HD411 IP Working with Adults

(3units)
September 19th November 22nd, 2015
Denise A. Rugg, M.A.
drugg@pacificoaks.edu
(626)793-7350 ext. 221

Course Description
Students are introduced to a rationale and methodology for working with adults in educational,
therapeutic, and other human services settings. Topics covered will include supervising adults, staff
evaluation, leadership style, communication, and problem solving. Emphasis is on valuing diversity and
respecting individuals; active, experiential learning; the interaction between theory and practice; the
impact of social contexts on oneself and others. Students will use observation to enhance their
understanding of the challenges inherent in working with adults. They will develop strategies to facilitate
adult empowerment and learn to advocate responsibly in diverse settings.
Program Learning Outcomes
PLO 1: Development: Students comprehend and analyze developmental theories.
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are able to
analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement and analyze
individual, dyad and group communications for appropriate audience reception, authenticity, and
experience of empowerment for self and others.
PLO 4: Research: Students distinguish between observations and theory (reality and fantasy, data and
inferences/assumptions). Students collect verifiable and reliable data, present their findings, and link their
research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of Education integrating developmental theories guided
by observation, and critical reflection, and analyze these actions according to results and impact on other
persons (ethics, values, principles and empowerment). Students recognize and apply developmentally
and culturally appropriate practice with children and adults. Praxis experience may involve activities such
as practica, field work, or student teaching.
Student Learning Outcomes
SLO 1: Describe and recognize the needs of children 0-5 deemed at-risk and their families

SLO 2: Identify and enhance the skills necessary for working within a multi-disciplinary framework and as
a member of a multi-disciplinary team
SLO 3: Describe the cultural and socio-political factors impacting the identification, assessment and
intervention for children 0-5 and their families
SLO 4: Become familiar with the agencies and services available within your community to assist infants,
toddlers, and preschoolers deemed at-risk
SLO 5: Student demonstrates growth in the class, indicated by an improvement in writing or critical
thinking skills, a willingness to take risks and authentically engage with course material and classmates,
or an openness to new information and perspectives.
Required Textbooks:
** Required Texts (2 Required & 1 Recommended):

Vella, J. (2002). Learning to Listen, Learning to Teach. Jossey-Bass.

IBSN#0787959677

Preskill, S, Brookfield, S. (2009). Learning as a Way of Learning: Lessons from the Struggle with
Social Justice.

IBSN#978-0787978075
These books are available on Amazon.com, or any online book service you
prefer.

Course Assignments
**Written Assignments

Ongoing Assignment: Daily Journal: Questions to be answered in the in-class daily journal.

1.

What experiences stand out for you today?

2.

What about these experiences make them important to you?

3.

What new thoughts, comments, questions, and ideas have been triggered for you? How do these
new thoughts affect ideas you previously had?

4.

How can you test these new ideas? What specific situations can you use for the test?

5.

What are your learning goals for the next class?

Learning Agenda 14 Concepts: Due first day of class.

Small Group Project: In learning about working with adults, it is evident that there are specific
areas that are challenging or of a particular interest to us. For example: supervision,
management/leadership skills; conflict resolution; dealing with criticism; evaluations; communicating
with parents, co-workers, clients, across gender, cultural differences, etc. By the end of the second
class, students will be asked to focus on a developmental area of adult interactions they would like to
learn more about. Keeping the topic in mind, students will self-select into groups. The group is to give
a 20-minute presentation featuring what youve learned about the specific communication topic. If
you prepare a handout, make copies for each class member. Presentations will be held during the
3rd weekends of class.

The written portion of this assignment will be to prepare a paper describing your group project
and process. Please include your response to the following questions:

1.

Why did you select your topic?

2.

How did you prepare for your presentation?

3.

What were your goals for your presentation?

4.

What was your comfort level in regard to this presentation?

5.

Were there issues of risk-taking in doing this presentation?

6.

Any other comments?

Observations: There will be at least two observations centering around but not limited to these
topics: Supervising adults; Valuing diversity; Respecting individuals; Leadership styles
Interview/Shadow Experience: Identify one person who is in an administrative/supervisory role
and shadow that person for at least 4 hours (preferably in 1 day). During your shadow experience,
you will want to pay close attention to the persons daily activities, interactions with co-workers,
communication style, and leadership style. Write a 3-5 page paper on your experience. Support
questions will follow

Final Self Evaluation Due the final class, November 22nd. Provide a written response to the
following questions:

1.

