Course Syllabus, Fall, 2005
RHAB 703
Psychosocial Aspects of Disability

Course Description: Brandt and Pope (1997) describe disability as a mismatch between (a) an individual’s functional abilities and (b) whatever is required to complete a given task in a given environment. This mismatch creates impacts for the person with the disability, both personal and social, and creates impacts for society at large. The goal of this course is investigate the social and psychological impacts of disability. Understanding of these impacts is necessary for professionals who wish to successfully work with and/or assist persons with disabilities. Students will explore perspectives of the individual, of family members and others close to the individual, and of the community. Students will also research systems issues such as ethics, technological advances, political factors related to disability, and similar issues.
Assumptions and Expectations: This course relies on adult learning principles. In particular, this course employs a seminar style of learning; discussion is based on reading, but learning takes place during discussion. Each individual enrolled in this class also has a personal agenda of information that he/she would like to gather. The goal of adult learning techniques is to make course materials relevant to each adult learner in his or her own personal frame of reference. It is assumed that each student brings to the course bring a wealth of personal and experiential knowledge and understanding, and that all course materials will be most relevant to all students when they relate course materials to their personal frames of reference, share those understandings with other students, and hear and respond to other students sharing similar understandings.
Therefore, each student is expected to be an active participant in all class projects and discussions. Graduate level performance on all projects is expected, as is graduate level initiative, curiosity, and personal responsibility.
Coursework, while highly challenging, will also be highly applicable to each student’s personal situation. Instructor assistance is available upon request. Students may schedule individual appointments at any time and can generally expect to find the instructor available during posted office hours. A professional level of courtesy and mutual respect is expected at all times, by the student and the instructor.
Course Objectives:
Students will demonstrate an understanding of:
1. a range of socio-political forces that have shaped treatment of individuals with disabilities throughout history.
2. societal roles of people with disabilities from a social systems theoretical perspective.
3. congenital disabilities and acquired disabilities, and how they differ, particularly as relates to psychological, developmental, and functional impact in life.
4. changing needs of individuals with disabilities across the lifespan.
5. dynamics between individuals with disabilities and their families and communities.
6. cultural influences on individuals with disabilities.
7. constructive vs. non-productive methods for coping with disability, and measures that can instill and support positive coping strategies.
8. ethical principles, including application of ethical principles to interactions in the social system in which rehabilitation is taking place.

Textbook (Required):
Marinelli, R.P. & Dell Orto, A.E. (1999), The psychological and social impact of disability (4th ed.). New York: Springer.

Suggested resources:
1. Weed, R. O., & Hill, J. A. (2001). CRC Exam: Guide to Success (7th ed.). Athens, GA: E & F Vocational Services.
( available from: http://www.elliottfitzpatrick.com/publications/#study )

2. Publication Manual of the American Psychological Association, 5th edition.
(Be sure it is the black edition, not the brown one.)

Assignments:
1. Case Study Weekly Assignments
Students will find a case study posted on the RHAB 703 website at www.uscrehab.com. The case study will be posted in the Discussion Room. The instructor will post discussion questions each week related to these case studies.
Each student will post a minimum of one contribution to the ongoing discussion found there. Contributions
• should demonstrate an application of reading material, research, and class discussion
• must reflect thoughtful analysis and integration of all sources of information and the contributions of other students.
These postings are due weekly and constitute 10% of the total grade for the course.

2. Wheelchair simulation
Obtain a wheel chair and spend around 3 hours in a public place, such as a Walmart, shopping center, etc. You will be simulating a severe disability that results in use of a wheelchair for mobility. You can take a friend if you like, or do the assignment with a classmate. Each class member should spend about 3 hours in the chair, performing typical activities in the community (eating, shopping, banking, etc.). If you wish to team up with another class member, each student must spend about 3 hours in the chair.

