Winter Syllabus
4 quarter hours
Credits awarded in: Psychology (2) and Sociology (2) of Disability and Chronic Illness
Joli Sandoz SEM 4168
360-867-6850 sandozj@evergreen.edu
(Mail: SEM 3127)
Julie Douglass SEM 3127A 360-867-6550 douglasj@evergreen.edu (Mail: SEM 3127)
Deborah Rohovit LIB 1402 360-867-6657 rohovitd@evergreen.edu (Mail: LIB 1401)
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.
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:
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
·
Interdisciplinary learning
·
Learning
across significant differences |
|
Expectations
of an Evergreen Graduate 1. Articulate and
assume responsibility for your own work ·
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 ·
Assuming varied roles in seminar discussions and other group projects
·
Conducting internships and community service projects 3. Communicate
creatively and effectively ·
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
5. Apply
qualitative, quantitative, and creative modes of inquiry appropriately
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
|
Week |
Theme |
Focus |
Reading |
Due |
Week 1 Jan. 10 |
Intros |
|
--- |
--- |
Week 2 Jan. 17 |
Social/cultural construction |
o Social and historical shaping of CID experience
|
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 |