Did you fulfill your goals in taking this class? How?

2.

How has this class added to your knowledge of working with adults?

3.

Have you acquired any new techniques? Give an example of one method and describe why you
chose it.

4.

What contributions do you feel you made to others in this class? What contributions did others
make to you?

5.

Have you learned any new concepts that will continue to stimulate your thinking? If so, give an
example of what was most useful to you. If not, give an example of what you would've found useful.

Course Content
This course will help students examine how they work with adults -- what works and what doesnt -- and
provide a framework for developing a philosophy of working with adults that is respectful and productive.
Students are expected to be able to articulate their philosophy and integrate course readings, activities,
and class discussions into that philosophy. Our focus areas will include:

Adult Development: We will examine adult development throughout the course as understanding
where we are in our own growth and development may help us understand how better to work with
ourselves and other adults.

Communication: Of fundamental importance to working with people is an understanding of

communication dynamics and a willingness to implement communication skills in interaction.
Addressing communication from the point of view of the sender and the receiver enhances the
effectiveness of interactions, creates possibilities for deeper connections. We will examine our own
communication styles and seek to discover techniques for improved effectiveness.

Leadership: We may all be called to assume a leadership position in any given situation. It is
important that we develop an understanding of the dynamics of leadership. This is not only important
in terms of issues of supervision but also within team or group dynamics. We will seek to answer
these questions: what kind of leader are you? What is your influence on others? How can you
maximize this ability? How can you be sure not to abuse this capacity/ what (if any) are the
ethnic/cultural/ gender/sociopolitical/age differences in leadership styles?

Implementation: Strategies for working with adults are most meaningful and relevant when they
are implemented! We will take time to design and practice techniques to improve our effectiveness
when working with adults.

Integration: The process for making the information part of your repertoire comes about through
several methods. Taking in information, reading, writing, reflecting, evaluating, assessing, observing,
identifying, reacting, summarizing, synthesizing- all these things work towards making this information
meaningful to you. By the end of the semester, you will devise a strategy, a philosophy, a plan, for
working with adults.

Social/Political Contexts: Bias is a part of our lives and impacts who we are and how we work

and interact with other people. Sometimes bias is so ingrained in our systems that many of us are
unaware of the impact. Other times we are aware but feel helpless to challenge an existing system.
Social justice always exacts a price. We will examine our own value system and the institutional
nature of oppression with a focus on how each impacts those with whom we work. Understanding
the impact of social and political factors particularly in the form of institutionalized isms is a
fundamental aspect of work dynamics. This is manifest in myriad ways through our work with others
and our work with colleagues and coworkers. Teacher/student, therapist/client, supervisor/staff,
coworker/coworker, are just a few of the places attention to power dynamics, historical and contextual
oppression is vital. These work relationships provide opportunities for addressing social justice.
Supervision: A large part of working with adults involves, for many of us, supervision. We will

examine effective/ineffective leadership styles as a medium for strengthening our own supervisory
skills. Questions to ponder throughout this process include what does a supervisor really do? Why
would anyone want to assume that responsibility? How can one facilitate ones own effectiveness as
a supervisee?
Team Building: Not all working with adults is about supervision. It is more often about team

building and figuring how to work together as a group. Team building is about learning how to work
cooperatively, effectively, and efficiently with other people. Questions to guide this concept focus on
why teamwork is beneficial to worker productivity; avoiding burn out; trusting the team.
Course Learning Assessment/Structure
(Students must maintain an overall 3.0 Grade Point Average for good academic standing)
Student Learning Outcomes
Grade
(1) Student will identify and
describe the central issues in the
debate about Evidence Based
Practices.
(PLO 3)
Assessed by: Position Paper #1.

Demonstration Level 1 Demonstration Level 2 Demonstration Level 3 Demonst

Insufficient

Beginning

Skilled

Advanced

X - Fail

The student provided an

incomplete and/or
inadequate description
of the central issues
related to Evidence
Based Practice.

The student provided a

basically adequate
description of the central
issues related to
Evidence Based
Practice.

