Agenda Welcome Department of Human and Organizational Development - - PowerPoint PPT Presentation

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

HUMAN RESOURCES INTERDISCIPLINARY PROGRAMS SOCIOLOGY PSYCHOLOGY GEOGRAPHY 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

Director: Sarah Suiter

Program emphasizes:

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Analysis of problems at multiple levels through multiple lenses

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Interdisciplinary perspectives & approaches to effective practice

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Applied research that helps organizations and communities to learn

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Skills to become ethical agents of change

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Reflective practice

COMMUNITY DEVELOPMENT AND ACTION

Practicum sites (examples)

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Metro government agency

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Youth development center

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Immigrant organization

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Healthcare corporation or local clinic

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Faith-based development institutions Career Paths

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Applied research

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Project & program design and evaluation

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Organizational consultation

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Administration of community

• rganizations

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Ph.D. programs

COMMUNITY DEVELOPMENT AND ACTION

• 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.

COMMUNITY RESEARCH AND ACTION

Director: Brian Christens

• Faculty in universities and colleges
• Researchers in research organizations
• Social policy jobs
• Way station: postdocs

CRA CAREER PATHS

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: Social 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

nNicole Cobb nKelly Duncan nBrad Erford nKaren Enyedy nAndy Finch nGina Frieden nAnjali Forber-Pratt nNina Martin nMaury Nation nNancy Nolan nHeather Smith

ORIENTATION TO THE COUNSELING PROFESSION

Counseling as Distinct from other Mental Health Professions

nEmphasis on mental health and wellness vs. pathology nEmphasis on understanding the normal developmental themes throughout a person's life nEmphasis on promoting the empowerment and resilience of clients & their communities nEmphasis 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

nSchools nCommunity Agencies nOrganizational Consulting nCareer Counseling nPrivate Practice nPhD programs

Accreditation

nCouncil for the Accreditation of Counseling and Related Educational Programs (CACREP) nCouncil for the Accreditation of Educator Preparation (CAEP) nSouthern Association of Colleges and Schools (SACS)

HDC PROGRAM OVERVIEW

HDC Program Focus

nEmphasis on lifespan human development nUnderstanding culturally diverse populations nSkills in individual, group counseling, prevention and psycho-education programs serving agency and school settings nBridging 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

• rganizations. 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

• n 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

Faculty Advisors

nNicole Cobb nBrad Erford nAndy Finch nGina Frieden nMaury Nation nHeather Smith

Program Specializations

• School Counseling (48 hours)
• On-ground and Online programs
• Clinical Mental Health Counseling (60 hours)
• *NEW* Dual Degree Program (60 hours)
• Human Development Studies (36 hours)
• *NEW* Human Development Studies – Organizational (30 hours)
• *NEW IN 2023* Human Development Studies –

Dietician/Nutritionist (with VUMC)(30 hours)

Program of Study - School Counseling

1st Year 2nd Year FALL Developmental Counseling Psychology Theories of Counseling Pre-Practicum Foundations of Professional SC FALL Appraisal & Assessment Counseling Diverse Populations for School Counselors Elective Internship II SPRING Social, Legal, & Ethical Issues in SC Group Counseling (or Summer) Research in Counseling Internship I SPRING Exceptional Education & the DSM for School Counselors Career Counseling Elective Internship III

Program of Study- CMHC

1st Year 2nd Year 3rd Year FALL Development Counseling Psych Theories of Counseling Pre-Practicum FALL Diagnosis and Treatment Using DSM Counseling Diverse Populations Appraisal & Assessment Addictions FALL Elective Elective Internship in CMHC II SPRING Foundations of CMHC Group Counseling (or Summer) Research in Counseling SPRING Social, Legal Ethical Issues Advanced Developmental Counseling Psy Trauma: Impact & Intervention Internship I SPRING Career Counseling Elective Internship in CMHC II

Program of Study – Dual Degree Program

1st Year 2nd Year 3rd Year FALL Developm Counseling Psych Theories of Counseling Pre-Practicum Foundations of PSC FALL Appraisal & Assessment Counseling Diverse Populations Diagnosis & Treatment Using DSM Internship in School Counseling II FALL Addictions Adv Develop Coun Psych Internship in CMHC II SPRING Social, Legal, & Ethical Iss in SC Group Counseling (or Summer) Research in Counseling Internship I SPRING Foundations of CMHC Career Counseling Soc, Leg, & Eth Iss (CMHC)[AUDIT] Internship in School Counseling III SPRING Crisis or Trauma Exceptional Education & DSM Internship in CMHC III

School and Clinical Internship Experiences

• Coordinator of Clinical Mental

Health Internships - Heather Smith

• Coordinator of School Counseling

Internships - Nicole Cobb

Systematic Program Assessment

• Formative and Summative Assessments

aligned in each course

• Comprehensive Examinations
• Praxis Exam (school counseling)
• NCE (clinical mental health counseling)

Professional Performance Review Standards

• 1. Openness to new ideas
• 2. Flexibility
• 3. Cooperativeness with others
• 4. Willingness to accept and use feedback
• 5. Awareness of impact on others
• 6. Ability to deal with conflict
• 7. Ability to accept personal responsibility
• 8. Ability to express feelings effectively and appropriately
• 9. Attention and adherence to ethical and legal standards
• 10. Thorough and timely completion of required coursework,

paperwork, and milestones for matriculation

Navigation to Graduation HDC Handbook Vanderbilt Brightspace Vanderbilt Box CMHC Brightspace School Brightspace HDS Brightspace Course Brightspace Cloud Storage

BRING ON THE HDC STUDENT EXPERTS!

Student Panel

Karishma Katrak – 1st Year CMHC Jones Zimmerman – 2nd year CMHC Erin MacInerney – 3rd year CMHC Holly Johnson – 1st year School Counseling Anna Rhodes- 1st year School Counseling Carly Stafford – 2nd year School Counseling