PCO 622 (Edwards), p. 1

PCO 622: Women’s Issues in Counseling

Summer 20102 May 21-25 3 Credit Hours

Updated 2.29.12

Instructor: Jodie Edwards, Ph.D., PC

Email:

Office Phone: 513-244-8430

Cell Phone: 513-240-7722

Office: Counseling Center

Course Description

Women are frequent consumers of mental health treatment and often present issues related to their biological and gender roles. We will explore societal, relational, and internal/biological origins and dynamics of some common problems women present within therapy.

Course Objectives

The objectives of this course are designed to cover women’s counseling issues for the following CACREP curriculum requirements as stated in Section II-G

  • Ethical practice – Areas D and I
  • Social and cultural diversity – Areas A, B, E, and F
  • Human growth and development – Areas A, C, D, F, and H
  • Career development – Area D
  • Helping relationships – Areas A and B

Method of Instruction

In general, the class will follow a seminar format. A seminar format involves students working together, discussing course material, and exchanging information. Active participation is required to help develop a richer understanding of women’s issues as they relate to counseling. Learning will be facilitated via discussion of readings, application of learning to cases, group presentations, and self-exploration. It is essential that students prepare for class by reading assigned material prior to class. In addition, because self-exploration is a focus of this class, students who take this course should be willing to engage in introspection. Students will not be required to share personal material, but are certainly encouraged to reflect on how their own experiences contribute – in positive and negative ways – to their work as therapists.

Required Materials

Moodle and Email:

All students enrolled in this course are required to check Moodle and their email weekly for the duration of the course. Course announcements, changes to the syllabus, and memos from the instructor will be distributed via Moodle and/or email. Students are responsible for all information distributed in this manner.

Required Text:

Choate, L. H. (2008). Girls’ and women’s wellness: Contemporary counseling issues and interventions. Alexandria, VA: American Counseling Association.

Grading/Evaluation*

Assignment / Points / Points / Percentage
Attendance and participation / 250 / A / 475-500 / 95-100%
Group presentation / 100 / A- / 460-474 / 92-94.99%
Readings / 100 / B+ / 445-459 / 89-91.99%
Book review / 50 / B / 430-444 / 86-88.99%
B- / 415-429 / 83-85.99%
Total / 500 / C+ / 400-414 / 80-82.99%
C / 385-399 / 77-79.99%
C- / 370-384 / 74-76.99%
D+ / 355-369 / 71-73.99%
D / 340-354 / 68-70.99%
D- / 325-339 / 65-67.99%
F / ≤ 324 / < 64.99%

*MAC students: In accordance with rule 4757-3-01, J-1, from the Ohio Counselor, Social Worker, & Marriage and Family Therapist Board, you must receive a B- or higher in this course for it to count toward your MAC degree.

Attendance and Participation:Because a large focus of the class is discussion and self-exploration, your attendance and participation is critical to your learning. I will assign points based on your attendance (e.g., general policy will be to deduct 10 points per hour you miss class) and informal assessment of your active engagement in class. Attendance and participation is worth 250 points (50% of final grade).

Group Presentation:You will work in a small group to prepare a 30-minute presentation related to women’s issues in counseling. Topics will be selected on the first day of class and presentations will occur on the last day of class. You will be given a Presentation Grading Form that details how points will be assigned. The group presentation is worth 100 points (20% of final grade). Ten of the 100 points will be awarded by your fellow group members, based on the quality of your contribution toward the presentation.

Readings:You will need to submit a Reading Formvia Moodle by July 2ndto indicate whether or not you have completed the assigned readings for the course. Reading assigned material is worth 100 points (20% of your final grade).You are asked to make a good faith effort to read the Choate text before the start of class.My goal is to assign readings you find interesting and will enjoy. I encourage you to adopt a positive view of reading (i.e., read to engage in self-reflection and increase your knowledge base within the field). I am very open to feedback about whether or not you find the readings helpful.

Book Review: You will choose and read a book related to women’s issues and then write a 1,000 word review of the book. By July 2nd, you will submit the review to me via Moodle and post a copy of the review in a Moodle discussion forum to share with the class. A Book Review Grading Form will be provided with detail about how the 50 points (10% of your final grade) for this assignment will be distributed. A list of books to consider for this review will be provided, but you may ask for approval to read a book of your choosing. This assignment is optional, but the highest possible grade if not completed is 450 out of 500 points, which is a B+.

Important Notes

Attendance and Participation: Because active discussion and experiential exercises are integral parts of the learning experiences in this course, class attendance is expected and participation in class activities and assignments is critical to your success in the course. If, for any reason, you are unable to attend class, you are still held responsible for all in-class material and any announcements made during class. You will be required to make up in-class exercises from the time you missed, but you cannot make up participation points missed during the absence. If you miss more than four hours of classroom time, an additional assignment will be added. If you miss more than six hours of classroom time, you will be dropped from the class and will be required to reapply for readmission to the class. A decision about your return to the class will be decided by the counseling faculty.

