Agenda ◦ Welcome ◦ Department of Human and Organizational Development (HOD) Overview ◦ Introducing Faculty ◦ Orientation to the Counseling Profession ◦ HDC Program Overview ◦ Faculty Q & A ◦ HDC Student Panel Q&A
DEPARTMENT OF HUMAN AND ORGANIZATIONAL DEVELOPMENT (HOD) OVERVIEW
INTERDISCIPLINARY FACULTY SOCIOLOGY HUMAN RESOURCES GEOGRAPHY PSYCHOLOGY INTERDISCIPLINARY PROGRAMS ANTHROPOLOGY
ALPHABET SOUP OF PROGRAMS UNDERGRADUATE HOD: HUMAN AND ORGANIZATIONAL DEVELOPMENT [Run jointly by two departments, HOD and LPO: Leadership, Policy and Organizations] MASTERS CDA: COMMUNITY DEVELOPMENT AND ACTION HDC: HUMAN DEVELOPMENT COUNSELING DOCTORAL CRA: COMMUNITY RESEARCH AND ACTION
HUMAN DEVELOPMENT COUNSELING Director: Brad Erford Program Emphasizes: Normal human development across • lifespan Understanding culturally diverse • populations Skills in individual, group counseling, • prevention, and psychoeducation programs serving agency and school settings Bridging theory, research, and practice •
COMMUNITY DEVELOPMENT AND ACTION Director: Sarah Suiter Program emphasizes: Analysis of problems at multiple levels § through multiple lenses Interdisciplinary perspectives & § approaches to effective practice Applied research that helps organizations § and communities to learn Skills to become ethical agents of change § Reflective practice §
COMMUNITY DEVELOPMENT AND ACTION Practicum sites (examples) Metro government agency § Youth development center § Immigrant organization § Healthcare corporation or local clinic § Faith-based development institutions § Career Paths Applied research § Project & program design and § evaluation Organizational consultation § Administration of community § organizations Ph.D. programs §
COMMUNITY RESEARCH AND ACTION Director: Brian Christens ◦ An interdisciplinary program combining community psychology, sociology, geography, anthropology & human & community development. ◦ Trains action-researchers committed to promoting social justice to prepare them for careers in academia, research, and public policy.
CRA CAREER PATHS ◦ Faculty in universities and colleges ◦ Researchers in research organizations ◦ Social policy jobs ◦ Way station: postdocs
FACULTY INTERESTS Sandra Barnes: Inequality, the Black Church; VU Assistant Vice Chancellor for Equity, Diversity & Inclusion (China) Kimberly Bess: Community-based organizations, change (France) Mark Cannon: Adult learning, organizational learning Ashley Carse: international development anthropology, environmental history, science & technology (Panama, Latin America) Gabriel Chapman: Crime and deviance; justice system policy Brian Christens: Community-driven efforts at community change Caroline Christopher: School and family impacts on youth outcomes
FACULTY INTERESTS Nicole Cobb: School Counseling David Diehl: Sociology of education networks Brad Erford: Psycho-educational outcomes; counseling Andy Finch: Substance use recovery, counseling in schools Anjali Forber-Pratt: identity, equity & empowerment for individuals with disabilities & other differences (India, Ghana, Bermuda, Dominican Republic) Gina Frieden: Adult development, life transitions
FACULTY INTERESTS ◦ Leigh Gilchrist: Service learning ◦ Leslie Kirby: Positive psychology, emotional intelligence ◦ Nina Martin: Adolescent depression, longitudinal research methods, evidence-based practice in counselor education and training, and the design and application of school- and community-based intervention and prevention efforts to enhance the well-being of children, adolescents, and families . ◦ Yolanda McDonald: Health in society ◦ Velma Murry: Preventive interventions for African-American youth & families ◦ Maury Nation: School interventions, bullying/violence prevention
FACULTY INTERESTS ◦ Doug Perkins: Citizen participation/empowerment, urban policy, field schools (China, Italy, S. Africa, Germany, Australia) ◦ Jessica Perkins: S ocial norms and social networks, and their impact on health-related behaviors and attitudes in community and global contexts ◦ Sara Safransky: urban geography, agro-food studies in Detroit & North Carolina, post-colonial theory, participatory research ◦ Beth Shinn: Homelessness, social exclusion ◦ Heather Smith: Highly sensitive person trait
