Theoretical Foundations of Human Relations

From the OU Course Catalog: “This course emphasizes skills training in counseling approaches utilized by human relations practitioners. The skills training is organized according to basic counseling and psychotherapy theories, including psychodynamic, behavioral, cognitive, existential-humanistic, multicultural, systemic, and integrative approaches.”

Theory should inform practice.  Whether managing work problems or engaging in psychotherapy, the theoretical foundations of the human relations professional provide a conceptual model for practical efforts to effect change or resolve conflicts.  This course is designed to expose students to fundamental theories upon which practice in human relations is based, and to facilitate a greater understanding in how these theories can be applied by the human relations professional.  Emphasis is placed upon helping/counseling theory but the course applies more broadly to the various dimensions of human relations, including organizational theory and management approaches.  The course is intended to provide a multi-cultural and social justice perspective for interacting with individuals in helping and work settings and to promote progressive thinking regarding diversity.

Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.

Other materials/course packets/readings will be posted on the OU Canvas system: Additional articles and handouts.

The objectives of this course are to:

• Compare and contrast the major psychotherapeutic approaches in professional human relations counseling today.
• Summarize the fundamental principles of various theoretical orientations that form the foundation of human relations practice;
• Develop an appreciation for theory in explicating complex human interactions in an organizational or work setting; and
• Integrate a repertoire of theories to facilitate reaching solutions in human relations problems.

Instructional Strategies:

A variety of methods will be utilized in this course. Students will be assigned outside reading and video related to the topic for discussion in class. Students will be expected to come to class prepared to discuss information and ideas presented in the assigned readings and to integrate supplemental information offered by the instructor. This course will be taught primarily in a seminar-style format and anchoring lectures, with emphasis on discussion of the readings and their applicability to work as a human relations professional. Students will also be asked to apply the readings through discussion of case material and diagnostic situations. The primary mode of learning will be reading/reflection, discussion, presentations, written assignments, and group activities.

Assignments, Grading and Due Dates:

Paper #1 Human Relations Counseling/Helping (50 points):

Due date: First night of class. September 27, 2022 by 11:59 PM

Prepare a 6 to 8-page paper (APA-style). In the paper, describe a counseling approach model informed by what you have learned this semester and integrating at least 2 counseling approaches from your text.

The theoretical orientation statement should clearly articulate what approaches guide your conceptualization, interventions, and expected outcomes, and how they do so. The model should include a basic philosophy (i.e., underlying assumptions about human nature, change, growth, etc.), a discussion of how it views the therapeutic relationship, how it would define therapeutic goals, and what techniques it would use and why. Discuss the strengths and limitations of the model in multicultural and social justice-oriented counseling. All the theories you choose should contribute to some part of the paper but need not be part of each section. 

For instance, you might use one theory as the basis for defining therapeutic relationships and two other theories for choosing goals and techniques. The final paper should demonstrate your working knowledge of the theories and interventions studied this semester and how they will inform your work as a counselor. 

Finally, be sure to include a multicultural and social justice critique of the theory throughout the paper. In other words, using multicultural/social justice theory and understanding discuss how these issues manifest in your approach.

Your paper should be typed, double-spaced, 12-point font, 1-inch margins, 6-8 pages, and in APA format.  You are encouraged to use other professional resources, outside of course materials, for this paper. See Canvas for suggested paper outline and rubric.

Paper #2 Management/Leadership (50 points):

Due Date: 2 weeks after class. October 16, 2022 by 11:59 PM

Prepare a 6 to 8-page paper (APA-style). The second paper will focus on management theory, leadership theory, and organizational theory.

• Based on your reading of the management and leadership articles on Canvas, and scholarly references that you select from articles for class or other scholarly sources, (e.g., professional journal articles, academic books), write a paper detailing your theoretical approach to management.

• You should make at least 5 major points in which you specify and prioritize key principles for managing others.