The student provided a

skilled description of the
central issues related to
Evidence Based
Practice written at an
intermediate level.

The studen
sophisticat
of the cent
related to E
Based Pra
an advanc

The student provided a The student provided a

basically adequate
skilled description of the
description of the central central theoretical
theoretical concepts and concepts and treatment
treatment interventions interventions of a
of a personality theory or personality theory or

The studen
sophisticat
of the cent
concepts
interventio
personality

(2) Student will demonstrate the The student provided an

capacity to complete an Empirically incomplete and/or
Based Treatment Protocol Case
inadequate description
Report
of the central theoretical
concepts and treatment
(PLO 1)
interventions of a

Assessed by:
Case Study Paper #3

combination of theories combination of theories combinatio

personality theory or
written at a beginning
written at an
written at a
combination of theories.
level.
intermediate level.
level.

(3) Student will demonstrate the

capacity to complete an Adult
The student provided an
Attachment Interview Case Report, incomplete and/or
including attachment issues and
inadequate Adult
cultural background (PLO 1, 5)
Attachment Interview
Case Report, including
Assessed by:
attachment issues and
Attachment Interview Report Paper cultural background.
#4
(4) Student will demonstrate the
capacity to work collaboratively
with peers and interact
appropriately with the course
instructor.
(PLO 7, 8, 9).

Assessed by:
Observation of Students
Interpersonal Behavior in class
and with the instructor.

The student provided a

basically adequate Adult
Attachment Interview
Case Report, including
attachment issues and
cultural background at a
beginning level.

The student provided a

skilled Adult Attachment
Interview Case Report,
including attachment
issues and cultural
background at an
intermediate level.

Student shows
Student shows strong
Insufficient participation
participation in small
in small group and class
group and class
Student shows adequate
discussions, open
discussions, good
participation in small
conflict with peers,
rapport with peers,
group and class
unprofessional tone and
professional tone and
discussions, addresses
demeanor in
demeanor in
conflict; acknowledges
communication with
communication with
feedback from peers and
peers and instructor;
peers and instructor;
instructor.
unresponsive to
responsive to feedback
feedback from peers and
from peers and
instructor.
instructor.

Course Section and Outline

THIS is where the breakdown of what will happen in each individual class session will be put, with each
class date, what will be lectured on, what project is due each day, etc
College Policies
Please refer to the Pacific Oaks College Catalog for complete information on college policies.
Academic Integrity

The studen
sophisticat
Attachmen
Case Repo
attachmen
cultural ba
an advanc

Student sh
leadership
and class d
Excellent r
peers and
solves as n
profession
demeanor
communic
peers and
very respo
feedback f
instructor.

Academic honesty is essential to a college communitys purpose and pursuits. Thus, academic integrity is
expected of all Pacific Oaks College students. A students academic work and conduct should always
represent the students personal effort and thus be above reproach. Those who are dishonest impair their
own intellectual and personal growth and development and undermine the integrity of the community that
nurtures them. Several forms of dishonesty constitute threats to the interests of Pacific Oaks College and
violations of its Academic Integrity Policy.
Violations
Violations of academic honesty are prohibited. Violations of academic honesty are acts that seek to
secure an academic advantage for a member of the Pacific Oaks College community by illegitimate or
unethical means. Such violations include, but are not limited to, committing, knowingly assisting, or
acquiescing in one or more of the following:
1.Plagiarism (via traditional or electronic means): Representing the words, ideas, arguments, or findings
of another person or persons as ones own: For example, plagiarism occurs when one copies portions of
another persons writing with only minor changes in wording or fails to give adequate and appropriate
credit for others concepts, theories, or conclusions. When making use of someone elses work, one must
credit that person by using quotation marks, references, or footnotes, in accordance with one of the
conventional documenting systems (e.g., that of the Modern Language Association [MLA] or the American
Psychological Association [APA]). Submitting, as ones own, a homework assignment, a term paper, a
laboratory report, or other comparable document prepared wholly or in part by others or downloaded from
the Internet is also an example of plagiarism.
2.
3.

4.

Falsifying research data: Presenting falsified data in papers or essays.

