Winter Syllabus

 

Location and Meeting Time

LAB I   Room 1047       Thursdays, 6 – 9:30 pm 

 

Credit

4 quarter hours 

Credits awarded in: Psychology (2) and Sociology (2) of Disability and Chronic Illness

 

Faculty

Joli Sandoz    SEM 4168  360-867-6850  sandozj@evergreen.edu (Mail: SEM 3127)

 

Program Secretary

Julie Douglass  SEM 3127A 360-867-6550  douglasj@evergreen.edu   (Mail: SEM 3127)

 

Part-Time Studies Academic Advisor

Deborah  Rohovit         LIB 1402   360-867-6657   rohovitd@evergreen.edu   (Mail: LIB 1401)

 

Program Description

We will explore selected psychological, social and cultural factors relevant to disability and chronic illness (CID) experience in the U.S., and the roles these factors play in shaping lives. Our primary focus will be on the interplay of society and culture with CID experience, processes of adjustment and adaptation faced by disabled or ill individuals, and development and expression of useful understanding and compassion. This course relates to careers in counseling, health care, rehabilitation and teaching, and is open to anyone who wants to learn about chronic illness and disability. Note: Course content will focus primarily on issues and experiences related to CID acquired as an adult.

 

Guiding Questions

What comprises disability? Chronic illness? How do attitudes and physical environments shape disability and CI experience? How do they restrict community integration and employment opportunities? What are the responsibilities and roles of (temporarily) not-disabled and not-ill people in relating to and working with people living with disability or chronic illness? What are the various roles of people living with illness and disability, and their responsibilities to themselves and others? What models and theories are useful in understanding CID experience, especially regarding an individual’s introductory and on-going relationship to that experience? 

 

Important Note

Please abide by the spirit of Evergreen’s air quality policy! This means refraining from wearing “scented products” -- perfume or fragrances -- to class, or in any public space on campus. (Cologne, aftershave, hair spray, anti-static dryer sheets, strong-smelling lotions and some brands of deodorant are frequent sources of problematic scents that may also be allergens. Non-scented products are now available in many brands.) In addition, please do not come to class in smoke-saturated clothing (tobacco or wood smoke), or hand in written work on paper or in folders or notebooks that smell of tobacco or wood smoke. The full text of the official Evergreen policy can be accessed at http://www.evergreen.edu/user/pol_proc/g-air.htm . Please consult with the faculty if you have questions or concerns.

 

 

Course  Learning Objectives

By the end of the quarter, each of us will be farther along in her or his understanding of:

 

By the end of the quarter, each of us will have improved his or her abilities to:

 

 

 

Student-Written Evaluations

You are responsible for two written evaluations due in class as part of your portfolio on Thursday, Mar. 14 (Week 10). The student self eval and the student eval of faculty MUST be completed and signed (by you) for you to receive any credit for this program! Please take special care with the grammar and spelling of all evals you write. Whether formal or informal, they become part of faculty portfolios.

o       Both of these evals may be informal – typed on a piece of paper, dated and signed – or formally completed on forms available on computers in the Computer Center. It is your choice whether your self eval goes into your transcript, but if it you want it there, it must be completed on the proper form and you must tell me in writing that it goes in your transcript.

I will also give you a student evaluation of the course to fill out.

 

 

 

Faculty Evaluations of Students

My overall assessment of your work will be based primarily on the fact and quality of your participation during class sessions and activities, and on your portfolio of written work. Evaluations for students in courses are generally 4-6 sentences long. I plan to base my official evaluation of your work in the course learning objectives above.

 


 

 

Course Requirements and Credit Policy

 

 

 

 

 

 

 

Please note . . .

 

·        Attendance does not by itself guarantee credit or a good faculty evaluation of student, which students earn through active participation, grasp of course content as demonstrated in verbal and written work, and projects (when applicable).

 

·        Faculty in Evergreen’s Part-Time Studies programs and courses cannot award incompletes. Credit awards are made at the end of Week 10. The amount and type of credit will be based on the amount and type of work successfully completed at that time. If you need a particular type of credit -- including upper division credit, or credit with a certain title -- please negotiate this with the faculty early in the quarter.

 

·        Remember to keep in mind the campus air quality policy! Thanks.

 

 

Please keep a copy of everything you hand in. Although I do my best to be careful, faculty cannot be responsible for the sole copy of student work. Thanks.


 


Five Foci
Evergreen's goal is to assist students in developing personal strengths, abilities and a sense of their own work in order to participate effectively, individually and collaboratively in a diverse, complex world. The Five Foci are the principles that guide teaching and learning and direct how the curriculum is structured to accomplish this goal.

·         Interdisciplinary learning

  • Collaboration
  • Personal engagement
  • Linking theory and practice

·        Learning across significant differences

 

Expectations of an Evergreen Graduate
In May 2001, Evergreen faculty agreed upon a set of expectations they believe Evergreen students should achieve.

