It is essential that the human relations professional have a basic understanding of the fundamental theories upon which the practice of human relations is based. The purpose of this course is to provide you with a graduate-level introduction to a wide range of theories that relate to personal, social, and professional issues. Personality theories and conceptual approaches in psychotherapy will be featured, as well as research relating to multicultural issues and social justice themes. Indeed, the course is intended and designed to provide a multi-cultural perspective for interacting with individuals in helping and work settings and to promote progressive thinking regarding diversity. Furthermore, applications of management theory in the workplace and helping theory in human services will be addressed.

This is a three-credit hour online course. Please see your local Site Director or email our online site coordinator at [email protected]

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

All official correspondence from instructors will be sent only to students’ ou.edu address.

Email Account and Canvas: Students are expected to check their OU email accounts and the course site on Canvas daily for updates from the instructor

• To understand the principles of various theoretical orientations forming the foundation of human relations practice, and develop an appreciation for how theories can explain complex human interactions.
• To learn specific practices and techniques associated with theory, in order to enhance analysis and develop intervention strategies, whether in counseling, human resources, management or other setting.
• To increase understanding of how one’s theoretical orientation may affect one’s behavior, perspectives, biases, and value systems when interacting with other people—and to develop further self-awareness about identity related to race, ethnicity, and gender and sexual orientation, and to recognize their salience in human relations

Instructional Strategies:

Class objectives will be obtained as students reading texts and lectures notes, complete class assignments (e.g., experiential assignments, case studies, and content queries), write brief papers, and participate in online discussions.

Please read the following descriptions of assignments and complete them as indicated.

Readings:

Corey text: This text is a good introductory survey of the various theoretical perspectives encountered as Human Relations training is applied to careers in counseling or other mental health applications. The principles it introduces are equally instructive and insightful for those students who are focused on management, industrial/organizational, and public relations applications. Indeed, the dynamics of human relations and interventions are similar across application areas.

Morgan text: This text provides an overview of common theories or models of organizations by presenting them as implicit images or metaphors. The unique exposition enables the reader to develop an appreciation of how changes occur in organizations. In addition, it provides practical steps leaders can use to apply concepts learned. The text provides a readable overview and important insights into organizational dynamics and basic principles of organizational behavior.

Seminar Readings: Please see reading list for the seminar assignment portion of this course.

The section below is intended to provide some guidance as you complete your assignments, but please refer to our CANVAS website for complete details and expectations.

“My Theory Paper”:

Your task is to write a paper describing “your personal theory of human behavior.” The Corey and Morgan texts present several formal theories of human behavior from clinical and organizational perspectives, respectively. While they start from different perspectives, both approaches begin with basic assumptions about human behavior and then operationalize those assumptions by developing a structured approach to explain how those assumptions shape our thoughts and actions. While your theory may not be as formal and elaborate, you do have one! The required format for this paper is provided in the section titled: “Theory Paper Instructions”. You will need to upload an electronic copy of this paper by the due date on your Course Schedule.

[My Theory Paper Total = 100 points; see Theory Paper section below or on CANVAS for details]

Discussion Boards

Discussions are an essential feature of an online course. They provide you with an opportunity to share well-informed, and well-supported opinions, use critical thinking to apply concepts, and demonstrate your understanding of the material. I expect you to respond with more than “I agree” or “I disagree.” You must support every opinion with facts relevant to the course. You may also ask a student who has posted a response for clarification, or additional support to better understand their post. In most cases a well-developed paragraph is appropriate.

To receive full points (when appropriate) you should demonstrate critical thinking, provide comments that are thought provoking and stimulating, think conceptually and integrate material, and when necessary be able to apply material to other contexts. Please do not cite the text, avoid redundancy, and make sure that your responses are written in your own words.

Be respectful of diversity. OU students have different backgrounds, values, and faiths, so some opinions may be and are often likely to be different than your own. Keep your responses clean and safe, and please do not be too self-effacing. Use examples that are appropriate to share with the class.

All posts must use appropriate language, and not be construed as intimidating, profane, threatening or inappropriate. Given that it is difficult to distinguish the tone and intent of the writer in an on-line format think before responding (e.g., refrain from using all caps, since many consider it a form of yelling).

Thank you for helping me maintain a supportive, diverse, and tolerant learning community!

[Discussions Total = 7 discussion posts @ 20 points each = 140 total points]

Content Queries

Content queries are short assessments. Specifically, they consist of brief multiple-choice questions intended to help you retain the material and give you some experience with test like items.

