ArgosyUniversity

AmericanSchool of Professional Psychology Chicago

Consultation in Diverse Settings PP7350

Spring Term II, 2009

Instructor: Seth Harkins, EdDE-mail:

Class Time: Mondays 6:00 – 8:44 p.m.Phone: 708-860-1861

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. . (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.

Policies:

Disability: If a student needs accommodations due to a disability, if the student has emergency medical information to share with the instructor, or id one needs special arrangements in case the building must be evacuated, please inform the instructor immediately. Please arrange to meeting before or after class or by appointment. The ADA Committee, which is under the auspices of the Student Services Department, is responsible for reviewing documentation provided by the student requesting academic accommodations. Student Services is responsible for planning reasonable accommodations in cooperation with students and instructors. These accommodations must be consistent with course requirements.

If a student wishes to request academic accommodations for this class, he/she must request an “Accommodations Memo” from Student Services, detailing approved accommodations and provide it to the instructor by the end of the second class meeting.

Policy Regarding Academic Dishonesty and Unprofessional Conduct: Students are expected to abide by APA Ethical Principles and Code of Conduct and the ethical code of conduct and policies regarding academic dishonesty / plagiarism described in the most recent version of Argosy University Academic Catalog. Assignments for this class must represent the original work of each student, and except where specifically described as a cooperative or group assignment, all sources must be appropriately cited. Submission of work previously or simultaneously submitted in another course without explicit permission of the instructor is prohibited. When in doubt, students are strongly encouraged to consult with the instructor before submitting an assignment.

Academic dishonesty or unprofessional conduct may result in failure of an assignment, failure of the entire course, and/or disciplinary action up to an including dismissal from the program.

  • Students are required to follow the policies and procedures as published ArgosyUniversity materials.
  • In-class assignments including role-plays are for educational purposes and not intended as therapy.
  • Late assignments / presentations exams will not be accepted.
  • Quotes and paraphrasing must be clearly delineated as such and done according to APA style writing, 5th edition.
  • Students are expected to attend all class meetings, to be punctual and are encouraged to actively participate in class discussions. Absences should only occur for such urgent reasons as seriously ill health or critical emergency. Students need to notify the instructor of any absences. It is the student’s responsibility to get the missed information from a classmate. Please do not call the instructor to assist with make-up work. Two or more absences or consistent tardiness, even for legitimate reasons, will result in a failing grade for this course and may jeopardize academic standing. The instructor may make allowances for the impact of extreme circumstances on attendance. These allowances will be considered on a student-by-student basis.

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: OxfordUniversity 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). Leading at a higher level: Creating high performing organizations. UpperSaddleRiver: Pearson Prentice Hall.

Boyatzis, R. and McKee, A. (2005). Resonant leadership. Boston: HarvardBusinessSchool 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: HarvardUniversity 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.

Gardner, H. (2006). Five minds for the future. Boston: HarvardBusinessSchool Press.

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: HarvardBusinessSchool Press.

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

Greenleaf, R.K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. NY: Paulist Press.

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: MITUniversity Press.

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

Kets de Vries, M.K. (2006). The leader on the couch: A clinical approach to changing people and organizations. San Francisco: Jossey-Bass.

Kets 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: HarvardBusinessSchool Publishing.

Maccoby, M. (2007). Narcissistic leaders: Who succeeds and who fails. Boston: HarvardBusinessSchool Press..

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.

Porras, J., Emery, S., and Thompson, M. (2007). Success built to last: Creating a life that matters. Upper Saddle River, NJ: Peasron Education, Inc.

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 StateUniversity of New York.

Wall, B. (2007). Coaching for emotional intelligence. NY: American Management Association.

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: Stapley, pp. 221 – 230; Obholzer & Roberts, chapters 19 & 20.

Consulting Proposal due.

1