Double dipping: Using the same or substantially the same written work, research paper, or
essay to satisfy the requirements of more than one course, without the permission of the instructors
involved.
Forging academic records. Altering academic records, including attendance records, entering the
signature of an academic staff member on any College form, presenting false information at an
academic proceeding, or intentionally destroying evidence relevant to such a proceeding.

5.

Collaboration on projects where collaboration has been forbidden.

Disability Statement/ CARE Center:

Any student in this course who has a disability that might prevent him/her from fully demonstrating his/her
abilities should contact Pat Meda of the student CARE Center immediately to discuss disability verification
and accommodations that may be necessary to ensure full class participation and completion of course
requirements.
Incomplete Grade Policy

An Incomplete grade is only available to students who have completed a substantial amount of work
required for a particular class. Instructors are responsible for notifying students that an Incomplete is
being awarded. Faculty will discuss remaining class requirements with the student involved and agree
upon the criteria for satisfactory completion of the class. A written contract will then be issued, setting out
the conditions for successfully completing the class. Faculty are responsible for making arrangements
with other instructors in those cases where repeating the class is a component of the Incomplete contract.
Evaluations for Incompletes are submitted, following the same time line for classes conducted during the
tem in which the Incomplete is completed. If written work is required to complete the class, this must be
submitted to the class instructor at least one (1) month prior to the end of the semester following the one
in which the Incomplete is given. Instructors may set an earlier deadline if they wish. Students who fail to
meet the conditions of the Incomplete Contract will automatically receive a X grade.
Student Dress Policy
Students are expected to dress appropriately. Extreme modes of dress which interfere with health or
academic work are not in keeping with the standards expected of Pacific Oaks students and will subject a
student to possible disciplinary action.
Confidentiality Statement
Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty and student alike.
Often in the course of these discussions, information of a personal or potentially damaging nature is
shared. It is the expectation of the college that such information will remain confidential, allowing all to
share freely without fear of disclosure outside the classroom. Breaches of confidentiality damage the
building of community and trust and are not acceptable.
Statement Regarding Cell Phone Use
Cell phones disrupt classroom learning and are to be used outside of the classroom. During class
sessions, all cell phones must be turned off or placed on vibrate. Please plan on having your cellversations outside of the classroom so as not to disrupt the class, and as a mean to maintain your
privacy.
Appendix
APPENDIX A
Small Group Presentation Pedagogy and Rubric
It is our belief that theoretical frameworks (reading) + application (activities) + reflection (writing
assignment) = concretized knowledge. Small Group presentations provide the following opportunities:
1.

Unsupervised group interaction (no instructor facilitation)

2.

Figuring out the dynamics of the group

3.

Decision-making and effectively communicating the outcome

4.

Research

5.

Effective time management

6.

Effective communication of the research results

7.

Constructive feedback

8.

Constructive criticism

9.

Effective oral delivery

10.

Timing

Presentations may be scored on the following 4-point rubric:

1
Audience cannot
understand
presentation
Organization
because there is no
sequence of
information.

Content
Knowledge

Visuals

Mechanics

Student
Audience has
presents
difficulty following information in
presentation
logical
because student sequence which
jumps around.
audience can
follow.

SCORE

Student presents
information in logical,
interesting sequence ____
which audience can
follow.

Student does not

have grasp of
information; student
cannot answer
questions about
subject.

Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.

Student used no
visuals.

Student
occasional used Visuals related Student used visuals
visuals that rarely to text and
to reinforce screen text ____
support text and presentation.
and presentation.
presentation.

Student's
Presentation had
presentation had
three
four or more spelling misspellings
errors and/or
and/or
grammatical errors. grammatical
errors.

Student demonstrates
Student is at
full knowledge (more
ease with
than required) with
____
content, but fails
explanations and
to elaborate.
elaboration.

Presentation
has no more
than two
misspellings
and/or
grammatical

Presentation has no
misspellings or
grammatical errors.

____

errors.

Delivery

Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.

Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.

Student's voice
is clear. Student
pronounces
most words
correctly.

Student used a clear

voice and correct,
____
precise pronunciation
of terms.

