PP 7550

Consultation in Diverse Settings

Spring 2008

INSTRUCTOR:

Seth Harkins, Ed.D.

PHONE:

708-860-1861

EMAIL:


FAX:

ALT PHONE:

REQUIRED TEXTS:

Title / Organizational Assessment: A Step-by-Step Guide to Effective Consulting.
Author(s) / Levinson, H.
Copyright / (2002)
Publisher / Washington, DC: American Psychological Association
ISBN / 1-55798-921-14
Edition
Title / The Unconscious at Work: Individual and Organizational Stress in the Human Services
Author(s) / Obholzer, A. and Roberts V.Z.
Copyright / (1994)
Publisher / London: Routledge.
ISBN / 0-415-10206-5
Edition

This Course Requires the Purchase of a Course Packet: YES NO


Argosy University

Illinois School of Professional Psychology Chicago

Consultation in Diverse Settings PP 7550

Spring 2008

Instructor: Seth Harkins, Ed.D. E-mail:

Class Time: Mondays 6:00 – 8:45 p.m. Phone: 708-860-1861

Sept. 10 – October 24, 2007

Office Hours: By appointment

Catalog Description:

This course is designed to familiarize students with the many ways and arenas in which clinical psychologists can function as consultants (including business, private practice, community settings, education, healthcare, and others). It is designed to help students understand the various processes of consultation and management drawing from principles and procedures found within psychology and related disciplines.

Course Description:

This class will cover behavioral health consultation in several contexts. Behavioral health consultation requires the professional to share his/her experience to help individuals, groups, companies, and communities. Consultation proposal development and needs assessments will be addressed.

Course Objectives:

  1. To help students gain theoretical and practical knowledge of the legal and ethical issues of consultation.
  2. To help students develop a conceptual framework, as well as practical skills needed to provide meaningful consultation to a variety of diverse educational, behavioral health, health care, and organizational settings and with diverse populations.
  3. To help students develop the capacity to assess, formulate, and develop a consultation plan with active consideration of all diversity dimensions.
  4. To help students gain understanding of professional identity and ethical issues related to achieving competency in the practice of consultation.
  5. To help students become aware of the need to develop skills and competencies in administration and consultation for expanded career options.
  6. To understand the exercise of authority and leadership in the consulting role.
  7. To understand and apply group-as-a-whole and organization-as-a-whole phenomenon and thinking.
  8. To understand the role of collaborative and consultative teaming and learning approaches.
  9. To develop openness to new, innovative strategies, which may be effective for consultative and learning approaches.

Assignments and Grading:

·  Students will form pairs and present on assigned readings. (25 points)

·  Students will write a one page single spaced reflection on their reading or class discussion. This assignment will be e-mailed to the instructor at by noon on the day the class is scheduled to meet. (25 points)

·  Students will submit a consultation proposal of 12- 15 pages double-spaced. This proposal shall follow the outline to consultation in H. Levinson (2002), Organizational Assessment. The proposal will address consultation to a group, component of an organization, or an organization and will: a) describe the presenting problem(s) and underlying problem(s); b) the history of the group or organization; c) the market context in which the group of organization competes; d) the relationship of the consultant to the client; e) techniques or procedures to be employed; f) assessment; g) interpretation of the data; and h) conclusions and recommendations. The proposal shall integrate assigned readings and will examine the dynamics of overt and covert processes. Additionally, the proposal will address ethical issues and diversity facing the client. (50 points)

·  Students may actually conduct the in-service or consultation for extra credit of up to (10 points). This is not required.

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

·  Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.

o  Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.

o  Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.

o  Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.

·  Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.

o  Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.

o  Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.

o  Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

·  Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.

·  Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.

·  Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

Required Texts:

Levinson, H. (2002). Organizational Assessment: A Step-by-Step Guide to Effective Consulting. Washington, DC: American Psychological Association.( ISBN 1-55798-921-14)

Obholzer, A. and Roberts V.Z. (1994). The Unconscious at Work: Individual and Organizational Stress in the Human Services. London: Routledge. (ISBN 0-415-10206-5)

Recommended Reading:

Baum, H.S. (1987). The invisible bureaucracy: The unconscious in organizational problem solving. NY: Oxford University Press.

Bellman, G.M. (1990). The consultant’s calling. San Francisco: Jossey-Bass.

Bennis, W., Mason, Richard, O., and Mitroff, I.I. (1985). Human systems development: New perspectives on people and organizations. San

Francisco: Jossey-Bass Publishers.