Late Assignments:Out of respect for the hard work that everyone puts into the course, late assignments will NOT be accepted unless there is a serious personal medical or family emergency (e.g., hospitalization, death in the family) that can be substantiated with documentation. In the rare event that a late assignment is accepted, there will be a deduction of 5% of the points each day it is late. I understand that unexpected life events occur, but I hold this policy to encourage the development of positive professional behavior. Therefore, please do not wait until the last minute to do your assignments because regular life stressors will not be accepted as reasons to turn work in late. I invite you to talk with me about any challenges you face in completing your assignments.

Christian Component: As we strive to provide a biblically-based approach to counseling, we expect you to evaluate all readings and discussions from a Christian perspective and work to integrate biblical truth into your life, thought, and work.

Student Conduct:Except under unusual circumstances, you should not arrive late or leave early. Cell phones should be turned off or in silent mode. You should not IM, text-message, Facebook, Twitter, or surf the web during class. During discussions, everyone is expected to be respectful of themselves and others. Keep in mind that it may not be appropriate to disclose your own psychological struggles to the class. If you become distressed about any material/discussions, please talk with me and/or make an appointment to see a counselor. I encourage all counseling students to engage in personal counseling as part of their personal and professional development. I have a list of counseling referrals I can give you if you are interested in seeking out counseling.

Accommodations: Students with special needs should speak with me or provide documentation to the office of Student Retention specifying the accommodations they require to help assure success in class.

Academic Dishonesty: Cheating, plagiarism, and all other forms of academic dishonesty will NOT be tolerated. All incidents of academic dishonesty will be dealt with in accordance to university regulations (see CCU student handbook), which will include failure of class and additional action by the academic committee.

Flexibility Clause: This syllabus is NOT a binding contract. The dates of lectures, exams, projects, etc. may be revised as the term progresses. All modifications to the syllabus will be announced in class and/or via Moodle.

Course Topics and Reading List

Download a Reading Formfrom Moodle, type your initials next to the readings you completed, and then upload your Reading Form to Moodle to be graded. Reading involves thoughtfully digesting the material, not skimming.

Women’s Issues and Model of Wellness

  • Choate, Ch. 1 [6.4 points]
  • Evans, K. M., Kincade, E. A., Marbley, A. F., & Seem, S. R. (2005). Feminism and feminist therapy: Lessons from the past and hopes for the future. Journal of Counseling and Development, 83, 269-277. [3 points]

Adolescence: Body Image

  • Choate, Ch. 2 [6.4 points]
  • Kalonder, C. R., & Delucia-Waack, J. L. (2003). Theory and research on eating disorders and disturbances in women: Suggestions for practice. In M. Kopala & M. A. Keitel (Eds.), Handbook of counseling women (pp. 506-532). Thousand Oaks: Sage [3 points]

Adolescence: Relational Aggression

  • Choate, Ch. 3 [6.4 points]

Adolescence: Self-Esteem

  • Choate, Ch. 4 [6.4 points]
  • Malanchuk & Eccles. (2006). Self-esteem. In J. Worrell and C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health (pp. 149-156). Oxford: Oxford University Press. [3 points]

Women and College

  • Choate, Ch. 5 [6.4 points]

Life Balance for Working Women

  • Choate, Ch. 6 [6.4 points]
  • Jackson, M. A., Tal, A. I., & Sullivan, T. R. (2003). Hidden biases in counseling women: Balancing work and family concerns. In M. Kopala & M. E. Keitel (Eds.), Handbook of counseling women (pp. 152-172). Thousand Oaks, CA: Sage. [3 points]

Sexual Assault

  • Choate, Ch. 7 [6.4 points]
  • Draucker, C. B. (1999). The psychotherapeutic needs of women who have been sexually assaulted. Perspectives in Psychiatric Care, 35, 18-29. [3 points]

Partner Violence

  • Choate, Ch. 8 [6.4 points]
  • DePorto, D. (2003). Battered women and separation abuse: A treatment approach based on “knowing.” In M. Kopala & M. Keitel (Eds.), Handbook of counseling women (pp. 279-306). Thousand Oaks, CA: Sage. [3 points]

Women and Spirituality

  • Choate, Ch. 9 [6.4 points]

Older Women

  • Choate, Ch. 10 [6.4 points]
  • Gergen, M. (2008). Positive aging for women. In J. C. Chrisler, C. Golden, & P. D. Rozee (Eds.), Lectures on the psychology of women (4th ed., pp. 376-391). New York: McGraw-Hill. [3 points]

