Office Hour:
CLASS SCHEDULE: Tuesday:
Thursday:
Wednesday:
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L4004 |
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L4004, L2458, L1505, L3205, L3215 |
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L4004, L2458, L1505, L3205, L3215 |
EXPECTATIONS OF AN EVERGREEN GRADUATE
1. Articulate and assume
responsibility for your own work.
2.
Participate collaboratively and responsibly in our diverse society.
3. Communicate creatively
and effectively.
4. Demonstrate integrative,
independent, critical thinking.
5. Apply qualitative,
quantitative and creative modes of inquiry appropriately to practical
and theoretical problems across
disciplines.
6. As a culmination of your education, demonstrate
depth, breadth and synthesis of
learning and the ability to reflect on the personal
and social significance of that learning.
You will:
A.
demonstrate your understanding of personality development by being able to
describe at least
seven existing personality theory
perspectives.
B.
be able to differentiate among various kinds of psychological counseling
techniques and their
underlying assumptions.
C.
be able to assess the effectiveness of existing psychological counseling
theories and techniques
with individuals of multicultural
backgrounds.
D.
gain insight into understanding your own personality development.
E.
operationalize conceptual understanding of psychological counseling theories.
F.
practice seeing a client as a whole person from developmental (biological,
mental, emotional),
cultural/social, and historical perspectives.
G.
begin to understand the impact of hierarchical, linear and dichotomous thought
patterns on the
development of self, “isms” and
psychopathology.
H.
make conscious awareness in which aspect (Target vs. Agent) of
self-identity you are using
from your multiple identities. Examine your myth in relation to Target vs.
Agent.
I. learn to be flexible.
REQUIREMENTS
1. You are expected to commit to the program for
the entire year.
preparatory for an internship in winter
quarter. [You have read my expectation
letter, which was a part of the application packet and you applied to the program
after reading it. This indicates to me
that you have decided to commit to the program.]
3. You are expected to read the syllabus and the
covenant at least once a week.
B.
The "Counselor to be's" Search for Self as a Whole Person Through Examination
of Theories of Personality
1.
Write descriptions of your own personality from seven personality theory
perspectives. Read
Weekly
Schedule for Due dates… Maximum 2 pages
2.
Ethnopsychobiography: Due 9th week
(Thursday) …Maximum 8 pages
(1)
what is your myth?
(2)
who are you? (race, gender, age, language, socioeconomic status, sexual
orientation, ethnicity, religion, age-graded, and history graded perspectives).
(3)
examine "material me", "social me", "psychological
me", and "spiritual me"
(4)
is your story similar to one (or more) of your family member(s)?...Examine your
narrative pattern (self-statement or your intrapersonal communication pattern).
(5)
what are the milestones in your development? How do these affect your
personality development? Examine these from normal and abnormal perspectives.
(6)
what are some discrepancies among your selves? How do you manage them? Examine
these from normal and abnormal perspectives.
(7)
describe your shadow. What do you do with it?
(8)
what are your prejudices? What do you do with them?
important you understand the theory before
practicing skills.
(1)
you need a partner for practice for each quarter.
(2)
after seeing my demonstration, you will be asked to practice the skill
according to that particular perspective. You will practice both as a
“counselor” and a “client”. You will be asked to give your feedback to your
skill practice partner when you play a "client".
(3)
your practice sessions will be videotaped and videotapes will be used for
evaluation and critique. There will be small group evaluations and critiques
throughout the quarter.
2.
Nonverbal communication and listening skills (both intra and inter) through
creative activities
such as practicing centering exercise,
drawing, and videotape evaluation, movement, etc.
(1)
skills will be practiced with your partner, with small group members, and with
the class as a whole.
(2)
the videotaped sessions will be used for nonverbal skill building.
D.
Field Trip---Maple
Lane School (Nov. 13th)
1.
You will be asked to identify different styles of communication and
psychological counseling
skills.
2.
You will be asked to identify your own communication style and its impact on
therapeutic
relationships.
3. You
will be required to practice skills to improve your communication skills. You
are asked
to find the origin of your style and to
practice with your partner and small group.
the back of the last page)
1. Submit a bi-monthly Learning Summary (starting from the 3rd week and ending at
the 7th week) describing what you have learned from:
(1)
feedback on
the assigned weekly reading after seminar (be specific).
(2)
feedback on the guest speaker(s).
(3)
reflection of yourself from the program
expectations perspective (See
Requirement A) and your
plans about the coming week.
(4) reflection about your own behavior in
seminar.
(5) learning the program content besides the
seminar book (lectures,
workshops,
other readings, small group meeting, etc.).
(6)
Reflection on Progoff’s Journal Workshop.