[6 Content Queries @ 5 points each = 30 points total]

Question-Response-Comment Assignment (QRCs)

You will be required to turn in typed, double-spaced, 2-3 page QRCs for the readings (and/or each module). Your QRC should take the form of a reaction, criticism, disagreement, synthesis, paradox, query, etc. about the readings. Please finish your QRC with two potential discussion questions.

QRCs serve the following two purposes:

First, they let me know what I may need to review for the class as a whole and will give me insight into what you are thinking while you are reading (so that I can identify views or questions if needed during online discussions).

Second, they facilitate your participation because you will know ahead of time what you want to discuss in addition to responding to any prompts presented.

You will receive ratings for your QRCs. The basis for the ratings includes (but is not limited to) the extent which you:

• Demonstrate critical thinking
• Provide comments that are thought-provoking and stimulating
• Think conceptually and integrate material
• Apply the material to other contexts
• Are clearly focused on the relevant material

It is important that you complete these by the designated due dates so that you can benefit maximally from our class.

[6 QRC's @ 20 points each = 120 points total]

Experiential Assignments

These assignments typically involve problem-solving exercises to be found in each module.  Your responses should be primarily based on the material in your notes and reading assignments. It is important to demonstrate critical thinking skills; please also be sure to cite references. Last, you may be asked to access specific Web sites for further information. 

These assignments should be 1 to 2 pages in length.  Please work through them sequentially and turn them in by the designated due dates as stated on Canvas. 

[7 Assignments @ 10 points each = 70 points]

Final Reading and Paper Assignment:

Your task is to select a book (typically one) from the list below and apply what you have learned about theories of human behavior to the content of the book. The book represents popular material in three broad areas of Human Relations application. Pick the book that is of most interest to you. Then follow  the steps below:

1. Complete the reading and write a paper that has two sections as follows,
2. Section 1: Describe the main points of the book — about 1-2
3. Section 2: Discuss how theory could be applied to the content of the book. That is, how could a theory or theories be used to expand, clarify, enhance, or complement the content of the book in conducting work in HR Please note that this part of the assignment is not a simple “book report.” This assignment calls for a thoughtful treatment of how and/or why theory is important to HR work in that area.
4. The paper should be typed and double-spaced. About 10-12 pages are expected, but most important is quality of thought, analysis, and

You will need to upload an electronic copy of this paper by the due date on your Course Schedule.

Reading Options

Please note: The books below are not provided by Advanced Programs. Option 1: Interpersonal Relations/Public Relations:

• Solomon, Muriel (1990). Working with difficult people. Upper Saddle River, NJ: Prentice

ISBN 01395739090.

• Goleman, Daniel (1995). Emotional intelligence. Bantam Books. ISBN
• Goleman, Daniel (2000). Working with emotional intelligence. New York: Bantam Doubleday Dell. ISBN 0553378589.

Option 2: Leadership/Management/Organizational Behavior:

• Harrison, Patricia (1994). A seat at the table: An insider’s guide for America’s new women leaders. New York: Mastermedia Ltd. ISBN
• Quinn, Robert (1996). Deep change: Discovering the leader within. Hoboken NJ: Jossey-Bass. ISBN 0787902446.
• Kets de Vries, Manfred (1985). Leaders, fools, and imposters. New York:
• Sample, Steven (2002). The contrarian’s guide to leadership. Hoboken, NJ: Jossey-Bass. ISBN 0787955876.

Option 3: Counseling/Social Agency/Other Direct Services:

• Millon, & Everly, G.S (1985). Personality and its disorders. New York: Wiley Books. ISBN

0471878162.

• Tavris, Carol (1989). Anger: The misunderstood emotion. Carmichael, CA: Touchstone/Simon & Schuster. ISBN

Option 4: Basic Theory of Human Behavior Option:

Select any major theorist not covered extensively in the texts from the following list:

1. George Kelly (cognitive theory),
2. Gordon Allport (trait theory),
3. Kurt Lewin (field theory),
4. Wilson and/or Barash (sociobiology),
5. Henry Murray (need theory),
6. Karen Horney (feminine psychology),
7. Walter Mischel (social cognitive theory).

Other theorists may be possible, but only with approval of the instructor.

