SANTA CLARA UNIVERSITY Division of Counseling Psychology and Education Education and Counseling Psychology 244 [3 quarter units] Section 86685 Correctional Psychology Winter 2013 Instructor: Robert L. Michels Office: Loyola 120 R 408/554-7874 Office Hours: Monday and Thursday 1:00-5:00 PM and by Appointment Email: rmichels@scu.edu Course Description: The course will cover the principles and procedures of correctional psychology and correctional education, including current research on best practices. Discussion of pro-social development and skills, functional assessment and curriculum, correctional psychology, criminal justice, vocational programs, aggression reduction, prejudice reduction, life skills training, comprehensive systems, and treatment planning are included as well as an examination of therapeutic approaches and model programs. A review and examination of special populations with be covered and handling therapeutic management of disruptive, aggressive, noncompliant and assaultive behavior in the restive client. Understanding of safety, through skilled violence and crisis management, and the counselor roles and responsibilities in working with clients in life, social and vocational skills will be reviewed. Objectives: 1. The student will understand and articulate case management, counseling and intervention models for delinquent, at-risk and non-conventional youth and adults. 2. The student will understand and articulate the mission of therapeutic programs for special populations. 3. The student will understand and articulate the characteristics, causes and strategies for counseling disruptive, aggressive, noncompliant, assaultive behavior in the resistant client. 4. The student will understand and articulate the principles and procedures for safety promotion, violence prevention and crisis management in the therapeutic relationship. 5. The student will understand and articulate counselor roles and responsibilities in special settings and with special clients. 6. The student will understand and articulate the principles of functional assessment and counseling in life, social and vocational skills. 7. The student will understand and articulate the principles of processes of cognitive change in the correctional population. 8. The student will understand and articulate approaches to criminal behavior, lifestyle criminality and criminal career theory. Course Requirements – Class Meetings (15% of the grade) and the field trip are mandatory. The field trip counts as two classes. You are only allowed to miss one class in a quarter in order to remain enrolled. Quizzes and Final Examination (35% of the grade) The final quiz is an examination which must be written in ink. The questions may include definitions, short essay, and brief case study. The questions will primarily address the readings and guest speakers. Projects (30% of the grade) are applications of the materials used in class. Throughout the quarter you will be given short projects based upon the speakers and readings. Additionally, a typed write-up of your impression of the field trip to California Youth Authority (CYA) and how you would use what you have experienced in working with your clients is a required project. Each student will be assigned at least one “special needs offender” project. This project will be presented in groups via a PowerPoint presentation. Groups and topics will be selected on the first night of class. Participation (20% of the grade) in class, which must be lively, regular, informed and intelligent. This may include written exercises in class. Participation should evidence careful reading of the assigned texts and their integration with previous material and discussions. Required Texts: Roberts, Albert R. [2008] Correctional Counseling and Treatment Upper Saddle River, NJ Pearson Education, Inc. ISBN 13 978 -0-613287-5 Recommended Text/Resource Texts: Hanser, Robert D. [2007] Special Needs Offenders in the Community Upper Saddle River, NJ Pearson Education, Inc. ISBN 0-13-118872-0 Salzman, Mark [2003] True Notebooks – A writer’s Year at At Juvenile Hall New York, NY Vintage Books ISBN 0-375-72761-2 Walters, Glenn D. [1990] The Criminal Lifestyle: Patterns of Serious Criminal Conduct Newbury Park, CA Sage Publications, Inc. ISBN 0-8039-5340 Wooden, Wayne S. and Blazak, Randy [2001] Renegade Kids, Suburban Outlaws Belmont, CA Wadsworth/Thomson Learning IBSN 0-534-52754-X Whelden, Randall G., Tracy, Sharon K., and Brown, William B. [2000]Youth Gangs in American Society: Second Edition Stamford, CT Wadsworth/Thomson Learning ISBN 0-534-52745-0 Course Activities and Requirements: This quarter we will have the opportunity to meet with and learn from a variety of guest speakers who are experts in their respective fields. All of our speakers will focus on their work in the correctional field and are a valuable resource to your professional careers. Additionally, there will be eight group PowerPoint presentations by our class members covering topics that are limited in scope as presented in our text. Each group is to do additional research on the topic and then share their findings with the class. The presentation topics to be covered are: . Substance Abusers and Substance Abuse Programs . Offenders with Communicable Diseases . Early Childhood Offenders . Mentally Disordered Offenders . Juvenile Sex Offenders as Special Needs Offenders . Adult Sex Offenders . Female Offenders . Restorative Justice 1 Monday, January 7, 2013 from 5:30 –8:30 PM in Loyola 137 Introductions Overview of the Course Juvenile Justice Clients – Lecture – Review of correctional clientele and dealing with addiction Guest Speaker Lou Arcarese, Director, Pathway Society – Addiction and how it effects society. Additionally, Dr. Arcarese will address correctional psychology from a therapist’s lens both working with adults and minors 2. Monday, January 14, 2013 from 5:30– 8:30 PM in Loyola 137 Prior to class read Prologue and Chapters 1 & 2 (pages 1 – 23) Quiz on Chapters 1 & 2 Video and Discussion: “Addiction, Why Can’t They Just Stop” HBO or “Hooked: Illegal Drugs and How They Got That Way” History Case study on substance abuse 3. Monday, January 21, 2013 from 5:30 – 8:30 PM in Loyola 137 Prior to class read Chapters 3 & 4 (Pages 23 –58) Class discussion on Chapters 3, 4 & 8 Quiz on Chapters 3, 4 & 8 Guest Speaker: Kathy Brown, MFT, Fremont Police Department who will discuss working with minors and familes primarily from a preventative perspective. 