1. John Dewey, Participatory Democracy, and University-Community Partnerships 2. The Ethical Foundations of Human and Organizational Development Programs: The Ethics of Human Development and Community Across the Curriculum 3. Using Research to Guide Efforts to Prevent and End Homelessness 4. Ecological Research Promoting Positive Youth Development 5. Putting Boyer’s Four Types of Scholarship into Practice: A Community Research and Action Perspective on Public Health 6. Conducting Research on Comprehensive Community Development Initiatives: Balancing Methodological Rigor and Community Responsiveness 7. The Field School in Intercultural Education as a Model for International Service- Learning and Collaborative Action-Research Training 8. Creating a Mosaic of Religious Values and Narratives: Participant-Researcher Roles of an Interfaith Research Group Seeking to Understand Interfaith Organizations 9. Internship: Situated Learning in the Department of Human and Organizational Development 10.Can Synergy Across Theory, Pedagogy, and Practice Guide Professional Education? The Community Development and Action and Human Development Counseling Graduate Experiences
FACULTY SPOTLIGHT
n Nicole Cobb n Anjali Forber-Pratt n Kelly Duncan n Nina Martin n Brad Erford n Maury Nation n Karen Enyedy n Nancy Nolan n Andy Finch n Heather Smith n Gina Frieden
ORIENTATION TO THE COUNSELING PROFESSION
Counseling as Distinct from other Mental Health Professions n Emphasis on mental health and wellness vs. pathology n Emphasis on understanding the normal developmental themes throughout a person's life n Emphasis on promoting the empowerment and resilience of clients & their communities n Emphasis on multiculturalism & increasing awareness, knowledge, and skills in interacting with economically, socially, and culturally diverse populations
The HDC Experience within the Counseling Profession ◦ Gina Frieden Counseling in Diverse Contexts ◦ Andrew Finch The Developmental Lens ◦ Maury Nation Research in Schools and Clinical Settings ◦ Heather Smith and Nicole Cobb Professional Identity
Professional Organizations ◦ Chi Sigma Iota ◦ American Counseling Association (ACA) ◦ American School Counselor Association (ASCA) ◦ TN Counseling Association (TCA)
Career Paths n Schools n Community Agencies n Organizational Consulting n Career Counseling n Private Practice n PhD programs
Accreditation n Council for the Accreditation of Counseling and Related Educational Programs (CACREP) n Council for the Accreditation of Educator Preparation (CAEP) n Southern Association of Colleges and Schools (SACS)
HDC PROGRAM OVERVIEW
HDC Program Focus n Emphasis on lifespan human development n Understanding culturally diverse populations n Skills in individual, group counseling, prevention and psycho-education programs serving agency and school settings n Bridging theory, research and practice
HDC Mission The HDC program recognizes the dynamic relationship among individuals, environments, and human systems. In order to meet the counseling needs of diverse populations, our students learn to integrate current research and evidence-based practice with sensitivity to social contexts and individual and systemic goals. HDC students employ counseling skills to maximize human potential and the development of individuals, groups, and organizations. They are uniquely qualified to appreciate the life- long nature of human development through the lens of advocacy and social justice.
HDC Program Objectives The objectives listed below represent the major program objectives for all students in HDC. More specific objectives can be found in the syllabi for each course. A. To provide students with a thorough and comprehensive knowledge base in those areas of the social/behavioral sciences applicable to the helping profession. This includes a special emphasis on life-span human development. B. To aid students in the acquisition of counseling and helping skills such as individual counseling, supervision, testing, consulting, group work, interviewing, diagnosis, and assessment. C. To provide students with a knowledge of the organization and administration of human service agencies or schools as well as clarity regarding the personal/social, career, and academic role of the professional counselor in each of these settings. D. To educate students in research/evaluation tools relevant to the delivery of helping services in either a community agency, school, or corporate setting. E. To introduce students to the wide scope of diverse populations they will encounter in their work settings, examine their own biases, and provide students opportunities to work with diverse populations, building cultural competency to work ethically with all people they may encounter in their work settings.
Integrated Experience ◦ Admission ◦ Advising ◦ Orientation ◦ Coursework ◦ Field Work ◦ Graduation ◦ Employment
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