16.00 Credits
Faculty: Candace Vogler (psychology, social work) Major areas of study include counseling, personality theory, abnormal psychology, family studies, communication, child psychological development, human and social services. Class Standing: Seniors; juniors only if enrollment allows. Transfer students welcome. Prerequisites: Two years of study covering some mixture of developmental psychology of children and adults, psychopathology, theories of counseling, issues of diversity and inclusiveness. Faculty Signature : Students must submit an application, available by April 20, 2007 from the program office Sem II A211 and Lab II 2250. Applications received by the Academic Fair, May 16, 2007 will be given priority. For more information, contact Candace Vogler (voglerc@evergreen.edu). Qualified students will be accepted until the program fills. This program is intended for advanced psychology and human services students interested in clinical work with children and families. We will focus on deepening our understanding of the processes of smooth emotional development, and then study the disruptions to normal development that are evident when lives of children and families come to the attention of therapists, court workers, teachers, CPS caseworkers, etc. We will study the systems of care children and families get involved in, and explore a cross section of interventions in these contexts. In Fall quarter, we will review relevant texts in attachment theory, psychological development and family patterns, as well as explore film and written material that present the issues we are studying. Outside of seminars, students will observe children and families, and use writing- as well as photography, music and art if they wish- to present their understanding of the worlds of children and families. Beginning in the fall and throughout the year, we will look at the autobiographical contexts of our own lives that shape encounters we have with other people in any capacity: as evaluators, teachers, therapists, or family members. We will consider how can we do a better job in recognizing biases about role, power, class, gender, ethnicity, and race so often unknowingly acted out in assumptions as we learn about children and families. Winter quarter will focus on how to understand and intervene in the disruptions in children's lives, and the role of trauma, of disabilities, of failures in the systems that surround them. Readings will cover a variety of assessment and treatment modalities, and include current diagnostic guidelines, as well as introduce a variety of intervention concepts. Students who are intent on internships in the spring will work with faculty to develop connections to possible sites. Other students will explore areas of particular academic interest, e.g., children in care, adolescents in juvenile facilities, and parents in need of ongoing support, and prepare presentations or papers on their areas of interest. There will be opportunities to meet with experienced professionals to hear what pathways exist for future involvement. Spring quarter will have a different structure. Students will be expected to have 15-hour/week internship and to be active in a 3-hours/week seminar focused on understanding and supporting work in a variety of behavioral health internship settings. Readings for this quarter will be specific to the particular settings in which students are involved. Students will be expected to keep journals and logs that track the work in their internship, and to write a final integration paper at the end of the quarter, as well as regularly attend seminar meetings. Total: 16 credits in Fall and Winter; 12 credits in Spring. Enrollment: 25 Special Expenses: Students will need a small portable audio recorder and tapes. Internship Possibilities: 15 hours a week required for spring quarter Program is preparatory for careers and future studies in child and family psychological counseling, psychology, social work, human services a