4. Monday, January 28, 2013 from 6:00 – 9:00 PM (We Will Meet in Ms. Esposito’s Office – Details Will be Provided Prior to class read Chapters 5, 6, & 7 (Pages 59 – 112) Guest speaker – Sasha Esposito, MFT, “Working with Offenders in a School Setting”. Additionally, she will discuss issues about setting up an MFT practice to work with students and families who are involved in the correctional domain. Take home quiz - Chapters 5, 6, & 7 5. Monday, February 4, 2013 from 5:30 –8:30 PM in Loyola 137 Guest Speaker – Peter Grassi, Deputy Probation Officer II, Santa Cruz County Juvenile Probation Department, responsible for youth in North Santa Cruz County. Peter is a graduate from SCU with a Corrections Emphasis. Peter will bring with him one of his clients who will discuss his life and the changes he has made. 6. Monday, February 11, 2013 from 5:30 PM – 8:30 PM – SCU Weigand Room Prior to class read Chapter 8 (Pages 113 – 148) Guest Speaker: Pastor Sonny Lara, Executive Director – The Firehouse along with members of his team. I have arranged a special panel discussion on gangs and criminal lifestyles. Members of the panel will include government officials and experts from Santa Clara County. 7 & 8 Friday, February 15 2013 from 8:00 AM – 4:00 PM – Field Trip to California Youth Authority (CYA) Facility in Stockton, CA. Details will be provided in class. We will carpool from SCU Detailed information will be provided prior to our visit. Prior to class read Chapter 10 Monday, February 18, 2012 from 5:30 – 8:30 PM In Loyola 137 – No Class Due to Field Triip on February 15, 2013 9. Monday, March 4, 2013 from 5:30 PM – 8:30 PM in Loyola 137 Prior to class read Chapters 10 & 11 Guest Speaker: TBA Take home quiz on Chapter 10 & 11 Presentations/Projects on: . Juvenile Sex Offenders as Special Needs Offenders . Adult Sex Offenders . Female Offenders . Restorative Justice . 10. Monday, March 11, 2013 from 5:30 PM – 8:30 PM in Loyola 137 Presentations/Projects on : . Substance Abusers and Substance Abuse Programs . Offenders with Communicable Diseases . Early Childhood Offenders . Mentally Disordered Offenders Final Examination New APA Ethics Standard on Student Self-Disclosure. The professional training philosophy of the Counseling Psychology Department is predicated on the notion that an effective counselor must be a whole person. Indeed, in the practice of counseling, it is the person of the counselor that is a major component of healing. As a counselor-in-training, then, self-reflection is a necessary and required part of the training that helps one better understand and empathize with his/her future clients' experience. Such reflection is a significant component of one's personal and professional development as an effective and sensitive instrument of change. Thus, it is customary that in the CPSY Masters Program's classes at SCU, students are regularly assigned work that involves self-disclosure and personal study of the content of that self-disclosure. Students are expected to reflect on their past and present personal experiences in courses and program related activities, in oral and/ or in written assignments. We respect students' rights to confidentiality, and do not require that any particular or specific information be disclosed. Moreover, we do not evaluate students' progress in the program based on the disclosure of any specific information (except as mandated by ethical codes or law). It is our experience that this philosophy and related formats in our classes provides a rich and superlative educational experience, involving more aspects of student experience than do standard lectures or written material which does not include the person of the therapist in training. DISABILITY ACCOMMODATION POLICY: To request academic accommodations for a disability, students must contact Disability Resources located in The Drahmann Center in Benson, room 214, (408) 554-4111; TTY (408) 554-5445. Students must provide documentation of a disability to Disability Resources prior to receiving accommodations. ACADEMIC INTEGRITY SCU is committed to a pursuit of truth and knowledge that requires both personal honesty and intellectual integrity as a fundamental to teaching, learning, scholarship, and service. Therefore, all members of the University community are expected to be honest in their academic endeavors, whether they are working independently or collaboratively, especially by distinguishing clearly between their own original work and ideas, and those of others, whether published or not. A student who is guilty of a dishonest act in an examination, paper, or other work required for a course, or who assists others in such an act, may, at the discretion of the instructor, receive a grade of F for the course. A student found guilty of a dishonest act may be subject to sanctions up to and including dismissal from the University as a result of the student judicial process as described in the Community Handbook. Engaging in any form of academic dishonesty, such as plagiarism (e.g., copying work of another person, falsifying laboratory data, sabotaging the work of others), and other acts generally understood to be dishonest by faculty or students in an academic context subjects a student to disciplinary action.