Maximum 2 pages. At least 2-peer critiques before submitting. Peer signoffs required on your Learning Summary. You are required to spend at least 2 hours/week for group work
outside the class. The two hours do not
include socializing. If you want to
socialize do so after the required activity.
Due on Thursday, 9:00AM.
2. Submit description
of your own personality from seven different perspectives on Tuesday,
9:00AM (See Requirement B, 1.).
G. Book Seminaring (There will be in-class essay each
week before book seminaring and the
content will be rated 1-5 point
scale.)
Seminaring is the heart of Evergreen education when all students complete the book and
participate collaboratively in intellectual sharing, challenging and
learning different perspectives. The
quality of book seminars decreases when some students do not complete the book
and seminar on the basis of incomplete
knowledge or, when some students monopolize
the seminaring. In an attempt to
encourage all of you to take care of your body, mind and soul, faculty will ask
those who did not finish the book to observe seminaring. Faculty will ask full presence of each
student and will also ask seminar participants to be mindful of balancing
speaking and listening in order to create the learning community. Please be mindful of how often
you speak, how long you speak (minutes) per time, and whether there will be
enough time for all learning community members who completed the book to share their
feedback or ideas.
1. (1) find the
author’s main points as you read and what evidence, arguments, or reasons the author uses to support these
main points. (2) find connections
between the program’s lectures, workshops, and the seminar readings.
2.
Articulate clearly by using specific examples from text
including page numbers and passages, etc.
3. Pursue
intellectual curiosity by asking specific questions and/or stating a
particular point from text (including page number) to the seminar group. Argue the author’s point and not your personal opinions. Learn from diversity of opinions and
ideas. Being offended when others
disagree with your ideas and/ or opinions prevent you from learning to think
from multiple perspectives.
4. Use respectable
communication skills (e.g. “I” message) to disagree with other’s opinions.
5. Take
responsibility to make yourself intellectually challenged by initiating
questions and/or comments to seminar group.
You can only be BORED or NOT CHALLENGED when you become a passive
learner who waits for someone else to speak on what you would like to
discuss. No one can read your mind. Be active for your own education.
6. Avoid
monopolizing. Involve others by asking
their opinions on the topic. (Letting a
few people dominate discussion leads to an unsuccessful seminar.)
7. Recognize that
we are discussing abstract ideas rather than attacking or devaluing personal
opinions.
H. 5 – 15 Minutes Presentation of Creative
Project …….. Due on the 10th Week
1. This is an opportunity to share your integration of the quarter
through creative work. It has to be your own original work during this quarter.
(1)
it
can be a writing, performance, music (your own original), three
dimensional artwork, visual images, movement,
carpentry, painting, etc.
(2)
your
work will not be judged on the basis of hierarchical, dichotomous
and linear perspectives. It will be evaluated on the basis of holistic
perspective with emphasis on your own
process and originality. So, do not
be anxious on the basis of your own self-judgement about your ability to be
creative. All of us are creative and the
learning from the program is your own and not comparable to any others. Be courageous to be who you are and do not
compare your learning, your process
of meaning making, and your final product of expression…transcending old myths and transforming
into who you really are.
(3)
it
can be a group project as long as you spend equal amount of time, effort,
share expenses equally, and have a way of
synthesizing the program content.
(4)
introduce
your theme to the learning community before your presentation.
Discuss with your small group
members from the beginning stage.
(5) give brief written feedback
to each member of the learning community for
his/her creative
projects.
THE INTERNSHIP PREPARATION FOR WINTER QUARTER
As
soon as you have some idea about your internship site, come and discuss it with
me. The internship must be of two-quarter duration with 15-16 hours per week to
fulfill credit (6) requirement. It must involve (1) supervision by a qualified professional, (2) experience
with multicultural population, (3) an area which is unfamiliar to you, and (4)
unpaid internship.
READING LIST
Corey, G. (2000).
Case approach to counseling and psychotherapy. Boston:
Wadsworth
Publishing.
Progoff, I. (1992).
At a Journal Workshop. N.
Y.: Jeremy P. Tarcher/Putnam, a member
of
Penguin
Putnam Inc.
Robinson, T. L. & Howard-Hamilton, M. F.
(1999). Convergence of race,
ethnicity, and
gender: The multiple identities in counseling. N. J.:
Prentice Hall.
Rothernberg, P (Ed.). (2001). White privilege: Essential readings on the other side of
racism.
N.
Y.: Worth Publishing.
Valdes-Rodriguez, A. (2003).
The dirty girls social club.
N. Y.: St. Marin’s Press.
Zweig, C. & Abrams J.
(Eds.). (1991). Meeting the shadow. N. Y.:
Jeremy P. Tarcher/Putnam,
a
member of Penguin Putnam Inc.