Total---->

Process

Developing

Satisfactory

Excellent

1. Has clear vision of final

product

2, 3

2. Properly organized to complete

1
project

2, 3

3. Managed time wisely

2, 3

4. Acquired needed knowledge

base

2, 3

5. Communicated efforts with

teacher

2, 3

Product (Project)

Developing

Satisfactory

Excellent

1. Format

2, 3

2. Mechanics of speaking/writing 1

2, 3

3. Organization and structure

2, 3

4. Creativity

2, 3

5. Demonstrates knowledge

2, 3

6. Other:

2, 3

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-

____

nology.com)

APPENDIX B
Writing Assessment Rubric
Students at the upper division level of their BA program are expected to write at a competent level. The
following rubric will be used in part to assess your writing skills. Any work that is deemed as developing
will be returned to the student so that the writing/content concerns can be addressed. It is expected that
the assignment will be resubmitted within a timely manner after the writing concerns are met. Any
returned work that is not resubmitted to the instructor cannot be counted in the evaluation process.

Writing component

Excellent

Competent

Developing

Organization

This is characterized by a
strong beginning, middle and
end. Writing includes clear
transitions and closure.
Reader is drawn in because
interest in the topic is
promoted. Information is
logically presented.

Beginning, middle and end is

clear. Some transitions and
closure. Reader may have to
infer some of the sequences,
though most of it is present.
Interest in the topic is not
strongly supported, reader is
not particularly engaged

Reader has difficulty follow

thought as writer jumps aro
Limited/weak introduction a
conclusion; lacks details, r
sequence and order is not
apparent or is confusing. I
transitions exist, they are s
redundant. Reader is requ
infer much of the structure.
brief

Convention

Consistent agreement
between parts of speech, no
mechanical errors in
punctuation, capitalization,
etc. Paragraphs a good length
with ideas developed. Is
enjoyable for the reader

Correct agreement between

parts of speech, few
mechanical errors. Is easy for
the reader to review.

Parts of speech inconsiste

aligned, many mechanical
many ideas per paragraph
distracted by the errors

Voice

Voice is individual and strong.

Can recognize individuality of
the reader. The writer seems
deeply committed to the topic,
there is engagement,
originality, excitement and
conviction in the writing,
unique point of view

Voices apparent most of the

time, shows promise yet is still
Little individuality, voice co
sometimes restrained, there is
goes, writer is not engage
a commitment to the topic,
restrain in the writing
writing is expressive, strong
point of view

Sentence Fluency

Uses simple and compound

Sentences are consistently of
and complex sentence
Many run-on sentences an
a variety of lengths and
frequently, sentences flow.
fragments, mainly simple s
structures. Sentences are
Sentences start in a variety of Sentences are choppy
smooth and easy to read
ways

Word Choice/Vocabulary

Effective and engaging,

creative, clear, accurate

A variety of words makes the Some words are trite, inacc

writing interesting, specific
vague

Students work shows full

grasp of the content which is
communicated clearly and
concisely. Writing contains
enriching details. Writing is
focused

Student is confident in
expressing ideas and
demonstrates a strong grasp
of the subject matter.
Adequate details, purposeful.

Content

Student has limited grasp o

information, and is not con
about ideas communicated
Students ability to commu
ideas weak. Length is not
for development of ideas.

The reader is left with ques

Reasoning

Substantial, logical and

concrete development of
ideas. Assumptions are made
explicit. Details are germane,
original.

Offers solid but less original Offers somewhat obvious s

reasoning. Assumptions are that may be too broad. De
not always recognized or
too general, ideas are simp
made explicit. Contains some undeveloped, inappropriate
appropriate details or
topic generalizations, faulty
examples
assumptions, errors of fact

References (if applicable)

Work contains accurate

citations, extensive number of
sources, credible, relevant,
current and varied. Uses
sources to support, extend,
and inform, but not as a
substitute for own
development of ideas

Most citations are correctly

done, adequate sources,
needs more variety of
sources, and more current.
Doesnt overuse quotes. Uses
sources to support, extend
and inform

Few to no citations, incons

cited, if at all. Relies on no
academic sources, or over
quotations, not clear if eve
being acknowledged, incon
referenced

Editing

No errors

Very few errors

Minimal evidence of proof

many sloppy errors, no spe

Material adapted from Barbara Walvoord, Winthrop Univ., Virginia Community College System, Univ. Of
Washington

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