Choose FIVE readings from the list below. Or, you may choose FIVE articles/chapters on your own with my approval. [5 @ 3 points each; 15 points total]

  • Barnett, R. C., & Hyde. S. J. (2001). Women, men, work and family: An expansionist theory. American Psychologist, 56, 781-796.
  • Basow, S. (2008). Gender socialization, or how long a way has baby come? In J. C. Chrisler, C. Golden, & P. D. Rozee (Eds.), Lectures on the psychology of women (4th ed., pp. 80-95). New York: McGraw-Hill.
  • Carr, D., & Ha, J. (2006). Bereavement. In J. Worrell and C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health (pp. 397-405). Oxford: Oxford University Press.
  • Crosby, F. J., & Sabattini, L. (2006). Family and work balance. In J. Worrell & C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health: Gender and well-being across the life-span (pp. 350-358). New York: Oxford University Press.
  • Fite, J., & Kopala, M. (2003). Chronic fatigue syndrome, fibromyalgia, multiple sclerosis, and lupus. In M. Kopala & M. A. Keitel (Eds.), Handbook of counseling women (pp. 392-410). Thousand Oaks: Sage
  • Foa et al. (1993). Treatment of rape victims. Journal of Interpersonal Violence, 8, 256-276
  • Foa et al. (1995). Evaluation of a brief cognitive-behavioral program for the prevention of chronic PTSD in recent assault victims. Journal of Consulting and Clinical Psychology, 63, 948-955.
  • Gallagher-Thompson, D, et al. (2006). Women’s issues at the end of life. In J. Worrell and C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health (pp. 406-415). Oxford: Oxford University Press.
  • Gillem, A. R. (2008). Triple jeopardy in the lives of biracial black/white women. In J. C. Chrisler, C. Golden, & P. D. Rozee (Eds.), Lectures on the psychology of women (4th ed., pp. 268-285). New York: McGraw-Hill.
  • Goodheart, C. D. (2006). An integrated view of girls’ and women’s health: Psychology, physiology, and society. In J. Worrell and C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health (pp. 3-14). Oxford: Oxford University Press.
  • Hall, D. M. (2008). Feminist perspectives on the personal and political aspects of mothering. In J. C. Chrisler, C. Golden, & P. D. Rozee (Eds.), Lectures on the psychology of women (4th ed., pp. 58-79). New York: McGraw-Hill.
  • Harris, A. H. S., Thoresen, C. E., & Lopez, S. J. (2007). Integrating positive psychology into counseling: Why and (when appropriate) how. Journal of Counseling and Development, 85, 3-13.
  • Kowalski, R. M., & Chapple, T. (2000). The social stigma of menstruation. Psychology of Women Quarterly, 24, 74-80.
  • Kurpius, S. E. R., & Nicpon, M. F. (2003). Menopause and the lives of midlife women. In M. Kopala & M. A. Keitel (Eds.), Handbook of counseling women (pp. 269-276). Thousand Oaks: Sage
  • Moore, D. L. (2005). Expanding the view: The lives of women with severe work disabilities in context. Journal of Counseling and Development, 83, 343-348.
  • Myers, J. E., Sweeney, T. J., & Witmer, J. M. (2000). The wheel of wellness counseling for wellness: A holistic model for treatment planning. Journal of Counseling and Development, 78, 251-266.
  • Rice, J. K., & Else-Quest, N. (2006). The mixed messages of motherhood. In J. Worrell and C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health (pp. 339-349). Oxford: Oxford University Press.
  • Sanders, J. L., & Bradley, C. (2005). Multiple-lens paradigm: Evaluation African American girls and their development. Journal of Counseling and Development, 83, 299-304.
  • Stahly, G. B. (2008). Battered women: Why don’t they just leave? In J. C. Chrisler, C. Golden, & P. D. Rozee (Eds.), Lectures on the psychology of women (4th ed., pp. 268-285). New York: McGraw-Hill.
  • Tryon, G. S., & Winograd, C. (2003). Developing a healthy identity. In M. Kopala & M. A. Keitel (Eds.), Handbook of counseling women (pp. 185-192). Thousand Oaks: Sage
  • Williams-Nickelson, C. (2006). Balanced living through self-care. In J. Worrell & C. D. Goodheart (Eds.), Handbook of girls’ and women’s psychological health: Gender and well-being across the life-span (pp. 183-191). New York: Oxford University Press.
  • Yakushko, O., & Chronister, K. M. (2005). Immigrant women and counseling: The invisible others. Journal of Counseling and Development, 83, 292-298.
  • Selection from Girl Wars or Odd Girl Out will be posted after I get the book from the library