You will write a paper summarizing your experience. Your paper will cover:

1. Material from before you embarked on your wheelchair simulation
2. Material from your log during the wheelchair simulation
3. Reflections from after your wheelchair simulation

To prepare for the simulation, answer the following questions, briefly recording your responses for inclusion in your paper:

1. What might my personal reactions be to having a severe disability?
2. How would this disability affect my body image/self-concept?
3. How would living in a wheelchair affect my daily life and routine?
4. What environmental barriers would I probably encounter?
5. Would my interpersonal relationships be affected?
6. What reactions should I expect from people in general?
7. What are my concerns regarding being in public in a wheelchair? (For example, many people find they are extremely uncomfortable with the idea of being an “able-bodied” person in a wheelchair.)
8. How would I explain to people the benefits to me and to the people with disabilities that I will be working with in the future?

Keep a log of your activities, observations and reactions, and use this log later when you are composing your paper. If you are working as a team, get input from your partner, i.e., did people treat you differently, how did you appear while in the chair (facial expressions, speech, etc.), and so forth.

Afterward, reflect back on the experience, and include your reflections in your paper. Examples of things you can discuss in your paper:

a. Describe your own personal feelings going into the exercise (the answers to the questions in #1);
b. describe what you did during the exercise;
c. describe you reactions during the exercise;
d. describe the things you observed during the exercise;
e. describe reactions of friends/family;
f. describe barriers that you encountered;
g. describe your own personal feelings after the wheelchair portion of the exercise is completed
h. discuss your awareness of disability, including any changes resulting from this experience
i. describe any suggestions you may have for increasing public awareness of disability

This assignment will be due on Sept. 7 and will constitute 10% of the overall grade for the course.


3. Movie Review Paper
Disability has been a popular topic or sub-topic in movies and media presentations. Each student will select three movies in which disability is a major focus of the plot. Students will write a 10-page paper that compares and contrasts the depiction of disability of the three movies. The discussion must address the following questions (Please use the following categories as headings in your paper):
a. How accurately does each movie portray the disability itself?
b. How accurately does each movie depict the psychosocial experiences of the characters (both the person with a disability, and the people with whom he/she interacts)?
c. Relate your reflections on the impact of the media portrayal of the psychosocial stigma related to disability.
d. Relate your reflections on the effect the movie may have on individuals with disabilities.
The paper should include a list of references including the text and a minimum of five journal articles that have been used in the analysis.
This assignment is due no later than October 12 and constitutes 15% of the total grade for the course.


4. Community Resource Reviews:
Each student will identify and review one agency in each of the following groupings in operation in the student’s own community (or in South Carolina):
1. one advocacy agency representing people with disabilities
2. one self help/support group for people with disabilities,
3. one agency engaging in protection of the legal rights of individuals with disabilities.
In conducting your review
• interview a representative of each agency (Do NOT rely solely on pamphlets, web sites, etc)
• write a report with four sections, with each section devoted to discussion of one of the following issues (with the following as headings):
a. The mission and purpose of the organization
b. A description of the agency and the services it provides
c. Measures of success that demonstrate the effectiveness of these programs in improving the psychosocial situation of individuals with disabilities
d. Your personal reaction to the interview and information gleaned

This assignment will be due on November 2 and will constitute 15% of the overall grade for the course.

5. “A Day in the Life of……”
Each student will identify an individual with a disability who is willing to allow the student to shadow him/her for one day.

The student will prepare a paper and a presentation that describes
a. this person’s routine,
b. the special challenges and hurdles that arise because of the disability, and
c. the supports/measures the individual employs to complete daily tasks.

Each student will prepare
* a 10-page narrative and
* a thirty minute class presentation
describing what occurred during the day, and describing the student’s personal, cognitive, affective, etc. reactions to what was experienced.
This assignment will be due on Nov. 16th and will constitute 40% of the overall grade for the course.


6. Attendance, class participation.
Because this course relies on adult learning principles, which assumes that substantial learning takes place during discussion, all students will attend required classes. Absences in excess of 10% of the total hours of class time will result in a grade penalty. Students should notify the course instructor of planned absence in advance of the class to be missed.

This component will constitute 10% of the grade for the course.