Write a paper with the following sections:

1. Summary—Provide a summary of the
2. Comparative Evaluation—Compare and contrast the theory of your choice with some of the other theories we studied in class or in your You do not have to compare every theory we covered, but select a reasonable sample of at least three or four.
3. Strengths and Weaknesses—Provide an analysis of strengths and weaknesses of the

[Final Reading and Paper Total = 100 points; see Final Reading and Paper section for details]

Final Exam over readings:

There is an objective, multiple-choice exam based upon the text by Gerald Corey, Theory and Practice of Counseling and Psychotherapy. This exam will be posted on Canvas and can be taken as an open-book exam.

[Final Exam Total = 30 points]

Case Study Assignment

My expectation is that your paper will be about 5 to 7 pages (of text).  Again, if you are an effective and concise writer, fewer pages may suffice. If you get interested and enthused with the assignment, more pages are welcome. As always, of the highest importance is quality of thought, analysis, and exposition. Please complete your paper by the designated due date as stated in your Course Schedule. 

[Case Study Total = 100 points]

Brief Course Outline:

• Module One – Introduction
  • The nature of theory
  • Change and broad theories of human behavior
• Module Two – Psychological theories
• Module Three – Family theories
• Module Four – Group and organizational theories
• Module Five – Social change theories
• Module Six – Multicultural theories
• Module Seven – Ethical theories

Due Dates:

The course is organized into seven modules. You should work your way through the modules sequentially, completing one about every two weeks.

Please refer to the “Course Schedule and Assignment Due Dates” under the Content tab in Canvas for a detailed listing of all course due dates.

This is a letter-graded course: A (90-100 points), B (80-89 points), C (70-79) points, D (60-69 points), or F (59 points or less). Grades for the course will be based on a student’s combined score on the following:

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.

In addition to interaction via Canvas and email contact, may contact the instructor via email or telephone before the beginning of the course term for questions and or an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.

Student assignments and student/instructor communications will be conducted via Canvas, although students may contact the instructor via telephone or email as needed

A grade of “I” is not automatically assigned, but rather must be requested by the student by submitting to the instructor a “Petition for and Work to Remove an Incomplete Grade” form. An “I” can never be used in lieu of an “F” nor can an “I” be assigned because of excessive failure to participate in class activities.

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.

If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access the material.

Procedures for Completion of Course Evaluation: 

Upon completion of the course students should go to the Advanced Programs Online Learning Information webpage and click on the applicable semester link under “Online Course Evaluation” which will direct them to the evaluation.  The evaluation will take approximately five minutes to complete.  Completion of the online evaluation is an important tool allowing Advanced Programs to gain information and student feedback for improvement of courses.

Your responses will be kept confidential.  They will be reviewed by the department and only supplied to the professor once grades for the course have been submitted.

Materials posted on the OU CANVAS system:

Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access material. Please contact your local the IT Help desk at 405-325-HELP if you require assistance.  IT is available 24/7

Statement about the MHR Program Planner and Human Relations Website

Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program.  The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship.  For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr

Reasonable Accommodation Statement

The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities.  Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.  Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course.  The Office of Disability Services is located in Goddard Health Center, Suite 166, phone 405-325-3852 or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html

Civility/Inclusivity Statement:

We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:

• share their unique experiences, values and beliefs
• be open to the views of others
• honor the uniqueness of their colleagues
• appreciate the opportunity we have to learn from each other in this community
• value each other’s opinions and communicate in a respectful manner
• keep confidential discussions the community has of a personal (or professional) nature
• use this opportunity together to discuss ways in which we can create an inclusive environment in this course and across the University of Oklahoma community.

Religious Holidays

It is the policy of the University to excuse absences of students that result from religious observances and to provide without a penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays, without penalty.

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.

Eugenia Fuenzalida, M.S., Ph.D.

Education

• D. in Psychology, December 2000, OU
• S. in Psychology, May 1997, OU
• A. in Psychology, May 1994, OU

Current Positions

• Associate Director, Cognitive Science Research Center, OU, Norman, 2015-present
• Associate Professor with Tenure, Department of Psychology, OU, Norman, 2007-present
• Faculty, Cellular & Behavioral Neurobiology, OU Norman, 2016-present
• Fellow, Center for Intelligence and National Security, OUHSC, 2016-present
• Advanced Programs professor, 2010-present
• Chairperson, Citizen’s Advisory Council, Norman Public Schools

Frequently Taught Advanced Programs Courses

• Foundations (HR)
• Personality Styles (CLS)
• Personality and Personality Disorders (HR)
• Staffing, Selection, and Compensation (ODYN)

Major Areas of Teaching and Research Interest

• Personality and Individual Differences
• Adaptation & Resilience
• Biologically-based traits
  • Extraversion
  • Neuroticism/Anxiety/Stress
• Human Factors
• Workload History & Transitions

Representative Publications and Presentations

Vincent, A., Roebuck-Spencer, T., Fuenzalida, L. E., & Gilliland, K. (2017). Test-retest reliability and practice effects for the ANAM General Neuropsychology Screening battery. The Clinical Neuropsychologist.