1. Articulate and assume responsibility for your own work
For example:

·                     Discussing your work in a self evaluation

·                     Conducting an individually directed research project

·                     Maintaining an up-to-date portfolio and academic plan

2. Participate collaboratively and responsibly in our diverse society
For example:

·                     Assuming varied roles in seminar discussions and other group projects

·                     Conducting internships and community service projects

3. Communicate creatively and effectively
For example:

·                     Developing written essays

·                     Presenting in a public forum

·                     Creating works of art, music or poetry

·                     Demonstrating information literacy

4. Demonstrate integrative, independent and critical thinking
For example:

  • Writing about and discussing nonfiction, fiction, poetry
  • Writing about, discussing, analyzing scientific research articles, mathematical proofs, charts
  • Writing about, discussing, analyzing works of art, performance, arguments

5. Apply qualitative, quantitative, and creative modes of inquiry appropriately
to practical and theoretical problems across disciplines
For example:

  • Evaluating quality and accuracy of information and resources
  • Making estimates and critically evaluating their limits of validity
  • Formulating good questions based on need for information; identifying potential
    sources of information and developing and applying successful search strategies
    to access varied sources of information including computer based technologies

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
For example:

  • Complete research projects that incorporate collection and analysis of data
  • Generate theoretical models, compare predictions with observations
  • Understand issues of academic freedom, copyright, and plagiarism
  • Create written work or works of art
  • Write a summative self evaluation

 

Week

 

Theme

 

Focus

 

Reading

 

Due

Week 1

Jan. 10

Intros

  • Intros and civil rites
  • Computer orientation
  • Prevalence, models
  • Concepts: Biopsychosocial, psychology, acute/chronic, congenital/acquired, cultural/social

---

---

Week 2

Jan. 17

Social/cultural construction

o       Social and historical shaping of CID experience

  • Community integration
  • Stigma, health disparities, hero stereotype
  • Concept mapping (if time)

Adams, Hockenberry, Wendell, Sawyer

 

Seminar on Hockenberry and Wendell, w/ concepts from other readings

3-list seminar prep

 

 

 

 (see Assignments section of syllabus below)

Week 3

Jan. 24

Applying the  “Biopsychosocial” &  “Construction” Concepts, and Reflecting

o       Betty Kutter on Fetal Alchohol Syndrome

o       Case study of ways biological, psychological and social influences shape CID experience

Brinkerhoff, Nasdij, CDC FAQ on Fetal Alcohol Syndrome

Informal two-page paper

 

 

(see Assignments section of syllabus below)

Week 4

Jan. 31

Explanatory Models

o       Explanatory models

o       Interviews and discussion

o       Applying explanatory models

o       Concepts: STS, burnout, disclosure

Jackson, Lorde, Kleinman, Blue, Andrews

 

Seminar on Lorde and Andrews, w/ concepts from other readings

5-8 explanatory model interview questions

 

(see Assignments section of syllabus below)

Week 5

Feb. 7

Witnessing CID

o       Positioning ourselves re CID

o       Burnout and secondary traumatic stress, including Compassion Satisfaction/Fatigue Test

o       Disclosure of CID

o       Concepts: Adaptation, adjustment, coping, subjective, self/identity, stage theory, congenital/acquired, psychology

Campling, Cassell, Charmaz, Rich

 

 

 

Seminar on Cassell and Rich, w/ concepts from other readings

First draft of position statement

(see Assignments section of syllabus below)

 

Please bring your completed copy of the Compassion Satisfaction/ Fatigue Test to class (will not have to share answers)

Week 6

Feb. 14

Adaptation, self, emotions

o       Overview of specific “psychosocial” issues in CID

o       Emotions

o       Models of CID experience

Mairs, Fennell, Vanderzalm, Dewar, Livneh (book chapter in reader) OR Sarafino 387-392, 398-407 (on library reserve)

Seminar on Mairs and Fennell, w/ concepts from other readings

Reading response of your choice

 

(see Assignments section of syllabus below)

Week 7

Feb. 21

Self, Loss and Coping

o       Body image

o       Chronic sorrow

o       Coping and coping interventions

Minard, Butler, Macy; Sarafino 392-393, 412-415; Burke and Eakes; Miller OR Livneh (Cancer) OR Livneh (Heart)

 

Seminar on Butler, Macy and Burke, w/ concepts from other readings

Reading response of your choice OR interview paper based in talking to a CID person about chronic sorrow or coping

 

(see Assignments section of syllabus below)

Week 8

Feb. 28

Making Sense of CID

o       Meaning

o       Hope

o       Quality of life

o       “Health-within-illness”

o       Spirituality

Baker, Day, Lindsey, Andrews, Paterson

 

 

Seminar on Andrews and Day

w/ concepts from other readings

Reading response of your choice OR interview paper based in talking to a CID person about spirituality, meaning, or hope

(see Assignments section of syllabus below)

Week 9

Mar. 7

Sex, Productivity, and The Quarter

o       Human sexuality and CID

o       Pace and productivity

o       Revisiting the quarter (discuss course objectives)

Callahan (or book of your choice)

Wendell, 37-39

 

Seminar on Callahan, w/ concepts from other readings

Reading response of your choice

 

 

(see Assignments section of syllabus below)

Week 10

Mar. 14

CID and Family

o       Assessing family and CID

o       Panel of family caregivers

o       Wrap-up

Crooker, Goodheart, Lore

Final of position statement

 

Portfolio

Week 11

Mar. 18

Eval Week

Optional evaluation appointments