• Note: outline your perspective on management, but do not write this paper in the first person. Present your ideas using the third person (e.g., “Effective managers should keep in mind the following five principles of leadership…”). However, avoid referring to yourself (e.g., “the author believes…”). Imagine you are writing a scholarly paper to a professional audience, presenting your ideas with scholarly support.

• Include at least 7 scholarly(i.e., professional journal articles and books) citations to support your ideas.

Also be sure to include a multicultural and social justice critique of the theory throughout the paper. In other words, using multicultural/social justice theory and understanding discuss how these issues manifest in your principles of management and case study.

Follow APA style in citing references that you use.  The paper should be typed, 12-point font, double-spaced, with a cover sheet and no more than 6-8 pages (not counting cover sheet and references).  Pay careful attention to writing style and carefully edit your papers. 

Online Weekend Learning Modules and Discussions (100 points)

Due Dates:

Initial Discussion Posts: Modules 1 and 2, Saturday, October 1, 2022 by 11:59 PM. Modules 3 and 4, Sunday, October 2, 2022 by 11:59 PM.

Response Posts: For all modules, Wednesday, October 5, 2022, by 11:59 PM

For the weekend, you will have 4 learning modules and discussion board assignment to complete. Each learning module consists of readings, videos, and online discussions. Your initial posts for all 4 modules are due by 11:59 p.m. on Sunday. At least 2 response posts for each module’s discussion are due by the following Wednesday.

Note: As always, be respectful of others' reflections and ideas. A respectful debate can be an avenue for deeper reflection and learning. However, this can also be accomplished through staying focused on your own experience, speaking your "truth," and maintaining a conversational tone versus an adversarial one. That is, this is an exercise in sharing your experience/ideas and learning from others' reactions and perspectives. It is a practice of seeing the multiple perspectives and "truths" that exist in others, not proving which version of "truth" is the right one. Disrespectful or inappropriate discussion posts may result in grade penalties, removal from the course, or academic discipline.

Requirements for Assignments:

All assignments should be written using the 7^th edition of the APA Publication Manual (APA, 2019) including a cover page and reference list (but no abstract is necessary) using Times New Roman 12-point font. Grading will be based upon the substantive content and the quality of the student's writing in all assignments, including discussion board postings (see Grading Rubric below). Substantive content includes following instructions for the content of the assignment. Quality of writing covers clarity of expression and organization, appropriate use of and citation of references within the text and in reference lists at the end of the paper using APA format.  Academic writing style, use of inclusive language, and correct grammar, spelling, and punctuation will be included in the grade determination.  Do not rely exclusively on the spell check feature of your word processor, which will not pick up errors such as homonyms, such as “principle” and “principal,” or homophones such as the correct use of “its” and “it’s.”  Spelling, grammar, and punctuation will be taken into consideration in grading.

I have included a handout of APA essentials on Canvas, but it is not a substitute for reading and following the publication manual--particularly chapters 1 "Writing for Behavioral and Social Sciences" and 3 "Writing Clearly and Concisely." Discussion board assignments should be clearly and concisely written, but APA-style is not essential (do reference properly, however).

A note on plagiarism: Be aware that all your papers when put in the Assignment box are automatically submitted to turnitin.com, a plagiarism database that scans your paper and adds it to the database to be used for future searches. The scan gives a percentage for how much of a paper is found in other sources and gives links to those other sources as evidence. Please cite and paraphrase your material appropriately (see Writing Resources).

Grading Rubric for Papers:

This is a letter-graded course: A, B, C, D, or F. Assignments are expected by the due date and reflect professionalism responsibility and accountability. Final grades will be assigned by the percentage of total points:

A         100-90%

B          89-80%

C          79-70%

D         69-60%

F          59-00%

Notice: Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.

Attendance/Grade Policy

Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.

Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.

If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.

Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.

OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.

Academic Integrity and Student Conduct 

Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.

Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html 

Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/ 

Accommodation Statement

The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.

Adjustment for Pregnancy/Childbirth-Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html. 

Title IX Resources

For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at [email protected] or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html 

Course Policies

Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.

Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.

For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/

Statement on Respect

The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement.  Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.

Recording Devices/Phones/Computers

It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.

Chad V. Johnson, PhD

Education
·        Ph.D.   Pennsylvania State University; Major: Counseling Psychology (APA-accredited); 

·        M.A.    Trinity University; Major: School Psychology (NASP-approved)

·                            B.A.     Magna Cum Laude, Texas A&M University; Major: Psychology; Double Minor: Classical Studies and Philosophy

Supplemental Education/Study Abroad:
·        Minzu University, Beijing, China -Language and Cultural Studies, Summer 1992

·        Lanzhou University, Lanzhou, China - Language and Cultural Studies, Summer 1994

Current Positions
·        July 2011 – present    Associate Professor, University of Oklahoma, Department of Human Relations, Schusterman Center, Tulsa, OK. Tenured.

·        Jan 2009 – present     Clinical Assistant Professor, University of Oklahoma-College of Medicine, Department of Psychiatry, Schusterman Center, Tulsa, OK

·        Dec 2006 – present    Instructor, Advanced Programs/Extended Campus, University of Oklahoma, OUTREACH, Tulsa, OK

·        Dec 2008 – Present    Private Practice, Tulsa, OK.

Frequently Taught Extended Campus (Advanced Programs) Courses
·        HR 5463     Counseling Skills in Human Relations

·        HR 5100     Post-Traumatic Disorder

·        HR 5003     Theoretical Foundations of Human Relations

·        HR 5453     Ethical Issues in HR Counseling

Research Specialty Areas

·        Social Justice and Community Based Participatory Research

·        Psychology and Religion/Spirituality—Buddhist Psychology/Mindfulness

·        Group Psychotherapy

·        Humanistic, Existential, and Transpersonal Studies

Representative Publications and Presentations
 

REFEREED PUBLICATIONS (* = student author)

Robbins, B.D., Friedman, H., Johnson, C.V., & Franco, Z. (2018). Subjectivity is no object: Can subject-object dualism be reconciled through phenomenology? International Journal of Transpersonal Studies 37(2), pp. 144-167. 

Arias, B.J.,* & Johnson, C.V. (2013). Voices of healing and recovery from childhood sexual abuse. Journal of Child Sexual Abuse, 22(7), 822-841.

Friedman, H., Krippner, S., Riebel, L., & Johnson, C.V. (2010). Transpersonal and other models of spiritual development. International Journal for Transpersonal Studies, 29(1), 79-94.

Johnson, C.V., Bartgis, J., Worley, J.A., Hellman, C.M., & Burkhart, R. (2010). Urban Indian Voices: A Community Based Participatory Research Project. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, 17(1), 49-70. 

BOOKS/MONOGRAPHS
 

Johnson, C.V., Friedman, H.L., Diaz, J., Franco, Z., & Nastasi, B.K. (Eds.) (2014). The Praeger handbook for social justice and psychology: Vol. 1. Fundamental Issues and special populations. Santa Barbara, CA: Praeger.

Johnson, C.V., Friedman, H.L., Diaz, J., Franco, Z., & Nastasi, B.K. (Eds.) (2014). The Praeger handbook for social justice and psychology: Vol. 2. Well-being and professional issues.  Santa Barbara, CA: Praeger.

Johnson, C.V., Friedman, H.L., Diaz, J., Franco, Z., & Nastasi, B.K. (Eds.) (2014). The Praeger handbook for social justice and psychology: Vol. 3. Youth and Disciplines in Psychology. Santa Barbara, CA: Praeger.

Licensure and Certification 
·        Licensed Health Service Psychologist. State of Oklahoma (Lic. No: 1070)

·        Licensed Psychologist. State of Iowa (Lic. No: 00996, Inactive)

·        Nationally Certified School Psychologist. (Cert. No: 31402, 1999-2005, expired)

Major Professional Affiliations
·        Psychologists for Social Responsibility

·        Oklahoma Counseling Association