Blake, R.R. and Mouton, J.S. (1976). Consultation. Reading, MA: Addison-Wesley Publishing.

Boleman, L.G. and Deal, T.E. (1997). Reframing organizations:

Artistry, choice, and leadership. San Francisco: Jossey-Bass

Publishers.

Blanchard, K. (2006). Performing at a higher level. Upper Saddle River: Pearson Prentice Hall.

Boyatzis, R. and McKee, A. (2005). Resonant leadership. Boston: Harvard Business School Press.

Caplan, G. and Caplan, R.B. (1993). Mental health consultation and collaboration. Long Grove, IL: Waveland Press.

Carew, J.V. and Lightfoot, S.L. (1979). Beyond bias. Cambridge, MA: Harvard University Press.

Campbell, D. (2000). The socially constructed organization. London: Karnac Books.

Coleman, A.D. and Geller, M.H. (1985). Group relations reader 2.

Washington, DC: A.K. Rice Institute.

Coleman, A.D. and Bexton, W. H. (1975). Group relations reader 1. Washington, DC: A.K. Rice institute.

French, W. L. and Bell, C. H. (1995). Organizational development: Behavioral science interventions for organizational improvement. Englewood Cliffs, NJ: Prentice Hall.

Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. NY: Basic Books.

Goffee, R. and Jones, G. (2006). Why would anyone want to be lead by you: What it takes to be an authentic leader. Boston: Harvard Business School Press.

Goleman, D. (1998). Working with emotional intelligence. NY: Bantam Books.

Hawkins, P. and Shohet, R. (2006). Supervision in the helping professions. NY: Open University Press.

Hazell, C. (2005). Imaginary groups. Bloomington, IN: Authorhouse.

Hersey, P. (1984). The situational leader. NY: Warner Books.

Hersey, P., Blanchard, K.H., and Johnson, D.E. (1996). Management of organizational behavior: Utilizing human resources. Upper Saddle River, NJ: Prentice Hall.

Hirschhorn, L. (1997). Reworking authority: Leading and following in the post-modern organization. Cambridge, MA: MIT University Press.

Hirschhorn L. and Barnett, C.K. (1993). The psychodynamics of organizations. Philadelphia: Temple University Press.

Huffington, C., Armstrong, D., Halton, W. Hoye, L. and Pooley, J. (2004). Working below the surface: The emotional life of contemporary organizations. London: Karnac.

De Vries, M. K. (2001). The leadership mystique: A user's manual for

the human enterprise. NY: Prentice Hall.

Kets de Vries and Miller, D. (1984). The neurotic organization. San Francisco: Jossey-Bass.

Levinson, H. (2006). The psychology of leadership. Boston: Harvard Business School Publishing.

Miller, J. A. (2002). The anxious organization. Facts on Demand Press.

Morgan. G. (1998). Images of organization. San Francisco: Berrett-Koehler Press.

Parker, G.M. (1996). Team players and teamwork. San Francisco, Jossey-Bass.

Reina, D.S. and Reina, M.L. (2006). Trust and betrayal in the workplace: Building effective relationships in your organization. San Francisco: Berrett-Koehler Publishers, Inc.

Schon, D.A. (1983). The reflective practioner: How professionals think in action. NY: Basic Books.

Spradley, J.P. (1979). The ethnographic interview. NY: Holt, Rinehart, and Winston.

Stockdale, M.S. and Crosby, F. J. (2004). The psychology and management of workplace diversity. Malden, MA: Blackwell Publishing.

The Arbinger Institute (2002). Leadership and self-deception: Getting out of the box. San Francisco: Berrett-Koehler Publishers, Inc.

Van Manen, M.V. (1990). Researching the lived experience: Human science for action sensitive pedagogy. The State University of New York.

Assigned Readings:

·  Session 1: Levinson, chapters 1 & 2; Obholzer & Roberts, chapters1 & 2.

·  Session 2: Levinson, chapters 3 & 4; Obholzer & Roberts, chapters 3 & 4.

·  Session 3: Levinson, chapters 5 & 6; Obholzer & Roberts, chapters 6, 7, and 8.

·  Session 4: Levinson, chapters 7 & 8; Obholzer & Roberts, chapters 9, 10, 11.

·  Session 5: Levinson, chapters 9 & 10; Obholzer& Roberts, chapters 13, 14, & 15.

·  Session 6: Levinson, chapter 11; Obholzer & Roberts, chapters 16-18.

·  Session 7: Obholzer & Roberts, chapters 19 & 20.

Consulting Proposal due.

Library

All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.