Vincent, A., Roebuck-Spencer, T., Fuenzalida, L. E., Block, C., Scott, J., Kane, R. (2017). Validation of ANAM for cognitive screening in a mixed clinical sample. Applied Neuropsychology: Adult.

Vincent, A. S., Bailey, C.M., Cowan, C., Cox-Fuenzalida, L.E., Dyche, J., Gorgens, K., Krawcyzk, D., Young, L. (2016). Normative Data for Evaluating Mild Traumatic Brain Injury with a Handheld Neurocognitive Assessment Tool. Applied Neuropsychology: Adult.

Freeman, E. K., Cox-Fuenzalida, L. E., & Stoltenberg, I. (2011). Extraversion and arousalprocrastination: Waiting for the kicks. Current Psychology, 30(4), 355-374.

Gries, P. H., Prewitt-Freilino, J. L., Cox-Fuenzalida, L. E., & Zhang, Q. (2009). Contentious histories and the perception of threat: China, the United States, and the Korean War—An experimental analysis. Journal of East Asian Studies, 9, 433-465.

Hauck, E., Anderson Snyder, L., & Cox-Fuenzalida, L. E. (2008). Workload variability and social support: Effects on stress and performance. Current Psychology, 27(2), 112-125.

Cox-Fuenzalida, L. E. (2007). Effect of workload history on task performance. Human Factors 49 (2), 277- 292.

Cox-Fuenzalida, L. E., Angie, A., Holloway, S., & Sohl, L. (2006). Extraversion and task performance: A fresh look through the workload history lens. Journal of Research in Personality, 40, 432-439.

Cox-Fuenzalida, L. E., Beeler, C., & Sohl, L. (2006). Effects of workload history on performance: A direct comparison between increases and decreases in workload. Current Psychology, 25(1), 8-14.

Schell, K.L. & Cox-Fuenzalida, L.E. (2006). Applying Resource Management Training to pharmacy practice. In K.L. Schell (Ed.), Enhancing performance and patient safety series, Module 9. Published electronically at http://www.pharmsafety.org/.

Swickert, R. J., & Cox-Fuenzalida, L. E., & Gilliland, K. (2006). Brainstem auditory evoked responses in introverts and extraverts: A cross validation. Individual Differences Research, 4(14), 292-298.

Schell, K. L. & Cox-Fuenzalida, L. E. (2005). Neuroticism and quality control in health services: A laboratory simulation. Current Psychology 24 (4), 231-241.

Cox-Fuenzalida, L. E., & Angie, A. (2005). Effects of workload history on dual task performance. Current Psychology 24 (3),171-179.

Schell, K. L., & Cox-Fuenzalida, L. E. (2005). The role of human factors in pharmacy errors. In

A.F. Grasha, M., O'Neill, D. Brushwood, and K.L. Schell (Eds.), Enhancing performance and patient safety series, Module 7. Published electronically at http://www.pharmsafety.org/.

Cox-Fuenzalida, L. E., Swickert, R. J., & Hittner, J. B. (2004). Effect of neuroticism and workload history on performance. Personality and Individual Differences, 36, 447-456.

Swickert, R. J., Hittner, J. B., Kitos, N., & Cox-Fuenzalida, L. E.(2003). Direct or indirect, that is the question:A Re-evaluation of extraversion’s influence on self-esteem. Personality and Individual Differences, 36, 207-217.

Cox-Fuenzalida, L. E., Gilliland, K., & Swickert, R. J. (2001). Congruency of relationship between extraversion and the brainstem auditory evoked response based on the EPI and EPQ. Journal of Research in Personality, 35, 117-126.

Major Professional Affiliations

• Phi Beta Kappa
• American Psychological Association
• American Psychological Society
• Society for Industrial Organizational Psychology
• Society for Personality and Social Psychology
• Human Factors Society