Grading
All students completing all minimum requirements for the course and submitting projects of acceptable quality in a timely manner may receive a grade of “B +” for the course. The grade of “A” is reserved for those students who submit EXCELLENT work showing initiative, interest, and excellent understanding of the subject matter. Grades below “B +” may be chosen by students who are unable to complete the required work or prefer to produce products of lesser quality. Grades shall be determined by the number of points earned. Students may schedule a meeting with the instructor to discuss a point award on a particular project. Students are also encouraged to discuss their progress on their projects prior to submitting them for a grade. Students availing themselves of this help should have no problem acquiring the grade they choose for the course.

References
Brandt, E., & Pope, A. (1997). Models of disability and rehabilitation. In E. Bandt & A. Pope (Eds.) Enabling America: Assessing the role of rehabilitation science and engineering (pp. 62-80). Washington, DC: National Academy Press.

RHAB 703, Fall 2006


1 Aug 24 Course introduction: Basic concepts; Review syllabus; APA Publication Manual, Guidelines to Reduce Bias in Language, pp. 61-76 APA Manual, pp. 61-76

2 Aug 31 Adapting to Society’s view of Chronic Injury/Disability (CID);
PWD as the “expert”;
Reaction Symptoms
Foreword, p. xv-xvii;
Ch 1, 3; McMurtry handout

3 Sep 7 Mental Disorders

Wheelchair Simulation due Ch 5, 11, 16, 28,


4 Sep 14 Family & Other Support in Mental illness
Ch 6, 8, 16, 24, 29


5 Sep 21 Personal issues of disability Ch 5, 9, 10


6 Sep 28 Social/cultural impact
Ch 1, 2, 4


7 Oct 5 Adjustment to disability: Anger, Ellis Ch 12, 13; 25


8 Oct 12 Midpoint of semester;
Developmental issues; Substance Abuse

Movie Paper due Ch. 6, 7, 9; 28


Oct 19 Fall break, no class

9 Oct 26 Personal Impact
Ch. 10, 11, 12, 13


10 Nov 2 Counseling intervention strategies – Depression, Denial, and Encouragement; Beck & Existential

Community Resources paper due

11 Nov 9 Counseling intervention strategies – – Sexuality; Spirituality Ch 17, 18, 19, 20, & p. 298-299;
Ch. 12, 26


12 Nov 16 Presentations

Day in the Life paper due


Nov 23 Thanksgiving break, no class

13 Nov 30 Presentations


14 Dec 7 Final class - Course catch-up and wrap-up;
Professional directions & personal impact Ch 30

RHAB 703, Fall 2006




1 Aug 24 Course introduction: Basic concepts; Review syllabus; APA Publication Manual, Guidelines to Reduce Bias in Language, pp. 61-76 APA Manual, pp. 61-76

2 Aug 31 Adapting to Society’s view of Chronic Injury/Disability (CID);
PWD as the “expert”;
Reaction Symptoms
Foreword, p. xv-xvii;
Ch 1, 3; McMurtry handout

3 Sep 7 Mental Disorders

Wheelchair Simulation due Ch 5, 11, 16, 28,


4 Sep 14 Family & Other Support in Mental illness
Ch 6, 8, 16, 24, 29


5 Sep 21 Personal issues of disability Ch 5, 9, 10


6 Sep 28 Social/cultural impact
Ch 1, 2, 4


7 Oct 5 Adjustment to disability: Anger, Ellis Ch 12, 13; 25


8 Oct 12 Midpoint of semester;
Developmental issues; Substance Abuse

Movie Paper due Ch. 6, 7, 9; 28


Oct 19 Fall break, no class

9 Oct 26 Personal Impact
Ch. 10, 11, 12, 13


10 Nov 2 Counseling intervention strategies – Depression, Denial, and Encouragement; Beck & Existential

Community Resources paper due

11 Nov 9 Counseling intervention strategies – – Sexuality; Spirituality Ch 17, 18, 19, 20, & p. 298-299;
Ch. 12, 26


12 Nov 16 Presentations

Day in the Life paper due


Nov 23 Thanksgiving break, no class

13 Nov 30 Presentations


14 Dec 7 Final class - Course catch-up and wrap-up;
Professional directions & personal impact Ch 30