310 – 328
Group Time to Discuss Cohen Project
DUE: Journal Write Up
Article Presentation –
7/15/09Impact of Culture and Disability on the Family D & P p. 329-350
Class video “Sound and Fury”
Hand out Yeoman article
DUE: Journal Write Up
Cohen Chapter Review
Article Presentation –
7/22/09Role Play Family Counseling Session with D & P p. 351-385
Returning Vet Yeoman Article
DUE: Journal Write Up
Research Paper
Cohen Chapter Presentations
7/29/09Final Class
Review and Role Play ScenariosD & P p. 386-418
DUE: Journal Write Up
APPLICABLE CORE STANDARDS FOR THE
REHABILITATION COUNSELOR EDUCATION PROGRAM
CLASS: RC 631 FAMILY, DISABILITY, AND LIFESPAN DEVELOPMENT
SECTION C: CURRICULUM
C.2 The required curriculum of graduate study shall provide for obtaining essential knowledge, skills and attitudes necessary to function effectively as a professional rehabilitation counselor. Study units or course would typically include, but are not limited to, the following area:
C.2.2 Counseling Services
a. behavior, personality, human growth and development;
b. individual, group and family counseling theories and practices;
- diversity issues, including multi-cultural, disability, and gender issues;
f. involvement of family members, guardians, and advocates in the rehabilitation process.
C.2.5 Assessment
b. psycho-social aspects of disabilities, including the impact of disability on the individual and family, and personal, social and cultural adjustment to life.
C.2.7 Research
a. analysis of research articles in rehabilitation and related fields;
b. application of research literature to guide practice (e.g., to choose appropriate interventions, to plan assessments).
C.3 Course or unit syllabi are available, upon request by students, at the beginning of each new enrollment period and include, at a minimum:
a. course/unit objectives;
b. content areas;
- texts or required readings; and
- student evaluation criteria.
SECTION E: EDUCATIONAL OUTCOME
E.1 Program graduates shall satisfactorily practice rehabilitation counseling in a legal and ethical manner, show understanding of the history, philosophy and structure of the rehabilitation delivery systems in the United States. Tasks typically include the ability to:
E.1.1 apply ethical principles and standards;
E.1.2 apply appropriate legal principles and utilize ethical decision-making skills in resolving ethical dilemmas; and
E.1.3 demonstrate knowledge of the history, philosophy and legislation affecting rehabilitation and the scope of services of various service delivery systems.
E.2 Program graduates shall satisfactorily practice rehabilitation counseling with individuals, groups, and/or families. Tasks typically include the ability to:
E.2.2 develop and maintain a counseling relationship;
E.2.6 conduct group counseling sessions on adjustment and/or other vocational problems, when appropriate;
E.2.8 recommend strategies to resolve identified problems that impede the rehabilitation process.
E.5 Program graduates shall satisfactorily practice rehabilitation counseling through the identification and utilization of assessment information. Tasks typically include the ability to:
E.5.5 consult with professionals in other disciplines.
E.7 Program graduates shall satisfactorily practice rehabilitation counseling by using information from rehabilitation research. Tasks typically include the ability to:
E.7.1 obtain and apply information from professional literature and research in rehabilitation counseling.
RC 631, Summer 2009